1
Oswego Update Project
A Graduate Research Project
Updating Course Outlines in Technology Education
June 2004
“Residential Structures”
In collaboration with:
Developer:
Mr. Jensen Bergman, Graduate Research, SUNY – Oswego, bergman_13304@yahoo.com
Project Directors:
Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu
Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov
Content Consultants:
Mr. Clifton Chandler, Fayetteville-Manlius Schools, cchandler@fm.cnyric.org
Mr. John Burgess, Palmyra-Macedon High School, jburgess@palmac.k12.ny.us
Mr. Dave Schiek, Penn Yan High School, dschiek@pennyan.k12.ny.us
Mr. Paul Meade, Lyons Central School District, paulmeade@lyonscsd.org
Original Writing Team (1984):
Dr. Jack Brueckman, State University College at Buffalo
Dr. William Waite, State University College at Oswego
Mr. Joseph Botta, South Colonie Central High School
Mr. Robert N. Jones, Amsdell Heights Junior High School
Mr. John Ptak, Amherst High School
Digitally available at
www.oswego.edu/~waite
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Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS
Education Department to refresh and modernize existing Technology Education course
outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts
to Technology Education in the 1980s. These courses have proven to be very popular
and most durable for the profession. In fact, many have been used as course models in
other states.
Hundreds of sections are offered in New York State each year, according to the Basic
Educational Data System (BEDS). However, the objectives need to be revisited with a
current eye, successful teaching strategies need to be surveyed in the field,
bibliographies should be updated, and Internet resources added, as they were
unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by
doing)

involve known, successful teachers as consultants to the process through a common
interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature
review

include Internet resources both useful as general professional tools, and as specific
content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each
course objective
The result will be an enhancement for graduate students at SUNY-Oswego, NYSED
implementation goals, and Technology Education teachers in New York state. Course
outlines will be digitally reproduced and made available through appropriate Internet and
electronic media.
Dr. William Waite, Professor
SUNY Oswego, Dept. of Technology
School of Education
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Overview of the Course
Course Rationale for Residential Structures
One of the basic needs of mankind is that of shelter. Throughout history human
structures have taken many forms depending on the needs of the occupant and the resources
available to them.
Current technologies in residential structures use highly sophisticated materials and
procedures combined in a manner that make homes economically feasible for a large percentage
of our population. This course is founded on the belief that all students will someday be home
owners and should possess a general knowledge of the systems used to construct a residential
structure.
This course is designed to provide students with a general understanding of the materials
and processes used in constructing and designing new homes. Furthermore, students will begin
to formulate an awareness of the history of, job opportunities in, and the resources used in
residential structures. Students will begin to understand how each system in a home impacts one
another; i.e. foundations/footings, wall systems, roof systems, basic electric, plumbing, insulation,
etc. Student safety is a major element of this course and a safety first philosophy will be instilled
in every aspect of this curriculum. The content outline offered is sequential in most residential
construction procedures.
Course Description
This course is designed to provide students with a general understanding of the materials
and processes used in constructing and designing residential structures. This course was
created predominately as a hands on course where students will gain knowledge through direct
contact with materials and processes commonly used in the construction of new homes.
Students will work on projects such as; constructing scale models of house framing, constructing
a storage shed, and working on mock wall sections where students will utilize techniques for
installing, plumbing, insulation, electrical work, sheetrock, hanging doors and windows, and
installing cabinetry. Students will also explore the history of residential structures, and investigate
job opportunities and career training options that are available in the field of residential
construction.
Course Skills, Knowledge, and Behaviors to be Developed
The instructional strategies that follow are correlated with the content outline and the supporting
competencies.
The student will develop the ability to:
1. Identify the materials and processes used in residential structures from initial planning to
final site completion.
2. Utilize mathematic and scientific principles in solving problems related to residential
structures.
3. Manipulate construction tools, equipment, and materials in lab activities that are designed
to emulate the systems used in residential construction.
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4. Demonstrate consumer awareness skills as they relate to the purchase, use, and
maintenance of a residential structure.
5. Demonstrate problem solving and analytical thinking skills in solutions to simple
engineering problems within the context of lab activities emulating construction
technology.
6. Identify the different career options and training opportunities (both collegiate and noncollegiate) that are available to them in the field of residential structures.
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Residential Structures Content Outline
