document resume ce 074 691 construction technologies

DOCUMENT RESUME

ED 411 410 CE 074 691

TITLE Construction Technologies. Guide to Standards andImplementation. Career & Technology Studies.

INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum StandardsBranch.

ISBN ISBN-0-7732-5266-5PUB DATE 1997-00-00NOTE 438p.PUB TYPE Guides - Classroom - Teacher (052)EDRS PRICE MF01/PC18 Plus Postage.DESCRIPTORS Building Trades; Career Development; *Competence; Competency

Based Education; Construction Industry; *ConstructionManagement; *Construction Materials; *Construction(Process); *Course Content; Course Organization; Flooring;Foreign Countries; Integrated Curriculum; Roofing; SecondaryEducation; Site Development; State Curriculum Guides;Structural Building Systems; *Structural Elements(Construction); Teaching Guides; Teaching Methods;Technology Education; Vocational Education

IDENTIFIERS *Alberta

ABSTRACTWith this Career and Technology Studies (CTS) curriculum

guide, secondary students in Alberta can do the following; develop skillsthat can be applied in their daily lives; refine career-planning skills;develop technology-related skills in construction; enhance employabilityskills, especially in construction industries; and apply and reinforcelearning developed in other subject areas. The curriculum is organized instrands and modules. This guide encompassing the construction technologiesstrand contains 46 modules that define what a student is expected to know andbe able to do (competencies). The guide is organized in the following parts:(1) program rationale and philosophy, learner expectations, programorganization, curriculum and assessment standards, and types of competenciesin career and technology studies; (2) strand rationale and philosophy andstrand organization for construction technologies; (3) planning forinstruction for career and technology studies and for construction technologycourses; (4) module curriculum and assessment standards for introductorylevel construction technologies competencies; (5) module curriculum andassessment standards for intermediate level construction technologiescompetencies; (6) module curriculum and assessment standards for advancedlevel construction technologies competencies; (7) assessment tools; (8)linkages and transitions; (9) learning resource guide; and (10) samplestudent learning guides. Modules cover the following broad topics: tools andmaterials; building construction; project management; mold making andcasting; site preparation; framing; roofs; exterior finishing; electrical,plumbing, and climate control systems; furniture making cabinetmaking;concrete; masonry; wall and ceiling finishing; stairs; floorcovering;energy-efficient housing; renovations; and project and production management.(KC)

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GUIDE TO STANDARDS AND IMPLEMENTATION

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

ED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

1997

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

(7,1)--Ad-rewsTO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

AlbertaEDUCATION

Curriculum Standards Branch

ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA

Alberta. Alberta Edu-cation. Curriculum Standards Branch.Construction technologies : guide to standards and implementation.

(Career and Technology Studies)0-7732-5266-5

1. Building tradesStudy and teachingAlberta.2. ConstructionIndustryStudy and teachingAlberta.3. Vocational educationAlberta. I. Title. II. Series: Career andTechnology Studies Program.

TH165.A333 1997 690

This document was prepared for:

AdministratorsCounsellorsGeneral AudienceParentsStudentsTeachers

Program/Level: Career and Technology Studies/Secondary

Copyright 1997, the Crown in Right of Alberta, as represented by the Minister of Education. Permission is given by thecopyright owner for any person to reproduce this publication or any part thereof for educational purposes and on a non-profitbasis.

This document supersedes' all previous versions of the Career & Technology Studies Guide to Standards and Implementation.

This publication is a support document. The advice and direction offered is suggestive except where it duplicatesthe Program of Studies. The Program of Studiesa prescriptive description of the expectations of studentlearning, focusing on what students are expected to know and be able to dois issued under the authority of theMinister of Education pursuant to section 25(1) of the School Act, Statutes of Alberta, 1988, Chapter S-3.1 asamended, and is required for implementation. Within this document, the Program of Studies is shaded so thatthe reader may readily Identify all prescriptive statements or segments.

Every effort has been made to acknowledge original sources and comply with copyright regulations. Please notify AlbertaEducation if there are cases where this has not been done.

Questions or comments about this Guide to Standards and Implementation are welcome and should be directed to:

Career and Technology Studies Unit, Curriculum Standards Branch, Alberta Education, Devonian Building,11160 Jasper Avenue, Edmonton, Alberta, T5K OL2.Telephone: (403) 422-4872, Fax: (403) 422-0576.Outside of Edmonton dial 310-0000 to be connected toll free.

TABLE OF CONTENTS

Career and Technology StudiesPage

Program Rationale and Philosophy A. 1General Learner Expectations A.3Program Organization A.3

Curriculum Structure A.3Levels of Achievement A.4

Curriculum and Assessment Standards A.5Types of Competencies A.5

Basic Competencies Reference Guide A.6

Construction Technologies

Strand Rationale and Philosophy B. 1Strand Organization B.3

Themes B.3Scope and Sequence B.5Module Descriptions B.6

Planning for InstructionPlanning for CTSPlanning for Construction Technologies

Module Curriculum and Assessment Standards:



Assessment Tools

Linkages/Transitions

Learning Resource Guide

Sample Student Learning Guides

Acknowledgements

C.1C.3

Introductory Level D. 1

Intermediate Level E. 1

Advanced Level F. 1

i

CAREER ANDTECHNOLOGYSTUDIES

A. PROGRAM RATIONALE AND P

Through Career and Technology Studies (CTS),secondary education in Alberta is responding tothe many challenges of modem society, helpingyoung people develop daily living skills andnurturing a flexible, well-qualified work force.

In Canada's information society, characterized byrapid change in the social and economicenvironment, students must be confident in theirability to respond to change and successfully meetthe challenges they face in their own personal andwork lives. In particular, they make decisions aboutwhat they will do when they fmish high school.Many students will enter the work force, others willcontinue their education. All students face thechallenges of growing independence andresponsibility, and of entering post-secondaryprograms and/or the highly competitive workplace.

Secondary schools also face challenges. They mustdeliver, on a consistent basis, high quality,cost-effective programs that students, parents andthe community find credible and relevant.

CTS helps schools and students meet thesechallenges. Schools can respond more efficientlyand effectively to student and community needs andexpectations by taking advantage- of theopportunities in the CTS cumculum to designcourses and access school, community and distancelearning resources. Students can develop theconfidence they need as they move into adult rolesby assuming responsibility for their

OSOPHY

learning; cultivating their individual talents,interests and abilities; and by defining and acting ontheir goals.

As an important component of education in Albertasecondary schools, CTS promotes studentachievement by setting clear expectations andrecognizing student success. Students in CTSdevelop competenciesthe knowledge, skills andattitudes they are expected to demonstrate, that is,what they know and what they are able to do.

Acquired competencies can be applied now and inthe future as students make a smooth transition intoadult roles in the family, community, workplaceand/or further education. To facilitate thistransition, clearly stated expectations and standardshave been defined in cooperation with teachers,business and industry representatives andpost-secondary educators.

CTS offers all students important learningopportunities. Regardless of the particular area ofstudy chosen, students in CTS will:

develop skills that can be applied in their dailylives, now and in the futurerefine career-plaimmg skillsdevelop technology-related skillsenhance employability skillsapply and reinforce learnings developed inother subject areas.

Career and Technology Studies /A.1Alberta Education, Alberta, Canada (1997)

In CTS, students build skills they can apply in theireveryday lives. For example, in the CTS program,particularly at the introductory levels, students havethe opportunity to improve their ability to makesound consumer decisions and to appreciateenvironmental and safety precautions.

No

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CAREERS

PersonalLife

WorkLife

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A career encompasses more than activities justrelated to a person's job or occupation; it involvesone's personal life in both local and globalcontexts; e.g., as a family member, a friend, acommunity volunteer, a citizen of the world.

The integration of careers throughout the CTSprogram helps students to make effective careerdecisions and to target their efforts. CTS studentswill have the opportunity to expand theirknowledge about careers, occupations and jobopportunities, as well as the education and/ortraining requirements involved. Also, studentscome to recognize the need for lifelong learning.

Students in CTS have the opportunity to use andapply technology and systems effectively andefficiently. This involves:

a decision regarding which processes andprocedures best suit the task at hand

the appropriate selection and skilled use of thetools and/or resources available

an assessment of and management of theimpact the use of the technology may have onthemselves, on others and on the environment.

