DOCUIENT Basun - ERIC

DOCUIENT Basun

ED 120 515 CR 006 821

TITLE Construction Cluster Volume IT: [Concrete Mork].INSTITUTION Pennsylvania State Dept. of Justice, Harrisburg.

Bureau of Correction.PUB DATE 1 Jan 71NOTE 172p.; For others in the series. see CZ 006

818-822

EDRS PRICE SP-$0.83 HC-$8.69 Plus PostageDESCRIPTORS Building Trades; *Content Industry; *Constructioi

Industry; *Curriculum Guides; *InstructionalMaterials; Integrated Curriculum; Job Skills;Occupational Clusters; Secondary Education; *UnitPlan

ABSTRACTThe document is the fourth of a series, to be

integrated with a G.E.D. program, containing instructional materialsfor the construction cluster, The volume focuses omilcrete work andconsists of 20 instructional units which require a mo

rhof study.

The units include: (1) uses of concrete and occupational information;(2) soils, drainage, and preparation of subgrade for concreteplacement; (3) simple forms for sidewalks, footings, and patio slabs;(4) materials used in cement; (5) cement types and concrete mixes;(6) water for concrete; (7) air-entrained concrete; (8) concreteworking tools; (9) estimating the quantity of concrete required for agiven job; (10) mixing concrete; (11) testing concrete; (12) formworkand forming concrete; (13) reinforcing concrete; (14) joints,joining, and crack control; (15) handling and placing concrete; (16)concrete finishing; (17) concrete protection and curing techniques;(18) stripping forms from concrete; (19) special finishes, textures,and coloring; and (20) machine applications and modern techniques,Each unit includes the following information for the teacher: aim,instructional aids, equipment, primary references, introduction andmotivation, a presentation of integrated concepts, application,evaluation criteria guideline, summary, suggested time and sequencelisting, and supplemental references and resource materials. Abibliography is included. (EC)

***********************************************************************Documents acquired by ERIC include many informal unpublished

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f,51

rM

Commonwealth of PennsylvaniaDepartment of JusticeBureau of Correction

VOCATIONAL EDUCATIONPROGRAM OF STUDIES

Elementary, Secondary Education Act

Tide I

APR 46 Ng

DEPARTMENT OF NEALTN.EDUCATION II INELCARENATIONAL INSTITUTE OP

EDUCATION

THIS DOCUMENT NAS BEEN REPRO-DUCE° EXACTLY AS RECEIVED 'ROMTHE PERSON OR ORGANIZATIONORIGINATING It POINTSOT VIEW OR OPINIONSSTATED 00 Not NECESSARILY REPRE.SENT 00 iciAL NAtiON AL INSTITUTE OPEOUCATION POSITION OR POLICY

CONSTRUCTION CLUSTERVOLUME IV

January I, 1971 Harry A. SnyderPennsylvania &ereau of Correction Director of Education

2

INTRODUCTION

The following information comprises one of seven volumes of

instructional materials developed around a cluster of Construction

Industries and Occupations. These instructional materials are pri-

marily technical in focus but are written to be used in a cluster

concept program as part of an integrated curriculum.

The materials are aimed at preparing students with basic

skills necessary to enter a number of occupations in industries

within the Construction cluster rather than providing an in-depth

development of skill in any one occupation.

Each volume contains approximately one hundred twenty hours

of instruction (about one month of study) and consists of twenty in-

structional units each having one or more specific les'sons. Each

unit is designed for six hours of instruction (three hours of tech-

nical laboratory experiences and three hours of related study in

science, mathematics, communications and social studies) but may be

varied at the instructor's discretion.

The seven volumes or cluster areas in the series are:

Volume I - Wood Structural FramingII - Masonry WorkIII - PlumbingIV - Concrete WorkV - Electrical

VI - Air Conditioning and RefrigerationVII - Heating and Ventilation

3

Students in the Construction cluster should be introduced to

the technical and integrated content through several methods closely

related to the industrial structure. Among these are.line production

and assembly, group projects, experimentation, unit studies and inde-

pendent study. Team teaching techniques should be employed between

the academic specialist and the technical specialist and coordinators.

It is recommended that an orientation program be offered

students to familiarize them with the cluster areas available so they

may select one they wish to pursue. The cluster instruction is de-

signed to integrate with the regular G. E. D. program so students may

receive an employable level of skill and a general academic back-

ground simultaneously.

As students select the technical cluster areas they wish to

study, they should have the option to move through the G. E. D. con-

tent at their own speed using programed instructional materials,

instructional television, computer assisted 'instruction and other

individualized learning techniques. Technical and integrated con-

cepts are introduced each day by the specialists involved.

After completion of one or more months of work within one

cluster, a student could elect to study within another cluster pro-

viding, of course, this transfer is agreeable with the counselors,

coordinators and instructors involved.

Lessons have been identified in the units. In most cases,

however, there is only one lesson since each unit is limited to one

A

CIV-ii

4

day or six hours of instruction. The units offer the instructor the

essential materials, vis-a-vis the aims, instructional aids, topical

outline and activities, suggested time sequence, evaluation guide-

lines, summary and references. The primary and supplemental refer-

ences are directly related to the topics and are important to the

instructors. A selected bibliography is attached at the end of each

volume as recommended additional sources of information.

Pagination of the units in this volume has been identified

by cluster (C), volume (I, 11, etc.), unit (l, 2, etc.) and page

(.1, .2, .3, etc.) within each unit.

C- IV -iii

5

TABLE OF CONTENTS

UNIT PAGE

1 Uses of Concrete and Occupational Information . . C-IV-1.1

2 Soils, Drainage, and Preparation of Subgrade forConcrete Placement C-IV-2.1

3 Simple Forms for Sidewalks, Footings and PatioSlabs C-IV-3.1

4 Materials Used in Cement--Types and Manufacture C-IV-4.1

S Cement Types and Concrete Mixes C-IV-S.1

6 Water for Concrete C-IV-6.1

7 Air-Entrained Concrete C-IV-7.1

8 Concrete Working Tools C-IV-8.1

9 Estimating the Quantity of Concrete Required fora Given Job C-IV-9.1

10 Mixing Concrete C-IV-10.1

11 Testing Concrete C-IV-11.1

12 Formwork and Forming Concrete

13 Reinforcing Concrete

14 Joints, Joining and Crack Control C-IV-14.1

1S Handling and Placing Concrete C-IV-15.1

16 Concrete Finishing C-IV-16.1

17 Concrete Protection and Curing Techniques . . . C-IV-17.1

18 Stripping Forms from Concrete C-IV-18.1

19 Special Finishes, Textures and Coloring C-IV-19.1

20 Machine Applications and Modern Techniques. . . C -IV -20.1

Bibliography c-IV-i

6

C-IV-v

I

1

INSTRUCTOR'S UNIT PLAN

Unit 1

Lesson ---r---Time Hours

CLUSTER: CONSTRUCTION

DIVISION: CONCRETE WORK

SUBJECT: Uses of Concrete and Occupational. Information

AIM:

To acquaint students with the many contemporary uses of con-crete and further, to acquaint students with occupationalinformationjob requirements, responsibilities, pay scalesand conditions of employment.

INSTRUCTIONAL. AIDS:

Film - Harrisburg: Modern Talking Picture Service, Inc.,J. P. Lilley G Sons, 2009 N. 3rd Street (16 mm,sound, color):Shape of Safety (21 minutes)Everything Under the Sun (20 minutes)New Dimensions in Concrete (28-1/2 minutes)Concrete in the Sixties--Report #7 and #8 (20 minuteseach)

Film - Cement Makers--Americans at Work, Ann Arbor, Michigan:University of Michigan (14 minutes, 16 mm, sound, color).

Filmstrip - Cement Finisher, Milwaukee: Ray McCrory, Di-rector of Life Advisement, West Division High School.

Slides - Teacher-made slides of uses of concrete and workingcanditions.

Worksheets - Teacher-developed worksheets to help studentslist and identify various aspects of vocational preference.

EQUIPMENT:

16 mm projector, 35 mm filmstrip projector, 35 mm slide pro-jector, screen.

PRIMARY REFERENCES:

1) Akroyd, T. N. W., Concrete--Its Properties and Manufacture,Elmsford, N. Y.: Pergamon Press, Inc., 1962.

2) Concrete Technology -- Instructor's Guide, Chicago:Cement Association, 33 West Grand Avenue, 1963.

3) Concrete Technology--Student Manual, Albany, N. Y.:Publishers, Inc., 1965.

4) Proportioning Concrete Mixtures, Bulletin ST-100, Detroit:American Concrete Institute, 1962.

Portland

Delmar

I. INTRODUCTION AND MOTIVATION

A. Have film, Everything_ Under the Sun, ready to run when stu-dents enter class.

B. Follow with discussion of other things made from concreteand show other selected films.

C. Have as many pictures of uses of concrete as possible ondisplay.

8

C- IV-1 . 2

II. PRESENTATION OF INTEGRATED CONCEPTS

RELATED CONCEPTS

INSTRUCTIONAL TOPICS TECHNICAL CONCEPTS SCIENCE

A. Uses of concrete. 1. To present an overview ofuses of concrete to increase thelikeliness of students beingreceptive to occupational in-formation.

a. Pavingb. Structural uses

1) Buildings2) Bridges3) Piers4) Etc.

c. Farming with concreted. Concrete and water re-

sources

2. Technical aspects--general.a. Reinforced concreteb. Prestressed concretec. Tilt-up constructiond. Concrete shell roofse. Oil well cementing

1. Develop concept of workdone by technicians andengineers in. cement andconcrete research.

a. Research and de-velopment

b. Structure designc. Testingd. Quality control

B. Employment outlook, 1. Although there have beencutbacks in the construction in-dustry, it appears a steadygrowth will be the pattern inthe future.

a. Construction value growthcould exceed 91 billionby 1976.

b. Continued needs of morepeople and technologicalgrowth

c. Ecology programs

2. There is and will be a con-tinued need for trained personnelin the construction trades,

C. Types of jobs available. 1. General concrete worker.a. Employed by small con-

tractors must have broadknowledge and skills

b. Employed by large con-tractors may not have toset forms but must havebroad knowledge and skills

2. Specialists.a. Laboratory techniciansb. Placement specialists

1) MustAS able to placeconcrete in highplaces

2) Must be able to placematerials in unusualsituationsa) Tunnelsb) Dams

c. Finishing specialistsmust be knowledgeableabout and skilled in alltypes of finishingtechniques

1. Levels of understandingof science for variouslevels of employment.

J A.

C-1V-1.4

9

TO BE DEVELOPED

MATH COMMUNICATIONS SOCIAL STUDIES

1. Discuss volume of ma- 1.

terlals used, total productvalue, and wages paid.

a. Use this informationto introduce1) Large numbers- -

thousands,millions, etc.

2) General conceptof volume- -tonnage, cubicyards, etc.

Writing letters.a. Have students write

letters requesting Information relative tototal product value,tonnage used, etc.

1. the economic impact of con-crete on contemporary Americansociety.

1. Building a generalunderstanding of samplingmethods used to get sta-tistical data and countingmethods used by census toprovide information onemployment needs.

1. Researching information oncurrent numbers employed fromsources such as:

occupational handbookb. Statistical abstractsc. Etc.

L. The U. S. Census Bureau andits function.

1. Discussion of generalknowledge of math skillsneeded for various levelsof employment.

1. Communication skills neededfor various levels of employ-

Writing of job specifica-tions and definitions (e.g.,U. S. Government Contracts).

1. Discussion of growth ofeducation requirements as tech-nology has advanced.

C-1V-1.5

10


RELATED CONCEPTS


D. Characteristics of personsemployed by concreteindustry.

I. Many people from all walks oflife are employed, each withdifferent characteristics. How-ever, the general concrete workertends to have these character-istics.

a. Reasonable physicalstrength

b. Reasonable staminac. Likes to work -- physicallyd. Likes to work outdoorse. Does not worry about some

dirt or dust in his jobf. Has a high level of re-

sponsibility1) Once concrete is

placed, it must bewatched and worked

2) porkers cannot leaveconcrete in need offinishing for mostpersonal reasons

E. Pay scales. I. Discuss pay scales for variousareas of the United States andalso for various levels of em-ployment.

2. Union involvement.

11

C-IV-l.6

TO BE DEVELOPED


1. Development of an under-standing of how to computewages earned.

a. Simple additionb. Simple subtractionc. Simple multipliCa-

tion

1. Research job definitions foremployees in concrete work.

a. Written presentationsb. Oral presentations

2. Interview concrete or cementworkers from various levels ofemployment.

3. Job listings in newspapersand journals.

1. Writing employment con-tracts.

.

.1

12

CIV-1.7

1. Develop role of union inregard to pay scales and em-ploymont conditions andpractices.

Discuss wages paid to con-struction workers and slow-upin construction starts.

III. APPLICATION

A. Show film: Cement Makers--Americans at Work and film-strip: Cement Finisher.

B. Discuss the various occupations in the concrete workingtrades and, if possible, have guest speakers.

C. Complete worksheets for occupational guidance purposes.

IV. EVALUATION CRITERIA GUIDELINE

A. Have students list major uses of concrete.

B. Have students list various types of concrete materialuses, e.g. reinforced, prestressed, air entrained, etc.

C. Have students list job qualifications of an occupationof their choice.

D. Discuss employment potentials.

V. SUMMARY

A. The concrete working portion of the construction industryis a large and important one. Many structures, highways,bridges, and aircraft runways are constructed from the con-crete material. There are many job classifications related toconcrete working and the employment potential is very good.Concrete workers work hard but are well paid.

VI.' SUGGESTED TIME AND SEQUENCE LISTING

45 minutes -- Introduction and motivation. Show film: Every-thing Under the Sun

30 minutes -- Uses of concrete

60 minutes -- Occupational information

60 minutes -- Math concepts

60 minutes -- Communications concepts--job classifications --speaker from industry

45 minutes -- Social studies concepts

60 minutes -- Summary and evaluation

13

C-IV-1.8

VII. SUPPLEMENTAL REFERENCES AND RESOURCE MATERIAL

1) Dictionar of Occupational Titles--Volume I--Definitionsof Titles, Washington, D. C.: U. S. Government PrintingOffice, Third Edition.

2) Occupational Outlook Handbook, Washington, D. C.:Government Printing Office, 1970.

14

C.IV-1.9


Unit 2

LessonTime bREEFi



SUBJECT: Soils, Drainage, and Preparation of Subgrade for ConcretePlacement

AIM:

To teach the importance and methods of base preparationwhIchproceeds the proper and successful placement of concrete.

INSTRUCTIONAL AIDS:

Film - Construction of a Concrete Industrial Floor on theGround, Chicago: Portland Cement Association, PhotographicNYVTEes Section, 33 W. Grand Ave. (32-1/2 minutes, 16 mm,sound, color).

Film - Foundations and Concrete, New York: Du Art Film Labs,Inc., 245 West 55th Street (26 minutes, 16 mm, sound, color).

Transparencies Teacher-made transparencies showing crosssections of various subgrade materials and their placement.

Samples - Samples of various sizes and grades of stones usedfor base materials.

EQUIPMENT:

16 mm projector, overhead projector, screen.

Transit, leveling rod, stakes, hammers, saws, level, string,shovels and base materials.

PRIMARY REFERENCES:

1) Akroyd, T. N. W., Concrete -Its Properties and Manufacture,Elmsford, N. Y.: Pergamon Press, Inc., 1962.

2) Concrete Technology--Instructor's Guide, Chicago: Portland.Cement Association, 33 West Grand Avenue, 1963.

15

C-IV-2.1

3) Krebs, Robert and Walker, R., Highway Materials, New York:McGraw-Hill Book Company, 1970.


A. If possible, have students view cracked or broken founda-tions, sidewalks or other concrete structures and ask foropinions as to the cause of the cracks.

B. Show film: Construction of a Concrete Industrial Floor onthe Ground.

C. Proceed into body of the lesson.

16C-IV-2.2

II. PRESENTATION OF INTEGRATED coNcEprs

RELATED CONCEPTS

. INSTRUCTIONAL TOPICS TECHNICAL CONCEPTS SCIENCE

A. Soil factors involved insubgrade preparation.

1. Load bearing characteristicsof different soils.

2. Drainage characteristics ofdifferont soils.

3. Soil behavior under conditionsof freezing and thawing.

4. Different types of soils.

S. Soil behavior under wet anddry conditions,

6. Need for stable, physicalsupport under concrete.

1. Testing of soils for:a. Organic contentb. Water retentionc. Particle sizesd. Aggregate ratiose. Compactionf. Volume change due

to freezing andthawing

2. On-site testing pro-cedures (borings, etc.).

B. Drainage requirements forsubgrade preparation.

I. Effects of excess moisture onstability of soil.

2. Comparative expansion duringfreezing of wet and dry soils.

3. Prevention of hydraulicpressure.

4. Contamination of wet concrete.

S. Types of soil pipe and tile.

6. Placing of soil pipe or draintile,

7. Bedding material used to fillaround tile.

1. Research on amount offall needed to preventsettling in the tile,

2. Natural flow patternsof ground water.

3. Research on molecularattraction of ground waterto soil particles.

C. Grading for elevations andfor site drainage,

. Use of level and transit.

. Staking out excavation.

D. Base materials and theirapplication.

. Condition of excavated surface.a. Undisturbed soil--virgin

soilb. Disturbed soil.c. Removal of topsoil and all

organic materiald. Trimming and smoothing

subsoil surface

. Naterials used.a. Sandb. Crushed stone or gravelc. Pea stoned. Vapor barriers and In-

sulation1) Polyethylone2) Styrofoam

C-1V-2,4

17

TO BE DEVELOPED

MATH COMMUNICATIONS

1, Comparisons of aggre-gate surface area of dif-ferent soil types.

2. Calculations on loadbearing qualities.

3. Calculate volumes anddensities for differentcompaction percentages.

1. USA standards for subgraciepreparation.

2. State and local buildingcodes.

3. Writing of architecturalspecifications.

4. Exchange of information be-tween owner, architect, con-tractor, testing service.

1. Calculating amount offall for drainage,

2. Cost calculations onpipe or tile:

a. Materialb. Laborc. Equipment

3. Calculations on amountand size of- pipe or tileneeded.

4. Calculations of hydrau-lic pressures created bylack of drainage.

S. Calculations forvolume of surface waterrunoff.

1. State and local buildingcodes.

2. Public notice and hearingson drain installations,

3. Architectural specifications.

4. Engineering drawings.

SOCIAL STUDIES

1, Different soli typesin different geographicareas.

2. Soil maps from U. S.Dept. of Agriculture.

3. Extra costs involved inusing concrete in some com-munities because of soilconditions -- effect on localeconomy and industrial de-velopment.

1. Effects of excess wateron working conditions.

2. Division of labor fortrenching and laying of tile.

3. Water rights factors ofincreased flow--divertedrunoff, etc.

4. Ecological effects of re-ducing ground water on thebuilding site.

S. County drain system anddisposal of water.

6. Desirability of "dry"structures.

1. Field work in mathe-matics.

a. Use of transitb. Computation of

e arth to be movedc. Geometry applied

in layout of stakes,e tc.

1. Reading of site blueprints.

1. Calculate amount ofbase material required.

2. Calculate cost ofbase material,

3. Calculate time andlabor requirements forpreparation of base.

1. Ordering of base materialsfrom supplier.

2. Written or verbal instruc-tions for delivery address,time of delivery, placement ofload,

S. Special instructions re-garding wires, pipes, drains,openings, etc.

18

C-1V-2.5

1. Local business, contrac-tors, suppliers, etc. involved.

2. Methods of payment for ma-terials and services.


RELATED CONCEPTS


:4

rI

3. Application.a. Low or uneven areas filled

with sand and tampedb. Top 4-6 inches of subgrade

should be sand, gravel orcrushed stone

c. Subgrade surface to beuniform and evenly com-pacted

d. Vapor barriers applied asper specifications

C-I V- 2. 6

19

'TO BE DEVELOPED


20

C-IV-2.7

III. APPLICATION

A. Present reasons for preparation of the subgrade and theneed for careful preparation done with honesty in terms of .

virgin soil aspects. Present subgrade materials and their on-site application.