1.0 History of residential structures
1.1 Human needs
1.1.1 Needs / wants
1.2 Materials available
1.2.1 Location / availability / environment
1.2.2 Eskimos / Indians / cavemen / early American settlers
1.3 Historical trends
1.3.1 Different types of residential structures through the years
1.4 Future trends
1.4.1 Types of structures we may see in the future
1.4.2 Materials that may be used in the future
1.5 Identifying structures
1.5.1 Colonial, ranch, Cape Cod, saltbox, Victorian, etc.
2.0 Personnel
2.1 Job classifications & opportunities
2.1.1 Different types of jobs available
2.1.2 Career opportunities
2.2 Career preparations
2.2.1 College opportunities
2.2.2 Classes offered
2.2.3 BOCES / vocational schools
2.2.4 Internships / apprenticeships
3.0 Preparing to build
3.1 Building materials
3.1.1 Lumber
3.1.1.1 types
3.1.1.2 defects
3.1.1.3 nominal / actual dimensions
3.1.2 Plywood
3.1.3 Softwood and hardwood
3.1.4 Non-wood materials
3.2 Hand tools
3.2.1 Types / usage
3.2.2 Safety
3.3 Power tools
3.3.1 Types / usage
3.3.2 Safety
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3.4 Safety
3.4.1
3.4.2
Basic shop safety
Job site safety
3.5 Machine tool safety
3.5.1 Types / usage
3.5.2 Safety
3.6 Leveling tools
3.6.1 Types and usage
3.6.1.1 Levels / laser levels
3.6.1.2 Transits / leveling rods
3.6.1.3 Plumb bobs
3.6.1.4 Reading a tape measure
3.7 Plans, specifications, & codes
3.7.1 Types of plans
3.7.1.1 Plot plan / foundation plan
3.7.2 Specifications
3.7.2.1 Basic information
3.7.3 Codes
3.7.3.1 General code / permits / inspection
3.8 Computer applications
3.8.1 Types of programs
3.8.2 Use of computers in the industry
4.0 Footings, foundations, & framing
4.1 Footings and foundations
4.1.1 Laying out lines / batter boards
4.1.2 Foundation systems
4.1.3 Forms and footings
4.1.4 Slabs
4.1.5 Concrete
4.1.6 Blocks
4.2 Floor framing
4.2.1 Platform framing
4.2.2 Balloon Framing
4.2.3 Girders and beams
4.2.4 Steel beams / laminated beams / floor trusses
4.2.5 Posts / columns
4.2.6 Sill construction
4.2.7 Laying out joists
4.2.8 Bridging
4.2.9 Sub flooring
4.2.10 Glued floor systems
4.3 Wall & ceiling framing
4.3.1 Parts of the wall frame
4.3.2 Corners
4.3.3 Partitions
4.3.4 Rough openings
4.3.5 Headers
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4.3.6
4.3.7
4.3.8
4.3.9
4.3.10
4.3.11
4.3.12
4.3.13
4.3.14
Plate layout
Story poles
Stud Layout
Wall construction
Erecting walls
Double top late
Wall sheathing
Ceiling framing
Estimating wall materials
4.4 Roof framing
4.4.1 Roof types
4.4.2 Roof supports
4.4.3 Parts of roof frame
4.4.4 Rafters
4.4.5 Layout terms and principles
4.4.6 Slope and pitch
4.4.7 Hips / valleys / ridges
4.4.8 Jack rafters
4.4.9 Trusses
5.0 Closing in
5.1 Roofing
5.1.1
5.1.2
5.1.3
5.1.4
Roof sheathing
Roofing materials
Drip edge / flashing / ice and water barrier / tar paper
Shingles / shakes / metal roofs / other products
5.2 Windows & doors
5.2.1 Windows
5.2.1.1 Types
5.2.1.1.1
Double hung / casement / sliding / awning / etc.
5.2.1.2 Energy efficiency
5.2.2 Doors
5.2.2.1 Framing
5.2.2.2
Types
5.2.2.2.1
Exterior / interior / sliding / pocket / etc.
5.2.2.3
Hardware
5.3 Exterior wall finish
5.3.1 Siding
5.3.1.1 Types
5.3.1.1.1
5.3.2 Soffit
5.3.3 Fascia
6.0 Finishing
6.1 Plumbing
6.1.1
6.1.2
6.1.3
Water pipes
Drain pipes
Vents
Vinyl / cedar / shingles / panels / stucco / etc.
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6.2 Electric
6.2.1
6.2.2
Applications
Components
6.3 Heating/ cooling/ H-VAC/ cable/ data
6.3.1 Types
6.3.2 Applications
6.3.3 Historical trends
6.3.4 Future trends
6.4 Insulation
6.4.1
6.4.2
6.4.3
6.4.4
6.4.5
Types
Installation
Heat transfer
Sound insulation
R values
6.5 Wall & ceiling treatments
6.5.1 Wall board
6.5.1.1 installation / taping
6.5.2 Paneling
6.5.3 Wood
6.5.4 Plaster & lathe
6.5.5 Drop ceilings
6.6 Flooring
6.6.1
Types
6.6.1.1 Wood / tile / linoleum / parquet / carpeting
6.6.1.2 Applications of each and installation techniques
6.7 Trim, doors, cabinets
6.7.1 Moldings / casings / trim
6.7.2 Doors / cabinets / counters
6.7.2.1 Standard sizes
6.7.2.2 Types
6.7.2.2.1
Base cabinets / wall cabinets / corner cabinets / etc.
7.0 Special Considerations
7.1 Prefabrication
7.1.1 Components
7.1.2 Advantages / disadvantages
7.2 Remodeling
7.2.1 Demolition
7.2.2 Load bearing walls / non bearing walls
7.2.3 General information
7.3 Steel framing
7.3.1 Components
7.3.2 Advantages / disadvantages
7.3.3 Applications
7.4 Wood I-beams
7.4.1 Components
7.4.2 Advantages / disadvantages
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7.4.3
Applications
7.5 Passive solar construction & Photovoltaics
7.5.1 Convection / conduction / radiation
7.5.2 Types of solar construction
7.5.2.1 passive / active
7.5.3 Advantages / disadvantages
7.6 Geothermal systems
7.6.1 Components
7.6.2 Advantages / disadvantages
7.6.3 Applications
7.7 New Insulation technologies
7.7.1 Types
7.7.2 Advantages / disadvantages
7.7.3 Applications
7.8 Alternative Materials
7.8.1 Types
7.8.2 Advantages / disadvantages
7.8.3 Applications
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General Instructional Strategies
The overall strategy for the residential structures course is to involve the students with hands on
activities on actual construction projects. With the time constraints of a high school setting small
scale projects such as storage sheds, and wall sections are probably most appropriate. It is
encouraged to have the students manipulate actual construction materials and tools as often as
possible. However, there are other general strategies that an instructor may wish to employ to
teach this course.