A.2/ Career and Technology Studies(1997)

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Integrated throughout CTS are employability skills,those basic competencies that help students developtheir personal management and social skills.Personal management skills are improved asstudents take increased responsibility for theirlearning, design innovative solutions to problemsand challenges, and manage resources effectivelyand efficiently. Social skills improve throughlearning experiences that require students to workeffectively with others, demonstrate teamwork andleadership, and maintain high standards in safetyand accountability.

As well as honing employability skills, CTSreinforces and enhances learnings developed in coreand other complementary courses. The curriculumemphasizes, as appropriate, the effectiveapplication of communication and numeracy skills.

In addition to the common outcomes describedabove, students focusing on a particular area ofstudy will develop career-specific competenciesthat support entry into the workplace and/or relatedpost-secondary programs. Career-specificcompetencies can involve understanding andapplying appropnate terminology, processes andtechnologies related to a specific career, occupationor job.

6

Alberta Education, Alberta, Canada

GENERAL LEARNER EXPECTATIONS

General learner expectations describe the basiccompetencies integrated throughout the CTSprogram.

Within an applied context relevant to personalgoals, aptitudes and abilities; the student in CTSwill:

demonstrate the basic knowledge, skills andattitudes necessary for achievement andfulfillment in personal life

develop an action plan that relates personalinterests, abilities and aptitudes to careeropportunities and requirements

use technology effectively to link and applyappropriate tools, management and processes toproduce a desired outcome

develop basic competencies (employabilityskills), by:

selecting relevant, goal-related activities,ranking them in order of importance,allocating necessary time, and preparingand following schedules (managinglearning)

linking theory and practice, usingresources, tools, technology and processesresponsibly and efficiently (managingresources)

applying effective and innovative decision-making and problem-solving strategies inthe design, production, marketing andconsumption of goods and services(problem solving and innovation)

demonstrating appropriate written andverbal skills, such as composition,summarization and presentation(communicating effectively)

participating as a team member by workingcooperatively with others and contributingto the group with ideas, suggestions andeffort (working with others)

maintaining high standards of ethics,diligence, attendance and punctuality,following safe procedures consistently, andrecognizing and eliminating potentialhazards (demonstrating responsibility).

PROGRAM ORGANIZATION

CURRICULUM STRUCTURE

Career and Technology Studies is organized intostrands and modules.

Strands in CTS define competencies that helpstudents:

build daily living skillsinvestigate career optionsuse technology (managing, processes, tools)effectively and efficientlyprepare for entry into the workplace and/orrelated post-secondary programs.

In general, strands relate to selected industry sectorsoffering positive occupational opportunities forstudents. Some occupational opportunities requirefurther education after high school, and some allowdirect entry into the workplace. Industry sectorsencompass goods-producing industries, such asagriculture, manufacturing and construction; andservice-producing industries, such as business,health, finance and insurance.

Modules are the building blocks for each strand.They define what a student is expected to know andbe able to do (exit-level competencies). Modulesalso specify prerequisites. Recommendations formodule parameters, such as instructionalqualifications, facilities and equipment can befound in the guides to implementation.

The competencies a student must demonstrate toachieve success in a module are defined through themodule learner expectations. Senior high schoolstudents who can demonstrate the module learnerexpectations; i.e., who have the designatedcompetencies, will qualify for one credit towardtheir high school diploma.

Career and Technology Studies /A.3Alberta Education, Alberta, Canada (1997)

Specific learner expectations provide a moredetailed framework for instruction. Within thecontext of module learner expectations, the specificlearner expectations further define the knowledge,skills and attitudes the student should acquire.

The following chart shows the 22 strands thatcomprise the CTS program and the number ofmodules available in each strand.

Strand No. ofModules

1. Agriculture 33

2. Career Transitions 28

3. Communication Technology 33

4. Community Health 31

5 Construction Technologies 46

6. Cosmetology 58

7. Design Studies 31

8. Electro-Technologies 37

9. Energy and Mines 26

10. Enterpnse and Innovation 8

11. Fabrication Studies 41

12. Fashion Studies 29

13. Financial Management 14

14. Foods 37

15. Forestry 21

16. Information Processing 48

17. Legal Studies 13

18. Logistics 12

19. Management and Marketing 19

20. Mechanics 54

21. Tourism Studies 24

22. Wildlife 17

A.4/ Career and Technology Studies(1997)

LEVELS OF ACHIEVEMENT

Modules are organized into three levels ofachievement: introductory, intermediate andadvanced. As students progress through the levels,they will be expected to meet higher standards anddemonstrate an increased degree of competence, inboth the general learner expectations and themodule learner expectations.

Introductory level modules help students builddaily living skills and form the basis for furtherlearning. Introductory modules are for studentswho have no previous experience in the strand.

Intermediate level modules build on thecompetencies developed at the introductory level.They provide a broader perspective, helpingstudents recognize the wide range of related careeropportunities available within the strand.

Advanced level modules refine expertise and helpprepare students for entry into the workplace or arelated post-secondary program.

The graph below illustrates the relative emphasis onthe aspects of career planning at each of the levels.

Introductory Level Intermediate Level Advanced Level

IIIPersonal Use0 Career Awareness/Exploranon

Preparation for the Workplace or Further Education.1

8Alberta Education, Alberta, Canada

CURRICULUM AND ASSESSMENTSTANDARDS

Curriculum standards in CTS define whatstudents must know and be able to do.Curriculum standards are expressed throughgeneral learner expectations for CTS, and throughmodule and specific learner expectations for eachstrand.

Assessment standards define how studentperformance is to be judged. In CTS, eachassessment standard defines the conditions andcriteria to be used for assessing the competenciesof each module learner expectation. To receivecredit for a module, students must demonstratecompetency at the level specified by theconditions and criteria defined for each modulelearner expectation.

Students throughout the province receive a fairand reliable assessment as they use the standardsto guide their efforts, thus ensuring theyparticipate more effectively and successfully inthe learning and assessment process. Standards atadvanced levels are, as much as possible, linked toworkplace and post-secondary entry-levelrequirements.

TYPES OF COMPETENCIES

Two types of competencies are defined within theCTS program: basic and career-specific.

Basic competencies are generic to any career areaI and are developed within each module. Basiccompetencies include:

personal management; e.g., managing learning,being innovative, ethics, managing resources

social; e.g., communication, teamwork,leadership and service, demonstratingresponsibility (safety and accountability).

Alberta Education, Alberta, Canada 2

Career-specific competencies relate to a particularstrand. These competencies build daily living skillsat the introductory levels and support the smoothtransition to the workplace and/or post-secondaryprograms at the intermediate and advanced levels.

The model below shows the relationship of the twotypes of competencies within the 22 strands of theCTS program.

20

19

18

17

16

15

13 12 11 10

3CAREER-SPECIFIC4

5

BASIC 6

9

8

7

Career and Technology Studies /A.5(1997)

BASIC COMPETENCIES REFERENCE GUIDE

The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete therequirements for each module In general, there is a progression of task complexity and student initiative as outlined in the DevelopmentalFramework*. As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlierstages Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance

Suggested strategies for classroom use Include

having students rate themselves and each other tracking growth in various CTS strandsusing in reflective conversation between teacher and student highlighting areas upon which to focushighlighting areas of strength maintaining a student portfolio.