B. Practical application:1. Lay out and prepare site for sidewalk, building

footing or other small job.2. Locate grade stakes.3. Excavate to required depth, trim and apply subgrade

aggregate.4.. Tamp subgrade aggregate and prepare a uniform

surface.

I.Y. EVALUATION CRITERIA GUIDELINE

A. Explain reasons why subgrade preparation is important.

B. What depth should subgrade aggregate be? Why?

C. How is proper drainage obtained under concrete?

D. List three materials used as subgrade aggregate.

V. SUMMARY

A. Site preparation and the obtaining of a sound subgrade isan important aspect of concrete working. Concrete placementmust be made on a solid, stable well-drained base. The soilbase should be virgin and free of organic material.

VI. SUGGESTED TIME AND SEQUENCE LISTING

60 minutes -- Introduction and showing film: Construction ofa Concrete Industrial Floor on trruala------

60 minutes -- Presentation of lesson content

90 minutes -- Integrated curriculum concepts

120 minutes -- Practical application



1) Recommended Practices for Concrete Floor and Slab Construc-tion, Bulletin AC1-302-69, Detroit: American Concrete Ihtti-Era, 1969.

21C-IV2.8

2) Scott, Ronald F. and Schoustra, J. J., Soil Mechanicsand Engineering, New York: McGraw-Hill Book Company, 1968.

CLUSTER:

DIVISION:

SUBJECT:

AIM:


Unit 3LessonTime r"EtWi

CONSTRUCTION

CONCRETE WORK

Simple Forms for Sidewalks, Footings and Patio Slabs

To teach the construction practices related to simple concreteforms.

INSTRUCTIONAL AIDS:

Film - How to Build New Sham in Concrete, Harrisburg:Modern Talking Picture Service, Inc., J. F. Lilley 4 Sons,2009 N. 3rd Street (18 minutes, 16 mm, sound, color).

Transparencies - Teacher-made transparencies showing variousform types and the placement of structural members for on-

.

site constructed forms.

Samples - Samples of common lumber sizes, rails, bolts, andties frequently used in on-site form construction.

EQUIPMENT:

16 mm projector, overhead' projector,

Transit, leveling rod, stakes, 2 x 4,sizes of lumber as required, hammers,shovels, and sledge hammer.

PRIMARY REFERENCES:

screen.

2 x 6, 2 x 8,'and othersaws, level, string,

1) Concrete Technology--Instructor's Guide, Chicago: Port-land Cement Association, 33 West Grand Avenue, 1963.

2) Formwork for Concrete, Detroit: American Concrete Insti-tute, 1149.

3) Huff, Darrell, How to Work with Concrete and Masonry,New York: Harper 4 Row Publishers, Inc., 1970.

23

C- IV -3.l

4) McMillan, A. B., Forms and Centering, Part I, Scranton,Pa.: International Correspondence Schools, 1956.


A. Introduce and show film: How to Build New Shaves inConcrete. Use the film as a starting. point to lout into dis-E551TIErtlative to form building.

.

24C-IV-5.2

II. PRESENTATION OF INTEGRATED CONCEITS

RELATED CONCEPTS


A. Principles of good formconstruction.

1. A well-designed form should:a. Be easily erectedh. Be easily strippedc. Be readily leveled or

plumbedd. Be rigid enough to pre-

vent distortion by con-crete pressures

e. Enable rouse of materialf. Provide some means of

cleaning debris fromformed area

B. Pressure from freshlypoured concrete.

C. Materials for forms.

1. Pressures developed are theproduct of the weight of a cubicfoot of concrete times the areatimes the depth.

a. Weight per cubic foot140 pounds

b. Initial set time

2. Control of pressure height,width, length relationships.

a. Force triangles

1. Types of material used.a. Solid wood

1) Douglas fir2) Spruce3) Yellow pine

b. Manufactured wood1) Exterior plywood1) Concrete form plywood

c. Steel1) Sheet metal, usually

10 ga or heavier2) Angles, channels and

other structuralshapes

3) Most steel forms arecommercially prepared

2. Fasteners.a. Common wire nailsb. Duplex or double headed

nails1) Commonly called

scaffold or erectionnails

c. Sizes1) Common nails--8 to 20

penny lengths2) Double headed nails,

10 and 16 pennylengths

d. Bolts--common bolts- -5/16" to 3/8" diameterwith lengths as required

e. Patented ties of varioustypes

f. Wire--when carefully used

C-1V-3.4

25

1. Pressure forces of atrue liquid.

a. Relating the forcesto concrete whichacts as a trueliquid

b. Basic hydraulic orhydrostatic prin-ciples

1. Strength characteristicsof various types of woodused for forms.

2. Grain and splittingcharacteristics of formwoods.

3. Water resistant adhesives.

4. Experiments with nailsto identify their holdingpower.

TO BE DEVELOPED


1. Computation of:a. Areab. Volumec. Weights

1. Reading specifications forfootings, sidewalks, patios.

a. Reading for understandingand accurate interpreta-tion

1. Computation of area ofirregular shapes.

2. Computation of volumeand weights of irregularshapes.

1. Study of U. S. highwaysystem with consideration of:

a. Safetyb. Communicationsc. Economy

1. Safety regulations in thebuilding trades.

a. Building excavationsafety

b. Scaffold safetyc. Cession safetyd. Forming safety

2. Structural safety andmargin of safety or safetyfactors in commercial build-ings.

a. Collapse of some publicbuildings

b. Liability laws

1. Estimating materials re-quired for formwork.

2. Cost breakdown.a. Excavationb. Materialc. Labor -erectiond. Labor -stripping

3. Translation of pennysize to inches.

1. Reading catalogs about com-mercial forms--read for under-standing.

2. Writing requisitions forcommercial forms.

3. Reading and understandingstrength of material literature.

a.. Materialsb. Concretec. Holding power of nails

26C-IV-3.5

1. Review of some outstandingconcrete structures.

IL PRESENTATION OF INTEGRATED CONCEPTS

RELATED CONCEPTS

. INSTRUCTIONAL TOPICS TECHNICAL CONCEPTS SCIENCE

D. Footing form construction. 1. Trench footings--use of soilas form where it will retain itsshape and withstand pressure ofconcrete.

2. Simple one-piece sheathingforms.

a. Stake size and placementb. Sheathing sizes

1) Usually 1" x 8" or2" x 8"

c. Stake and sheathingbracing1) Diagonal bracing2) Spreader bracing

E. Sidewalk and patio forms. 1. Same principles as one-piecesheathing forms used for footers.

2. Necessity of good straightwell-braced edge forms.

3. Forming curves or radii.a. Materials usedb. Tangent points and

fairing of curve intostraight runs

c. Proper bracing tech-niques

27

C-1V-3.6

OP.

TO BE DEVELOPED


I. Geometry as it applies tovarious triangles formed bybract members.

a. Strength of diagonalbraces

2. Geometry as it relatesto laying out variousshapes.

a. Rectangleb. Squarec. Circlesd. Arcse. Checking for

accuracy

1. Building vocabulary as it re-lates to forms.

a. Stakesb. Spreaderc. Ranger-sheathingd. Whalero. Ticsf. Etc.

1. Principles of tangentsof circles.

2. Computation of correctcenter point for scribingcurves for walks, etc.

11

28

1. Building codes as they re-late to sidewalks, gutters anddrainage.

2. Enforcement practices forsidewalk repair and snow re-moval.

r - -

III. APPLICATION

A. Discuss need for formwork in concrete and point up the re-quirements of shape, strength, levelness, etc.

B. Demonstrate uses of various sizes of lumber and why eachwas selected.

C. In a practical application session, demonstrate how to usethe transit, assemble forms, drive stakes and other aspects ofform construction. Use subgrade prepared in Lesson No. 2 forpractical forming experience.


A. What is a trench form? Where is it used?

B. What pressures are exerted against a form?

C. Why shouldn't stakes be driven inside a concrete form?

D. Why must concrete forms be oiled?

E. Why is accuracy in building a concrete form essential?

F. Why is it important that a concrete form be strong andadequately braced?

V. SUMMARY

A. Concrete, being a plastic material when first mixed, mustbe contained in some type of form for most jobs. Since concreteis quite heavy, the forms must be strong enough to resist thegreat pressures exerted upon them by the concrete. Also, sincethe form delineates the shape of the finished concrete, a shapewhich cannot be easily changed, it is necessary that the formsbe accurately constructed.


30 minutes -- Introduction and motivation


60 minutes -- Instruction on forming principles

ISO minutes -- Practical application


29C-IV-3.8


1) Concrete Form Constpmaion, Albany, New York: DelmarPublishers, Tnc., 1965:`

2) U. S. A. Standard Recommended Practices for Concrete-Formwork, Detroit: American Concrete Institute, 1968.

3) Wagner, Willis H., Modern Carpentry, Homewood, Ill.:Goodheart-Willcox Company,'Inc., 1967.

30C-IV-3.9


Unit 4

LessonTime 3-37LIFF



SUBJECT: Materials Used in Cement--Types and Manufacture

AIM:

To familiarize students with what constitutes a cement andacquaint him with the types and manufacture.

INSTRUCTIONAL AIDS:

Film - From Mountains to Microns, Harrisburg: Modern TalkingPicture Service, Inc., J. P. Lilley t Sons, 2009 N. 3rd Street(24-1/2 minutes, 16 mm, sound, color).

Film - Story of Portland Cement, Minneapolis: Bemis Bros.Bag Company, Packaging Service (36 minutes, 16 mm, sound,color).

Samples - Raw materials used in cement manufacture: limestone,cement rock, oyster shells, coquina shells, clay shale, silicasand, iron ore. Various types of cement: portland, air en-training portland, white cement.

EQUIPMENT:

16 mm projector, screen, microscope.

PRIMARY REFERENCES:

1) Concrete Technology--Instructor's Guide;'Chicago: Port-land Cement Association, 33 West Grand Avenue, 1963.

2) Concrete Technology--Student Manual, Albany, N. IN:Delmar Publishers, Inc., 1965.

3) Manual of Concrete Practice, Part I, Detroit: AmericanConcrete Institute, Publications Department, Box 4754, 1968.

4) McMillan, F. R., Concrete Primer, Detroit: AmericanConcrete Institute, 1958.

31C-IV-4.1


----A-r---Sholtand-discuss_some of the raw materials used in cement.Examine ma-ter-lalsj: under a microscope, in both the raw and groundstate. During discuss4v, mix some portland cement and fromtime to time make norte-of the change in consistency.

B. Show film: From Mountains to Microns or Story of PortlandCement.

32C-IV-4.2

PRESENTATION OF INTEGRATED CONCEPTS

RELATED CONCEPTS


A. Portland cement. I. Definition - -A closely con-trolled chemical compound ofcalcium, silica, alumina, ironoxide, and small amounts ofother materials to which gypsumis added, after calcining, toregulate setting time.

2. Portland cement is a typeof cement and not a brand name.

3. Properties of cemont body:a. Finely ground compoundb. In purchased State is a

dry compoundd. Must become plastic when

mixed with waterd. Must set and harden by

the chemical reactioncalled hydration

I. Present principlesand properties of ma-terials.

2. Develop an understanding of compounds, solu-tions, etc.

3. Develop an understand -ing of hydration.

4. Chemical compositionof cements.

B. Raw materials. 1. Silica materials (siliceous).a. Silica clayb. Silica sand

2, Lime materials (calcareous).a. Limestoneb. Cement rockc. Oyster shellsd. Coquina shellse. Marl shellsf. Marl

3. Iron materials (ferriferous).a. Iron shaleb. Iron ore

4. Alumina materials (argilla-eeOUS)

a. Aluminab. Bauxite

C. Manufacture. 1. Quarrying extraction of theraw materials from the earth.

a. Blast quarryingb. Combination of blast

and drag line or open pit

Z. Grindinga. Raw grinding--breaking

materials to approximately4" in size or smaller

b. Hammer mills to reducematerials to approxi-mately 3/4" in size

c. Pulverizing-reducingmaterials to powder

3. Blending -- initial mixing ofmaterials to correct proportions.

a. Various proportions fordifferent cements

33C-IV-4.4

I. Explain and experimentwith:

a. Silicab. Lime (calcium)c. Iron oxidesd. Alumina

2. Learn appropriatesymbols.

1. Principles of reductionby physical means:

a. Crushingb. Grinding

2. Principles of materialseparation:

a. Screeningb. Air flotationc. Etc.

3, How different types ofraw material mixtures re-sult in different typos ofcement.

4. Experiments with calcination and fusion ofmaterials.

TO BE DEVELOPED

MATH COMMUNICATIONS

1. Equations for hydra-tion.

2. Computation ofquantities.

a. Proportion forcompounds

b. Quantities requiredfor a desiredvolume of cement

1. Development of vocabularyrelated to cement materials andcement compounds.

SOCIAL STUDIES

1. History of the cementindustry-uses of cement by:

a. Assyriansb. Egyptians--pryamidsc. Romans--Colosseum

2. Importance and economicimpact of cement industry--past and present,

1. Research and writing of apaper concerning quantities ofmaterials used or the im-portance of the cement industry.

0

1. Industries involved insupport functions of thecement industry such as:

a. Manufacturing ofequipment

b. Machine repaire. Shipping

2. Development of processesusing new materials.

1. Computation of mesh orgrain size -the conceptsof size from very largeto microns.

2, Proportions as theyrelate to blending ma-terials for variouscements.

1. Writing specifications forcementsrefer to ASIA standardspecificitions.

2. Reading product informationand accurately interpretingthe information.

34

C-IV-4.S

1. John Smoaton's discoveryconcerning burned limestoneand its effect on presentunderwater structures.

2. Joseph Aspdin and thepatent for portland cement.

3. Jobs created by the cementindustry.

4. Building standards or codechanges as a result of cementproduct improvements.

4


RELATED CONCEPTS

INSTRUCTIONAL TOPICSOr

TECHNICAL CONCEPTS SCIENCE

4. Powdering or fine grinding.a. Wet or dry processesb. Ball or tube millsc. Ground to .02S" or to

pass through 40,000 meshscreen

S. Burning--calcining to incip-ient fusion the blended materialsin a kiln at temperatures from2600° to 3000 °C.

a. Clinker formationb. Cooling and pulverizingc. Adding gypsum

6. Regrinding or fine grinding.

S. Chemical reaction as aresult of burning.

D. Packaging. 1. Bulk shipment by rail ortruck.

2. Barrel shipment--376 lbs. perbarrel.

3. Bag shipment - -94 lbs. per bag.

35

C1V-4.6

I. Package design to pre-vent premature hydrationfrom ground moisture andatmospheric moisture.

TO BE DEVELOPED


1. Computation of bulkquantities-- volume --weight situations.

1. Reading information onpackages.

a. Manufacturerb. Content descriptionc. Weightd. Etc.

36

C- IV -4.7

1: Uniform packing laws andproduct labeling regulations.

2. Consumer knowledge aspects.

4

III. APPLICATION

A. Have students examine materials under a microscope. Crushand grind raw materials and again examine under the microscope.

B. Have students become familiar with the cement analysis onthe bag. Emphasize the importance of knowing the materialsand their properties.

C. Have students use their ground materials and develop acement.

D. Have students modify a prepared cement by adding various in-gredients, i.e., gypsum, silica, stearates, etc. Test results.


A. Ascertain that students can differentiate between cement andconcrete. Check terminology.

B. Have students list the basic materials in portland cement.

C. have students list the basic steps in the manufacture ofportland cement.

D. Have students identify the most commonly used type of cement.List the five main types of cement and their uses.

V. SUMMARY

A. Cement is a compouhd of lime, silica, iron oxide, aluminaand gypsum which, when mixed with water, sets and hardens bythe chemical reaction of hydration. Cement is manufactured bycarefully blending the correct proportions of ingredients, burn-ing them to a point of incipient fusion, regrinding them, andadding gypsum to control setting time. Special cement compoundsserve special purposes and the concrete worker must know thecement types and their uses.


45 minutes -- Introduce and show film: From Mountains to Mi-crons or Story of Portland Cement

60 minutes -- Lecture, demonstration, discussion about ma-terials

95 minutes -- Experimentation



37C-IV-4.8

VII. SUPPLEMENTAL REFERENCES MO RESOURCE MATERIAL

1) Admixtures for Concrete, Bulletin 60-64, Detroit: AmericanConcrete Institute, Committee 212, 1963.

2) Guide for Structural Lightweight Aggregate Concrete, Bul-letin 64-39, Detroit: American Concrete Institute, committee213, 1967.

3) Selection and Use of Aggregates for Concrete, Bulletin58-24, Detroit: American Concrete Institute, Committee 621,1961.

38

C- IV -4.9




SUBJECT: Cement Types and Concrete Mixes

AIM:

UnitLesson ---r---Time (.7 !Tours

To teach the versatility available when concrete mixes aredesigned for different purposes. To develop an understandingof basic concrete proportions and mixes.

INSTRUCTIONAL AIDS:

Film - Principles of Quality Concrete, Harrisburg: ModernTalking Picture Service, Inc., J. P. Lilley & Sons, 2009 N.3rd Street (23 minutes, 16 mm, sound, color).

Film - How to Make Quality Concrete, East Lansing, Michigan:Michigan State University (a minutes, 16 mm, sound, color).

Film. - Quality Ready Mixed Concrete, Harrisburg: ModernTalking Picture Service, Inc., J. P. Lille)! & Sons, 2009 N.3rd Street (31 minutes, 16 mm, sound, color).

Transparencies - Teacher-made transparencies showing mixes,proportions and procedures.

Samples - Pre-prepared samples for test purposes or sampleswhich had been subject to test with test results.

EQUIPMENT:

16 mm projector,.overhead projector, screen.

Samples and compression test machine.

PRIMARY REFERENCES:

1) Akroyd, T. N. W., Concrete--Its Properties and Manufacture,Elmsford, N. Y.: Pergamon Press, Inc., 1962.

39

C-IV-S.l

2) Concrete Technology--Instructor's Guide, Chicago:Cement Association, 33 West Grand Avenue, 1963.

3) Design and Control Of Concrete Mixtures, Chicago:Cement Association, 1963, -Tenth Edition.

Portland

Portland

4) Proportioning Concrete Mixtures, Bulletin ST-100, Detroit:American Concrete Institute, 1962.


A. Have pre-piepared samples set up for subjection to shear orcompression tests. Run several tests and elicit responses fromstudent's concerning why certain samples break more readily thanothers. Build on student responses and lead into the lesson.Direct discussion toward necessity of understanding the cementmaterial and then progress to proportions of concrete mixes.

40

C-IV-5.2


RELATED CONCEPTS


A. Types of Portland Cement. 1. Portland Cement is classifiedby type to identify specialqualities.

a. Type I--general purposecement for normal orgeneral use where no spe-cial properties arerequired

b. Type II--modified portlandcement1) Moderate heat of

hydration2) Resistance to sulfate

attack3) Used for massive con-

structionc. Type III--high early

strength1) Sets up quickly2) Attains high strength

in one to three daysd. Type IV--low heat of hy-

dration1) Used where massive

quantity requires lowheat of hydration

e. Type V -- sulfate resisting1) Used where high .level

of alkalinity ispresent

f. Air entraining1) Available in types

IA, IIA, IIIA2) Contains air-entrain-

ing agent to generateair bubbles duringmixing

3) Used in high frost andfroeze-thaw situations

g. White portland cement1) Used where white

color is desiredh. Pozzolan portland cement

1) High silica cement2) Used in underwater

structuresI. Special cements

1. The effect of thecomposition of cement asit relates to use.

2. Heat of chemical re-action during hydration.

3. Air-producing agentsfor cement compounds.

4. Effectiveness of silicasand other waterproofingagents.

B. Properties of qualityconcrete

1. Properties during workablestate.

a. Proper mix proportionb. Consistency--degree of

wetness or drynessc. Uniformity- -the concrete

body must be uniformlymixed and hence, uniformthroughout

d. Workability--the mix mustbe workable without ex-cessive effort

41.