1. Model building - Building models can provide a useful activity for many of the stated
objectives (particularly framing). The instructor should try to focus the majority of the
hands on work on actual full scale construction projects.
2. Community projects – The instructor should try to solicit the community for small scale
building projects that are appropriate for the size and ability of the class.
3. Field trips – A field trip to a construction site can be an invaluable strategy for
accomplishing many of the objectives in rapid succession. If possible the field trip should
encompass as many of the different stages of completion as possible. A trip to a local
housing development that is currently under construction would be appropriate.
4. Computers – Computer programs are a valuable instructional tool for this course. If
possible the students should be exposed to architectural design software, estimating
programs, and presentation software, and any other modern programs that are used in
the construction industry today.
5. Construction company – Many instructors may want to start and actual construction
company with their class. This is an excellent strategy to get students involved with
design, estimating, purchasing, scheduling, and many other objectives to be covered in
this course.
6. Guest speakers – Guest speakers can offer a unique first hand perspective and level of
expertise on certain issues in the construction industry.
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Module 1
History of Residential Structures
Performance Indicators / Supporting Competencies
The student will be able to:
a. Analyze historical and future trends regarding residential structures.
b.
Identify basic human needs and wants especially those relating to shelter.
c.
State how building material availability has influenced the types of shelters in a given
region.
d. Identify different types of structures used by different cultures throughout the world and
understand why those particular structures are prevalent in that culture.
e. Describe some of the materials and structures that may be used in the future.
f.
Identify different types of common residential structures. i.e. - Cape Cod, colonial, ranch,
saltbox, tudor, etc.
Suggested Specific Instructional Strategies
a. Have students identify the difference between a need and a want. In groups have the
students’ list different needs and wants that pertain to shelter.
b. Make a bulletin board of future homes and materials that may be seen in the future.
Each student should bring in an article or picture and points could be awarded for every
article brought in throughout the semester.
c.
Present a slide show of different types of residential structures. Students should identify
which type of structure they live in. Have students bring in pictures of each type of house
taken from their neighborhood.
Module 2
Personnel
Performance Indicators / Supporting Competencies
The students will be able to:
a. Identify the different types of jobs that are available and associated with the residential
construction industry.
b. Describe some of the various opportunities for career preparation in residential
construction.
c.
List some of the local colleges and vocational schools that they may be able to attend if
they chose to pursue a career in residential construction.
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Suggested Specific Instructional Strategies
a. Have a guest speaker speak to the class about job classifications and opportunities in the
residential construction industry.
b. As a class collect ads from the local newspapers that pertain to building trades, and post
a bulletin board
c.
Make a collection of community college catalogues where building trades are taught and
list some of the common course titles.
d. Each student should conduct a career investigation on five jobs related to the residential
construction field. Students should list what training is required, job descriptions, and
common salaries earned for each career.
Module 3
Preparing to Build
Performance Indicators / Supporting Competencies
The students will be able to:
a. Name and identify the different types of building materials used in residential structures.
b. Differentiate between the different types of lumber defects.
c.
Differentate the difference between nominal and actual lumber dimensions.
d. Identify and demonstrate the safe use of all laboratory hand tools, power tools, and
machine tools.
e. Demonstrate and practice safety on the jobsite.
f.
Demonstrate the proper use of the different types of leveling tools used in building
residential structures.
g. Identify different types of plans.
h. List some of the codes and specifications that are common in residential construction.
i.
Identify computer programs used in the construction industry and understand their
applications.
Suggested Specific Instructional Strategies
a. Make a panel board of scrap pieces of building materials that will be used for reference
and identification of common materials.
b. Practice using common tools in the construction of a wall section.
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c.
Have a safety person from industry, and insurance company, or the fire department talk
to the class about some of the hazards that are common on a construction site.
d. The student must pass a tool identification and safety test before using power equipment
in the lab.
e. Go to the schools sport fields and practice shooting points with a transit. Have students
mark out the bases and pitchers mound on the baseball field.
f.
Practice using a GPS system by finding predetermined points on scavenger hunt.
g. Have a local codes enforcer or building inspector visit the class and talk to the students
about codes and permits.
Module 4
Footings, Foundations, and Framing
Performance Indicators / Supporting Competencies
The Students will be able to:
a. Identify various residential foundation components and materials.
b. Lay out building lines using batter boards, a transit, and other common tools.
c.
Construct residential framing systems given a specific set of plans.
d. Demonstrate the accepted practices of framing a residential structure.
Suggested Specific Instructional Strategies
a. Visit a jobsite where the masons are currently working on the foundation.
b. Go outside and layout a mock building using building lines, batter boards, a transit and
other tools used for staking out a building site.
c.
Students will find a customer, design, estimate, order materials, and construct a shed.
d. Build a scale model of the framing of a home of the student’s choice.
e. Build a wall section.
f.
Build examples of common types of trusses used in roof systems.
g. Students are required to visit a local habit for humanity site and put X amount of
volunteer hours in during the semester and hand in a detailed record of the work that they
did while at the site.
h. Get permission to take students to the school basement, to view the foundation.