Sta e 1 The student Stage 2 The student: Stage 3 The student: I Stage 4 The studentManaging Learning

comes to class prepared forlearningfollows basic instructions, asdirected

acquires specialized knowledge,skills and attitudes

identifies cnteria for evaluatingchoices and making decisions

uses a variety of learningstrategies

0

follows instructions, with limiteddirectionsets goals and establishes stepsto achieve them, with direction

applies specialized knowledge,skills and attitudes in practicalsituationsidentifies and applies a range ofeffective strategies for solvingproblems and making decisions

explores and uses a variety oflearning strategies, with limiteddirection

0

follows detailed instructions onan independent basissets clear goals and establishessteps to achieve them

demonstrates self-direction inlearning, goal setting and goalachievement

transfers and applies specialized transfers and applies learning inknowledge, skills and attitudes new situations, demonstratesin a variety of situations commitment to lifelong learninguses a range of cntical thinking thinks critically and actsskills to evaluate situations, logically to evaluate situations,solve problems and make solve problems and makedecisions decisionsselects and uses effectivelearning strategiescooperates with others in the provides leadership in theeffective use of learning effective use of learningstrategies strategies

Managing Resourcesadheres to established timelines;uses time/schedules/plannerseffectively

uses information (material andhuman resources), as directed

uses technology (facilities,equipment, supplies), asdirected, to perform a task orprovide a service

maintains, stores and/or disposesof equipment and materials, asdirected

creates and adheres to timelines,with limited direction, uses time/schedules/planners effectively

accesses and uses a range ofrelevant information (materialand human resources), withlimited directionuses technology (facilities,equipment, supplies), asappropriate, to perform a task orprovide a service, with minimalassistance and supervisionmaintains, stores and/or disposesof equipment and materials, withlimited assistance

creates and adheres to detailedtimelines on an independentbasis; pnoritizes task, uses time/schedules/planners effectivelyaccesses a range of information(material and human resources),and recognizes when additionalresources are requiredselects and uses appropriatetechnology (facilities,equipment, supplies) to performa task or provide a service on anindependent basismaintains, stores and/or disposesof equipment and materials onan independent basis

0

creates and adheres to detailedtimelines, uses tune/schedules/planners effectively, prioritizestasks on a consistent basisuses a wide range of information(material and human resources)in order to support and enhancethe basic requirementrecognizes the monetary andintrinsic value of managingtechnology (facilities,equipment, supplies)

demonstrates effectivetechniques for managingfacilities, equipment andsupplies

Problem Solving and Innovationparticipates in problem solvingas a processlearns a range of problem-solving skills and approaches

practices problem-solving skillsby responding appropnately to aclearly defined problem, speci-fied goals and constraints, by

generating alternativesevaluating alternativesselecting appropriatealternanve(s)taking action

identifies the problem andselects an appropriate problem-solving approach, respondingappropriately to specified goalsand constraintsapplies problem-solving skills toa directed or a self-directedactivity, by

generating alternativesevaluating alternativesselecting appropnatealternative(s)taking action

thinks critically and actslogically in the context ofproblem solving

transfers problem-solving skillsto real-life situations, bygenerating new possibilitiesprepares implementation plansrecognizes nsks

identifies and resolves problemsefficiently and effectively

identifies and suggests new ideasto get the job done creatively,by

combining ideas orinformation in new waysmaking connections amongseemingly unrelated ideasseeking out opportunities inan active manner

A.6/ Career and Technology Studies(1997) Alberta Education, Alberta, Canada

i0

Stage 1 The student- I Stage 2 The student. Stage 3 The student: Stage 4 The student:Communicating Effectively

uses communication skills, e g , communicates thoughts, feelingsreading, writing, llustrating, and ideas to justify or challengespeaking a position, using written, oral

and/or visual means

uses language in appropriate 0 uses technical languagecontext appropriately

0 listens to understand and learn 0 listens and responds tounderstand and learn

demonstrates positive demonstrates positiveinterpersonal skills in selected interpersonal skills in manycontexts contexts

prepares and effectively presentsaccurate, concise, written, visualand/or oral reports providingreasoned arguments

encourages, persuades,convinces or otherwisemotivates individualslistens and responds tounderstand, learn and teachdemonstrates positiveinterpersonal skills in mostcontexts

negotiates effectively, byworking toward an agreementthat may involve exchangingspecific resources or resolvingdivergent interestsnegotiates and works toward aconsensus

0 listens and responds to under-stand, learn, teach and evaluatepromotes positive interpersonalskills among others

Working with Othersfulfills responsibility in a groupproject

0 works collaboratively instructured situations with peermembers

0 acknowledges the opinions andcontributions of others in thegroup

0 seeks a team approach, asappropnate, based on groupneeds and benefits, e g , ideapotential, variety of strengths,sharing of workloadworks in a team or group

encourages and supportsteam membershelps others in a positivemannerprovides leadership/followership as requirednegotiates and works towardconsensus as required

leads, where appropriate,mobilizing the group for highperformance

0 understands and works withinthe context of the group

prepares, validates andimplements plans that revealnew possibilities

Ill"

cooperates to achieve groupresults

maintains a balance betweenspeaking, listemng andresponding in group discussionsrespects the feelings and viewsof others

Demonstrating Responsibility

Attendancedemonstrates responsibility inattendance, punctuality and taskcompletion

Safetyfollows personal andenvironmental health and safetyprocedures

0 identifies immediate hazards andtheir impact on self, others andthe environment

follows appropriate/emergencyresponse procedures

Ethicsmakes personal judgementsabout whether or not certainbehaviours/actions are right orwrong

recognizes and follows personaland environmental health andsafety procedures

identifies immediate andpotential hazards and theirimpact on self, others and theenvironment

establishes and follows personaland environmental health andsafety procedures

transfers and applies personaland environmental health andsafety procedures to a variety ofenvironments and situations

0

assesses how personaljudgements affect other peermembers and/or family, e g ,home and school

assesses the implications ofpersonal/group actions withinthe broader community; e g ,workplace

lo-

demonstrates accountability foractions taken to addressimmediate and potential hazards

0 analyzes the implications ofpersonal/group actions withinthe global context

0 states and defends a personalcode of ethics as required

*Developmental FrameworkSimple task Task with limited variables Task with multiple variables Complex taskStructured environment Less structured environment Flexible environment Open environmentDirected learning Limited direction Self-directed learning,

seeking assistance as required

Self-directed/self-motivated


1 I.

Career and Technology Studies /A.7(1997)

CONSTRUCTIONTECHNOLOGIES

B. STRAND RATIONALE AND P OSOPHY

The products of construction and manufacturingare a reflection of the needs and wants of society.For centuries, people have built structures andmade objects to provide protection from theelements, to make work easier and to make lifemore enjoyable.

Today, our social and economic well-being is stillclosely linked to our ability to transform materialsinto useful products. Therefore, it is important thatas students prepare for their futures, they shouldunderstand how the construction and manufacturingindustries organize themselves and applytechnology in productive ways.

In Alberta, the construction and manufacturingsectors of the economy are characterized byrelatively small entrepreneurial businesses thatmake products for domestic and foreign marketneeds.

In recent years, dramatic changes have occurred inthe way buildings and other products have beendesigned and built. With the aid of newtechniques, architects and engineers are now ableto simulate and evaluate designs with extremeaccuracy. This precision translates into strongerstructures, smaller tolerances, less waste and theneed for a highly trained and flexible work force.

Construction Technologies, a strand in Career andTechnology Studies, has been developed to help

meet this educational need. Students selectingmodules from this strand have the opportunity toinvestigate and develop important knowledge,skills and attitudes relative to the design,construction and maintenance of buildings andother related products.

Students are provided with a broad base ofrelevant theory and practice that builds daily-living and career-specific skills. Successfulcompletion of modules in this strand is intended toprovide students with the skills and experiencerequired for entry-level employment or forpursuing post-secondary education. Thispreparation is accomplished by encouragingstudents to:

develop safe work and environmental practices

develop self and resource management skills

work with a variety of technologies andtechnological systems

communicate and work as effective teammembers

develop ethical work habits and relationships

creatively seek practical solutions to problems

Strand Rationale and Philosophy1 2

CTS, Construction Technologies /B.1@Alberta Education, Alberta, Canada k (1997)

develop consumer and life skills

identify further educational and careeropportunities.

Within the philosophy of Career and TechnologyStudies, students in Construction Technologieswill:

appreciate the importance of the constructionand manufactunng industries in relationship toour personal, social and economic well-being

demonstrate a working knowledge of materials,tools and processes that are used to createbuildings and other related products that meetthe needs and wants of society

apply effective and responsible decision-making skills in the design and construction ofbuildings and durable goods

develop positive attitudes toward individualand team work responsibilities, qualityproduction and service

develop an appreciation for health, safety andenvironmental issues related to constructionand manufacturing

appreciate the need for legislation and codesthat regulate building construction andmanufacturing activities

link, in meaningful and practical ways, theknowledge, skills and attitudes developed inother strands and courses to this strand

1 assess personal interests and abilities related tomaking realistic career choices.