C-IV-S.4

1. Experiment with variouscement aggregate propor-tions to find most econom-ical proportions.

2. Find moisture contentof wet sand and stoneaggregate.

3. Freeze a sample of con-crete and study the effects.

a. Single freeze forlong period of time

11. Repeated freeze-thaw situations

TO BE DEVELOPED

MATH

1. Proportion as it relatesto materials in cement types.

Z. Computations of air inair-entrained concrete.

COMMUNICATIONS

1. Have students develop vocab-ularly and word lists relativeto cement types.

SOCIAL STUDIES

1. The impact of technologyon society.

a. Structures of concretemade possible by re-search and advfnces incement types -=

b. Effect on the economyby being able to workconcrete in coldweather

2. Federal aid programs interms of redevelopment andhighway construction.

a. Effect of increasedtransportation facil-ities_on society

1. Computations relatedto moisture in aggregates.

a. Fine aggregate- -sand

b. Coarse aggregate- -stone

2. Study simple formulasrequiring solving for oneunknown.

a. Cement factor =

27 cu.ft.

bag/cu.yd.

1. Inquire of local concretecompanies the source of theirsupply of materials--studymaterial reports.

2. Read charts and tablesdealing with mixing water quan-tities, slump ranges, compres-sive strength, etc.

a. Read for understanding

3. Fill in quantity requiredtables and test report data.

a. Write interpretivereports on test data

42

C-IV-S.S


RELATED CONCEPTS


%."P

2. Properties in the use stateor when hardened.

a. Strength--concrete designmust produce adequatestrength for a soundstructure

b. Durability- -must be dur-able in terms of use andweather it will be sub-jected to

c. Abrasion resistance --must wear well

d. Watertightness--concretemust resist-water pene-tration

3. Properties of economy.a. Must be designed to use

proper ratios of water,cement, and aggregatesto produce desiredstrength at lowest cost

b. Must be economical toplace and work

4. Subject a concretesample to:

a. Heatb. Acidsc. Strong alkalines

C. Conditions affectingconcre4e mixes.

1. Exposure.

2. Aggregate size and type.

1. Each exposure condition re-quires certain water-cementratios. These have been estab-lished to include a maximum waterand minimum cement content.

a. Normal exposure1) Cement--6 bags/cu.yd.2) Water--6 gallons/bag

b. Mild exposure1) Cement--S bags/cu.yd.2) Water--7 gallons/bag

c. Severe exposure1) Cement--7 bags/cu.yd.2) Water--S gallons/bag3) Using air-entrained

Cement

2. Use maximum site aggregateas determined by size and shapeof members, and amount and plac-ing of reinforcing steel.

a. One-fifth minimum dimen-sion of members

b. Not over three-fourthsclear space between rein-forcing steel and/orforms.

c. Nonreinforced groundslabs not over one-thirdslab thickness

1. Composition of varioustypes of aggregate ma-terials.

Z. Concept of sharp sandand fractured aggregates.

3. Demonstrate water-cement ratios--observeresults of various mixes.

D. Concrete mixes. 1. Mild exposure.a. One bag batch

1) Sand--3 cu.ft.2) Coarse aggregate- -

4 cu.ft.3) Water--7 gallons- -

including water infine aggregate

43C-IV-S.6

TO BE DEVELOPED

MATH . COMMUNICATIONS SOCIAL STUDIES

b. Total wt. of materialfor one ba batchERTITE775 concrete

= cu.ft./bag

3. Review measures ofweight, volume, and per-centage

4 4

C-IV-5.7


RELATED CONCEPTS


2, Normal exposure,a. One bag batch

1) Sand- -2 -l/4 cu.ft.2) Coarse aggregate- -

3 cu.ft.3) Water--6 gallons- -


3. Severe exposure.a. One bag batch

I) Sand--2 cu.ft.2) Coarse aggregate- -

2 -1/2 cu.ft.3) Water--S gallons- -


4, Trial mix method.a. Selection of constants

1) Water-cement ratio2) Aggregate size3) Air content4) Slump range

b. Test variables1) Amount of fine

aggregate2) Amount of coarse

aggregatec. Comparisons of test

results

45

C-IV-S.8

t.

TO BE DEVELOPED

MATH COMMUNICATIONS I SOCIAL STUDIES

46

C-IV-S.9

III. APPLICATION

A. Discuss the various types of cement and show that in mostcases bag labeling and material analysis information are theonly ways of discerning between one cement and another.

B. Discuss methods of determining the correct concrete mixto use for a given job.

C. Direct students in computing several trial mixes.

D. Design and compute material for the slab or footing whichwas formed in Unit 3.


A. What are the properties of a well-designed concrete mix?

B. Define or explain economy as it refers to a concrete mix.

C. What type mix will an excessive amount of fine aggregateproduce? An excessive amount of coarse aggregate?

D. Why must concrete be watertight?

E. What are direct trial mixes?

V. SUMMARY

A. The concrete worker must know and understand the varioustypes of cement available so that he can design, mix, and prop-erly work concrete for optimum results. Concrete mixes varyin many ways and the concrete worker should know how to designa quality mix or order a quality mix. It is important that oneknow mixes to select for correct usage and also to purchase foreconomy.



30 minutes -- Discussion of types of cement

135 minutes -- Practical application--designing concrete mixesShow film: How to Make Quality Concrete



47C-IV-5.10

VII. SUPPLEMENTAL REFERENCES-AND RESOURCE MATERIAL

1) Giese, Henry, A Practical Course in Concrete, Chicago:Portland Cement Association, 33 West Grand Avenue, 1948.

2) Huff, Darrell, How to Work with Concrete and Masonry,Now York: Harper 4 Row Publishers, Inc., 1970.

3) Manual of Concrete Practice--Part I, Detroit: AmericanConcrete Institute, 1968.

48

C-IV-S.11




SUBJECT: Water for Concrete

AIM:

Unit 6Lesson ---r---Time W-RUFF

To teach the effects of different waters and impurities inwater upon the quality of concrete.

INSTRUCTIONAL AIDS:

Bottled samples of water containing organic materials.

Petrie dishes with decomposing organic materials.

Sample of highly alkaline water.

Sample of highly acid water.

Film - Principles of Quality Concrete, Harrisburg: ModernTalking Picture Service, Inc., J. P. Lilley 4 Sons, 2009 N.3rd Street (23 minutes, 16 mm, sound, color).

Transparencies - Teacher-made transparencies with referenceto tables used for water analysis and other recording sheetsfor water analysis.

EQUIPMENT:


Filters, litmus paper, Ph test kit, beakers, etc.

Microscope, needed slides, balance.

Mixing container, small compression test mold, testingmachine.

49C-IV-6.1

PRIMARY REFERENCES:


2) Concrete Technology--Student Manual, Albany, N. Y.: DelmarPublishers, Inc., 1965.



A. Have bottles, petrie dishes, and other examples of waterwith impurities on display. Generate questions and discussionrelative to the possible effects of water impurities on concrete.

B. Show film: Principles of Quality Concrete and point outthe exactness o: control techniques.

C. Ploceed with lesson.

5O

C-IV-6.2

di


RELATED CONCEPTS


A. Function of water inconcrete.

1. An agent to start the hydra-tion process.

2. Mobility--the function ofwater which makes it easier toplace concrete.

a. 14 to 21 percent per cubicyard

b. Quantity used must producea quality concrete for aspecified purpose

3. Workability the function ofwater which enables concrete tobe tooled and finished.

1, Increase in plastic-ity with increase of wateruntil point of diminishingretern is reached.

a. Quality of concreteconsiderations

2. Concept of Ph.

D. Impurities in water andtheir effects on concrete.

1. Common materials in solutionor otherwise suspended in waterused for concrete:

a. Sodium chloride andsulfate

b. Iron saltsc. Alkalis

1) Carbonate of sodium2) Carbonate of potas-

sium3) Bicarbonate of sodium4) Bicarbonate of

potassiumd. Organic materials

1) Sewage2) Plant materials

a) Swamp watere. Oilsf. Algaeg. Acid waterh. Alkaline wateri. Salt or sea water

2. Effects of impurities onconcrete:

a. Increase or retard settingtime

b. Weaken concretec. Discolor concreted. Produce efflorescencee. Corrode reinforcement

steel

C. Ascertaining purity orusability of water.

1. Most natural waters whichare suitable for drinking may beused for concrete making.

2. Tests.a. Water analysis with find-

ings in parts per million(PPm)1) Testing labs2) City or municipal

water departmentsb. Comparing analyses

1) With analyies of knownacceptable water

2) With typical analysesof city water supplies

3) Compare with the totalppm of dissolvedsolids permissible

C- IV -6,4

51

1. Chemical reactions ofimpurities and why theyaffect concrete.

2. Chemical correction ofimpure mixing water.

3. Results of using ad-mixtures to chemicallyaffect setting time, freez-ing point, etc.

4. Experiments with in-crease or decrease in massof decaying organic matter.Consider gas generation.

1. Testing water for im-purities which affect thequality of concrete.

2. Test run on various con-crete mixes which have beenprepared with various de-grees and types of impurities.

TO BE DEVELOPED


i,1...sict171.1ottt Of the vn3.1;02.3 :r .

1:e.(0ins tor understanding:1. t si

rh irt. , ,;ht r! . 4.4,1 111;

41t1 I. Lg. LW; tjr 1..v

.; it it-sons re-..t or writer,

terns rvl.ited to s,iter (1.-

1:0W:tete.klitot.

1. Need for and development oft3,-tte1 r itneht pi ants.

a. Human needpotabilityh. hcolegieAl,iTects

2 rffects of polltion on14, 41'r cost and 1.ociL t) inIoneral.

3. Cast of water in arid areas.

1. era tail 31,4 14 1

.,thee tiv.1-,iron umel te,t:.

21 Reading tochinterpreting the

ie in.i

1. Lifvts of water testing andlius or ordinances

tY

( re 4 ti:Irt of test ihg labora-

4 I t 0-.415'7oiegt41 tc -e,

31 1 4 ",t4/4k1.12 ds.

. > e I

I. .3; 1' I. ; -.1. to :Cr 3ptgon

. i. thtug

: In' L

17 ' l -0: it3 Midtittla 1.44 k! ii. Ok.11111C1111

" k.)! t`t1

52

i. r.b .encio5 luct teSt,,ng stm)lards dealing with

_

. s General ,...COtt,:unwr

WitterI. Food anti druil,

Matrrialsi. l'roducts

III. APPLICATION

A. Introduce lesson and show film: Principles of QualityConcrete.

B. Discuss the effect of impurities on concrete and havestudents experiment to ascertain what happens during the de-composing process of organic materials. Test water samplesfor acidity and alkalinity.

C. Use a basic conrete mix and mix a concrete body usingwater with various known impurities. Cast test mixes in testmolds. Cure test specimens for 28 days and test for compres-sion and shear strength. Tabulate and interpret results oftests.


A. Why must the quality of water used for concrete be known?

B. List the effects of at least three impurities, in water,on concrete

C. What affect does algae, in water, have on concrete?

D. What comparison analyses can be used to see if water issatisfactory for concrete?

V. SUMMARY

A. Any impurity in concrete will influence the ultimatestrength and durability of the concrete body. However, certainimpurities are more injurious than others and therefore, theextent of the impurity concentration, in the mixing water, mustbe determined. Certain acceptable levels of impurity concen-tration have been identified and the concrete worker shouldknow these levels and use the information on the job.



80 minutes -- Science concepts

60 minutes -- Discussion and development of technical concepts

90 minutes -- Preparation and mixing of test samples

60 minutes -- Communications and social studies concepts


53C-IV-6.6


1) Akroyd, T. N. W., Concrete -Its Properties and Manu-facture, Elmsford, N. Y.: Pergamon Press, Inc., 1962.

2) Recommended Practice for Selecting,Proportions forNormal Weight Concrete, Detroit: American Concrete Insti-tute, 1969.

54

C-1V-6.7




SUBJECT: Air-Entrained Concrete

AIM:

Unit 7

Lesson ---1.Time Tiloirg

To familiarize students with the properties and advantages ofair-entrained concrete.

INSTRUCTIONAL AIDS:

Slides - Mr. Quality Concrete, Slide 110, Chicago: PortlandCement Association, Photographic Services Section, 33 WestGrand Avenue (35 mm, color).

Sample - Bag of air-entrained cement. Several pieces offractured or broken hardened air-entrained concrete.

EQUIPMENT:

35 mm slide projeCtor, screen.

Microscope, pocket size air indicator.

PRIMARY REFERENCES


2) Design and Control.of Concrete Mixtures, Chicago:Cement Association, 33 West Grand Avenue, 1952.


Portland

Portland

A. Have several microscopes set up and focused on a sample ofhardened air-entrained and on normal concrete. Ask studentsto view the samples and record their impressions of the dif-ference between the two. Draw out the correct answer and ques-tion students on the function if the air bubbles. Proceedwith the lesson.

5)C-IV-7.1


RELATED CONCEPTS

INSTRUCTIONAL TOPICS TECHNICAL CONCEPTS

A. Air-entrained concrete. 1. Principles involved.a. Agent added to produce

400.600 billion of non-connected bubbles in acubic yard of concrete

b. Less water requiredc. Increases workability

in lean mixturesd. Requires less sande. Bubbles entrap air and

block or prevent totalfilling of bubbles withwater

f. Entrapped air forms a"cushion" which preventsfracture upon freezing

SCIENCE

1. Examine why bubblesdo not totally fill withwater.

2. Examine hydraulicprinciples.

B. Qualities of air-entrainedconcrete.

C. Working properties of air-entrained concrete.

i. Resists freeze-thaw cycles.

2. Prevents scaling from de-icing chemicals and salt.

3. When properly adjusted mixesare used there is little, if any,loss of strength when using air-entrained concrete.

4. Watertightness is increased.

S. Abrasion resistance is aboutthe same as with normal concrete,

1. Subject samples ofregular and air-entrainedconcrete to freeze-thawsituations and recordresults.

2. Test strength of air-entrained concrete.

1. Bubbles produce a "fatty"type feeling to the concrete andincreases its mobility.

2. Bleeding or water separationfrom paste is decreased.

3. Can be finished sooner thanother concrete.

4. Aggregates do not separateout of air-entrained concrete.

b. Air-entrained concrete cannotbe excessively agitated orvibrated.

D. Methods of producing air-entrained concrete,

1. Portland cement can be pur-chased with an intergreund air-entrainment agent.

a. Bag identification is:1) Type IA2) Type IIA3) Type IIIA

2. An admix can be added on thejob.

a. Admixes1) Vinol resin2) Dorex AEA

3. Combination of intergroundand admix.

1. Examine reasons why air-entrained concrete is moreeasily worked.

1. Identify air-producingor bubble-producing in-gredients.

2. Experiment with in-crease in gaseous volumeproduced by admixtures.

a. Develop the conceptof various statesof matter

3. Boyle's law as it re-lates to pressure testing.

56

TO HE DEVELOPED

MATH COMMUNICATIONS

1. Write a report on the de-velopment of an air-entrainedconcrete.

SOCIAL STUDIES

1. Study the development andinvention of air-entrainedconcrete.

1. Write results of tests con-ducted under science concepts- -interpret data.

2. Read and interpret specifi-cations for concrete highways.

1. Investigate the impact ofair-entrained concrete onhighways, bridges, runways,etc. Consider:

a. Initial costb. Maintenance costc. Effect of deicersd. Effect of freeze-

thaw

1. Study changes in workingconditions as a result oftechnological advances in theconcrete industry.

2. Highway development as inequalizer in standards ofliving in various parts ofthe U. S.

I. Measurements andweights as they relateto various states ofmatter.

2. Ratio as it appliesto meter calibration forpressure test equipment.

1. Vocabulary development re-lating to air-entrainment, testprocedures, andtesting methods.

1. Safety practices as theyrelate to

a. Materials used inair-entraining

b. Pressure test pro-cedures

c. Destructive testing

C-1V-7.3

57


RELATED CONCEPTS

IN INSTRUCTIONAL TOPICS . TECHNICAL CONCEPTS SCIENCE

E. Conditions affecting aircontent.

1. Size of the aggregate.

2. Proportion of water to cementand aggregate.

3. As fine aggregate increases,the amount of entrained air in-creases.

4. Amount of admixture influencesamount of air-entrainment.

S. Amount of vibration will in-fluence the amount of entrainedair.

b. Increase in concrete tem-perature decreases entrained air.

-. Amount of mixing and speedof nixing influences amount ofair-entrainment.

I. Set up appropriatecontrols and introducevariables--record re-sults of air-entrain-ment tests.

2. Effect of temperatureon air-entrainment.

F. Tests for entrained air. 1. ASN-C211--pressure method.

, AST4-C1-5--tolumetric method.

3. AsT1-(13s.-graximetric method.

4. Pocitet.size air indicatorapproximation.

58

C- IV -7.4

I. The principles of pros-sire, volumetric, andgravimetric methods asapplied to air-entrainmentcon tent .

TO BE DEVELOPED

MATH COMMUNICATIONS

1, Reading technical data sheetsrelating to air-entrainment.

SOCIAL STUDIES

1. Effect of paving largeareas of urban communities.

a. Storm sewer systemsb. Surface water

problemsc. Ground water level

I. Unit weight tests,a. Known volumeb. Pre-test weightc. Post-test weight

2. Accurate weighing onprecision balances

53

C-IV-7.5

I. Division of labor.a. Laborerb. Skilled concrete

workerc. Test techniciand. Concrete, researcher

1) As the technologyincreases, divi-sion of labortends to increase

III. APPLICATION

A. Discuss the properties, uses, and adVantages of air-entrained concrete.

B. Discuss bubble generating ingredients and show a bag of.Type I-A cement. Show various admixtures for air-entraining.

C. Reexamine a slide or sample of air-entrained concrete- -show slide 010, Mr. Quality Concrete.

D. Review concrete mix design and develop a mix for formedarea in Unit 3 using air-entrained cement.

E. Have-students take an entrained air test using a pocketsize air indicator.


A. Explain why air is entrained in concrete.

B. Explain the principle involved in the quality of air-entraining which enables air-entrained concrete to better resistfreeze-thaw situations.

C. Indicate two methods of generating entrained air in concrete.

D. Does air-entrained concrete work differently from regularconcrete?, Is setting time affected?

V. SUMMARY

A. Air-entrained concrete is used principally to resist freeze-thaw situations and salt scaling. Billions of tiny air bubblesare generated in the cement paste and because of trapped air nevercompletely fill with water. Hence, when the concrete freezes theair can compress to resist rupturing pressures. Air-entrainedconcrete has increased workability resulting in economy in water,sand, and working time. Air-entrained concrete should not bevibrated excessively since it may release the entrained air.



120 minutes -- Discussion of principles of air-entrainment


60

C-IV-7.6

60 minutes -- Practical application review and design ofair-entrained concrete mix



---1) Kelly, J. W., Concrete and Mortar, Part 2, Scranton,Pa.; International Correspondence Schools, 1949.

61

CIV-7.7




SUBJECT: Concrete Working Tools

AIM:

Unit 8

Lesson ---1----Time amours

To familiarize the student with the tools most commonly usedin concrete work.

...

INSTRUCTIONAL AIDS:

Slides - Teacher-made slides showing various concrete workingtools in operation--concentrate attention on power equipmentand other tools too large for shop or classroom.

Transparencies - Teacher-made transparencies showing trowels,hoes, finishing tools, etc. with the nomenclature of thetool indicated.

Pass Out - Copy of Goldblatt Trowel Trades Tool Catalog,available from Goldblatt Tool Company, 511 Osage Street,Kansas City, Kansas 66110.

EQUIPMENT:

35 mm projector, overhead projector, screen, various trowels,finishing tools, floats, levels, and other concrete workingtools.

If possible, have pneumatic vibrators, gasoline finishingmachines, mixer, etc. available for inspection.

PRIMARY REFERENCES:

1) Cement Makers Manual for Residential Construction, Chicago:Portland Cement Association, 1960.