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Module 5
Closing in
Performance Indicators / Supporting Competencies
The students will be able to:
a. Utilize common sheathing materials for floors, walls, and roofs and properly apply them.
b. Demonstrate the proper application of sheathing materials.
c.
Determine the appropriate roofing applications of different materials and demonstrate
their proper installation.
d. Properly hang a door.
e. Properly hang a window.
f.
Properly hang vinyl siding using j-channel, f-channel, c-channel, etc.
Suggested Specific Instructional Strategies
a. Have students apply sheathing and vinyl siding material to a wall section that has a
window or door as an obstacle.
b. Prepare samples of various types of roofing materials and siding materials and discuss
the qualities of each.
c.
Students will demonstrate shingling a roof on the shed project or on a full scale mock up.
d. Students will demonstrate the proper application of drip edge, starter strips, flashing, etc.
e. Students will practice hanging a door on the shed project or in a full scale mock up.
f.
Students will practice hanging a window on the shed project or in a full scale mock up.
Module 6
Finishing
Performance Indicators / Supporting Competencies
The students will be able to:
a. Specify some of the types of electrical materials available for residential structures
b. Demonstrate methods of installing electrical systems.
c.
Specify some of the types of plumbing materials available for residential structures
d. Demonstrate methods of installing plumbing systems.
e. Specify some of the types of insulation materials available for residential structures
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f.
Demonstrate methods of installing insulation.
g. Use standard procedures for installing and taping a sheetrock wall.
h. Identify different types of flooring materials common in residential structures.
i.
Utilize the appropriate application techniques for interior trim, casing, molding, and
cabinetry.
Suggested Specific Instructional Strategies
a. Have students wire a wall section including a receptacle, a 3-way switch, and a G.F.I.
b. Have students plumb a sink in a wall section.
c.
Take the students to the boiler room in the school and have students identify the
components of the system.
d. Students will insulate a wall section with four faced insulation.
e. Students will sheetrock and tape a wall section.
f.
Have students examine a drop ceiling structure in your school.
g. Students will install trim around window or a door and hang cabinetry on a mock wall.
h. Each student will make a coped miter joint.
Module 7
Special Considerations
Performance Indicators / Supporting Competencies
The students will be able to:
a. Identify some of the alternative materials available in residential construction.
b. Verbalize the concepts of passive and active solar systems and identify some of the
components of each.
c.
Understand how geothermal systems work on a basic level.
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Suggested Specific Instructional Strategies
a. Students will visit a home that is currently being remodeled and make a list of how a
remodeling site is different than a new construction site, take note of the major things that
need to be considered for a home renovation.
b. Practice framing a steel wall section.
c.
Build a passive solar collector.
d. Make an informative presentation on some of the new insulation technologies that are
currently available.
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Bibliography
Allen, E, Iano, J. (2003). Fundamentals of building construction: materials and methods, 4th
edition. New York, NY: John Wiley & Sons, Inc.
ISBN: 0471219037
Bliss, S. (2002). Residential structures & framing: practical engineering & advanced framing
techniques for builders. Washington DC: Hanley-Wood LLC.
ISBN: 0963226886
Dishongh, B. (2001). Essential structural technology for construction and architecture, Upper
Saddle River, NJ: Prentice Hall.
ISBN: 0130128589
Feirer, & Hutchings. (1999). Guide to residential carpentry: student guide. New York, NY:
Glencoe/ McGraw-Hill.
ISBN: 0026763400
Feirer, J.L., & Hutchings, G.R., & Feirer, M.D. (1997). Carpentry & building construction. (5th ed.).
New York, NY: Glencoe/McGraw Hill.
ISBN: 002838699X
Feirer, M.D., & Feirer, J.L., & Feirer, L. John. (2003). Carpentry & building construction, student
text. New York, NY: McGraw-Hill.
ISBN: 007822702X
Haun, L. (2003). The very efficient carpenter: basic framing for residential construction. Newtown,
Ct:: Taunton Press inc.
ISBN: 156158326X
Henak, R.M., (2000). Exploring Construction, Tinley Park, Illinois: Goodheart-Wilcox.
ISBN: 1566376815
Hurth, M. (2003). Residential construction academy: principles for construction, Albany, NY:
Delmar Publishers.
ISBN: 1401838375
Miller, R.A., & Miller, M.A., Baker, G.E. (1998). Carpentry & construction. New York, NY:
McGraw-Hill Professional.
ISBN: 0070420521
Peters, R. (2000). Framing basics. New York, NY, Sterling Publishing Company Inc.
ISBN: 0806958995
Smith, R.C., & Honkala, T.L., & Sharp, M.W. (2003). Principles & practices of light construction.
Englewood Cliffs, NJ: Prentice Hall.
ISBN: 0130496626
Vogt, F. (2002). Residential construction academy carpentry 1, Albany, NY: Delmar Publishers.
ISBN: 1401813437
Wagner, W.H. (2003).Modern carpentry. Tinley Park, Il: Goodheart-Wilcox Co. inc.
ISBN: 1590702026
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Wagner, W.H., Kicklighter, C.E. (2004). Modern woodworking. Tinley Park, Illinois: GoodheartWilcox.
ISBN: 1590702530
Willenbrock, J.H., Manbeck, H, Suchar, M.G. (1998). Residential building design and
construction. Upper Saddle River, NJ: Prentice Hall.
ISBN: 0133758745
19
DVD, VHS, and Other Instructional Technology Resources
Hometime video. Autumn woods. (2004). 3 DVD set- $32.45, 360 min.