13

B.2/ Construction Technologies, CTS Strand Rationale and Philosophy(1997) Alberta Education, Alberta, Canada

STRAND ORGANIZATION

THEMES

The Construction Technologies model, shownbelow, has been developed around two themes thatare central to the transformation of material intouseful products and structures. These themes are:

Building Systems (Processes and Applications)Manufacturing Systems (Processes andApplications).

Integrating concepts, shown on the model, providea basic framework for the study of each module.

The context in which the learning takes place variesaccording to the available resources, backgroundexperience and intent of the learner. As the studentis engaged in the learning activities in the school orin the community, specific outcomes areanticipated. These outcomes take the form of basicand career-specific knowledge, skills and attitudesthat have been constructed by the learner.

OUTCOMES

ATTITUDES

SKILLS

KNOWLEDGE

THEMES

BuildingSystems(Processes andApplications)

ManufacturingSystems(Processes andApplications)

INTEGRATING CONCEPTS

Material PropertiesTools and EquipmentMaterial ProcessingResearch and DesignEstimating and ReportingSchedulingHealth and SafetyCareer Assessment andPreparation

Strand Organization

LEARNING CONTEXT

14Alberta Education, Alberta, Canada (1997)

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CTS, Construction Technologies /B.3

SCOPE AND SEQUENCE CONSTRUCTION TECHNOLOGIES

INTRODUCTORY INTERMEDIATE ADVANCED THEME

Basic Tools & Materials *I.CONI010

Site PreparationCON2010 .

:

_ . .

Concrete Work.(Structures & Finishes) CON3010

BuildmgSystems

(Processes andApplications)

ManufacturingSystems

(Processes andApplications)

Concrete FormingCON2020

Masonry Work.(Structures & Finishes) CON3020

Alternate FoundationsCON2030

Framing Systems 2(Floor, Wall & Ceiling) CON3210

Framing Systems 1(Floor & Wall) CON2040

Stair Construction.CON3040

Roof Structures 1(Framing & Finishing) CON2050

Roof Structures 2(Framing & Covering) CON3050

Exterior Finishing(Door, Window &Sidmg) CON2060]

Wall & Ceiling Finishing.CON3030

Building Construction EletAlical SystemsCON1070 CON2070

Doors & Tnm'CON3060

Plumbing SystemsCO1V2080

Floorcovenng.CON3070

d

IClimate Control Systems

CON2090Energy-efficient Housing.

CON3080

Agn-structuresCO1V2100

Renovations/Restorations.CON3090

Commercial Structures.CON3I00

Site Management.CON3110

Project Management* Multiple MaterialsCONI120 CON2120

-.

Tool Maintenance.CON3I20

Solid Stock Construction.CON1130

Furniture Making 1(Box Construction) CON2130

Furniture Making 3.(Leg & Rail) CON3I30

I Turning Operations.CON1140

Furniture Making 2(Frame & Panel) CON2140

Furniture Making 4.(Surface Enhancement) CON3I40

Finishing & Refinishing.COIV21501

Furniture Repair.CON3150

I Mnufactured Matenals.CONI160

Cabinetmaking 1(Web & Face Frame) CON2160

Cabinetmaking 3.(Cabinets/Countertops) CON3I60

Cabinetmaking 2(Door & Drawer) CON2I70

Cabinetmaking 4.(Layout & Installation) CON3I70

Mold Making & Casting.CON1180

Wood FormingCON2180

Manufacturing Systems

.CON2190

Production PlanningCON3190

i

Product Development.CON2200

Production ManagementCON3200

- Prerequisite - - - . Recommended sequence* Module provides a strong foundation for further learning in this strand.t Module is also offered in Fabrication Studies.

Refer to specific modules for additional prerequisites

Scope and SequenceAlberta Education, Alberta, Canada 15

CTS, Construction Technologies B.5(1997)

MODULE DESCRIPTIONS

Module CFS1010: Basic Tools & MaterialsStudents develop basic hand tool and productionskills to transform, safely, common buildingmaterials into useful products.

Module CON1070: Building ConstructionStudents examine common building systems, anddevelop basic skills related to building a simplemodel or full size system/structure.

Module CON1120: Project ManagementStudents develop basic shop drawing andestimating skills, and apply them to build a'product.

Module CON1130: Solid Stock ConstructionStudents develop basic hand and power tool skillsto build a product made from solid wood.

Module CON1140: Turning OperationsStudents use wood-turning equipment andtechniques to create a faceplate and spindleturning made from solid and/or built-up stock.

Module CON1160: Manufactured MaterialsStudents select and use the appropriate materialsand tools to build a product or structure from awood composite or other manufactured material.

Module CON1180: Mold Making & CastingStudents apply knowledge of casting and moldingmaterials and processes to prepare a mold andproduce a casting.

Module CON2010: Site PreparationStudents develop the knowledge and skills toacquire a building permit and to locate andprepare a site for excavation and foundation work.

Module CON2020: Concrete FormingStudents develop knowledge and skills related tothe preparation and construction of a concretefoundation.

Module CON2030: Alternate FoundationsStudents develop basic knowledge and skillsrelated to the design and construction of analternative foundation system.

B.6/ Construction Technologies, CTS

Module CON2040: Framing Systems 1 (Floor& Wall)Students develop basic framing knowledge andskills associated with the construction of a floorand wall system.

Module CON2050: Roof Structures 1(Framing & Finishing)Students develop basic knowledge and skillsassociated with framing and finishing a simpleroof system.

Module CON2060: Exterior Finishing (Door,Window & Siding)Students apply and develop basic knowledge ofdoor, window and siding systems and installationskills and procedures.

Module CON2070: Electrical SystemsStudents apply electrical principles, and developan understanding of residential electrical coderequirements and installation procedures.

Module CON2080: Plumbing SystemsStudents develop basic knowledge and skills tofabricate and make repairs to residential drainage,waste, vent (DWV) and water supply systems.

Module CON2090: Climate Control SystemsStudents investigate common heating, ventilatingand air conditioning (HVAC) systems andprinciples, and participate in the installation ormaintenance of one of these systems.

Module CON2100: Agri-structuresStudents apply construction principles and skills,and use pre-engineered designs to build a structureto be used for agricultural purposes.

Module CON2120: Multiple MaterialsStudents develop a product that incorporates twoor more types of material in its construction.

Module CON2130: Furniture Making 1 (BoxConstruction)Students develop basic joinery skills andknowledge related to case construction, byproducing a box-type piece of furniture.

16(1997) Alberta Education, Alberta, Canada

Module Descriptions

Module CON2140: Furniture Making 2(Frame & Panel)Students use solid and/or composite materials tobuild a frame and panel product or component.

Module CON2150: Finishing & RefinishingStudents use knowledge of finishing materials andfinishing techniques to apply new and replacementfinishes.

Module CON2160: Cabinetmaking 1 (Web &Face Frame)Students apply web and face frame constructiontechniques, and use solid and/or manufacturedmaterials to produce a built-in or modular cabinet.

Module CON2170: Cabinetmaking 2 (Door &Drawer)Students use solid and composite materials todevelop skills in building cabinet doors anddrawers.

Module CON2180: Wood FormingStudents apply skills in mold making and woodconditioning to make a formed part or component.

Module CON2190: Manufacturing SystemsStudents investigate the nature of manufacturingsystems used to produce durable goods.

Module CON2200: Product DevelopmentStudents work, individually or as team members,to research, design and build a product suitable formass production and marketing.

Module CON3010: Concrete Work (Structures& Finishes)Students develop essential skills to form, placeand finish a concrete project.

Module CON3020: Masonry Work (Structures& Finishes)Students develop basic knowledge and skillsrelated to masonry materials, structures andfinishes.

Module CON3030: Wall & Ceiling FinishingStudents develop basic knowledge and skills toinsulate, install and finish an interior wall/ceilingsurface.

Module Descriptions

Module CON3040: Stair ConstructionStudents develop the knowledge and skillsrequired to build a straight flight of stairs.

Module CON3050: Roof Structures 2(Framing & Covering)Students develop basic competencies in layingout, cutting and assembling common and hip andvalley rafters in relation to specialized structuresand coverings.

Module CON3060: Doors & TrimStudents apply basic finish carpentry knowledgeand skills to install doors, railings and moldings.

Module CON3070: FloorcoveringStudents develop skills in selecting and installingtypical floor coverings used in residential,institutional and commercial buildings.