2) Concrete Technology--Instructor's Guide, Chicago: PortlandCement Association, 33-West iTrand Avenue, 1963.

- 62

C-IV-8.1

3) Concrete Technology--Student Manual, Albany, N. Y.: DelmarPublishers, Inc., 1965.

4) Dalzell, Ralph and Townsend, Gilbert, Masonry Simplified,Vol. I, Chicago; American Technical Society, 1960.

5) Huff, Darrell, How to Work with Concrete and Masonry, NewYork: Harper & Row Publishers, Inc., 1970.


A. Have on display as many of the tools used for concrete work-ing as possible. After permitting students to examine tools,present slides showing uses of the tools. Have mutilated toolsor tools which have been encrusted with concrete due to im-proper cleaning available and point out differences in toolweight and working quality.

ti 3

C-IV-8.2


RELATED CONCEPTS

INSTRUCTIONAL TOPICS

A. Concrete placement tools andequipment.


1. Transporting equipment.a. Ready-mix trucksb. Concrete buckets

1) Crnne liftedc. Chutes and conveyorsd. Carts

1) Hand powered21 Self-propelled

e. Wheelbarrows

2. Placing equipment.a. Hoesb. Balesc. Shovels or spades

1. Mechanical mechanismsusing mechanical advantage.

a. 1st class leversb. 2nd class leversc. 3rd class leversd. Inclined plane and

screws

2. Principles of sedimen-tation and alleviation as itapplies to concrete and seg-regation of aggregates frommortar by vibration or longvertical drops.

B. Concrete vibrating or com-pacting equipment.

1. Hand methods.a. floe or rakeb. Shovel or spadec. Hand tamper

:. External vibratorsa. Form vibratorsb. Surface vibrators

S. Internal vibratorsinsertedinto concrete mass.

a. Rotary vibratorsb. Oscillating or vertical

motion

4, Vi3ONTIOUt and use of vibrators.a. Horizontal spacing Oh

ihSt*rtiOn--30"b. ;imeS to IS seconds or

time to obtain in densecon.:rt,te

1) loo -itich vibration.:sews excessivesegregation ofaggreg4to

1. Principles of flowwhich result from vibration.

2. Principles of unbalancedweights or eccentric weightsto produce vibration.

C. Concrete finishing tools. 1. Strife off-rod or straightedge.

a. to "strilseoff" or levelconcrete to screed gradeheight

b. laterialsI) hood2) Aluminum3) Nagnesium

c. Sizes1) 1" to 2" thick2) 1" to 0 wide3) .1'-0" to 140-0" long

2, Darbyused to remove ridgesas a result of the strike-offoperation.

a. helps eliminate high andlow spots

b. Helps prepare a surfacefor finishing

64

C-IV-8.4

1. Forces as they wouldapply to deflection- -bothvertically and horizontallyto cause change from"straight" in a strike-offrod.

2. Vibrating principle ap-plied to the derby and bullfloat to enable developmentof a surface for finishing.

a. Gentle vibrationbrings a sand cementmixture to thesurface

3. Water resistant qualitiesof a smooth, dense trowel

..finish as compared with afloat finish.

TO BE DEVELOPED


1. Computing mechanicaladvantage.

2. Computing center ofgravity as it applies toa loaded cart or wheel-barrow.

3. Computing volume-weightto determine cart and wheel-barrow loads.

1. Writing fOr explanation--e.g.explaining various applicationsof the three classes of levers oruse of the auger (screw) as con-veying devices.

1. Building vocabulary as it

relates to concrete workingequipment.

1. The impact of power devicessuch as the gasoline engine onthe concrete industry.

a. Manual laborb. Beasts of burdenc. Engine driven devices

1. The relationship betweentechnological advances andlarger, stronger structures.

a. Mixing devicesb. Placement devicesc. Vibrating devices

As these devices were developedman was able to build largerconcrete structures since astronger more uniformly denseconcrete could be placed.

1. Computing expansionand contraction in con-crete,

2. Computing control jointspacing to control crackformation.

3. Develop the conceptof tangent as it relatesto corners in concreteworking.

1. Read concrete and mason'scatalogs to enable ordering oftools and equipment.

a, Stress factual informa-tion

b. Avoid advertising gim-micks

c. Avoid glitteringgeneralities

2. Write letters to order toolsand equipment.

3. Apply principle of writingto avoid or utilize glitteringgeneralities,

65

C- IV -$.5

1. The impact of advertisingon contemporary society.

A. Human motivationb. Human engineeringc. Consumer protection

2. Discuss technological ad-vances in terms of changingthe social order.

a. As technology changesso changes society

b. Society's control oftechnology

c. Technological changeas reflected by artand architecture

3. Ordinances relating tosidewalks.

a. Safety of certain typefinishes as comparedto other finishes


RELATED CONCEPTS


3. Bull float--serves samefunction as a derby but is largerin size.

a. 8" or widerb. Approximately 60" long

4. Groover or jointer--tool usedto cut control joint in freshconcrete.

a. Width - 2" to 4"b. Length - 4" to 8"c. Bit length - 3/16" to 1"

S. Power control joint cutter- -gasoline engine or electricpowered cutter usually of a sawtype.

a. Used 4 to 12 hours afterconcrete sets

6. Edger--used to produce aradius on the edge or corner ofconcrete work to produce a betterappearance and prevent edgedamage.

7. Floats--used to remove smallirregularities and fill smallcavities. Usually done prior tosteel troweling or may be finalfinish.

a. Types of floats1) Wood2) Cork3) Plastic

b. Sizes1) 4 " -6" wide2) 124-16" long

8. Trowels -used for most finalfinishes,

a. Types1) Steel2) Magnesium

b. Sizes1) 3.1/2 to 4-3/4" wide2) 10" to 20" long

66

C-1V-8.6

TO BE DEVELOPED


67

C-1V-$.7

III. APPLICATION

A. Have students examine tools used for concrete working anddevelop a "feel" for the tool.

B. Show slides indicating tool nomenclature and other im-portant aspects. Also use slides to indicate basic toolusage. Amplify slide presentation with explanation and "dryrun" demonstration.

C. Demonstrate tool usage on prepared fresh concrete or bytroweling and finishing sand-lime demonstration and practicemixes. Be sure correct tool cleanup and maintenance practicesare presented.


A. Have students identify concrete working tools and indicateknowledge of coc.rect nomenclature.

B. Have students indicate proper uses of various tools.

C. Pose various problems in concrete finishing and have stu-dents select appropriate tools to obtain desired placement orfinishing activity.

D. Why is it necessary that concrete tools be properlycleaned? List correct procedures.

E. Have students demonstrate manipulative ability with tools.

V. SUMMARY

A. To purchase and place concrete is an expensive operationand, therefore, it is important that the material be properlyplaced, compacted, and finished. The concrete worker must knowthe correct tools to use so that a quality job will be obtained.Concrete finishing is important since when the concrete hardensit cannot be changed so it is very important that the workerdevelop the necessary tool skills. Quality of finish andplacement is almost in direct proportion to quality of thetools used and hence, tools must be properly cleaned and main-tained.



60 minutes -- Presentation of tools and their use


68

C-IV-8.8




1) Brann, D. R., Concrete Work Simplified, Briarcliff Manor,New York: Easi-Bild Pattern Company, 1961.

2) Graham, Frank D., Mason's and Builder's Guide, Vol. 3,Indianapolis: Theodore Audel, 196z.

69

C-IV-8.9


Unit 9Lesson ---T---Time VWiTtii



SUBJECT: Estimating the suantit of Concrete Re uired for a Given

AIM:

To teach how to compute the quantity of concrete required andto reinforce concepts learned in mathematics.

INSTRUCTIONAL AIDS:

Transparencies - Footings and Excavations BC-S, FoundationBC-6, Foundation Plan BC-8, Philadelphia: DCA EducationalPIM-ducts, Inc..

Transparencies - Teacher-made transparencies with various areasand volumes depicted to teach concept of square and cubicmeasure.

Models - Models of footings, columns, and other geometric solidshapes.

Charts - Various charts with estimating data commonly utilizedshown in tabular form.

Blueprints - Prints of a small building with footing details,floor details (concrete), and porch or patio details.

EQUIPMENT:

Overhead projector, screen, chalkboard.

PRIMARY REFERENCES:

1) Concrete TechnologyInstructor's Guide, Chicago: PortlandCement Association, TT West Grand Avenue, 1963.

2) Olivio, Mathematics for Masonry Trades, Albany, New York:DelmazAublishers, Inc., 1962.

70

C-IV-9.1

1 Po

3) Rising, J. S., Almfeldt and Dejong, Engineering Graphics,Dubuque, Iowa: William C. Brown Company, 1970, 4th Edition.

4) Steinberg, Joseph and Stempel, Martin, Estimating for theBuilding_Trades, Chicago: American Technical Society, 1961.

I.. INTRODUCTION AND MOTIVATION

A. Have models representing various geometric shapes whichcould be utilized for concrete members, e.g., slabs, footingshapes, conical column footings, square and round column shapes,

!and beam shapes, on display.

B. Use these models to generate discussion relative to howmuch concrete would be needed to cast the shape.

C. Show blueprints of a building and inquire how. one wouldcompute the quantity of concrete required.

71

C-IV-9.2


RELATED CONCEPTS


A. Estimating materials forjob belching.

1. Absolute volume of aggregates.a. Actual total volume of

all solid aggregates

2. Volume ofowater--a:ual volumeof all water involved in the mix.

a. Mixing waterb. Water on aggregates

3. Apparent specific gravity.

1. Specific gravity.

2. Apparent specificgravity.

3. Weight of water.

,B. Computing amount of con-crete required.

1. Basic unit of measure.a. Cubic yard which equals

27 cubic feet

2. Volume basically in lengthtimes width times depth or areatimes depth.

a. Irregular shapes haveconstants to computedepth

b. Lrregular shapes mayhave constants to com-pute area rather thandepth

3. Cubic yard.a. Cubic yard =

length (ft) x width (ft) xthickness (ft)

27

4. Reducing compound geometricsolids to simple geometric solids.

S. (-Imputing overage (S-10%) forerre: and Baste.

I. Discussion of the metricsystem of measurement.

C. Short cuts in estimatingconcrete.

1. Use of tables.a. Tables have precomputed

amountsb, Graphical representation

1) N charts2) 2 charts

D. Use of concrete calculators. I. Circular and slide typecalculators.

a. Approximations not totallyaccurate

b, Only as accurato as thequality of printinggradations

2, Excellent for -quick estimatesor to check computed estimates.

C- IV -9.4

72

TO BE DEVELOPED


1. Computation of absolutevolume.

a. Absolute volumeequals the unitweight of the ma-terial divided bythe apparent spe-cific gravity timesthe unit weight ofwater (62.S lbs.per cubic foot)

b. A.V. =UW

A.S.G. x 62.5c. Apparent specific

gravity (approx.)1) Cement--3.12) Sand--2.653) Aggregate--2.65

1. Building vocabulary andunderstanding as it relates tovolume, geometric shapes, andgeometric solids.

1. The use of geometricshapes in some of the morenotable structures of theworld.

a. Pyramidsb. St. Paul's in Romec. Etc.

2. Study of selected mathema-ticians and their contributions.

1. Computation of volumeas it relates to all typesof geometric shapes.

2. Reduction of compoundgeometric solids to simpleor single solids to enablecomputation of volume.

3. Changing inches tofractional part of a.. foot.

4. Changing inches or feetand inches to decimalequivalents.

1. Changing to the metricsystem in the U. S.

a. Prob. Conc. Economic aspectsd. Long range effect

1. Reading nomograms, 2 chartsand N charts.

2. Reading other technicalcharts and literature used incomputation of quantity.

1. Use of slide rules andother calculating devices.

1. Locating sources of infor-mation.

a. Methods u$edb. Communicating exactly

what you want to knoworally and written

C-IV-9.5

III. APPLICATION

A. Develop the concept of a cubic yard, cubic foot, etc. asa basis for quantity computations.

B. Discuss and demonstrate how to estimate the quantities ofcement, fine aggregate, coarse aggregate, and water requiredto produce a cubic yard of concrete. Have students workproblems.

C. Discuss and demonstrate how to compute or estimate thevolume of concrete required for selected shapes and problems.

D. Practical application--have students reduce model shapesto geometric forms enabling volume computations. Extract quan-tities of concrete required from blueprints. Compute quantityof concrete required for formed area in Unit 3.


A. What is meant by a cubic yard of concrete?

B. What is absolute volume?

C. State the basic formula used to compute rectilinear con-crete requirements.

D. Explain the use and reliability of concrete calculators.

V. SUMMARY

A. Estimating the quantity of batch materials and the volumeof concrete required for a given job is an important duty ofthe concrete worker. The amount of concrete, in terms of cubicyards, is the measure most frequently used. Workers must beable to compute area and thickness to cubic yards and also beable to reduce complex shapes to basic geometric solids toenable computation of cubic content.



120 minutes -- Math concepts


10S minutes -- Practical application-estimate formed area fromblueprints


74C-IV-9.6

--



2) Olivio, Basic Mathematics Simplified, Albany, New York:Delmar Publishers, Inc., 1962.

73

C-IV-9.7




SUBJECT: Mixing Concrete

AIM:

Unit- 10

Lesson 1Time TIT7677

To teach how to mix concrete by hand and small mixer methods.

INSTRUCTIONAL AIDS:

Film - Principles of Quality Concrete, Harrisburg: ModernTalking Picture Service, Inc., J. P. Lilley & Sons, 2009 N.3rd Street (23 minutes, 16 mm, sound, color).

Film - Concrete Example, Chicago: Portland Cement Associa-tion, Photographic Services Section, 33 West Grand Avenue(16 minutes, 16 mm, sound, color).

.Slides - Teacher-made slides showing hand mixing methods andvarious types of small mixers.

EQUIPMENT:

16 mm projector, slide projector, screen.

Concrete mortar box, materials for mixing concrete, hoe, squarepoint shovel, small mixer.

PRIMARY REFERENCES:

1) Concrete TechnologyInstructor's Guide, Chicago: PortlandCement Association, 33 West Grand Avenue, 1963.

2) Graham, Frank D., Masons' and Builder's Guide, Vol. 3,Indianapolis: Theodore Audel, 1962.

3) Huff, Darrell, How to Work with Concrete and Masonry, NewYork: Harper & Row Publishers, inc., 1970.

73

C-IV-10.1


A. Have students experiment, feel, and classify sand as dry,wet, or very wet. Pull hoe through the coarse aggregate toget an idea of the amount of resistance. Show film: ConcreteExample.

77CIV10.2


RELATED CONCEPTS


A. Review of concrete materials.

D. Hand mixing.

C. Small mixer batches

1. Cement-use the right typeand correct proportion of con-crete.

a. Do not use hard, lumpycement.

2. Aggregates-muse maximumallowable size for the job.

a. Coarse aggregate--hardand clean

b. Fine aggregate uniformlysized and clean

3. Water-muse the correct amountof clean quality water.

4. Admixtures--when needed usethe correct type and amount forthe job.

1. Concept of quality con-trol of concrete materials.

1. Carefully measure correctproportions of ingredients asdetermined by the mix design.Consider water in sand.

a. Dry sand--0% water -- seldomavailable

b. Damp sand - -1 /4 gal. waterper cu. ft.

c. -Wet sand-m1/2 gal. waterper cu. ft.

d. Very wet sand--3/4 gal.water per cu. ft.

2. Dry mixing--thoroughly mix dryconcrete until all materials areuniformly distributed.

a. Work back and forth inmortar bed until uniformmix is obtained

3. Add water min a cavity formedwith the hoe at one end of the bedadd about 50$ of the water. "Cut"the dry material into the mix andthoroughly mix. Add more waterand repeat mixing.

1. Types of small mixers.a. Mixer-wheelbarrow com-

binationb. Small tumble mixers

1) 1/2 to 2 bag size2) 3 or 4 tumble blades

2. Barrel power--the mixerbarrel may be driven by electricmotor or gasoline engine.

3. Mixer should be clean and ingood condition.

a. Worn blades or concreteencrusted blades reducemixing efficiency

78C-11/710.4

1. Corrosive action ofvarious materials used inadmixtures.

2. Concept of centrifugalforce and mixer action.

TO BE DEVELOPED


1. Review of sizing ofmaterials.

2. Review proportion,volume, etc.

1. Reading and interpretingadmixture directions.

2. Determining correct admixtureto use from product literature.

1. Determining revolu-tions per minute (rpm) asit relates to mixer ro-tation speed.

2. Speed reduction fromvarious pulley or gearcombinations--diametercircumference situations.

1. Reading operating instruc-tions for mixers.

2. Reading safety rules re-lating to mixers, etc.

3. Reading maintenance di-rections.

79

C-IV-10.5

1. Labor requirements when handmethods are used.

2. Development of workstandards.

S. Development of protectivelaws regarding man and work.

1. Labor savings with mech-anized equipment.

2. Concept of division oflabor brought about by mech-anization.

3. Changes in hours of workand working conditions.


RELATED CONCEPTS


. Procedure.a. Prepare proportionsb. Put approximately 101 of

required water in mixerc. Add mix materialsd. Add SO% of remaining watere. Mix at least one minuteE. Add remaining waterg. Mix at least three minutes

-"I

D. Cleaning equipment. 1. flush with water.

2. Scrape any hardened concretefrom surfaces.

3.. Plush with water.

4. Lightly oil or wax.

S. Cleansing agents.a. Mild vinegar solution

(10% acetic acid)b. Commercial cleaners

C-IV-10.6

80

1. Action of acids on con-crete and cement materials.

2. Composition of commer-cial cleaners.

3. Safety with acids,caustics, etc.

TO BE DEVELOPED


1. Safety regulations andrules relating to acids,etc. --

C-1V-10.7

81

III. APPLICATION

A. Discuss materials used. Explain dry, damp, wet, and verywet sand.

B. Explain tool names and nomenclature--note condition andcleanliness of tools.

C. Vie students measure quantities of material for a smallbate of the mix designed in Unit S. Compute usable quantityfor pouring all or part of formed area in Unit 3.

D. Place materials in mortar box or bed--dry mix--then addwater and complete mix. Demonstrate correct procedures.

E. Show film: Principles of (panty Concrete. Repeat Cabove for a batch in a small mixer. Demonstrate correct pro-cedures. fix.

F. Place concrete in forms placed in Unit 3. Apply appropriatefinish. Have students observe finishing methods.

G. Demonstrate correct method of cleaning tools and equipment.Have students clean equipment.


A. Have students list materials used for making concrete.

B. Why is water quality of Importance?

C. Explain how to hand mix concrete--same for small mixer.

D. Explain how to clean tools and equipment. Indicate impor-tance of this operation.

V. SUMMARY

A. Concrete is a mixture of portland cement, inert materials(aggregates) and water. The cement forms a semifluid pastewhich must completely cover the aggregate material. Hence,correct mixing procedures are of great importance if a qualityconcrete is to be produced. Concrete workers must know col',rect mixing procedures. Also, since hardened concrete isdifficult or impossible to remove from tools and equipment,the worker must know correct cleaning procedures.


30 minutes -- Introduction and motivation. Show film: ConcreteExample

82

C-IV-10.8


105 minutes -- Practical application--mixing concrete

120 minutes -- Practical application--finishing demonstration



1) Cement Mason's Manual for Residential Construction,Chicago: Portland Cement Association, 33 West GrandAvenue, 1960.

2) DeCristoforo, R. J., Handy Man's Concrete and MasonryHandbook, New York: Arco Publishing Company, Inc., 1960.


4) Recommended Practices for Measuring, Mixing, and PlacingConcrete, Bulletin 614-59, Detroit: American ConcreteIUTTTUfe, 1959.

83

C-IV-10.9


Unit 11

LessonTime 6 Hours



SUBJECT: Testing Concrete

To teach basic concrete tests and reinforce knowledge of con-crete mixes.

INSTRUCTIONAL AIDS:

Film - Soil--Cement Inspection and Field Control, Chicago:Portland Cement Association, Photographic Services Section,33 West Grand Avenue (17 minutes, 16 mm, sound, color) .