ASIN: 6206
Hometime video. Building a new home videos. (1992). VHS- $24.95, 193 min.
ASIN: 4054
Hometime video. Drywall video. (1994). VHS- $14.95, 50 min.
ASIN: 4004
Hometime video. Electrical video. (1993). VHS- $14.95, 69 min.
ASIN: 4008
Hometime video. Finish carpentry video. (1994). VHS- $14.95. 51 min.
ASIN: 4010
Hometime video. Framing video. (1993). VHS- $14.95, 62 min.
ASIN: 4005
Hometime video. Home of the future video. (1991). VHS- $14.95, 125 min.
ASIN: 2510
Hometime video. Plumbing video. (1993). VHS- $14.95, 68 min.
ASIN: 4007
Hometime video. Roofing and siding videos. (1993). VHS- $24.95. 110 min.
ASIN: 2541
The History Channel. Modern marvels: Hometech. (2003). VHS- $19.96, 50 min.
AAE: 43103
The History Channel. Modern marvels: The house. (2003). VHS- $23.96, 100 min.
AAE: 43298
The History Channel. The tool bench: Handtools. (2003). VHS- $19.96, 50 min.
AAE: 42608
The History Channel. The tool bench: Powertools. (2003). VHS- $19.96, 50 min.
AAE: 42607
TNT Media Group. House construction ahead. (1995). VHS- $14.99, 35 min.
ASIN: 6303875807
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Appendices
General Web Resources
Academy of Applied Science (AAS)
American Association for the Advancement of Science
American Chemical Society (ACS)
American Society of Mechanical Engineers (ASME)
ASEE EngineeringK12 Center
Association for Career and Technical Education (ACTE)
Council on Technology Teacher Education (CTTE)
Dr. Waite's SUNY Oswego Academic Web Site
Einstein Project
Electronic Industries Foundation
Epsilon Pi Tau Honorary Fraternity in Technology
Florida Technology Education Association
For Inspiration and Recognition of Science and Technology (FIRST)
Four County Technology Association (Rochester Area)
Future Scientists and Engineers of America (FSEA)
History of Education - Selected Moments of 20th Century
History of Science Society
Inner Auto
Innovation Curriculum Online Network
Institute for Electrical and Electronic Engineers (IEEE)
International Society for Technology in Education
International Technology Education Association
JETS
Journal of Technology Education
Journal of Technology Education
KISS Institute for Practical Robotics (KIPR)
Microsoft Educator Resources
Mohawk Valley Technology Education Association
Montgomery Public Schools
NASA - Education Program
Nassau Technology Educators Association
National Academy of Engineering
National Academy of Engineering: TECHNICALLY SPEAKING
National Aeronautics and Space Administration (NASA)
National Renewable Energy Laboratory (NREL)
National Research Council
National Science Foundation
National Society of Professional Engineers
New York State Technology Education Association
Niagara County & Western New York TEA
Ohio State University
Oswego Technology Education Association
Project Lead The Way
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Sills USA
Society for Philosophy and Technology
Society for the History of Technology
Suffolk Technology Education Association
SUNY Oswego Dept of Technology
Teacher Certification Office NYS
TECH CORPS
Tech Learning
Techne Journal
Technology for All Americans Project (standards)
Technology Student Association
Technology Student Association (TSA)
The Learning Institute of Technology Education (LITE)
TIES Magazine
U.S. Department of Education
Specific Content Web Resources
www.b4ubuild.com
www.mcvicker.com/resguide
www.nahb.org
www.new_technologies.org
www.Les.com/residential/efficient_home.asp
www.hometime.com
www.ebuild.com
www.build-smarter.com
www.84lumber.com
www.icivilengineer.com
www.apawood.org
www.portcement.org
www.buildinggreen.com
www.efficientwindows.org
www.codecheck.com
www.theplumber.com
www.khake.com
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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology
(Complete text of standards available on line at: www.emsc.nysed.gov
(Go to MST icon)
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Content Standards
Performance
Standards
Modules Within This Course
Mathematical
analysis
3.6 Leveling tools
4.0 Footing, foundations, framing
5.0 Closing in
6.0 Finishing
1.1 Human needs and wants
1.4 Future trends
7.0 Special considerations
All Modules
Standard 1
“Analysis, Inquiry, and
Design”
Scientific inquiry
Engineering design
Standard 2
“Information Systems”
Retrieve
Process
Communicate
Impacts
Limitations
Ethics
1.0 History of residential structures
2.0 Personnel
3.0 Preparing to build
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
2.0 Personnel
3.7 Plans, specifications, codes
1.0 History of residential structures
3.1 Building materials
3.4 Safety
3.5 Machine tool safety
3.7 Plans, specifications, codes
7.0 Special considerations
3.0 Preparing to build
Standard 3
“Mathematics”
Mathematical
reasoning
Number and
numeration
Operations
Modeling
Measurement
3.1 Building materials
3.6 Leveling tools
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
3.1 Building materials
3.6 Leveling tools
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
3.1 Building materials
3.6 Leveling tools
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
3.6 Leveling tools
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
3.1 Building materials
3.6 Leveling tools
4.0 Footings, foundations, framing
5.0 Closing in
24
Uncertainty
Patterns
6.0 Finishing
3.6 Leveling tools
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
3.6 Leveling tools
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
Standard 4
“Science”
Physical setting
Living environment
1.0 History of residential structures
3.0 Preparing to build
1.0 History of residential structures
3.0 Preparing to build
Standard 5
“Technology”
Engineering design
Tools, resources,
and technological
processes
Computer
technology
Technological
systems
History of
technology
Impacts
Management
All modules
All modules
2.0 Personnel
3.8 Computer applications
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
1.0 History of Residential Structures
1.0 History of Residential Structures
2.0 Personnel
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
Standard 6 –
“Interconnectiveness:
Common Themes”
Systems thinking
Models
Magnitude and
scale
Equilibrium and
stability
Patterns of change
Optimization
Standard 7 “Interdisciplinary
All Modules
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
3.0 Preparing to build
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
3.0 Preparing to build
4.0 Footings, foundations, framing
5.0 Closing in
6.0 Finishing
1.0 History of residential structures
2.0 Personnel
4.0 Footings, foundations, framing
7.0 Special considerations
All Modules
25
Problem Solving”
Connections
Work habits
Skills and
strategies
All modules
All Modules
All Modules
26
Appendix B - Examples of Instructional Materials
Wall framing activity- A self directed group learning activity.