.Module CON3080: Energy-Efficient HousingStudents investigate construction practices andsupport systems to create an energy-efficienthousing design.

Module CON3090: Renovations/RestorationsStudents work with a client to plan and complete abuilding renovation and/or restoration.

Module CON3100: Commercial StructuresStudents investigate structural designs,construction techniques and work site practicesrelated to commercial construction.

Module CON3110: Site ManagementStudents consider the efficient and timely deliveryof a quality product. They investigate and reporton site management theories and practices toproduce a project management plan.

Module CON3120: Tool MaintenanceStudents develop skills in preventive maintenanceby routinely inspecting and servicing productiontools and equipment.

17 CTS, Construction Technologies /B.7Alberta Education, Alberta, Canada (1997)

Module CON3130: Furniture Making 3 (Leg& Rail)Students use solid and/or manufactured materialsand leg-and-rail or pedestal constructiontechniques to build a free-standing piece offurniture.

Module CON3140: Furniture Making 4(Surface Enhancement)Students explore and demonstrate the use ofveneer, inlay, carving and/or marquetry techniquesto enhance the appearance of a product orcomponent.

Module CON3150: Furniture RepairStudents apply basic knowledge of furnitureconstruction and materials to repair or replaceexisting components or coverings.

Module CON3160: Cabinetmaking 3(Cabinet/Countertops)Students develop the knowledge and skillsrequired to build and install a simplecabinet/countertop complete with an appropriatebacIpplash and edge treatment.

Module CON3170: Cabinetmaking 4 (Layout& Installation)Students develop a floor/wall cabinet plan andorder,andU;istalt a set of prebuilt cabinets.

Module CON3190: Production PlanningStudents plan, individually or as team members, aproduction system, and create the necessary workcells and floor plan to produce a given product ina safe and efficient manner.

Module CON3200: Production ManagementStudents identify and enhance management skillsin relation to the development and deployment ofpeople and physical resources.

Module CON3210: Framing Systems 2 (Floor,Wall & Ceiling)Students develop appropriate layout and assemblyskills to install conventional and/or engineeredframing components associated with residentialand/or light commercial construction.

B.8/ Construction Technologies, CTS 18 Module Descriptions(1997) Alberta Education, Alberta, Canada

SECTION C: PLANNING FOR INSTRUCTION

CTS provides increased opportunity for junior andsenior high schools to design courses based on theneeds and interests of their students and thecircumstances within the school and community.Some strands may be appropriately introduced atthe junior high school level. Other strands aremore appropriately introduced at the senior highschool level or to Grade 9 students. Refer to thissection for recommendations regarding the LegalStudies strand, or the Career & TechnologyStudies Manual for Administrators, Counsellorsand Teachers for a summary of the recommendedgrade levels for each strand.

PLANNING FOR CTS

Defining Courses

Schools determine which strands and modules willbe offered in a particular school, and will combinemodules into courses.

Each module was designed for approximately25 hours of instruction. However, this time frameis only a guideline to facilitate planning. The CTScurricula are competency based, and the studentmay take more or less time to gain the designatedcompetencies within each module.

A course will usually consist of modules primarilyfrom the same strand but, where appropriate, mayinclude modules from other strands. Refer to theCareer & Technology Studies Manual forAdministrators, Counsellors and Teachers(Appendix 4) for more information on coursenames and course codes.

Module selection and sequencing should consider:

prerequisite(s)supporting module(s) (other CTS modules thatmay enhance the learning opportunity ifoffered with the module)module parameters

instructional qualifications, if specializedequipment and facility requirements, ifspecialized.

The module parameters are defined for eachmodule in Sections D, E and F of this Guide.

Degree of Flexibility

The CTS program, while designed using themodular structure to facilitate flexible timetablingand instructional delivery, does not mandate thedegree of flexibility a school or teacher will offer.The teacher and school will determine the degreeof flexibility available to the student. Within theinstructional plan established by the school, thestudent may:

be given the opportunity to progress at a ratethat is personally challenginghave increased opportunity to select modulesthat develop competencies he or she findsmost relevant.

Integrating Basic Competencies

The basic competencies relate to managinglearning and resources, problem solving andinnovation, communicating effectively, workingwith others and demonstrating responsibility aredeveloped throughout the CTS program, and arewithin each module.

Assessment of student achievement on the basiccompetencies is integrated throughout the othermodule learner expectations. Refer to Section G(Assessment Tools) of this Guide for thedescription of student behaviours expected at eachof the four developmental stages defined for thebasic competencies.

Assessment of basic competencies could includeinput and reflection involving the student,teacher(s), peers and others. Description of theobserved behaviour could be provided through acompetency profile for the module. Positive,ongoing interaction between the student andteacher will support motivation for student growthand improvement.

Planning for Instruction CTS, Construction Technologies /C.1Alberta Education, Alberta, Canada

19(1997)

Assessing Student Achievement

Assessing student achievement is a process ofgathering information by way of observations ofprocess, product and student interaction.

Where appropriate, assessment tools have beendefined to assist the teacher and student in theassessment. Refer to Section G (AssessmentTools) of this Guide for copies of the various tools(worksheets, checklists, sample questions, etc.).

A suggested emphasis for each module learnerexpectation has also been established. Thesuggested emphasis provides a guideline to helpteachers determine time allocation and/or theappropriate emphasis for each MLE and studentgrade.

Recognizing Student Achievement

At the high school level, successful demonstrationof the exit-level competencies in a modulequalifies the student for one credit. Refer toSection A of this Guide for more detailedinformation about how curriculum and assessmentstandards are defined in CTS. Refer to the Career& Technology Studies Manual for Administrators,Counsellors and Teachers (Appendix 12) for moreinformation on how student achievement can berecognized and reported at the school andprovincial levels.

Portfolios

When planning for instruction and assessment,consider a portfolio as an excellent tool to provideevidence of a student's effort, progress andachievement. Portfolios will aid students inidentifying skills and interest. They also providethe receiving teacher, employer and/orpost-secondary institution proof of a student'saccomplishments. The make-up and evaluation ofthe portfolio should be a collaborative agreementbetween the student and teacher.

C.2/ Construction Technologies, CTS

Resources

A comprehensive resource base, including print,software and audio-visual, has been identified tosupport CTS strands. It is intended that theseresources form the basis of a resource centre,encouraging teachers and students to access awide selection of resources and other informationsources throughout the learning process. Unlessotherwise noted, these resources are considered tobe suitable for both junior and senior high schoolstudents.

Authorized resources may be obtained from theLearning Resources Distributing Centre ordirectly from the publisher or distributor. Refer toSection I (Learning Resource Guide) of this Guidefor the complete resource list including curriculumcorrelations and resource annotations. Additionalsources refer to noncommercial or governmentagencies that offer resources that may be ofassistance in this strand.

Student Learning Guides

In addition to the resources, sample StudentLearning Guides are available (refer to Section Jof this Guide). These samples, designed forindividual student or small group use, provide aninstructional plan for selected modules andinclude the following components:

Why take this module?What are the entry-level competencies?What are the exit-level competencies?What resources may be accessed?What assignments/activities must be completed?What are the timelines?How will the final mark be calculated?

Sample Student Learning Guides have beendeveloped for the following modules inConstruction Technologies:

CON1010 Basic Tools & MaterialsCON2010 Site PreparationCON3040 Stair Construction.

(1997)2 0

C)Alberta Education, Alberta, Canada

Planning for Instruction

Community Resources

The community can become a major stakeholderand effective partner in the learning process. Theuse of community members and resources shouldbe integrated into course planning. Business,industry and government agencies offer a widerange of services and resources, as do local clubs,service groups and institutions. When planningfor the use of community resources, teachershould ensure that related presentations, activitiesand work settings:

are consistent with student knowledge andskill levelsdemonstrate sound pedagogyare exemplary of approved health and safetystandardsprovide a balanced approach to curriculumtopics and related issues.

Off-Campus Excursions

Field excursions are also recommended andshould be an important part of teaching andlearning throughout the ConstructionTechnologies stands. Safety must be a primeconsideration in planning off -campus learningexperiences. Both teachers and students shouldengage in activities commensurate with their levelof training and ability. Adequate instructionalsupport, guidance and supervisor must beprovided at all times. Local jurisdiction andschool policies must be understood and observedby principals, teachers, parents, supervisors andstudents.