Transparencies - Teacher-prepared transparencies on various.tests (diagram type section views). Transparencies on re-cording test data and its interpretation (tally forms, compu-tation, etc.).

EQUIPMENT:

16 mm projector, overhead projector, screen. ,1

Test cylinder, slump cone, tamping rod, compression test mold,rule, shovel, compression test machine, microscope.

PRIMARY REFERENCES:

1) Concrete Technology--Instructor's Guide, Chicago: PortlandCement Association, 33 West Grand Avenue, 1963.

2) Sampling and Testing Ready-Mixed Concrete, Silver Spring,Md.: National Ready Mixed Concrete Association, Latest Editions

3) Standards on Concrete and Concrete Materials, Philadelphia:American Society for Testing Materials, 1970.

-81

C-IV-11.1


.

A. Have hardened samples of quality concrete on display andalso samples which evidence failures of various types. Showfilm: Soil--Cement Inspection and Field Control. Discuss needfor quality control and proceed with the lesson.

85'C-IV-11.2

(


RELATED CONCEPTS


A. Testing in industry andthe construction trades.

1. Testing as an integral partof industry and construction.

a. Material testingb. Product testing

1) Function2) Durability3) Safety

c. Nondestructive testingd. Destructive testing

1. Safety factors as theyrelate to building construc-tion and other uses ofconcrete.

B. Sampling, 1. Importance of samplingtechniques.

a. ASTM-C172--Standard Methodof Sampling Fresh Concrete

2. Sample size of sample.a. Strength testsb. Slump tests

3. Procedures for:a. Stationary mixersb. Paving mixersc. Revolving drum truck

mixersd. Open top mixers

1. Representative sampling.a. Impartialityb. Accuracyc. Adherence to

standards

C. Consistency tests. 1. Slump test.a. ASTM-C143--Standard Method

of Slump Test for Con -sistency of PortlandCement Concrete

b. Accuracy and use of thetest

c. Equipment used1) Slump test mold or

slump cone2) Steel or flat plate3) Cone rod4) Rule

d. Procedure1) Sampling2) Cone preparation3) Cone placement4) Cone holddown5) Mold filling steps6) Rodding procedure7) Strike-off8) Removing cone mold9) Measuring slump

10) Interpreting results

2. Ball penetration test.a. ASTM-C360--Tentative

Method of TMNYFallPenetration in FreshTortland-Cement Concrete

b. hall size and weightc. Procedure

1) Sample and size2) Placement of ball3) Measurement4) Interpreting results

C-IV-11.4

8e

1. Penetration of ball intomaterials of different con-sistencies and densities.

a. Concept of hardnesstesting

2. Review of specificgravity as it relates toconcrete materials' weight.

a

TO BE DEVELOPED


I. Computation of safetyfactors.

a. Allowable loadh. Safe loadC. Safety factor load

Mathematical comparisons.

I. Development of vocabulary.a. Sampleb. Material testingc. Sondestructive testingd. Destructive testinge. Allowable loadf. Safety factorg. Kips

1. The mass production processa. Interchangeability of

partsb. Need for quality con-

trol

I. Typos of samples.a. Randomb. Frequencyc. Selectedd. Etc.

I. Review measurement.a. linearb. Volumetricc. Avoirdupois

,.. compute percentagesof slump.

I. Read and interpret testresults in Consumer's Report.

a. Write paper on whya certain product hasselected

. C111-II.S

87

I. Origination and developmentof the National Bureau ofStandards. i

a. Narional aspectsb. International aspects

2. Development of independenttesting laboratories.

a, Good Housekeepingb. Consumer's Reportc. Underwriter's Lab.d. American Society for

Testing Materials,

At


RELATED CONCEPTS


3. Unit weight test.a. ASTM-C138Standard Method

of Test for Air Content ofFreshly Mixed Concrete by6ravimetric Method

h. SWFTETNU31:0c. Procedured. interpretation of results

D. Strength or follovoup tests. 1. Compressive tests.a. ASTM-C31.-Standard Method

of Making and Curing Con-crete Compress ton and-Flexural Test Specimensfn the Held

4. ASTM-C39--Standard Methodof Test for CompressiveStrength of Molded 65a-Urel7 Cylinders

c. Sample and sized. Proceduree. Curingt. Shipping to laboratoryg. Interpreting test results

2. Flexural tests.a. Same material as for

compressive tests exceptfor appropriate pro-cedural change

1. Methods of compres.sive testing.

a. Safety

2. Methods of flexuraltesting.

a. Llasticityb. Modulus of

elasticityc. Frequency

L. Zests for entrained air. 1. Pressure method.a. ASTM-C231.-Standard

Method of fai-TUT-AirContent of FreslargiliedConcrete by the PressureMethod

b. triZT-for all concreteexcept highly porous andlightweight aggregateconcrete.

2. Volumetric method.a. ASTM-C173Standard

Method of TFTF-reTrAirContent of Freshly MixedConcrete by the Volu-metric Method

b. Usful for highly porousatd lightweight aggregateconcrete.

Gravimetric method.a. ASTM-C138--Standard

Method of TUF-To7F-AirContent c.1 Freshly Mixednerete by the bravi-metric Method

b. Mast know specific grav-ities and absolutevolumes of concrete

88

C-Iv -11.6

1. Principles related toair pressure and use ofpressure in testing.

2. Principles of displace.ment as related to volu-metric method of air-en-trainment testing.

a. Air as matteroccupies space

TO BE DEVELOPED


1. Computations related tostrength of materials.

1. Reading, writing, inter-preting and vocalizing testresults.

1. Computation of concreteyield by the unit weightmethod--ASTM-C138.

a. Volume produced

wt. of ingredientsweight per cu. Et.

of concrete

2. Computation of percentof air in air-entrainedconcrete.

a. Percent of air =

theoretical unit wt.measured unit wt.theoretical unit weight

1. Explaining the principle ofair-entraining and its functionto a lay person.

89

C-IV-11.7

1. Safety standards relatingto use of concrete in buildingsand other structures.

a. Safety factorsb. "Fireproof" buildings


RELATED CONCEPTS


4. Simple field tests for aircontent.

a. Unit weight testI) Measures change in a

given amount of ma-terial on basis thatincreased air lessensweight

b. Pocket-size air indicator1) Approximate measure2) Principle of dis-

placement and thenloss of volume withloss of air

90C-IV-11.8

TO BE DEVELOPED


91

CIV-I1.9.

.11

III. APPLICATION

A. Introduce the concept of quality control and the need forcare in performing tests.

B. Introduce, discuss, and execute a consistency test.

C. Introduce, discuss, and execute a yield test.

D. Introduce, discuss, and execute a compression test.

E. Integrated concepts.


A. Explain the value of a slump test.

B.' When one slump differs from another what does it indicate?

C. Explain how to execute an air-entrainment test with a pocketair indicator.

D. Describe a basic compression test procedure--includesampling, molding, curing, testing, and interpreting results.

E. Why is quality.control important?

V. SUMMARY

A. Concrete mixes are designed to do a particular quality jobat a specified cost. Therefore, concrete users specify thetype mix they desire. To assure quality control, certain testsare executed while the concrete is fresh or plastic. theAmerican Society for Testing Materials has established testsand standards to be followed. The concrete worker should knowthese tests and how to execute them.


30 minutes -- Introduction and motivation.

120 minutes -- Demonstrating various tests


120 minutes -- Practical application--making tests, slump, aircontent and preparation of compression testsamples


92

C-IV-11.10


1) Concrete TechnologyInstructor's Guide, Chicago: PortlandCement Association, 33. vest Grari-d Avenue, 1963, ASTM Publica-tions, pages 110 and 114.

2) Design and Control of Concrete Mixtures, Chicago: PortlandCement Association, 33 West Grand Avenue, 1952.

3) Manual of Concrete Practices, Vol. I, American ConcreteInstitute, 1968.

93

C-IV11.11


CLUSTER: CONSTRUCT WN


SUBJECT: Formwork and Forming Concrete

AIM:

Unit 12Lesson TTime 6 Hours

To teach basic formwork construction and acquaint studentswith materials used for forms.

INSTRUCTIONAL AIDS:

Film - How to Build Now Shales in Concrete, Harrisburg:Modern Talking Picture Service, Inc., J. P. Lilley & Sons,2009.N. 3rd Street (18 minutes, 16 mm, sound, color).

Film New Shapes in Concrete, Chicago: Portland Cement Asso-ciation, Photographic Services Section, 33 West Grand Avenue(16-1/2 minutes, 16 mm, sound, color).

Film - New Developments in Slip Form Paving, Chicago: Port-land Cement Association, Photographic Services Section, 33West Grand Avenue (14 minutes, 16 mm, sound, color).

Transparencies - Teacher-made transparencies showing how vari-ous types of forms are constructed, e.g., slab forms, steppedfootings, curb forms, steps, etc.

EQUIPMENT:


Tools for constructing forms--hammers, saws, level, rules,squares, transit, etc.

Materials--appropriate 2 x 4's, 1 x 6's, 1 x 8's,etc. as re-quired by unit being formed.

PRIMARY REFERENCES:

1) Concrete Basements for Homes, Chicago: Portland CementAssociation, 33-West Grand Avenue, 1965.

94

C-IV-12.1

2) Concrete Form Construction, Albany, New York: DelmarPublishers, Inc., 1965.

3) Wagner, Willis H., Modern Carpentry, Homewood, Ill.:Goodheart-Willcox Company, Inc., 1967.


A. Show film: New Shapes in Concrete and use film contentto elicit discussion relative to need for forms to contain con-crete until it attains hardened strength. Discuss what wouldoccur if forms were not properly constructed and proceed withlesson.

95C-IV-12.2


RELATED CONCEPTS


A. Principles of form construc-tion.

I. A well-designed form should:a. Be easily erectedb. Be easily strippede. Be readily plumbed or

leveledd. Be rigid enough to with-

stand pressures of con.Crete

e. Unable reuse of materialf. Provide means for removing

debris from formed area

B. Pressures from concrete,materials for forms, footingand sidewalk forming.

1. Review material from Unit 3.

2. Relate this information toformwork in general.

C. Forming for walls and bulk-heads.

D. Forming steps.

1. Form sheathing.a. Uxterior plywoodb. Form plywood

1) Thicknesses2) Oiling

2. Stiffing studs or uprights.a. 2" x 4" firb. Spacing

3. Whalers.a. Longitudinal supportsb. Material site

1) 2" x 4" fir2) 2 x 2 x 4" fir3) 4" x 4" fir

c. Spacing

4. Bracesa. Material

1) 2" s 4" fir2) l" x 6" yellow pine

b, Spacing1) At studs or uprights2) intermediate

5. Stakesa. Material

1) 2" x 4" fir2) I" x 4" yellow pine

b. Driving stakes1) Angle2) Method

6. Nailing forms.a. --Nail typob. Bracing against vibration

when nailing

1. Coatings and surfacetreatments to aid in re-lease of forms from hardenedconcrete.

1. Computing rise and run. 1. Force vectors, bracinga. Safety aspects angles, etc. as they relateh. Rise-tread combination to placing stakes and

figures braces for formwork.1) 17-1/2" preferred

.2) 17-1/2" to 20"acceptable

C -1V -12.4

96

TO BE DEVELOPED


1. Write review paper on formingmethods, materials covered inUnit 3.

1. Discuss the federal high-way system.

a. Functionb. Financingc. Regulating factors

1. Applicattu1 of stiffnessformula.

a. Stiffness g depthsquared11 S : d"

b. Where d equals thewidth of a boardfor a given thick-MSS

1. Exercises in giving concise,clear orders to others.

a. As workerhelperb. As foreman

2. Reading safety regulationsrelating to concrete formingpractices.

1. Human factors in buildingdesign.

a. Function.b, Aesthetics

2. Worker relationships.a. Getting along on the

jobb. Cooperationc. Leadership-follower-

ship characteristics

1. Computation of totalrise and total run.

.. Conputation of riser-tread ratios and safe riserheight.

1, (ost of time lostaccident4.

1. Building vocabulary relatingto formwork.

a. Whalersb. Studsc. Spacersd. Tie barse. OverhangC. lte.

CIV-12.3

97

1. Safety regulations as theyrelate to steps.

a, FHA Regulationsb. Ramps, etc. for handi-

capped persons1) Federal and state

regulations

2. Workmen's Compensation.


RELATED CONCEPTS


..

Chock or sidowall forminga. Material

1) Plywood types2) 1" solid wood

3. onning for overhang orindented panels.

a. Amount of overhangb. Method of forming

1. Miser forming.a. Material size

11 2" x height of riser21 1" x height of riser

b. Beveling bottom edge toenable complete treadfinishing

c. Riser placement1) Perpendicular

) AngledSI Arced overhang

). Nailing and staking pro.codures.

a. Apply principles usedfor walls

b. Forming columns and piers. Shohthing matorials4. Plywoodb. Solid 1" x S" or 10"

stuaA or uprightsa. 2" x I" firh. `pacing

!olv placement and size.Pressure computation2" 1 1", 3" x 4", 4"

a.I).

a.

x I" firUse of spreadersUse of tic bolts

4. Corner treatment.a. illetsh. Bewls and chamfers

Reinforcement clearance.a. .Aggregate rifle ratioh. 3" minimum

F. Commercial forms.

4

I. late: al usually steel.

2. Various typos and fasteningtechniques arc available.

a. Consult various supplycatalogs for examples

Treated fiberboard forms.a. Circularb. Irregular shape

4. Various floorpans.

a. Corrngatedb. Vice beamc. Pan and beam

and coiling

C-1V12.6

98

1. Methods and proceduresused to produce hardboardand fiberboard.

a. Lignin bindersb. Resin binders

TO BE DEVELOPED

MATH COMMUNICATIONS1

SOCIAL STUDIES

3. Legal limits and otheraspects of administeringfirst aid.

1. Figuring cost anddepreciation of metal orcommercial forns.

1. Reading literature and di-rections for use of commercialform and accessories.

2. Explaining how to assemblevarious types of form systems.

99C-1V12.7

I

I. Consider relative value ofequipment that is well-cleanedand maintained with equipmentnot cleaned and which dete-riorates rapidly.

III. APPLICATION

A. Introduce topic and generate an understanding of the needfor strong, accurate formwork.

B. Utilize transparencies to explain various types of formconstruction--use chalkboard to amplify concepts.

C. have students sketch form structures for selected prob-lems.

D. Practical application--if possible, have students con-struct forms for concrete work which will be completed. Ifthis cannot be done, have students construct various forms onlawn or other work area. Build forms for splash blocks, lawnbenches, birdbaths or other similar structures.


A. List characteristics of a well-designed form.

B. HOw are controls developed? Is forming ever unnecessary?

C. 110w are overhangs or panels formed.

D. Why must stakes be properly driven and aligned.

V. SUMMARY:

A. Fresh concrete is a semifluid or plastic material andmust be contained in a form of some type fo.K most uses. Theforms must be accurately constructed to proper grade, properdimensions, and proper shape. Forms must also be con-structed in a manner that provides enough strength to with-stand the pressure of the plastic concrete. When hardened,concrete cannot be readily moved so the concrete worker orcarpenter who constructs the forms must work accurately.



60 minutes -- Integxated curriculum concepts

60 minutes -- Developing concepts and knowledge about forming

180 minutes -- Practical application--construction of stepform, column forms, or forms of benches, bird-baths, etc.


1 00C-IV-12.8


1) Formwork for Concrete, Detroit: American ConcreteInstitute, 1969.

2) Spence, William P., Architecture--Design Engineering,Drawing, New York: McKnight & McKnight Publishing Company,1901F7-0°----

1t 1

C-IV-12.9




SUBJECT: Reinforcing Concrete

AIM:

Unit 13Lesson ---T---Time 6-g5LIFF

To familiarize students with the basic principles of concretereinforcement and to present basic reinforcement methods.

INSTRUCTIONAL AIDS:

Film - Constructing a Prestressed Concrete Building, Chicago:Portland Cement Association, Photographic Services Section,33 West Grand Avenue (11-1/2 minutes, 16 mm, sound, color).

Slides - Ultimate Strength Design, Lecture Notes and 2" x 2"Slides, Deti6it: American Concrete Institute, PublicationsDepartment Box 4754.

Slides - Teacher-made slides of reinforcing in place. Showreinforcing members, temperature members, and tyingtechniques.

Transparencies - Teacher-made, showing forces on a beam invarious configurations and the location of reinforcementrods.

EQUIPMENT:

16 mm projector, 35 mm slide projector, overhead projector,screen.

Various size reinforcing rods, reinforcement accessories,tying wire and wire fabric.

Hammers, bending devices, pliers, shears, hacksaw.

PRIMARY REFERENCES:


102

2) Dunham, Clarence W., The Theory and Practice of ReinforcedConcrete, New York: McGraw-Hill Book Company, 1966.

3) U. S. A. Standard Recommended Practice for ManufacturingReinforced Concrete Floor and Roof Units, Detroit: AmericanConcrete Institute, 1967.


A. Have several small cast sections of concrete, each about 1"diameter and 12" long, and have students try to pull themapart. Repeat operation with a reinforced piece of the samedimensions, using a 1/8" diameter, deformed wire as reinforce-ment. Show film: Constructing a Prestressed Concrete Building..Proceed with body of lesson.

a

03

C-IV-13.2

II. PRESENTATION OF INTEGRATED CONCEITS

RELATED CONCEPTS


A. Strength of concrete.

ITECHNICAL CONCEPTS

1. Forces or types of loadsplaced on ZonC/ete.

a. Compressiveb. Tensilec. Torsion--rarely will this

force be present andactually it is a combina-tion of tension and com-pressive forces

2, Concrete has great strengthin compression.

3. Concrete is low In tensilestrength.

SCIENCE

1. Development of anunderstanding of:

a. Compressivestrength

b. Tensile strengthc. Torsion strength

2. Experiments to helpdevelop ability to identifytypes of forces acting on astructure.

a. Forces on acylinder

b. Forces on a beamor lintel

15, Purpose of reinforcement.

C. Material commonly used forreinforcement.

1. Reinforcement increases con-crete's ability to withstandtension forces.

a. Strength of reinforcementmembers

b. Strength of total unit

2. Proper reinforcement designenables the tensile strength tobe made to equal or exceed thecompressive strength of concrete.

1. Develop a concept ofstrength and propertiesof materials.

a. Compressivestrength

b. Tensile strengthc. Hardnessd. Brittlenesse. Ductilityf. Malleabilityg. Etc.

I. Steel is the most acceptedmaterial for reinforcement.

a. Strength of steelb. .Cost of steelc. Similarity of expansion

and contractiond. High strength steel

Forms of reinforcementmaterial,

a. smooth rodsb. Deformed rodsc, welded wire fabricd. Reinforcement rods bent

to shape and welded

3. Reinforcement accessories.a. Slab bolsterb. Bar chairc. High chair

4, Sizing of reinforcemontmaterials,

a. Sizes of reinforcing rodsare designated by numerals1) w2 a 1/4", #3 =, 3/8"

and so on by 1/8"increments

b, Welded wire fabric isindicated by wire gagenumber and wire spacing

C-1V-15.4

104

1. Principles involved inrod deformation.

a. Adhesionb. Cohesionc. Resistanced, Lug sizee, Lug spacing

TO BE DEVELOPED

MATI-1 COMMUNICATIONS

1. Computations relating tobeam loading.

a. Simple equationswith one unknown

b. Load bearing area

1. Reading lintel and otherconcrete beam allowable loadtables.

a. Permissible spansb. Spacing requirementsc. Minimum load

SOCIAL STUDIES

1. Building codes, licensingprocedures and other govern-mental safeguards as relatedto public buildings and otherstructures.

1. Use of numerals todesignate rod diameters.

Use of wire gage sizes.

3. height diameter ratios.

I

1. Build vocabulary in relationto reinforcement.

a. Reinforcementb. Deformed rodc. High chaird. Tensione. Compressionf. Etc.