Introduction- Proper wall framing technique is an essential skill in residential construction. All
students are required to know and demonstrate these skills in the following activity.
Student directions- As a class you have received lessons outlining proper wall framing techniques
from your instructor. As an individual you must complete all of the chapter questions at the end of
the wall framing unit in your text book.
Group directions- Your group will construct a wall section that will be joined with another group’s
wall section as to demonstrate proper technique to frame an outside corner.
Your wall must meet the following specifications:
8’ tall x 10’ long
Wall studs 16” on center
Rough opening for a window centered in wall – sized to fit a window 42” tall and 36” wide
Double Top plate
2”x6” Box Header –for window
Note: Remember how rough openings are determined - if in doubt see me.
REMEMBER SAFETY GLASSES AT ALL TIMES!
Grading Rubric:
Textbook work done
Wall built correct size w/ correct spacing
Rough opening for window
Top plates installed properly
Window header installed properly
Corner built properly
Student effort
25 pts
25 pts
25 pts
25 pts
25 pts
25 pts
50 pts
Total points ………………………………………..200 pts
27
Roof Activity- A self directed group learning activity.
Introduction- Proper roofing technique is an essential skill in residential construction. All students
are required to know and demonstrate these skills in the following activity.
Student directions- As a class you have received lessons outlining proper roofing procedures
from your instructor. As an individual you must complete the all of the chapter questions at the
end of the roofing unit in your text book.
Group directions- Each group will apply the roofing materials common to new roof construction to
the 8’x10’ roof deck that was built by your group in a previous class.
Your roof must meet the following specifications
1.
2.
3.
4.
5.
6.
Apply drip edge to bottom of roof sheathing.
Roll out # 15 felt to cover roof.
Apply drip edge to edge of roof sheathing.
Following manufacturers instructions apply starter strip.
Reference manufacturers instruction and apply first full layer of shingles.
Continue shingle application with staggered pattern per manufacturers instructions.
Check to make sure you have all materials before you begin --- Including a copy of the
manufacturers instructions, which can be found on each bundle of shingles.
REMEMBER SAFETY GLASSES ON AT ALL TIMES!
Grading Rubric:
Textbook work done
Drip edge applied correctly
# 15 felt applied correctly
Starter strip applied correctly
First layer of shingles applied correctly
Correct staggered pattern
Student effort
25 pts
25 pts
25 pts
25 pts
25 pts
25 pts
50 pts
Total points ………………………………………..200 pts
28
Model shed activity- A self directed group learning activity
Introduction- Now that you have received all of the proper lessons for floor, wall, and roof systems
you will have a chance to demonstrate some of the skills that you have learned in those units.
Student directions- As a class you have received all of the proper lessons that you will need to
complete this unit. As an individual you must now design a shed that meets the requirements
outlined on this page.
Group directions- Each group of two must now choose which shed design they will build as a
scale model. Your scale model will be presented to the class when you complete this project on
the assigned date.
Your scale model shed must meet the following specifications
1 in. = 1 ft. scale
8’ x 10’ shed
1 course of blocks for foundation
Sill plate
16 in. on center 2x6 floor joists and walls
8 ft. tall walls from bottom of sole plate to top of dbl. top plate
1- 36 in. wide door, conventional height with box header
1- 30 in. wide x 36 in. tall window with box header
Double top plate
King post trusses to span 8 ft. walls 16 in. on center
Gable roof with 8/12 pitch
8 in. overhang with fascia on all sides
No visible glue
Plumb and square
Materials you will receive
Graph paper for your design
1- 12 in. x 12 in. base
Scaled concrete blocks
Scaled dimensional lumber
1- Glue gun
REMEMBER SAFETY GLASSES AT ALL TIMES!
Grading rubric:
Shed designs
Floor system
Wall system
Roof system
Followed constraints
Professional construction
Professional presentation
Student effort
25 pts
25 pts
25 pts
25 pts
25 pts
25 pts
25 pts
25 pts
Total………………………………………………….200 pts
29
Appendix C - Examples of Assessment Materials
Residential Structures Exam
Directions – Mark the best one answer for each multiple choice question.