PLANNING FOR CONSTRUCTIONTECHNOLOGIES

The following suggestions are provided to assistteachers, school and school system administratorsas they plan to deliver modules from theConstruction Technologies strand.

Teaching Strategies

A practical "hands-on" approach, where theoryand practice are developed in concert with oneanother, is encouraged throughout ConstructionTechnologies. When teaching content in anapplied setting, lecture-type classes should beavoided as much as possible. Teachers shouldattempt to integrate theory and practice byengaging students in practical experiences.Students who work on meaningful assignmentsand useful projects are more easily motivated todevelop the required knowledge skills andattitudes outlined in each module. Refer to theCareer & Technology Studies Manual forAdministrators, Counsellors and Teachers(Appendix 9) for additional teaching strategies.

Health and Safety and Related Legislation

The health and safety of students and teachers isprotected by law. Every worker has the right to beprotected from injury and needs to know how tosafely use, store and transport hazardousmaterials. Teachers of Construction Technologiesmust ensure that students are working in a safeand healthy environment. Students shouldtherefore be encouraged to work in a safe mannerand identify and report existing and potentialhazards within the learning environment.Accident prevention is one of the most importantconcepts a student learns in ConstructionTechnologies strands.

Teachers of Construction Technologies modulesshould also be aware of the issues address in theOccupational Health and Safety Act, Worker'sCompensation regulations and local fire andbuilding codes related to this strand.

Planning for Instruction CTS, Construction Technologies /C.3Alberta Education, Alberta, Canada 21 (1997)

Off-site Risk Management

Safety and risk management involves exercisingsituation-specific judgement throughout the courseof an off-campus excursion. Judgement is theproduct of experience, and may includerecognizing factors such as dangers imposed byequipment, a decline in physical strength, or amore challenging task. Many of the hazardrecognition skills can be taught in the classroom inthe preparation stage.

A significant aspect of off -site risk management isgroup management. Teachers can exerciseappropriate group management strategies byfocusing attention on:

pacing and observation distance, includingspeed of travel, rest stops, distance travelledand maintaining safe distance for observationsgroup control, including position of leader,regrouping procedures, signal systems andbuddy systemsthe establishment of group rules and normsclearly defined task allocations for eachstudentobjective hazard recognition on the site,including machinery and equipment.

For additional information on health and safetystandards in CTS, refer to the CTS Manual forAdministrators, Counsellors and Teachers(Appendix 13).

Instructional Qualifications

Responsibility for instructional planning anddelivery of courses in Construction Technologieswill be assumed by Alberta certified teachers. Foradditional teacher qualifications, refer to themodule parameters in each module for theformalized training and certificates requirementsfor each module. It should be noted that wheremodules or portions of modules require specialinstructional qualification, these modules or partsof modules can be delivered off -campus by otherqualified individuals.

C.4/ Construction Technologies, CTS(1997)

Many of the competencies developed inConstruction Technologies relate directly to anumber of recognized trade areas. The AlbertaApprenticeship and Training Act clearly outlineswho can or cannot work in compulsory andoptional trade areas. The act states: A personshall not work in a compulsory or optional tradearea unless that person:

a. holds a trade certificateb. is an apprentice in the specified tradec. is authorized under Section 23 to work or

perform one or more tasks in the traded. is a student in a student work training

program in that trade

In addition, in an optional certificated trade area, aperson who does not hold a trade certificate, maywork in or perform one or more tasks, activities orfunctions if the employer is satisfied that theperson possesses the skills and knowledge in thetrade as would be expected from one who wouldbe in possession of a trade certificate.

It should also be noted that the Act spells out theratio of journeyman to apprentices, which is aminimum of one apprentice to each journeymanemployed. This ruling would apply specifically toRegistered Apprenticeship Program.

Selecting Modules

Course planning should take into considerationmodule sequences that link with both physical andhuman resources present in the school andcommunity.

The scope and sequence chart in Section B of thisGuide provides an overview of the ConstructionTechnologies modules, indicating prerequisitesand theme areas. In addition, a brief descriptionof each module can be found in this sectionfollowing the scope and sequence chart.

Construction Technologies in Junior High

Most introductory level modules may be offeredto junior high school students. Since resourcesand expertise will vary in each school andcommunity, it is important to assess potentialsupport networks before selecting specificmodules and module sequences.

22 Planning for InstructionAlberta Education, Alberta, Canada

The number of modules will vary according to thetime available throughout Grades 7, 8 and 9 asoutlined below:

TimeAvailable Modules

25 hours Basic Tools & Materials

50 hours add to the previous moduleBuilding Construction

75 100 hours add one or two of the following:Project ManagementSolid Stock ConstructionTurning OperationsMold Making & Casting

Where appropriate, junior high school studentsmay also become involved in intermediate levelmodules, particularly in the Manufacturing theme.

Construction Technologies in Senior High

Depending on the interest and intent of thestudents, modules in Construction Technologiesmay be clustered in a variety of ways. Studentswith a general interest in the strand may wish tosample modules from the various themes, whilethose with specific interests may focus on acluster of modules related to welding, sheet metal,foundry or machining as outlined in the Scope andSequence chart.

As in all CTS strands, students will identify,explore and prepare for future careeropportunities. It is recommended that courseplanning include the integration of relevant careerinvestigations throughout each module, rather thanin a singular or isolated study. Career profiles,interviews and job shadowing will acquaintstudents with the many technical and professionalcareers associated within the field of fabrication.

Students intending to continue their studies in apost-secondary institution and/or throughapprenticeship should be aware of the post-secondary and apprenticeship linkages referred toin Section H of this Guide. For example, basic tomost trade-related programs is the need to have

well-developed print reading and hand-tool skills.Such considerations will affect module selection.

Before selecting modules, teachers should checkthe module parameters outlined in each module(see Sections D, E and F of this Guide).

Module Blocking and Sequencing

Modules can be delivered sequentially,concurrently or combined as 3-, 5- or 6-creditcourses as outlined below:

Scenario Aept.

1

2

311`

Jan./June

Modules may be taught sequentially,e.g.:

Building Construction

Site Preparation

Concrete Work

Scenario BSept.

1

2

3

Jan./June

One module, such as ToolMaintenance, may be taughtthroughout the course (e.g., 20minutes per class), in conjunctionwith two other modules.

Scenario CSept.

Jan./June

All students take one or twomodules together, such as BuildingConstruction, and then take a seriesof modules from the BuildingSystems theme at the intermediatelevel.

Planning for Instruction 2 3 CTS, Construction Technologies /C.5Alberta Education, Alberta, Canada (1997)

Teachers can also allow students to progress at a Improving Smooth Transitions to therate that is personally challenging; e.g.:

Scenario DSept.

0+0-00

Jan./June

From a list of modules defined bythe teacher, the students selectwhich ones they will work on and,in consultation with the teacher,establish timelines for completionand submission of assignments, etc.

Identifying Linkages

Section H of this Guide describes some possiblelinkages between the Construction Technologiesstrand and:

other CTS strandscomplementary programs such as art anddramacore programs, e.g., mathematics, science,social studies and language artsoff -campus programs.

Note that project modules from the CareerTransitions strand may be combined with modulesfrom the Construction Technologies strand toprovide increased opportunity for students todevelop expertise and refine their competencies.

Project modules are not designed to be offered asdistinct courses and should not be used to extendWork Experience 15, 25 and 35 courses.

Workplace and/or Post-secondary Programs

As in other CTS strands, students will assess andprepare for future career opportunities. It isrecommended that program planning include theintegration of relevant career information andexperiences. Through the development of career-specific skills, occupational profiles and on-siteactivities, students become aware of the trainingrequirements and career opportunities related tothe fabrication sector of the economy.

Refer to Section H of this Guide for potentialtransitions students may make into:

the workplacerelated post-secondary programs or otheravenues for further learning.

24C.6/ Construction Technologies, CTS Planning for Instruction(1997) Alberta Education, Alberta, Canada

MODULE CURRICULUM AND ASSESSMENT STANDARDS:

SECTION D: INTRODUCTORY LEVEL

The following pages define the curriculum and assessment standards for the introductory level ofConstruction Technologies.

Introductory level modules help students build daily living skills and form the basis forfurther learning. Introductory modules are developed for students who have no previousexperience in the strand.