1. Famous concrete structures.

2. Architects and theircreations.

3. Use of concrete, for aero-space launch pads, missilesilos, etc.

105

CIV-13.3


RELATED CONCEPTS


D. Placement of reinforcingsteel.

1

1. Large jobs or structureswhich Ore heavily. loaded shouldhe designed by a structuralengineer.

. General rule of placement isto put reinforcement on sideopposite the foree--i.e., whereconcrete is in tension.

3. Concrete coverage over rein-forcing steel use.

A. 10110% ACI-318 Dui Idin,Code kequirements Orheinferced Concrete

. Splicing reinforcement steel.a. Oterlap at least 24 rod

diametersb. Nlinimum lap is 12"

.. :dicing welded wire fabric.A. xerlap one full wire

,pacing plus 2"

0. Reinforcement steel must befree of ru.t, paint, etc.

Reinforcing steel must byaccurately placed according toNpeciftcations and blueprints.

a. VrQperly tit, rods inplace

h. U.v wproprlatea,:ce.sortes

C-IV-13.6

1 o 6

1. Principles involved inthe amount of concretecovering reinforcing steel.

a. Maximum aggregatesize and reinforce-ment spacing

TO BE DEVELOPED


1. Measurement for placingreinforcement steel.

a. Multiple spacingb. Multiple rod

diametersc. Height spacingd. Control rod spacing

1. Reading reinfrocement spec-ifications and blueprints.

2. Reading three dimensionaldrawings.

107

C-IV-13.7

I. Education and training re-quirements for structuralengineering.

a. Licensing proceduresb. Responsibilities

III. APPLICATION

A. Develop an understanding of the strength properties ofconcrete.

B. Demonstrate the principles of reinforcement, reasons forreinforcement, and placing of reinforcement.

C. Build a beam mold and cast nonreinforced and reinforcedbeams--properly cure beams and subject them to tests.

D. Wire mock-up reinforcing rod structures for variouspurposes.

E. Place welded wire fabric in a mock-up or real form--con-sider height of fabric and edge clearance.


A. Explain reinforcement.

B. Lxplain how welded wire fabric helps control cracking ofconcrete.t

C. Explain how to lap concrete reinforcing rods and wirefabric.

D. What is the difference between compression and tension?

E. Explain how tension forces work on a concrete cylinder.

F. Explain the forces acting on a top loaded beam.

V. SUMMARY

A. Concrete, as a structural material, is very strong in com-pression but does not have much strength in tension. Whenproperly designed steel reinforcement is added to concretestructures, the structural strength of concrete, in tension,can be made to equal or exceed the compressive strength. Re-inforcement also helps to equalize the forces of expansion andcontraction and thus aids in crack control. The concreteworker must know how to place reinforcement and properly workthe concrete around the reinforcement steel.


30 minutes -- Introduction and motivation. Show film: Construct-ing a Prestressed Concrete Building

90 minutes -- Discuss principles of reinforcement. Use slides:Ultimate Strength Design

108C-IV-13.8


150 minutes -- Practical application--wire mock-ups, placefabric, and cast beams



1) Building Code Requirements for Reinforced Concrete, AC1-381, Detroit: American Concrete Institute, 1965.


3) Huff, Darrell, How to Work with Concrete and Masonry,New York: Harper 4 Row Publishers, Inc., 1970.

109

C-IV-13.9




SUBJECT: Joints, Joining and Crack Control

AIM:

Unit 14Lesson 1

Time ra3,77i

To familiarize students with joints and details, joining"techniques, and methods of crack control.

INSTRUCTIONAL AIDS:

Film - Better Dummy Joints, Washington, D. C.: United StatesArmy Engineers (9 minutes, 16 mm, sound, color).

Film Construction of a Concrete Industrial Floor on theGround, Chicago: Portland Cement Association, PhotographicServices Section, 33 West Grand Avenue (32-1/2 minutes, 16 mm,sound, color).

Slides - Mr. Quality Concrete, Slides #34 to #38 Inclusive,Chicago: Portland Cement Association, Photographic ServicesSection, 33 West Grand Avenue (2 x 2 color slides).

Transparencies - Teacher-made transparencies showing sectionsof various types of control joints.

EQUIPMENT:

16 mm projector, slide projector, overhead projector, screen.

Tools - jointer or groover, power joint cutter.

PRIMARY REFERENCES:


2) Design and Control of Concrete Mixtures, Chicago:Cement Association, 33 West Grand Avenue, 1952..

110

C-IV-14.1

Portl and

Portland

3) Suggested Design of Joints and Connections in PrecastStructural Concrete, Detroit: American Concrete Institute,19b4.


A. Have bimetallic bars set and ready to subject to heat.Heat bimetallic bars and have students observe changes. Heatother materials and have students generate concepts about whatchanges occur when material is heated. Use these concepts tolead into discussion relative to the need for expansion andcontraction control joints.

B. Show film: Better Dummy Joints.

-..va

111C-IV-14.2


RELATED CONCEPTS

INSTRUCTIONAL TOPICS TECHNICAL CONCEPT'S SCIENCE

A. Construction )Dints. 1. Necessity for constructionjoints.

a. total structures fre-quently cannot be madein one pour

b. 1requently serve as con-trol joints

2. Use of rustication stripsfor horizontal joints.

a. Method of locating inform

b. Pouring procedures

3. 1.ertical jointsa. Groove and tenonb. Vee shapedQ. Sealing

I) Hot pitch2: Sealing strip of

sheet metal

1. Sight lines andjoint placement for ap-pearance.

2. Principles relatingto elasticity of materials.

1g 8 J.

lodining

new concrete wlthk . .

1. Principles involved.a. Roughened surfaceb. Ocan surfacec. Damp or wet surface

. . Procedure.a. Wet surfaceb. Paint with cement groutc. Paint just ahead of

pouring areaI) Grout must be wet

and fresh when con-crete bonds with it

1. Effect of dust or drymaterial at joining sur-faces.

2. Develop an understand-ing of:

a. Adhesionb. Cohesionc. Fusion

C. Expansion and contractt4njoints.

1. Principles Involved.a. Thermal expansionb. thermal contractionc. Contraction by dryingc:. Expansion by wettinge. Necessity for providing

for integrity and ap-pearance of the structure

Materials used.A. letal strips

1: Copper2) Galvanized iron

b. Bitumen treated feltc. Plastics A

3. 'lethodsa. Keyway jointsb. Sliding jointsc. Upon joints with elastic

filler and cover plates

1. Coefficients of thermalexpansion.

2. Expansion from absorp-tion of moisture.

5. Effect of concretematerials on:

a. Copperb. Galvanized iron

4. Principles of galvanicaction.

C-1V-14.4

112

TO BE DEVELOPED


1. Develop concept ofmultiple spacing.

t..sa. Balanceb. Rbythme. Proportion

. Vocabulary building.a. Rusticationh. Vertical jointsc. Control jointsd. Expansione. Contractionf. Dummy joints

I. Potential problems relatedto concrete construction inAlaska and other cold areas.

a. Control problemsb. Construction problemsc. Ecological problems

. Develop ability to:a. Thinkb. Evaluatec. Hypothesized. Synthesize

1. Computation of theamount of expansion orcontraction duo to:

a. Thermal changesb. Moisture (-bongos

1. Read about materials usedfor expansion joints.

.1. Develop ability to makecritical evaluations ofmaterials

1. Effect of faulty expansionjoints on highway construc-tion.

a. Hazards developedb. Tax misuse

c.a.-11.

113

H. PRESENTATION OF INTEGRATED CONCEPTS

RELATED CONCEPTS


D. Dummy joint.. 1. 'wcv-..-Itv ol craa control.

4c.titoa,.a. livpth o1 cuth. hiath of cut

, Ii . of grool.or

J. l'IJcQment of jointsa. ltuNtional applications1,. %isual applications

1 1 4

c.1%-l1.0

TO BE DEVELOPED


1. Reinforcement offractions as related to:

3. 11$ thickness ofconcrete

b. Five equal spacesfor a given length

115CIV-14.7

III. APPLICATION

A. Discuss various types of control joints and joint fillermaterials.

B. Demonstrate methods of joining freshly poured concrete toa new batch of concrete.

C. Demonstrate how to join fresh concrete to hardened con-crete--the use of cement grout.

D. Demonstrate how to make expansion control joints and crackcontrol joints.


A. ;ghat are crack control joints?

B. Explain how to prepare the surface of hardened concrete tocorrectly accept fresh concrete.

C. What is a rustication? Why is it used?

D. Does concrete expand and contract with changes in temper-ature? Changes in moisture?

V. SUMMARY

A. Concrete like other materials expands with heat and con-tracts when cooled. Hence, it becomes necessary to providejoints which permit movement without damaging the structure orthe concrete material. Also when fresh concrete is added topreviously poured hardened .concrete certain steps must be takento insure a correct bond between the two batches. Crack con-trol joints are used to insure that inevitable cracks willoccur at points where they will not injure the structure.




90 minutes -- Presentation of principles

ISO minutes -- PractiCal application


116

C-IV-1418


1) Control Joints Regulate Effects,of Volume Change in Con-crete Masonry, Detroit: American Concrete Institute Journal,July 1957.

2) Dalzell, Ralph and Townsend, Gilbert, Masonry Simplified,Vols. I and II, Chicago: American Technical Society, 1960.

3) Graham, Frank D., Mason's and Builder's Guide, Vol. 3,Indianapolis: Theodore Audel, 1962.

','

117

C-IV-14.9


Unit 15Lesson 1

Time 6 Hours



SUBJECT: Handling and Placing Concrete

To teach the correct methods for transporting and placingconcrete.

INSTRUCTIONAL AIDS:

Film - How to Transport, Place, Finish, and Cure QualityConcrete, Harrisburg: Modern Talking Picture Service, Inc.,J. P. Lilley Sons, 2009 N. 3rd Street (32 minutes, 16 mm,sound, color).

Slides Mr. Quality Concrete, Slides 112 to #15 Inclusive,Chicago: Portland Cement Association, Photographic Services.Section, 33 West Grand Avenue (2 x 2 color slides).

EQUIPMENT:

16 mm projector, 35 mm slide projector, screen.

Wheelbarrows, two-wheel concrete cart.

PRIMARY REFERENCES:


21 Huff, Darrell, How to Work with Concrete and Masonry, NewYork: Harper Row Publishers, Inc., 1970.

3) Recommended Practices for Measuring, Mixing, and PlacingConcrete, Bulletin 614-59, Detroit: American ConcreteTWITITUre, 1959.

118C-IV-15.1


A. Have some rather wet concrete prepared and drop it approx-imately five feet into a box with plexiglass front. Show theamount of material segregation which takes place. Discuss needfor placing concrete rather than pouring it. The work and worksite must be properly prepared so that concrete may be placedefficiently -- stress need for planning.

B. Show film: How to Transport, Place, Finish, and CureQuality Concrete.

.

119

C-IV-lS.2


RELATED CONCEPTS


A. Preparation for ryceRiugconcrete on the ite.

1. Preparation of subgrade musthe completed.

2. form properly erected..i. Proper grade, shape,

and dimensionsh. Reinforcement must be

placedc. Provisions made for

wheeling or chutingconcrete to formed area

S. Site must be cleared toenable truck maneuvering.

SCIENCE

D. Movement or transportationat job site.

1. Delays in unloading concretemust be avoided.

a. Time-cost factorb. Stiffening of concretec. Maximum unloading time

allowed

2. Truck should get as close tounloading site as possible.

3. On-site transportation.a. Wheelbarrowsb. Ito-whoel buggiesc. Crane bucketsd. Pneumatic pumpse. Prop chutes

i. Various classes oflevers as they relate to:

a. Wheelbarrowsb. Two-wheel buggiesc. Crane bucket

releases

2. Principles of move-ment of materials bypneumatics.

C. Placing concrete in forns.. 1. Forms must be properly con-structed.

a. Proper bracingb. oiledc. Clean of debris4. Reinforcement securely

fastened and rust free

Concrete placed as close tofinal position as possible.

a. Prevent pushing, draggingor pouring of concrete

b. Use of chutesa. Straight chutesb. Drop chutes

3. Consolidating or compactingconcrete.

A. 114nd spadingb. tbrators

1) Inserted 12" to IS"spacing

21 Vibrate S to ISseconds

c. Dry mix vibration is good;wet mixes tend to bringexcess moisture to thesurface

d. Overvibration orvihra-tion against reinforcingcan forco n form apart

120C -It. t$.4

1. Effects of long drops,excessive movement of con-crete, and excessive vi-bration of concrete on thequality of the job.

a. Segregationb. Principles of

alluviation

2. The effect'of vibrationagainst reinforcing steel.

TO SE DEVELOPED


1. Measuring truck clear-ance.

a. Heighth. Widthc. Turning radius

1. Effects of temperatureon concrete in terms ofordinances and regulationscontrolling cold weatherconcrete placement.

1. Ratios as they relateto air cylinders andpressures generated.

Z. Computation of time-materials costs.

1. Use of hand signals and othermeans of communication when noiseor distance prevent normal verbalcommunications.

1. Computation of anglesof repose.

4. Chute placement andrate of fall ofconcrete as 4 factorof the angle of thechute

b. Amount of "roll" offresh concrete- -angle of repose

1. keeping records of quantitiesof concrete placed.

a. Signing material receiptslips

b. Checking quantitiesc. Recording techniques

121

1. Regulations concerningoccupancy or removal of con-crete forming and supportstructures.

- - .


RELATED CONCEPTS


D. Woneral censiderations.

TECHNICAL CONCEPTSp

SCIENCE

1. Adding water at job site.a. Should be avoided

II Weakens concrete21 Affects watertightness3) Affects durability

b. Adding water to thin con-crete to make it moreplastic should never bepermitted

. Placing concrete requireskart, and the use of water to thinconcrete nay reduce the won butit will result in an inferiorproduct.

E. Safety. I. Transporting concrete.4. Be sure the load is not

too greatb. Be sure of your footingC. Be sure scaffolding,

plants and ramps arestrong and secure

Stay clear of form supports.a. Do not bump form sopnorts

whtch may cause freshlypoured or uncured con-crete to collapse

b. After initial placingcheck forms for rigidityand strength

C- IV- 1S. 6

122

1. Chain reaction when abrace, support or otherstructural member failsand places excessive stresson other members.

TO BE DEVELOPED.


1. Reading and understandingterminology and content of in-surance policies.

1. Investigation of vari-ous types of insurance.

a. Lifeb. Hospitalizationc. Incomed. Retirement

ft

1

1. Reading safety regulations.

2. Filling out insurance forms.

5. Writing letters relative toaccidents or accident claims.

4. Completing accident reports.

t

C.1V-15.7

123

1. Workmen's compensationlaws.

a. Death resulting fromaccidents

b. Back injuries andother similar injuries

c. Benefits

III. APPLICATION

A. Discuss handling and placing of concrete.

B. Discuss the job site and planning necessary for delivery ofconcrete.

C. Have students wheel wet stone and sand mixes in a wheel-barrow and two-wheel cart or Georgia buggy.

D. Reinforce learning of forms being ready to receive concrete.Discuss wheeling ramps to form areas.

E. Have students place concrete in a narrow form.


A. Describe planning necessary before concrete is delivered tothe site.

B. What is honeycombing in relationship to concrete?

C. What means are used to transport concrete from the mixer ortruck to placement location?

D. Explain how to place concrete in a deep, narrow form.

E. Why must uniform placing and consolidation methods be used?

V. SUMMARY

A. Correct methods must be used to place concrete if a qualityjob is to result. Improper methods can result in honeycombing,sand streaking, and segregation of the concrete material. Caremust be taken.to assure that concrete is placed and not poured,is not dropped from too great a height, nor overvibrated. Also,concrete must be placed within 30 to 60 minutes after mixing.




90 minutes -- Presentation of principles relating to concreteplacement

135 minutes -- Practical application--practice with concretemoving equipment and placement of concrete invarious situations

124

C- IV -l5.8

30 minutes Summary and evaluation


1) Dalzell, Ralph and Townsend, Gilbert, Masonry Simplified,Vols. I and II, Chicago: American Technical Society, 1960.

2) Graham, Prank D., Mason's and Builder's Guide, Vol. 3,Indianapolis: Theodore Audel, 1962.

. 3) Guide for Construction of Concrete Floors on Grade,Detroit: American Concrete Institute, 1962.

125

C- IV -l5.9




SUBJECT: Concrete Finishing

AIM:

Unit 16Lesson 1

Time T-Tots

To teach the operations which must be performed to obtain anattractive, durable finish to the concrete surface.

INSTRUCTIONAL AIDS:

Film - How to Transport, Place, Finish, and Cure QualityConcrete, Harrisburg: Modern Talking Picture Service, Inc.,J7771111ey & Soft, 2009 N. 3rd Street (32 minutes, 16 mm,sound, color).

Film - Concrete Example, Chicago: Portland Cement Associa-tion, Photographic Services Section, 33 West Grand Avenue(16 minutes, 16 mm, sound, color).

Slides - Mr. Quality Concrete, Slides 016 to #20 Inclusive,Chicago: Portland Cement Association, Photographic ServicesSection, 33 West Grand Avenue (2 x 2 color slides).

Samples - Teacher-made 2" x 12" x 12" concrete sample slabsshowing various types of concrete finishes.

EQUIPMENT:

16 mm projector, slide projector, screen.

Finishing trowels, finishing floats, darbies, edgers, cornertools, groovers, jitterbug floats, bull floats, rub bricksand power trowels.

PRIMARY REFERENCES:

1) Concrete Technology- - Instructor's Guide, Chicago: PortlandCemeillTiYaMation, 33 West Grand Avenue, 1963.

126

C-IV-16.1

2) Giese, Henry, A Practical Course in Concrete, Chicago:Portland Cement Association,

3) Goldblatt Trowel Trades Tool Catalog, Kansas City:Goldblatt Tool Company, 511 Osage Street, Kansas City,Kansas, Latest Edition.

4) Huff, Darrell, How to Work with Concrete and Masonry,New York: Harper & Row Publishers, Inc., 1970.


A. Have on display example slabs of concrete finishes.Generate discussion relative to the function of the variousfinishes and methods used to obtain them.

B. Display concrete finishing tools--elicit suggestions foruse of these tools.

C. Proceed into lesson and develop an understanding andskill in the use of basic tools.

D. Show applicable part of film: How to Transport, Place,Finish and Cure Quality Concrete.

127C- IV -16.2


RELATED CONCEPTS


A. Consolidating concrete. 1. Function of the process.a. Providing uniform plastic

MASSb. Eliminating stone pocketsc. hliminating large air

voids

2. Methods used.a. Tampersb. Rollers and roller screedsc. Jitterbugs, jitterbug

crawlerJ. Strike-off board or

straightedgeI) Strike-off usually

used

1. Theories and prin-ciples of mixing andcompaction to producea uniform mass.

2. Pressures developedvia tamping.

a. Area vs. down-ward force

B. Leveling concrete. 1. Function.a. to level concrete to

screed or grade stakesb. Remove ridges and

irregularitiesc. Produce a true, even

surface

2. Frequently a combined effort.a. Leveling and consolida-

tion by use of strike-offboard

3. Method.a. Aluminum or magnesium

straightedgeb. 2 x 4 or 2 x 6 straight-

edgec. Reciprocating motion with

one end slightly advancedof the other

d. keep some concrete aheadof the strike-off boardto fill low spots andassist in consolidation

1. The strike-off proc-ess--how and why it worksa mortar to the surface.

"Sle"

C. Producing a working surfacedarbying and bull floating.

1. Function.a. Helps smooth surface by

eliminating ridges andvoids

h. Helps to lower or embed!Argo aggregate

c. Al.,,s in producing mortarsurface for furtherfinishing

2. Methods used.a, Bull floatingb. Darbying

3. Some precautions.a. Should be done before

water bleeds to thesurface

b. Do not overwork theconcrete

C-1V-16.4

128

TO BE DEVELOPED


1. Explore the need for varioustypes of concrete finishes.

a. Emphasize logic andrationale development

1. Computing amount offall fur drainage purposes.

a. Total lengthdrainage

b. Pall per foot

1. Vocabulary development ofterms related to concretefinishing.

1. The effects of highways oneconomy and development of:

a. Rural areasb. Urban areas

t.