History and Personnel (1-5)
1. An example of a human need would be
a. Television
b. Shelter
c. Sneakers
d. Car
2. A new worker in an on the job training program is called
a. An apprentice
b. A journeyman
c. An engineering aid
d. A management trainee
3. Planning, organizing, and controlling a construction project is the responsibility of the
a. Union
b. Buyer
c. Contractor
d. Government
4. The more that you know about construction the better you will be able to
a. Choose a home
b. Make repairs
c. Remodel
d. All of the above
5. The person who is in charge of the work site and all of its sub-contractors is called
a. The carpenter
b. The general contractor
c. The surveyor
d. A journeyman
Preparing to build (6-10)
6. Which person determines the exact location of property boundaries for a construction
site?
a. Surveyor
b. Realtor
c. Lawyer
d. Engineer
30
7. This restricts or limits the kinds of building and activities that are allowed in particular
areas of the community
a. Variance
b. Posting
c. Zoning
d. Deed
8. Utilities for a community refer to
a. Water supply
b. Sewage system
c. Electrical power
d. All of the above
9. A tool or method of guiding growth so that a community is an orderly, pleasant, and
convenient place to live and work is termed
a. Variance
b. Posting
c. Zoning
d. Deed
10. Before beginning construction of a new structure or an addition to an existing structure
one of these is required
a. Variance
b. Permit
c. Posting
d. Performance bond
Footings and foundations (11-20)
11. The first step in actually building a strong, safe structure is
a. Constructing the foundation
b. Pouring the floor
c. Back filling
d. Landscaping
12. Footings
a. Rest directly on the bearing surface
b. Transfer the weight of the structure to the ground
c. Keep the structure from sinking
d. All of the above
13. Footings are usually
a. ½ as wide as the foundation wall
b. as wide as the foundation wall
c. twice as wide as the foundation wall
d. five times as wide as the foundation wall
14. The weight of furniture, people, and objects that can be moved in and out of the structure
is known as
a. Live weight
b. Dead weight
c. Load weight
d. Operational weight
31
15. The weight of the roof, each floor, the walls and basement is known as
a. Live weight
b. Dead weight
c. Load weight
d. Operational weight
16. The depth to which the ground freezes is called the
a. Dew point
b. Dew line
c. Frost line
d. Frost point
17. Uneven settling of a foundation can cause
a. Cracks in foundation walls
b. Sloping floors
c. Doors and windows that are hard to work
d. All of the above
18. This is usually found around the perimeter of a footing for drain purposes
a. Girder
b. Stud
c. Plate
d. Tile
19. When laying out building lines a useful tool would be
a. Batter boards
b. 3-4-5 triangle
c. Transit
d. All of the above
20. A batter board assembly consists of stakes and one or more horizontal members known
as
a. Bracket
b. Brace
c. Ledger boards
d. Leveling strip
Framing (21-35)
21. The member that is attached directly to the top of the foundation wall is called
a. The top plate
b. The sill plate
c. The joist
d. The ribbon
22. One of the components of a floor system is a
a. Joist
b. Stud
c. Lintel
d. Rafter tie
23. The purpose of bridging is to
a. Transfer load from one joist to another
b. Give the joists a finished look
c. Allow a place to hang things
d. Stop fire
32
24. A beam of wood or steel used to support floor joists is called a
a. Girder
b. Stud
c. Trimmer
d. Header
25. A _____ is usually placed over door and window openings to distribute the roof load.
a. Plate
b. Trimmer
c. Sill
d. Header
26. Vertical framing members of walls are called
a. Studs
b. Trimmers
c. Headers
d. Plates
27. This is the wall framing member that supports the header and is placed right next to the
stud
a. Rafter
b. Sill
c. Plate
d. Trimmer
28. The outside walls of a structure are called
a. Exterior walls
b. Interior walls
c. Partition walls
d. All of the above
29. Two categories of walls are load bearing and
a. Exterior
b. Interior
c. Partition
d. All of the above
30. In addition to supporting weight and dividing space, walls may also contain
a. Pipes for plumbing
b. Wires for electricity
c. Ducts for heating and air conditioning
d. All of the above
31. A type of wall construction is
a. Masonry
b. Framed
c. Prefabricated
d. All of the above
32. Masonry walls are built with
a. reinforced concrete
b. concrete block
c. brick
d. any of the above
33
33. What is the most likely reason why a house in a region with heavy snowfall would have a
steep roof?
a. More efficient use of space
b. Lower cost
c. Less chance of roof damage
d. Less loss of heat
34. The height of the roof is called
a. Girth
b. Span
c. Rise
d. Dirl
35. The width of a roof is called
a. Girth
b. Span
c. Dirl
d. None of the above
Finishing (36-45)
