Ey4106 unit6 week7

EY4106 SUBJECT PEDAGOGICS 1: TECHNOLOGY WOOD Unit 2 Week 3: Evolution of Technology Education Construction Studies

Department of Design & Manufacturing Technology

Lecturer/Teacher: Mr. Joseph Lyster

Teaching Assistant 1: Mr. Jonathan Spillane

Teaching Assistant 2: Mr. James OHalloran

Academic Year 2011: Spring Semester

Technical Support: Mr. Joe Murray

Notes prepared by: Mr. Joseph Lyster

EY4106SUBJECT PEDAGOGICS 1:TECHNOLOGY WOODMATERIALS AND CONSTRUCTIONUnit 6 Week 7 Teaching & Learning ActivitiesPlanning Permission to Subfloor Construction


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Planning Permission

to Subfloor

Teaching &

Learning Activities

Thinking Like a Technologist

Plan

Do

Check

Act


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Cork Rural Design Guide


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Possible Activities
TeacherStudentIntroduceBrainstormKey QuestionsScaffold KnowledgePowerpointDevelop a taxonomyCreate Poster:Students work in groups (4/group)Create a visual model for the principles of good planning and designUse Activote ApplicationStudents rate/assess each otherDiscussion


Site Selection:

Development plan

Reading the landscape

Choosing where to build

Assessing a sites potential

Linking with the land

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Check the development plan

Check with County Council/Local Authorities planning policies & procedures

Policies restricting/permitting development in certain areas e.g.

Greenbelt, Coastal Areas, Rural Housing Control Zone etc.

Scenic Amenity Maps - scenic routes and scenic landscapes;

Heritage maps - Natural Heritage Areas (NHA), Special Protection Areas (SPA) and candidate Special Area of Conservation

(SAC) and Areas of Geological Interest;

Landscape Character Maps;

Archaeology policies, the Record of Protected Structures and conservation policies.

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Possible Activities

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TeacherStudentIntroducePolicies & ProceduresCreate Inventory of Relevant Bodies InvolvedUse a match up activity sheet to identify which bodies deal with different aspectsCreate a scenario:Work in groups of 4Instruct students to assess the nature of the school grounds (planning) Scaffold knowledge and understandingResearch & investigationNature of surrounding environment


Reading the landscape

Lowland Valleys

Mountains

Fertile Plain

Fissured Marginal and Forested

Rolling Upland

River and Reservoir Valleys

Ridged, Peaked & Forested

Upland

Indented Estuarine Coast & Broad

Bay Coast

Headlands

Coastal Islands

Coastal Islands

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Possible Activities
TeacherStudentFacilitate use of resourcePaper Mache Diverse landscape model Divide into groups of fourAssign particular areas of the landscape to different groupsIdentify geological characteristicsRelate to local environment/experienceCreate a list of advantages/disadvantages for each assigned landscapeAssociate with appropriate terms as outlinedInter group discussion: Co-constructing knowledge of different types of landscapeTeaching/Assessing each other


Choosing where to build

X

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Possible Activities
TeacherStudentIntroduceUse modelUse findingsIdentify critical elementsPerform critical assessment of known buildingsCreate an inventory of each siteDivide into groups of 4Create poster for each type of siteApply knowledge and information as developedPresent to class


Assessing a sites potential

X

X

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Possible Activities
TeacherStudentFacilitateStudents select a site in their locality as relevant to their site on the model and posterGet groups to create a site assessment checklistScaffoldGet students to report on the positioning of a houseWork in groups of 4Get students to debate their site assessmentIntroduceSite layout/facilities etcCreate listRe-define original checklistRe-define/debate site assessment


Dwelling Orientation

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Possible Activities
TeacherStudentInstruct/FacilitateEach group builds a model Model based on the landscape of an opposing groupTrade informationDiscussion between groupsLocate building and demonstrate orientationEach group assesses each other using checklist


Site Boundaries

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Site Boundaries

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Internal Plan

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Internal Plan

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Possible Activities
TeacherStudentFacilitateCreate Card board model of house that would go on siteWork in groups of 4Basic form Narrow/Deep etcRelate to conditions of site/environmentReflect on vernacular dwellingsCreate taxonomy of principle areas that are addressed with this designCreate storyboard posterPresent to classEach student/group awarded certificate


Types of Planning Permission

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Documents Required

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Site Map

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Patterns for Rural Development