11. Computing and recordinglabor time figures for costand estimating purposes.

.1

S.

C- 1Y-16. 5

129


RELATED CONCEPTS

,INSTRUCTIONAL TOPICS TECHNICAL CONCEPTS SCIENCE

D. Jointing. 1. Function.a. To control cracks and

contraction cracks bycutting a weakened planeinto the concrete

2. Method.a. Joint cut to 1/4 the

depth of concrete with:1) Edge of trowel and

straightedge2) Groover with a bit3) Masonry saw

b. Spacing1) 4 to S ft. on side-

walks2) 10 to IS ft. on drive-

.ways3) Consider uniform

spacing within limitsfor appearance

3. Some precautions.a. Done when water bleed and

sheen have left thesurface

b. If cut with masonry saw,do 4 to 12 hours afterplacing and finishing

1. Expansion and contraction.

a. Tension cracksb. Forcing cracks to

form at weakenedareas

c. Uplifting orcracking causedby expansion

E. Edging. 1. Function,a. Appearanceb. Produce stronger edge

1) Prevents chipping2) Prevents spa ding

2. Method.a. Hand edgers

1) Small radius2) Large radius3) Step and corner4) Curb and gutterS) Base too!

h. Long handled edgers1) Rotating head2) Flip-flop

3. Some precautions.a. Be sure all large aggro-

gato is covered withmortar

b. Be sure edge is straightc. Small radii arc easier to

maintain than large whenused at joints

1. The use of radii orrounds and fillets to dis-tribute stress.

a. Compare with metalcastings

F. Floating. 1. Function.a. Remove small humpsb. Fill small depressionsc. Compact concreted. Develop a working surface

139

G-11,16.6

To BE DEVELOPED

MATH COMMUNICATIONS

I. !lath as it relates tofiguring expansion and con-traction.

2. Converting from Fahren-heit to centigrade and thereverse.

3. Uniform divisions withinallowable limits when de-signing a walk or driveway.

1. Vevelopment of pertinent talksor demonstrations to other train-oes or workers.

1. Review or presentconcept of radii and curvegeneration.

2. Review concept oftangent points as relatesto fillets and corners.

SOCIAL STUDIES

1. Competition and freeenterprise.

a. Research and develop-ment of products

b. Research on uses ofconcrete

c. Development offinishes, etc.

1. Reading and understandingspecifications relating tofinishing concrete.

131C-IV-16.'

1. Lawsuits and fixing ofresponsibility when a con-crete product fails.

a. Compliance tospecifications

b. Faulty workmanshipc. "Act of God",


RELATED CONCEPTS


2. Method.a. Hand

1) Wood floats2) Cork floats3) Metal floats

b. Machine1) 3 and 4 blade2) Adjustable pitch3) Float and trowel pads

3. Timing.a. When all water sheen has

left concreteb. When experience directs

G. Final finishing. I. Function.a. To produce the desired

surface finish1) Smooth--steel trowel2) Hand float3) Broom4) Burlap or beltS) Novelty

2. Methods.a. Hand steel trowelingb. Machine steel trowelingc. Hand floating

1) Not initial floating2) Gritty non-skid finish3) Can be swirl pattern

d. Broom -

I) Usually straight linebristle lines

2) Can produce checker-board or other patterns

31 Non-skid surfacee. Burlap or belt

1) Unique finish2) 6" to 12" burlap,

rubber, or canvas toolf. Novelty or textured

1) Divider strips2) Grooving3) Exposed aggregate

H. Finishing air-entrainedconcrete.

f

1. Few changes from normal 1. Reasons why air-en-concrete. trained concrete would

a. Major change is that less "stick" to a wood float.water is used; hence,finishing times can startearlier

b. Magnesium or aluminumfloats and trowels areused for hand methods

c. Machine methods nrepractically same as non-air-entrained concreteexcept for starting sooner

132

C-IV-16,8

TO BE DEVELOPED


1. Cost analysis of handfinishing vs. machine.

1. Oral explanations of thevisual and functional effectsgained by various surfacefinishes.

1. Cost analysis in termsof comparing finishingtime of nonair-entrainedconcrete with air-entrainedconcrete.

1. Sidewalk and highway snowremoval regulations.

2. Taxes and highway main-tenance.

3. Highway studies in termsof finish on road surface.

a. Durabilityb. Braking safetyc. Hydroplaning

133

C-1V-16.9

III. APPLICATION

A. Use catalog to present various tools used in concretefinishing--teach name, use and nomenclature.

B. Have students pour small slabs or pour and finish a slabfor some specific job. .

C. Have students apply finish to lawn benches, etc.

D. Teach proper tool cleanup and maintenance.


A. Why is concrete finished? What is meant by finishingconcrete?

B. What is the function of floating?

C. Explain how to make a control joint.

D. How is a steel trowel used for the first floating?

E. Explain what is meant by striking-off.

F. Explain how to clean concrete working tools.

V. SUMMARY

A. The final finish on a concrete slab or other concrete sur-face largely depends on the function of the piece and thedesired visual appearance. Regardless of the finish selected,it must be properly done to assure proper wearing and appearancequalities. Knowing the correct procedures and developing therequired skill is important for one desiring to become a con-crete worker.




60 minutes -- Presentation of principles

150 minutes -- Practical application--applying different finishes


131C- IV -16.10


1) Exposed Aggregate Finishes for Flat Slabs, Chicago:Portland Cement Association, 33 West Grand Avenue, 1962.

2) Finishing quality Concrete, Chicago: Portland CementAssociation, 3-3 West Grand Avenue, 1964.

3) Witt, J. C., Portland Cement Technology, New York:Chemical Publishing Company, 1966, 2nd Edition.

135

C-1V16.11


Unit 17LessonTime r-REUITi



SUBJECT: Concrete Protection and Curing Techniques

AIM:

To teach methods of protecting concrete from adverse weatherconditions and :also how to cure concrete to achieve a qualityproduct.

INSTRUCTIONAL AIDS:

Film How to Transport, Place, Finish and Cure QualityConcrete, Harrisburg: Modern Talking Picture Service, Inc.,

& Sons, 2009 N. 3rd Street (32 minutes, 16 mm,sound, color).

Slides - Mr. Quality Concrete, Slides N21 to 1124 Inclusive,Chicago: Portland Cement Association, Photographic ServicesSection, 33 West Grand Avenue (2 x 2 color slides).

Slides - Teacher-made slides showing types of materials usedfor protection, correct placing of materials and removal ofmaterials.

Samples Frozen uncured concrete, frozen and hardened con-crete, and properly cured concrete.

EQUIMENT:


PRIMARY REFERENCES:

1) Concrete Technology -- Instructor's Guide, Chicago:Cement Association, 33 West Grand Avenue, 1963.

2) Desitures, Chicago:Cement 33 West Grand Avenue, 1952.

133

C-IV-17.1

Portland-

Portland

3) Manual of Concrete Practice, Vol. I, Detroit: AmericanConcrete Institute, 1968.


A. Have on display three test pieces of concrete--one frozenduring curing to show ice crystals, one which was frozen andthen thawed and hardened, and one properly cured. Have studentsattempt to break the various pieces and use the results to leadinto the lesson.

B. Show appropriate part of the film: How to Transport, Place,Finish and Cure Quality Concrete.

137C-IV-17.2


RELATED CONCEPTS


A. Reasons for curing concrete. 1. Function.a. To enable correct and

complete hydrationb. Increase strength

1) If kept moist duringfirst 7 days strengthmay be increasedapproximately Set

c. Preventing plasticshrinkage cracks

I. Time periods forattaining maximumstrength of concrete.

B. Preventing excessive orrapid evaporation of water.

C. Time required and generalconditions for curingconcrete.

1. Planning.a. Placing concrete in the

spring and fail seasonsif possible.

b. Building windbreaksc. Using cool materials

1) Aggregates2) Water

d. Wetting forms, subgrade,etc. before placing Con-crete

e. Planning for efficient,rapid working of concrete

2. Keeping concrete moist.a. After concrete has been

finished and has attainedIts initial set

b. Spraying with waterc. Flooding with water

1) Be sure concrete isset enough to preventerosion

d. Ponding--building dikesaround edge and fillingwith water1) Be sure concrete is

adequately hardenede. Moisture retained by wet

straw, sand or burlapf. Covering wet concrete with

plastic films or water-proof paper

g. Use of chemical admixtures

1. Understanding ofrelative humidity.

2. Cooling via evapora-tion.

3. Rate of evaporationwith various wind forces.

I. Time--a minimum of 3 to 7 days.

2. Temperature range:a. 3 day curing 70°F.b. 5 day curing 50°F.c. Best range--SS° to 73°F.

3. Wind velocity--evaporationrate.

a. Increases 4 times fromwind speed of 0 to 10 mph

b. Increases 9 times from10 mph to 25 mph

4. Hydration stops at 33 °F. --must maintain temperature abovefreezing.

S. No curing is better thanalternate wetting and drying.

1. Experiments with condi-tions enabling or preventinghydration.

2. Experiments with windvelocity and humidity re-lating to rate of evapora-tion.

C -IV -17.4

138

TO BE DEVELOPED


I. Developing appropriatevocabulary.

1. Computing areas toenable estimation of quan-tities of protectivematerials.

2. Computing the amount ofchemical retarders whichcan safely be added toconcrete.

...

1. Writing reports of weatherconditions for permanent jobrecords.

2. Writing work schedules andplanning procedures.

1. Economic impact of allweather construction andconcrete working.

1. Need for controls andlegislation to protect theclient and public when con-struction proceeds underadverse conditions.

1

C-1V-17.5

139



RELATED CONCEPTS

D. Hot weather concreting. 1. Basic considerations.a. Cement must harden by

hydrationb. Approximately 3 gallons

of water per bag of cementis necessary for hydration

c. Main problem of hotweather concreting is tokeep evaporation belowthe equivalent of 3 gals.per bag of cement

2. Planning--plan so that nodelays occur In placing andfinishing the concrete.

3. Use cool materials.a. Keep aggregates in shadeb. Chill the water

4. Begin curing process imme-diately after the completion ofthe finishing process.

SCIENCE

1. Making test specimensin hot weather.

a. Conforming tospecifications

b. Keeping testcylinders cooland damp

2. ASTM designation C-31.

Z. Cold weather concreting. . Basic considerations.a. Temperature must be above

33°F. for hydration re-action to take place

b. If freezing occurs, hy-dration will stop--whenfavorable temperaturesoccur, hydration willcontinue

c. Repeated freeze-thaw sit-uations will result inlower strength and lowerweathering qualities

d. Best procedure is to main-tain temperatures abovefreezing until concretecures

Planning--plan so that nodelays in placing or finishingconcrete occur.

a. Have all forms and equip-ment ready to receiveconcrete

b. Build protective en-closures

c. Have space heaters avail-able

d. Have insulating materialsavailable

e. Use high-early-strengthconcrete

. Use warm materials.a. Heat fine aggregateb. Under severe conditions

heat coarse aggregatec. Heat mixing water

140C-IV-17.6

1. The effect of exces-sively heated materials onconcrete.

a. Flash set

2. Temperature mixtureratios--heat transfer fromvarious materials.

a. Slone to waterb. Reinforcing steel

to concrete

3. Chemical reaction ofcalcium chloride as anaccelerator for hardeningconcrete.

TO BE DEVELOPED


1. Computations relatingto ASTM C31 concrete tests.

1. Keeping records of test'specimen collection,

a. Conditions of collectionb. Recording protective

conditions for samples

. Reporting results of tests.

1. Estimating additionalcosts due to material,equipment and labor neededto protect concrete againstfreezing.

2. Estimating excavationcosts in cold weather.

1. Writing reports of weatherconditions for permanent jobrecords.

2. Writing requisitions for:a. Protective materialsb. Purchase of space

heatersc. Rental of space heaters

141

CIV-17.7

1. Study of working conditionsfor cold weather concrete work.Consider:

a, Discomfortb, Safetyc, Compensationd, Time lost due to bad

weather

2. Causes for highway deterio-ration during freeze-thawperiods.


RELATED CONCEPTS


d. Keep material temperaturesso that mixed concrete isbetween 50-70°F. whenplaced1) Do not heat water

above 140°F.2) Guard against flash

set

. Use chemical accelerators.a. Use sparinglyb. Follow directions

. Protect fresh concrete.a. Cover with insulating

materialsb. Use space heaters to

prevent freezing

. Begin curing immediately.

142C-IV-17.8

Vit

TO BE DEVELOPED


143C-IV -17.9

III. APPLICATION

A. Introduce lesson with experiment regarding strength ofproperly cured concrete and improperly cured concrete.

B. Demonstrate the results of hot, windy atmosphere on con-crete via a setup with heat lamp and fan.

C. Demonstrate measures used to retain moisture in concrete.

D. Using a lab setup, demonstrate cold weather effects onconcrete.

E. Demonstrate methods of maintaining minim= curing tempera-ture.

F. Demonstrate normal high strength curing techniques.


A. What precautions must be taken when using chemical accel-erators?

R. List procedures and conditions most conducive to properlycuring concrete.

C. List in chods of retaining moisture in concrete during hot,windy and low humidity weather.

D. What temperature range is best for curing concrete?

E. Why does hydration stop when the temperature drops belowfreezing?

F. What are plastic shrinkage cracks in concrete?

V. SUMMARY

A. Concrete working must go on throughout the year and at vari-ous seasons adverse weather conditions exist; therefore, pro-tective measures must be taken to assure a quality job. Thebest seasons of the year are spring and fall in regard to con-crete curing. Even under these good conditions the concreteworker must exercise care to see that concrete remains moistduring the curing period. Proper control of all conditions willresult in quality concrete and the concrete worker must know howto control the various conditions.

144

C-IV-17.10



90 minutes Experiments simulating various adverse weatherconditions

60 minutes -- Demonstration and discussion of various aspectsof concrete curing





1) Cold Weather Concreting, U. S. A. Standards, Detroit:American Concrete Institute, 1966.

2) Curitly Concrete, Detroit: American Concrete Institute,1958.

3) Recommended Practice for Hot Weather Concreting, Detroit:American Concrete Institute, 1958.

145

C- IV-17.1l




SUBJECT: Stripping Forms from Concrete

AIM:

Unit 18Lesson ---T-Time Hours

To teach when to remove concrete forms, techniques used andthe surface effects caused by properly prepared and im-properly prepared forms.

INSTRUCTIONAL AIDS:

Slides Teacher-made slides of the sequential steps involvedin form removal. Include on-the-job constructed forms andcommercial forms.

EQUIPMENT:

35 mm slide projector, screen, and tools needed for formremoval.

PRIMARY REFERENCES:

1) Formwork for Concrete, Detroit: American Concrete Insti-tute, 1969.

2) Huff, Darrell, How to Work with Concrete and Masonry,New York: Harper Row Tubliihers, inc., 1970.


A. Explain that while the concrete contained within a formedarea is hardened and perhaps even cured to a point of nearmaximum strength, it is still "green" and subject to damagefrom sharp, prying tools.

B. Elicit discussion relative to how improper form removalmight damange concrete.

14i

C-IV-18.1

R. PRESENTATION OF INTEGRATED CONCEPTS

61,1111P.

RELATED CONCEPTS


A. Timing for stripping terns.

TECHNICAL CONCEPTS1

1. tieneral rule--forms shouldremain in place until the concretehas hardened sufficiently and ac-quired the strength required tosupport its own weight and anyother loads which may initiallybe placed on it.

2. Under good conditions columnforms may he stripped in 48 to72 houri.

3. Plinth forms may be strippedin "2 to 96 hours.

4. Under most circumstances formsmay be stripped in 72 hours.

S. Smaller nonweight supportingforms such as steps on grade maybe stripped in 48 hours or less.

SCIENCE

B. stripping en.thepb con.structed wood forms.

t. General principli.--pry formmaterial free without leveringagainst the concrete.

a. Common nails- -pry outboard--drive back andpull nails

b. Double head nails orscaffold nails-pullnails with claw hammeror crowbar

2. Remove boards, stakes, etc,and draw nails immediately.

3. Where overhangs, recessedpanels, or other decorative im-pression strips are used, the formmust be carefully removed so thatconcrete flash and form resistancedo not damage formed concrete.

a. Adhesion of form toconcrete

b. %actitim formed from airfree contact of form andconcrete

4. Wall forms and other formsusing bolts, ties, rangers, andstuds should be removed in aplanned soquenee,

a. Remove boltsb. Remove rangersc. Remove or cut tiesa. Remove form panelo. if required, disassemble

form panel

1. Principles involved inoiling or applying otherForm release agents.

2. Use of levers forprying, polling nails, etc.

3. Testing holding powerof nails.

4, Principles relating toair pressure and vacuum.

C. Commercial forms. , hall forms. I. Mechanical advantagea. Removal of clamps, keys of pulleys and hoisting

or bolts depending on the mechanisms.type of form

147

TO BE DEVELOPED


1. keeping records of dates andtime of placing concrete. Cor-relating this information withweather conditions to cheek formremoval time.

1. Safety regulations forthe building industry.

1. L.timating the .miAintof foul It required foroiling a certain are' offr-is.

1. Writing for informationahont commercial forms.

148l' -1V- l *.:

1. Information systems forindustrial ordering andtransmittal of information.



RELATED CONCEPTS


b. Lifting the metal formpanel from the area1) Safety21 Lifting by manpower$) Hoisting by crane.

c. Twisting off patentedwall tics or wire

. 'Floor forms.a. Plat floor panelsb. Beam and pan panels

11 Planned removalsequence

21 Careful And saferemoval of supportposts

.7.1 Lowering or lint orpan panels

4) stress safety

D. Cleaning forms. 1. Properly oiled or treatedfurls are easy to clean.

a. Scrapingh. Wire brushing

Form material should becleaned immediately after removal.

a. Discard or salvage goodmaterial from split ordamaged wood

b. Remove all nailsc. Remove dents, repair or

held damaged areas onnetal forms

J. Clean threads on bolts,etc. Rothroad if nec-essary

, it metal 1orms to preventrt:t formation.

149

C-IV-18.4

1. Composition of chemicalconcrete releasing agents.

TO BE DEVELOPED


2. Reading about form systemsin Sweet's Architectural Pile.

3, Information retrieval systemsfor libraries and commercialorganizations.

1, Computation of form<leaning time.

Computing salvage co-Its%h. time for cleaning.

151

C- IV- 18.'S

1. Impact of solid wastedisposal on the ecology.

Concept of planned obso-lescence and form materials.

III. APPLICATION

A. Introduction and presentation of the need for correctprocedures and care in removing forms.

B. Demonstrate how to remove forms to prevent chipping ofoverhangs, panels, or other edges developed by the form.

C. Have students form benches", flower containers, birdbathsand other similar items with panel areas, decorative texturesor other indentations and when concrete is properly cured,remove forms.

D. If possible, have students remove commercial forms.


A. How are tie wires treated when forms are removed?

B. What is the average curing period before forms may beremoved?

C. Explain how to remove on-the-job constructed step forms.

D. What surface effect may result from improperly oiled forms?

E. What proportions are used for surface facing plaster torill small voids and provide uniform texture when forms areremoved?

V. SUMMARY

A. Removal of concrete forms must be done when the concretehas properly cured to the point where it will support its ownweight and other existing weight. Forms must be carefully re-moved to protect the concrete and enable reuse of the formmaterial. On large jobs, nuts, bolts, wedges, rangers andother form material must be separated for efficient reuse.Proper form removal will aid in producing a quality concreteproduct and the concrete worker should know how to properlyremove forms.

VI, SUGGESTED TIME AND SEQUENCE LISTING



60 minutes -- Demonstration of form removal


1 5 i

C-IV-18.6


VI. SUPPLEMENTAL REFERENCES AND RESOURCE MATERIAL

1) Concrete Formwork, Albany, New York: Delmar Publishers,Inc. , 1962.