36. A consideration in selecting window and door size, type or style is
a. Purpose
b. Appearance
c. Cost
d. All of the above
37. This type of insulation is poured, packed, or blown into areas of the house such as the
attic
a. Rigid
b. Loose fill
c. Foamed
d. Batts
38. Which of the following carry waste material from the point of use to the sewage system?
a. Water distribution
b. Duct work
c. Heating system
d. Drainage system
39. In plumbing supply systems, copper tubing is usually fastened together by
a. Using threaded fittings
b. Sweat soldering
c. Forcing molten lead into pipe joints
d. Using solvent cement
40. In plumbing waste systems, plastic pipe is generally fastened together by
a. Threaded fittings
b. Sweat soldering
c. Solvent cement
d. Forcing molten lead into the pipe joint
34
41. Applying the joint compound to the sheetrock and sanding it is known as
a. Skim coating
b. Plastering
c. Taping
d. Glazing
42. Typically for most 120v house systems the bare wire is
a. Power in
b. Power out
c. Ground
d. Neutral
43. The typical color designations for 120v residential wiring systems are
a. White/ white/ copper
b. Black/ white/ red
c. Black/ black/ copper
d. Black/ white/ copper
44. The trim board that goes between the floor and the wall is known as
a. Base molding
b. Casing
c. Crown molding
d. Formica
45. The trim board that goes between the wall and the ceiling is known as
a. Base molding
b. Casing
c. Crown molding
d. Formica
Special considerations (46-50)
46. Solar systems that use solar collectors and additional electricity to power pumps or fans
to distribute the suns energy are known as
a. Passive solar collectors
b. Active solar collectors
c. Space heaters
d. Thermosyphons
47. Using a well placed window to keep a room warm is an example of
a. Passive solar collectors
b. Active solar collectors
c. Space heaters
d. Thermosyphons
48. Steel is embedded in concrete in order to
a. Strengthen the concrete
b. Improve the appearance of the concrete
c. Provide holes for ventilation
d. Increase to weight of the concrete
35
49. Geothermal systems use heat from ______ to create energy.
a. The atmosphere
b. The sun
c. The earth
d. Windmills
50. R- value refers to a materials ability to
a. Compress
b. Water proof
c. Insulate
d. Block wind
36
Answer Key for 50 Question Residential Structures Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
b
a
c
d
b
a
c
d
c
b
a
d
c
a
b
c
d
d
d
c
b
a
a
a
d
26. a
27. d
28. a
29. c
30. d
31. d
32. d
33. c
34. c
35. b
36. d
37. b
38. d
39. b
40. c
41. c
42. c
43. d
44. a
45. c
46. b
47. a
48. a
49. c
50. c
37
Appendix D - Students with Disabilities
The Board of Regents, through part 100 Regulations of the Commissioner, the Action
Plan, and The Compact for Learning, has made a strong commitment to integrating the education
of students with disabilities into the total school program. According to Section 100.2(s) of the
Regulations of the “Commissioner of Education, “Each student with a handicapping condition as
such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of
programs and services set forth in this Part to the extent that such programs and services are
appropriate to such student’s special educational needs”. Districts must have policies and
procedures in place to make sure that students with disabilities have equal opportunities to
access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the
curricula content requirements of a high school diploma. Most students who require special
education attend regular education classes in conjunction with specialized instruction and/or
related services. The students must attain the same academic standards as their non-disabled
peers to meet graduation requirements, and, therefore, must receive instruction in the same
content area, at all grade levels. This will ensure that they have the same informational base
necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with
disabilities who are participating in their classes. Instructional techniques and materials must be
modified to the extent appropriate to provide students with disabilities the opportunity to meet
diploma requirements. Information or assistance is available through special education teachers,
administrators, the Committee on Special Education (CSE) or student’s Individualized Education
Program (IEP).
Strategies for Modifying Instructional Techniques and Materials.
1. Students with disabilities may use alternative testing techniques. The needed testing
modification must be identified in the student’s Individualized Education Program
(IEP). Both special and regular education teachers need to work in close cooperation
so that the testing modifications can be used consistently throughout the student’s
program.
2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are
specific, and some students with disabilities will need continuous reinforcement to
learn them. It would be helpful to provide a list of these key words in the special
education teacher in order to provide additional reinforcement in the special
education setting.
3. Assign a partner for the duration of a unit to a student as an additional resource to
facilitate clarification of daily assignments, timelines for assignments, and access to
daily notes.
4. When assigning long-term projects or reports, provide a timeline with benchmarks as
indicators for completion of major sections. Students who have difficulty with
organizational skills and time sequence ma need to see completion of sections to
maintain the organization of a lengthy project or report.
Infusing Awareness of Persons with Disabilities Through Curriculum.
In keeping with the concept of integration, the following subgoal of the Action Plan was
established.
38
In all subject areas, revisions in the syllabi will include materials and activities related to
generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for
information, the use of libraries, and increasing student awareness of and information about
the disabled.
The purpose of this subgoal is to ensure that appropriate activities and materials are
available to increase student awareness of disabilities.
The curriculum, by design, includes information, activities, and materials regarding persons
with disabilities. Teachers are encouraged to include other examples as may be appropriate
to their classroom or the situation at hand.
39
Appendix E - Student Leadership Skills
Development of leadership skills is an integral part of occupational education in New York
state. The New York State Education Department states that “each education agency should
provide to every student the opportunity to participate in student leadership development
activities. All occupational education students should be provided the opportunity to
participate in the educational activities of the student organization(s) which most directly
relate(s) to their chosen educational program”.
Leadership skills should be incorporated in the New York state occupational education
curricula to assist students to become better citizens with positive qualities and attitudes.
Each individual should develop skills in communications, decision making/problem solving,
human relations, management, and motivational techniques.
Leadership skill may be incorporated into the curricula as competencies (performance
indicators) to be developed by every student or included within the suggested instructional
strategies. Teachers providing instruction through occupational educational curricula should
familiarize themselves with the competencies. Assistance may be requested from the State
adviser of the occupational student organization related to the program area.
Students who elect to become active members in student leadership organizations
chartered by NYSED have the advantage of the practical forum to practice leadership skills in
an action-oriented format. They have the potential for recognition at the local, state, and
national level.
More information in Technology Education can be found at the Technology Education
Student Association web site at:
http://www.tsawww.org
40