Module learner expectations define the competencies a student must demonstrate toachieve success in a module. Assessment standards define the criteria and conditions tobe used for assessing the competencies defined in the module learner expectations.

Specific learner expectations provide a detailed framework for instruction and helpstudents build the competencies defined in the module learner expectations. Additionalinformation and suggestions for instruction are provided in the Notes column; teachersmay wish to use this space to record their ideas for instruction or student projects.

Module CON1010:Module CON1070:Module CON1120:Module CON1130:Module CON1140:Module CON1160:Module CON1180:

Basic Tools & Materials D.3Building Construction D.7Project Management D.11Solid Stock Construction D.15Turning Operations D.19Manufactured Materials D.23Mold Making & Casting D.27

Introductory CTS, Construction Technologies /D.12rC)Alberta Education, Alberta, Canada (1997)

MODULE CON1010: BASIC TOOLS & MATERIALS

Level: Introductory

Theme: Building Systems (Processes and Applications)

Prerequisite: None

Module Description: Students develop basic hand tool and production skills to transform, safely;common building materials into useful products.

Module Parameters: Access to a materials work centre, complete with basic hand tools.

Curriculum and Assessment Standards

Module LearnerExpectations

Assessment Criteria and Conditions SuggestedEmphasis

The student will: Assessment of student achievement should be based on:

identify and describe the the identification and description of 20 basic hand 15safe use of basic hand tools used in construction and fabrication to includetools two or more:

measurement and layout toolscutting and boring toolsassembly and dismantling toolsabrading and sharpening tools.

Assessment ToolPresentations/Reports: Hand Tools, CON1010-1Illustrative Example: Hand Tool Presentation,

CON1010-2

StandardCorrect identification and description of 16 basic

hand toolsPerformance rating of 1 for each applicable task

identify and compare the a written or oral presentation that compares the 15properties of common properties of four different materials in any two of thematerials used in following material categories:construction and solid and manufactured wood productsfabrication activities ferrous and nonferrous metals

thermoforming and thermosetting plasticsclay and concrete products.

Assessment ToolPresentations/Reports: Material Identification,

CON1010-3

StandardPerformance rating of 1 for each applicable task

IntroductoryAlberta Education, Alberta, Canada

BEST COPY AVAILABLE

26CTS, Construction Technologies /D.3

(1997)

MODULE CON1010: BASIC TOOLS & MATERIALS (continued)




apply construction/ demonstration of safe construction and fabrication 70fabrication processes skills to plan, construct/fabricate, assemble and finishand skills to produce aproduct

a useful product.

Assessment ToolAssessment Framework: Project Assessment,

CONPRO

StandardThe product is made according to the prepared

drawing and event sequence, tools andmaterials are used according to accepted safepractice

Performance rating of 1 for each applicable task

demonstrate basic observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. Throughout

Assessment ToolBasic Competencies Reference Guide and any

assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Orientation

Tools and identify and describe basic hand tools that are Introduce students to theEquipment used to measure, mark, hold, cut, form, fasten and

finish materials

safe use of manuallyoperated and powerassisted hand tools.

Materials identify and compare the properties of a variety of Discuss reasons forcommon materials used to make artifacts and choosing one material

structures over another for a givenapplication.

identify common shapes, sizes and forms ofconstruction and fabrication materials

D.4/ Construction Technologies, CTS(1997)

27Introductory



Health andSafety

ProductionSystems

The student should:

describe appropriate methods to handle, recycle,store and dispose materials

identify and demonstrate the appropriate use ofpersonal protective equipment

identify steps to be taken in the event of anaccident

outline the typical phases in a production system;e.g.:

planningconstructing/fabricatingassemblingfinishingevaluating.

Help students evaluate theshort- and long-termimpact of the choice ofa material on the healthof individuals and theenvironment.

Compare those activitiesto the input, process,output and feedbackmechanisms describedin other technologicalsystems.

Planning andManagement

ProductDevelopment

select or modify a plan for a simple product thatwill meet a defined need

identify and select the appropriate tools, materialsand processes required to make the product

list the steps that are required to make a productin a safe and logical order.

Students are more highlymotivated if they canchoose and personalizea project.

Implementation

MaterialProcessing

develop basic construction/fabrication skills bybuilding, assembling and finishing a variety ofproducts.

In addition to woods andmetals, students shouldgain experience using avariety of materialssuch as plastic andearths.

Assessment

Product Quality

CareerPreparation

describe ways to improve product quality andproductivity

create a record of completed activities within aportfolio.

Students should beencouraged to makereflective notes andkeep a record of theircompleted work.


BEST COPY AVAILABLETS, Construction Technologies /D.5

(1997)

MODULE CON1070: BUILDING CONSTRUCTION

IIILevel: Introductory

,Theme: Building Systems (Processes and Applications)

Prerequisite: CON1010 Basic Tools & Materials

Module Description: Students examine common building systems, and develop basic skills related tobuilding a simple model or full -size system/structure.

Module Parameters: Access to a materials work centre complete with basic hand tools.





identify and describe the an oral or written presentation that identifies and 20main systems found in a describes the four major systems found in aresidential structure residential structure.

Assessment ToolPresentations/Reports: Building Systems,

CON1070-1

StandardPresentation will identify and describe the purpose

and major components of the structural,electrical, heating and plumbing systems


list and describe the the accurate identification and description of four 20basic materials and hand different building materials and 10 hand tools used intools used in buildingconstruction

building construction.

Assessment ToolPresentations/Reports: Building Systems,

CON1070-1

StandardPerformance rating of 1 in each applicable task


BEST COPY AVAILABLE


(1997)

MODULE CON1070: BUILDING CONSTRUCTION (continued)




apply basic construction demonstration of safe construction skills in the 55techniques to build a building of a simple model or full-size buildingsimple scale model orfull-size structure/system

structure/system.

Assessment ToolAssessment Framework: Activity Assessment,

CONACT

Standard. Full size structure or model is built according to

accepted practice and meets overallspecifications outlined on the workingdrawing


profile a trade or presentation that outlines one or more trades or 5occupation within the occupations and range of career opportunities withinbuilding construction the building construction industry; e.g.:industry carpenter

cabinetmakerplumberelectrician.

Assessment ToolResearch Process: Career Opportunities in

Building Construction, CON1070-2


demonstrate basic observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout



30




The student should:Orientation

Nature of list and describe the major types of construction Students shouldConstruction projects; e.g.: understand that a

residentialconstruction project canbe something other than

industrial a building.commercialcivil

describe how information is gathered and used inthe construction industry

Refer to the clients' needs,site informationengineering

list and describe the systems that are found in specifications andmost buildings; e.g.: building codes.

structuralelectricalheating, ventilating and air conditioningwater and waste removal

Project Design describe the methods that are used to Have students gainand Construction communicate ideas and information relative to experiences reading

design and construction of a project simple architecturaldrawings.identify the factors that affect the design of astructure such as safety, function and aesthetics

identify design techniques that are used to Investigate the use ofcounteract static and dynamic forces on a braces, trusses and ties

structure commonly used inconstruction.

Health and describe how structural materials and construction Have students becomeSafety tools are safely used on the work site, aware of the role of

OH&S in relation toworkers.


Design select or modify a set of working drawings to The structure can be fullbuild a simple building structure or system size or built to scale.

select or identify an appropriate location

IntroductoryAlberta Education, Alberta, Canada 31

CTS, Construction Technologies /D.9(1997)

MODULE CON1070: BUILDING CONSTRUCTION (continued)


MaterialSelection

The student should:

identify the materials that can be used to constructthe:

foundation or support systemfloor and wall systemroof systemexterior/interior finishes

describe the landscaping features that will be usedto complete the project.

All terminology used inthis module should beconsistent with theCanadian Wood-FrameHouse Constructionglossary of terms.

Implementation

BuildingProcessing

Personal Safety

use the appropriate tools, materials and processes.to:

construct a simple shelter, scale model orsystem

use the appropriate personal protective clothingand equipment.

Assessment

CareerInformation

CareerPreparation

identify and describe skilled, technical andprofessional occupations that are related to thebuilding construction industry

identify and assess personal interests and abilitiesrelated to making realistic career choices

maintain a record of completed activities within aportfolio.