2) Dalzell, Ralph and Townsend, Gilbert, Masonry Simpli-fied, Vols. I and II, Chicago: American Technical Society,1960 .

3) U. S. A. Standard Recommended Practice for ConcreteFormwork, Detroit: American Concrete Institute, 1968.

15CIV18.7




SUBJECT: Special Finishes, Textures and Coloring

AIM:

Unit 19Lesson ---r---Time IFTortrs

To broaden the student's range of alternatives for designingand using concrete finishes.

INSTRUCTIONAL AIDS:

Film - How to Make Decorative Patio Floors for OutdoorLiving, Chicago: Portland Cement Association, PhotographicServices Section, 33 West Grand Avenue (19-1/2 minutes, 16mm, sound, color).

Film - Concrete Curtain Walls, Chicago: Portland Cement Asso-ciation, Photographic Services Section, 33 West Grand Avenue(18 minutes, 16 mm, sound, color).

Film - A Sense of Perception; Chicago: Portland Cement Asso-ciation, Photographic Services Section, 33 West Grand Avenue(16 minutes, 16 mm, sound, color).

Slides - Teacher-made slides of various concrete texturesand colored concrete.

EQUIPMENT:


A number of concrete panel forms approximately 2" x 2'-O" x2,-0", material for mixing concrete, various surface aggre-gates, chipped marble, pebbles, etc. Concrete coloring agents,necessary tools, trowels, brushes, etc.

PRIMARY REFERENCES:

1) Cement Mason's Manual for Residential Construction, Chicago:Portland Cement Association, 33 West Grand Avenue, 1460.

153

C-IV-19.1


3) Huff, Darrell, How to Work with Concrete and Masonry, NewYork: Harper 4 Row Publishers, Inc., 1970.


A. Show film: How to Make Decorative Patio Floors for OutdoorLiving and generate discussion relative to texture and coloreffects possible with concrete. Show various texture materialsand coloring agents and elicit comments regarding how theymight be used. Proceed with lesson. .

. 154

C-IV-19.2



RELA TED CONCEPTS


A. Trowel or surface of floatedconcrete finishes.

. Broom finish.a. Done after final floatingb. Stiff bristled broomc. Straight line or wavy

patternd, Nonslippery surface

. Swirl pattern.a. 11uminum floatb. Cork floatc. Steel trowel

3. Circle or other geometricdesign.

a. Darby--good grout surfaceb. Press can rims or other

circular shaped zylindersinto surface to leave im-pression1) lomat pattern21 Random pattern3) Overlapping pattern

1. Braking or nonskidaspects of various rough-ened surface concretes.

a. Stopping dis-tances on high-ways with varioussurface treatments

B. exposed aggregate finishes. . 0.111Crete MIX.a. r.-1/2 to O bag concreteb. klaximum 3" slump

Place concrete.a. Screedb. Darby

Add aggregate (surface).a. Gravel or pebblesb. Granite chipsc. Size

1) 1/2 to 314"2) Avoid flat aggregates

I. Pat or derby into orembed in surface

Removing grout.a, Permit to set to correct

degreeb. Brush and hose grout and

sand to expose aggregatet. Do not ovorexposo aggregate

1) Slightly less than 1/2nominal size ofaggregate

C. Tooled or scored designs. 1. Random geometric designs--grooved, tooled or scored intosurface,

a. Jointer or grooverb. t/2" dia. bent pipe

.. Bush hammer finish.a. hone by experienced

finishersb. Concrete uniformly chipped

i:0°1.A) with a powerhammer

155

C-IV19.

TO BE DEVELOPED


1. Experimentation anddrawing of geometric shapesand design.

a. Construction tech-niques

b. Patterns possible

1. Writing descriptions of vari-ous types of surface textures.

a. Use of pictures orsketches to amplifywriting

I. Use of studded tires on.highways.

a. Safety aspectsb. highway wear aspects

1. Computing amount ofsurface aggregate requiredfor a given area.

a. Density considera-tions

b. Aggregate sire con-siderations

1. Writing specifications forprecast concrete.

a% Size shape descriptionsb. Concrete mix descrip-

tionsc. Tooling or polishing

specifications

1. Use of cast stone (con-crete) in various structures.

2, Concrete sculpture.a% Works of noteb, Artists of note

156fIV19.S


RELATED CONCEPTS


D. impression finishes. 1. Loaf design.a. Leaves troweled flush to

surfaceD. Various sizes and types

of leavesc. Do not trowel mortar over

leaVosd. Carefully remove leaves

when concrete has set orremove with wire brushand water when concreteis cured

2. Other organic materials mayalso be embedded.

SCIENCE

1. Discussion of rep.erties and classificationof organic and nonorganicmatter.

E. Colored surfaces. 1. Dry -shake method.a. Done after final floating

an.I when free water hasleft surface

b. Color must be spreadevenly

c. After color has absorbedmoisture it must be steeltroweled

d. Provide additional trowel-ing for dense surface

2. Mix method.a. Concrete colors are mixed

in with the concreteb. Use of white cement pro-

vides brighter colors

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C-IV-19.6

I. Types of colors usedfor concrete work.

2. Composition and use ofconcrete waxes.

3. Composition of surfacesealers.

TO BE DEVELOPED


1. Quantities of coloringmaterials used for area orvolume situations.

1. Reading directions on con-crete coloring containers.

a. Proportion informationh. Use direction

15'3

C-IV-19.7

1. Guarantees as related tocolor permanency and colorintensity.

2. General discussion ofguarantees and warranties.

III. APPLICATION

A. Introduce lesson and show film: How to Make DecorativePatio Floors for Outdoor Living.

B. Have students propose various texture treatments whichthey feel could be logically and practically attained.

C. Show additional films or teacher-made slides of variousunique concrete finishes.

D. Using the 2'-0" x 2'-0" form demonstrate how to color con-crete, produce a textured surface, etc.

E. Have students produce 2" x 2'-0" x 2'-0" patio tiles ofdifferent types


A. What is an exposed aggregate finish?

B. Why are mineral oxides used for coloring concrete?

C. Explain the procedures used for producing an exposed ag-gregate finish when using random sized pebbles.

D, how is a leaf impression made in concrete?

E. List six surface finishes feel- concrete.

F.- What-special, Trrecautioh must be taken for exposed aggre-gate concrete?

V. SUMMARY

A. Man's creativity has produced many unusual finishes forconcrete which are especially suited for special situationswhere texture, color and the strength and durability are im-portant. The skilled concrete worker must know how to producethese finishes and should also be aware of the limitations ofeach finish. Proper finish selection can add both functionand aesthetic appeal, to a concrete job.




60 minutes -- Discussion and demonstration

159C-IV-19.8

165 minutes -- Practical application--students making patioblocks


VII. SUPPLEMENT REFERENCES AND RESOURCE MATERIALS

1) Guide to Portland Cement Plastering, Detroit: AmericanConcrete Institute, 1963.

2) Recommended Practice for the Application of PortlandCement Paint to Concrete Surfaces, Bulletin AC1-616-4g,

iZetroit: American Concrete Institute, 1949.

160C-IV-19.9


Unit 20

Lesson ---T---Time 6 Hours



SUBJECT: Machine Applications and Modern Techniques

AIM:

To familiarize students with modern machine tools and methods .

of spraying concrete, coating concrete and placing concrete.

INSTRUCTIONAL AIDS:

Film - No Longer a Luxury f_Slip Form Takes Holdj, Chicago:Portland Cement Association, Photographic Services Section,33 West Grand Avenue (14-1/2 minutes, 16 mm, sound, color).

Film - Concrete in the Sixties--Report No. 9, Chicago: Port-land- Cement-Associ-ation, Photographic Services Section, 33West Grand Avenue (22 minutes, 16 mm, sound, color).

EQUI PMENT:

16 mm projector, screen.

Transportation for field trip.

PRIMARY REFERENCES:

1) Concrete Technology--Instructor's Guide, Chicago: PortlandCement Association, .33 West Grand Avenue, 1963.

2) Manual of Concrete Practice, Vols. II and III, Detroit:American Concrete Institute, 1968.

3) Shotcreting, Detroit: American Concrete Institute, 1966.


A. Elicit discussion relative to automated or machine methodsof working concrete.

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C-IV-20.1

f

B. Show film: No Longer a Luxury (Slip Form Takes Hold).Discuss pertinent points and proceed with lesson.

/VI

16,?.C-IV-20.2

4


RELATED CONCEPTS


A. New uses for concrete. I. Soil paring concrete.4. Highly compacted mixture

of soil, roadway material,cement and water

b. Uses11 Roads2) Streets3) Reservoir linings4) Dam facings

2. Procast concrete.a. Generally east off of job

site in factoriesb. Uses

1) Building components2) Tilt -up panels3) Building modwies4) PilesSi Beams and girdersoi Rigid frames

3. Concrete buildings.a. Shell design concreteb. Plastic concrete permits

unusual shapes and formsc. Is fireproofd. Relatively maintenance

free

4. Lightweight concrete.a. Insulating concreteb. Structural lightweight

concreteC. Uses

1) Insulating walls.1) Cast-in-place waits3) Precast walls, roofs4) Concrete block

1. Principles of canti-lever design.

2. Aggregates used forlightweight concrete.

B. Shotcrete plaster andconcrete.

1. Principle.4. Cement and aggregates

are pneumatically forcedthrough a nozzle wherewater is added to producea plaster or concrete

Properties.a. Very dense concreteb. Very strongc. Weather resistantd. Good water resistancec. Good abrasion resistance

3. Uses.a. Swimming pools, reservoirs,/

etc.b. Certain shell formsc. Plastering

1. Use of pneumatic powerto move dry mnterials.

2. Testing concrete forabrasion resistance.

3. Water displacement andfloating of concrete boats.

C-1V-20.4

163

TO BE DEVELOPED


I. Discussion of geometriesof warped surfaces forgenerating strength.

a. Single plane curves1) Long barrel:) Short barrel

b. Compound curvesl) Hyperbolic para-

boloid:1 Dome shell s

c. Pleated surfaces1) tee shaped:) tIodified

:. Computations of weightof valious 3ggrogates usedior tightweight concrete.

;. COmpartions of weightof normal concrete andlightweight concrete.

1. Write an essay on a con-temporary or new use of concrete.

1. Building vocabulary relatingto technological advances in con-crete use.

a. Soil pavingb.. Shotcrotingc. Thin shell constructiond. Hyperbolic paraboloide. Tilt-up constructionf. Etc.

3. Reading information andspecification sheets on place-ment, finish and strength ofli .tweight concrete.

1. Proposed increases intonnage of concrete to beused in the future.

2. Potential for employmentin the concrete industry.

3. Potential for advance-ment in the constructionindustry.

4. Potential solution ofhousing problem through useof precast modular housingcomponents.

1. Computation of pumpvolume and operatingpressures.

1. The growth of leisure inU. S. and the effect on theconstruction industry.

a. Swimming poolsb. Concrete boats

C-IV-20.5

161


RELATED CONCEPTS

INSTRUCTIONAL TOPICS TECHNICAL CONCEPTS SCIENCE .

C. Sandwich walls. 1. Precast concrete panels with1-1/2" thick polystyrene betweenthem.

J. Panels 2-1/4" thickb. Nhy be reinforcedc. Panels placed in position

and columns castd. Curtain wall uses in a

few cases

1. Principles of pre-stressed concrete.

2. Heat and cold trans-mission.

a. BTUb. Convection

D. Slip form concreting. 1. Movable forms progress agconcrete is mixed and placed.

2. Road building a major use

3. Used for other largo con-tinuous slabs.

E. Concrete pumping andconveying.

1. Pump design and pumpingsystems.

2. Pump placement.

3. Pumping mixtures.

4. Capabilities and limitationsof concrete pumping.

a. Line sizeb. Equipment capabilitiesc. Site conditionsd. Additives for lubri-

cating pump lines

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C-1V-20.6

L. Various types ofpumps and principles in-volved.

2. Composition of addi-tive lubricants forconcrete.

TO BE DEVELOPED


1. Developing an under-standing of "R" factors andcoefficients of heat loss.

1. Research and write an essayon an innovative advance ortechnological advance in con-crete working or placing.

16$

C-1V-20.7

III. APPLICATION

A. Show film: No Longer a Luxury (Slip Form Takes Hold) tointroduce lesson.

B. Discuss innovations in concrete working and relate tech-.nological advances to living styles.

C. Show film: Concrete in the SixtiesReport No. 9. Discusspertinent aspects.

D. Take a field trip to observe shotcreting or highway pavingmachines in operation.


A. Explain the principles involved in:I. Shotcreting2. Slip form paving3. Pneumatic pumping of concrete

B. List advances made in concrete working and uses of concrete.

V . SUMMARY

A. Concrete, as a construction material, is very versatile andman continues to devise machines and concrete mixes to increaseits versatility. Developments such as shotcreting, slip formpaving, pneumatic pumping, lightweight concrete, precasting, andprestressing vastly increase the use potential of concrete.Concrete working will increasingly become an important tradein the future.


30 minutes - Introduction and motivation


60 minutes -- Show and discuss film: Concrete in the Sixties-Report No. 9

180 minutes -- Field trip



1) Preplaced Aggregate Concrete for Structural and Mass Con-crete, Detroit: American Concrete Institute, 1969.

167

C-IV-20.8

2) Recommended Practice for Shotcreting, Detroit: AmericanConcrete Institute, 1966.

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C-1V-20.9

BIBLIOGRAPHY

BOOKS

AC1 55-Year Index--1905-1959, Detroit: American Concrete Institute,Publications Department, 1960.

ACI Manual of Concrete Inspection, Detroit: American Concrete Insti-tute, Publications Department, 1967.

Barton, William R., Cement: Mine and Minerala Yearbook--1964,Washington, D. C.: U. S. Department of the Interior, -U. S. Gov-ernment Printing Office, 1965.

Bauer, E. E., Plain Concrete, New York: McGraw-Hill Book Company,1963.

Cement and Concrete Reference Book, Chicago: Portland Cement Asso-ciation, 1964.

Childe, H. L., Practical Concrete Work, New York: Chemical Pub-lishingCompany, fnc., 1963.

Concrete Basements for Homes, Chicago: Portland Cement Association,1954.

Concrete Construction, Detroit: American Concrete Institute, Publi-cations Department, 1968.

Making of Portland Cement, The, Chicago: Portland Cement Associa-tion, 1964.

Mechanix Illustrated, How-To-Do-It Encyclopedia, New York: GoldenPress, Inc., 1961.

Merritt, F. S., Building Construction Handbook, New York: McGraw=-Hill Book Company, 1965, 2nd Edition.

Reinforced Concrete Design Handbook, Detroit: American ConcreteInstitute, Publications Department, 1965.

Rock Products (1964-1965) Production Estimates, Chicago: MacLean-Hunter Publishing Corporation, 1964.

Smith, R. C., Materials of Construction, New York: McGraw-Hill Book,Company, 1966.

Troxell, G. E., Davis, H. E. and Kelley, J. W., Composition andProperties of Concrete, New York: McGraw-Hill Book_ Company, 1968,2nd Edition.

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169

United States Bureau of Census, Statistical Abstract of the UnitedStates--1969-1970, Washington, D. C.: U. S. Government PrintingOffice, 19b9- 1970.

PAMPHLETS

Burkavage, William J. and DeGroot, A., Cements and Aggregates,Scranton, Pa.: International Textbook Company, 1955.

Cement (Kansas Industrial Series 01), Lawrence, Kansas: University ofKansas, Bureau of Business Relations, 1955.

Cement Raw Material in Indiana (Bulletin #15), Bloomington, Indiana:Indiana Department of Conservation, Geological Survey, 1958.

DeGroot, A., Field Methods in Concrete Construction, Part 1, Scranton,Pa.: International Textbook Company, 1960.

DeGroot, A.. Field Methods in Concrete Construction, Part 2, Scranton,Pa.: International Textbook Company, 1960.

DeGroot, A. and Hirschthal, M. , Estimating Concrete Work, Scranton,Pa.: International Textbook Company, 1963.

DeGroot, A. and Wickham, J. J., Foundations and Piling, Scranton, Pa.:International Textbook Company, 1959.

Guide for Construction of Concrete Floors on Grade, Detroit: AmericanConcrete Institute, Publications Department, lox 4754, 1962.

Guide for Painting Concrete, Detroit: American Concrete Institute,Publications Department, Box 4754, 1957.

International Correspondence School Staff, Reinforced Concrete Construc-tion, Scranton, Pa.: International Textbook Company, 1952.

Kelly, J. W., Concrete and Mortar, Part 1, Scranton, Pa.:Textbook Company, 1956.

Kelly, J. W., Concrete and Mortar, Part 2, Scranton, Pa.:Textbook Company, 194g.

Kelly, J. W. and International Correspondence School Staff, Water-proofing of Concrete, Scranton, Pa.: International Textb33RUaMpany,1959.

International

International

bow Pressure Steam Curing, Detroit: American Concrete Institute, 1963.

Portland Cement Industry, Boston: Bellman Publishing Company, 33Newbury Street, 1950.

17t)

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Recommended Practice for the Application of Portland Cement Paintto Concrete Surfaces, Detroit: American Concrete Institute,Publications Department, Box 4754, 1949.

Recommended Practice for Concrete Inspection, Detroit: AmericanConcrete Institute, Publications Uepartment, Box 4754, 1964.

Recommended Practice for Design of Concrete Pavements, Detroit:American Concrete Institute, Publications Department, Box 4754,1958.

'Recommended Practice for Selecting Proportions for Structural Light-weifht Concrete, Detroit: American Concrete Institute, Publi-cations Department, Box 4754, 1969.

Structural Plain Concrete, Detroit: American Concrete Institute,Publications Department, Box 4754, 1967.

Training Courses for Concrete Inspectors, Detroit: American Con-crete institute, Publications Department, Box 4754, 1963.

MAGAZINES AND PERIODICALS

California Plasterer, California Lathing and Plastering ContractorsAssociation, 3558 West 8th Street, Los Angeles, California 90005.

Cement Age, The: A Magazine Devoted to the Uses of Cement, Bruce &Johnston, New York.

Cement and Engineering News, Chicago.

C/N, National Cement Manufacturers Association, 3621 South Street NW,--Washington, D. C. 20007.

Concrete, Concrete-Cement Age Publishing Company, Detroit.

Concrete Construction, P. O. Box 444, Elmhurst, Illinois 60128.

Concrete Masonry Review, 239 South Robertson Blvd., Beverly Hills,California 90211.

Concrete Products, MacLean-Hunter Publishing Company, 79 W. MonroeStreet, Chicago, Illinois 60603.

Journal of the American Concrete Institute, American Concrete Insti-tute, P. O. Box 47S4, Redford Station, Detroit, Michigan.

Mining and Quarrying, Ros-Mac Publishing Company, Inc., 217 HarrisonAvenue, Harrison, New York 10528.

Modern Concrete, Pit and Quarry Publications, Inc., 431 S. DearbornStreet, Chicago, Illinois 60605.

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National Concrete Products News, National Concrete Products Associ-ation, 143 Yonge Street, Toronto, Ontario, Canada.

Pit and Quarry, Pit and Quarry Publications, Inc., 431 S. DearbornStreet, Chicago, Illinois 60605.

Plasteting Industries, Construction Center, 215 W. Harrison, Seattle,Washington 98199.

Read -Mixed Concrete, Concrete Construction Publications, Inc., Box444, Elmhurst, Illinois 60128.

FILMS AND FILMSTRIPS

How We Get Our Cement, New York: Young America Films, Inc., 18 East41 Street, 1950 ('7 frames).

Occupations in Cement Manufacturing, Des Moines, Iowa: VocationalGuidance Films, Inc., 2708 Beaver Avenue (57 frames).

Films Produced by the Portland Cement Association, Mimeographed listof films by Portland Cement Association, 33 Grand Avenue, Chicago,Illinois, 1964, 10 pages.

Motion Pictures, Films and Filmstrips on Concrete and Related Topics,Mimeographed list of films by American Concrete Institute, Box4754, Redford Station, 22400 West Seven Mile Road, Detroit,Michigan 48219.

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