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Procedures

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Planning Checklist

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Site Notice

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Possible Activities
TeacherStudentFacilitateDocument preparationProvide ResourcesReading mapsPrepare site noticeRe-create in visual, a planning application process and checklistCreate map for their own site/designEmphasise principle material that must be addressed on the map i.e. scaleShow, briefly, potential for cluster development around sitePlan for group scheme use of services


Trial Hole: 1m x 1.5m Deep

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Possible Activities
TeacherStudentOrganise/FacilitateTrial Hole on School GroundsMarking out/digging/securing for safety scale versionDo silt test in classMeasure/record water levelsWrite reportIdentify water table level for school ground Compare with findingsReportInform basic concept of foundations


Site Level and Profiling

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Site Level and Profiling

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Profiling/Setting Out

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Majority of buildings

Continuous strip

Reinforced concrete

Rests on the soil

Depth and Width

Soil type and

building load

Strip Foundation

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Traditional Strip foundation

Most commonly used

Usual 1050 X 350mm

Suitable for

Average Good bearing

capacity soils

Not suitable for

Very soft clays

Silt

Peat

Badly made up - ground

Strip Foundation

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Stepped Strip foundation

Sloping sites

Reduce excavation

Step depths

112mm or 225mm

Overlap of concrete

Minimum 300mm

Not less than depth

of concrete foundation

Strip Foundation

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Wide Strip foundation

Not common

Reinforced

Transverse reinforcement

Resist tensions

Wider than 900mm

Suitable for

Ground with low bearing capacity

Expensive

Strip Foundation

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Deep Strip foundation

Rests on suitable strata

Excavate 900mm or more

Trench filled within 150mm

of ground level

Width depends on depth

Deep Foundation

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Raft foundation

Suitable for

Low load bearing soils

Soft natural ground

Very soft clays

Silt

Peat

Made up ground

Average Good bearing capacity soils instead of strip foundations

Raft Foundation

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Raft foundation

Concrete slab

Reinforced slab

Up to 300mm thick

Whole building area

Pavement

All Loads transmitted

Slab thicker under load bearing walls

Raft Foundation

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Carry and transfer loads

Subsoils of poor bearing capacity

Deeper soil and rock of a high bearing capacity

Avoids excessive excavation

Plan of pile positions

Pile Foundation

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Made from

Wood

Steel

Concrete

Placed in ground

Driven

Drilled

Jacked

Pile Foundation

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Equipment

To clear site

Hymacs

JCBs

To remove / move materials

Tractors

Trailers

Dumpers

Heavy Machinery

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Images courtesy of: Mr John Joyce

Site Entrance

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1050 mm bucket

External cavity leaf wall foundations

350 mm bucket

Internal single leaf wall foundations

Large bucket

Used to clear sites topsoil


Site Clearance

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Perimeter trenches dug with 1050 mm bucket

Internal trenches dug with 350 mm bucket


Site Clearance/Excavation

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Open Timbering

Close Timbering

Excavation

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Excavation

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Mild steel bars

Provide tensile strength

Min. 25mm from surface

Prevents rusting

Adequate depth to support

Spacers

Position reinforcing bars

Provide the necessary cover


Excavation/Foundation Preparation

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Cement trucks pull in on site

Concrete poured directly into trench

Filled up level with tops of pegs

Levelled roughly with shovels

Top of wooden peg to which the foundation will be levelled to


Laying Foundation

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Tapered off level with tamping board


Laying Foundation

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Laying Foundation

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Foot/Rising Walls

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Foot/Rising Walls

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Foot/Rising Walls

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Foot/Rising Walls

Provision for Services

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Foot/Rising Walls

Hard-core fill

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Foot/Rising Walls

Radon/DPC/Insulation

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Foot/Rising Walls

Plumbing

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Subfloor

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Possible Activities
TeacherStudentFacilitateSite level/theodolite Work in groupsDig half scale trad. strip foundation around trial holeWork from plan sheetMark out/line/profile foundationBarrow mix concrete aggregates Record all processesLay foundationUse teaching resource model to reinforceWritten reportsCreate Poster/Model of process

Ey4106 unit6 week7

Education

coastal areas

certain areas e

special protection areas

conservation policies

development plancheck

development planreading

technology woodmaterials

different aspectscreate

Transcript of Ey4106 unit6 week7

Lecture Week7

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