32D.10/ Construction Technologies, CTS Introductory(1997) Alberta Education, Alberta, Canada

CON1120: PROJECT MANAGEMENT

Level: Introductory

,Theme: Manufacturing Systems (Processes and Applications)

Prerequisite: CON1010 Basic Tools & Materials

Module Description: Students develop basic shop drawing and estimating skills, and apply them to builda product.

Module Parameters: Access to a materials work centre, complete with basic drawing and constructiontools, and to instruction from an individual with specialized training in the use ofpower tools.





identify and describe the visual presentation of a technological system that 10parts of a technological includes:system identification of the components of a technological

system such as input, process, output, feedbackdescription of each componentexplanation of the difference between an open andclosed system.

Assessment ToolPresentations/Reports: Technological System,

CON1120-1Illustrative Example: Technology System,

CON1120-2


apply basic drawing demonstration of basic drawing skills to produce a 25skills to prepare a shop shop drawing of a simple product with two or moredrawing parts.

Assessment ToolProject Assessment: Project Development and

Presentation, CON1120-3

StandardViews are to be appropriately identified, laid out

and measurements are within the acceptedtolerance of 1 mm. Quality of lining,dimensioning and lettering meet acceptedpractice



CTS, Construction Technologies /13.11

33 BEST COPY AVAILABLE (1997)

MODULE CON1120: PROJECT MANAGEMENT (continued)




prepare a project completion of a bill of materials, time and cost 15timeline, cost estimate estimate and event sequence for a simple multiple partand work schedule project.


Presentation, CON1120-3

StandardBill of materials includes proper material and size

description; accurate quantities of materialsand costs. Major events are identified, timeestimated and sequenced in a safe and logicalmanner


apply the use of a demonstration of basic production skills to safely 50technological system to construct a product with multiple parts orconstruct a simpleproduct with multipleparts

components.


Presentation, CON1I20-3Illustrative Example: Technology System,

CON1120-2

StandardThe product is constructed according to the

prepared drawing, event sequence, cost andtime estimates


demonstrate basic observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout




34Introductory





Technological describe the components of a technological Use activities related toSystem system; e.g.: the planning and

input development of asimple product to showoutput how the parts of aprocess technologies system

feedback work together.

Drawing Types list and describe common types of shop drawings Have the students workprimarily with

identify manual techniques and/or computer orthographic, obliqueprocesses to create a drawing and isometric drawings.

Product Design identify a variety of products and describe the Have students identify thetypes of materials, joints, fastening and finishing types of fasteners and

systems that are used and explain how these adhesives that are usedin conjunction withdetails are shown on a drawing butt, dado, rabbet and

miter joints to producea product.

Estimating identify the method of costing materials using Point out the importancelineal, area and volume measurements of being able to

measure and calculatedescribe methods that are used to estimate the accurately in time andamount of time required to complete a project. cost estimates and

quality of the product.

Planning and create or modify a suitable product design Project choices mightManagement include:

prepare a working drawing of a product with toymultiple parts furniture accessory

kitchen accessory.

analyze the drawing to create a:material listcost estimatework schedule.





Implementation

The student should:

Material for a product with multiple parts, use the Review tool andProcessing appropriate tools, materials and processes to: equipment safety as

well as the safe use oflay out, cut, surface and size materials hazardous materials.assemble and fasten partsprepare for finishingapply a simple finish

Health and matches the manufacturer's recommendations and Ensure containers areSafety WHMIS regulations when using hazardous labelled and adequate

finishing materials ventilation is provided.

use personal protective equipment.

Assessment

Quality Control identify methods to improve quality andproductivity; e.g.:

accurate measurementschoice of correct toolsuse of tools that are in good condition

Career maintain a record of completed activities within a Students should bePreparation portfolio. encouraged to make

reflective notes andkeep a record of workcompleted.

36

D.14/ Construction Technologies, CTS Introductory(1997) Alberta Education, Alberta, Canada

MODULE CON1130: SOLID STOCK CONSTRUCTION

Level:

Theme:

Prerequisite:

Introductory

Manufacturing Systems (Processes and Applications)

CON1010 Basic Tools & Materials

Module Description: Students develop basic hand and power tool skills to build a product made fromsolid wood.

Module Parameters: Access to a materials work centre complete with basic hand and power tools, andto instruction from an individual with specialized training in the use of power tools.

Supporting Module: CON1120 Project Management





identify and describe the the accurate identification and description of four 15physical characteristicsof a variety of hard andsoft woods

solid woods used to construct wooden products.

Assessment ToolResponse Assessment: Wood Characteristics,

CON1130-1

StandardResponse rating of 1

apply basic drawing and application of the principles of proportion and transfer 15transfer skills to prepare skills to produce a pattern or template from a scalea pattern or template drawing.

StandardThe template is to be within 1 mm of the original

plan or objectPerformance rating of 1 for each applicable task

construct a wooden demonstration of basic joinery skills to safely 70product, using basicjoinery techniques

construct a product from solid stock.

Assessment ToolProject Assessment: Building with Solid Stock,

CON1130-2Illustrative Example: Cutting Board, CON1130-3

StandardThe product should be constructed according to

the prepared template, working drawing andevent sequence. Joints are to be tight fitting,surfaces should be free of marks, gouges,burns and voids




oreT pnov 411/All Arai c

MODULE CON1130: SOLID STOCK CONSTRUCTION (continued)



The student will:

demonstrate basiccompetencies.

Assessment of student achievement should be based on:

observations of individual effort and interpersonalinteraction during the learning process.



Integratedthroughout



Solid Stock describe the physical characteristics of a varietyof hard and soft woods

list and describe common wood faults

identify and describe correct methods of handlingand storing lumber

Built-up Stock describe common methods of making a built-up Point out the importancesurface using edge joints and reinforce with of storing materials

dowels, biscuits or splines correctly.

Stress the importance ofdescribe the process of squaring solid stock squaring stock in the

proper sequence.

Tool Safety describe the safe operation of hand and power Introduce students to theequipment that are used to: appropriate hand and

joint and surface solid stock power tools.

cut and shape irregular surfacesscrape and sand flat and irregular surfaces.

38





Product Design

The student should:

identify common shapes and lines used in productdesign

select or modify a plan for a free-standing orwall-mounted product that is made from solid orbuilt-up stock

produces a pattern or template from a scaledrawing

develop a cutting list and event sequence.

Explain how straight,circular and curvedlines can be used toform pleasing shapes.

Projects to consider mightinclude a wall or cornershelf, bench, cuttingboard or turnedproduct.

Implementation

MaterialProcessing

use the appropriate tools, materials and processesto:

cut and surface stockjoint, glue and clampmeasure and lay out partscut and shape partsassemble and fastenprepare for finishingapply a finish.

It is important thatstudents receive safetyinstruction prior to theuse of hand and powertools.

Assessment

Quality control

CareerPreparation

complete a visual inspection of the product to seethat the joints are tight fitting, and surfaces arefree of marks, gouges, burns and voids

maintain a record of completed activities within aportfolio.



MODULE CON1140: TURNING OPERATIONS

Level: Introductory

Theme: Manufacturing Systems (Processes and Applications)

Prerequisite: CON1130 Solid Stock Construction

Module Description: Students use wood-turning equipment and techniques to create a faceplate andspindle turning made from solid and/or built-up stock.

Module Parameters: Access to a materials work centre, complete with basic hand and power tools,and to instruction from an individual with specialized training in the use ofpower tools.

Supporting Module: CON1120 Project Management





operate, safely, a power demonstration of the safe set-up, use and shut-down 15wood lathe procedures.

Assessment ToolEquipment Checklist: Wood Lathe, CONEQUIP-3

StandardAll procedures are performed according to

standard lathe practice and specificrecommendations of the lathe manufacturer

apply drawing and preparation of a full-size pattern or template. 15transfer skills to prepare Standarda full-size pattern or The pattern and/or template is to be withintemplate 1 mm of the original plan or object


produce a faceplate and demonstration of accepted material preparation and 70spindle turning, using wood-turning skills.solid or built-up stock Assessment Tool

Assessment Framework: Project Assessment,CONPRO

StandardThe turnings should be within 2 mm of the

original drawing or free formed according toaccepted design principles. The productshould be free of major production defects(machining marks, gouges, burns and voids)



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(1997)

document resume ce 074 691 construction technologies

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