Search

The guide was prepared to assist student emploration in the fields of construction and building maintenance and as preparation for further specialized training. The course was prepared for quinmester use and includes a series of manipulative job assignments within a laboratory equipped to simulate the actual job atmosphere found in the construction and building maintenance industries. The table of contents provides a suggested hourly breakdown for the orientation unit and the introductory units for carpentry, plumbing maintenance, electrical maintenance, the trowel trades, painting and decorating, and occupational safety. Instructional materials such as handouts, building plans and diagrams, pre- and post-testing materials, resource lists, and bibliographies are provided for some of the units. (LJ)

The graduate of the Steamfitter-Pipefitter apprenticeship program is a certified journeyperson who will be able to: (1) install and maintain high pressure and low-pressure steam and hot liquid systems, including various process and industrial systems; (2) fabricate, join and install any pipe system used for various purposes in buildings, using any type of pipe including steel, alloy, cast iron, copper or plastic, etc.; (3) comply with rules and codes governing installations; (4) read and interpret plans, specifications and working drawings and prepare layouts; (5) be proficient with the safe use of hand and power tools and equipment; (6) calculate material quantities and compile materials lists; (7) install components according to specifications and assume responsibility for the end product; (8) relate to job situations and other trades that precede or follow; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Steamfitter-Pipefitter Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.

These skill standards for the industrial maintenance general maintenance cluster are intended to be a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. An introduction provides the Illinois perspective; Illinois Occupational Skill Standards and Credentialing Council requirements for occupational skill standards; sample format; occupational earnings and employment information; assumptions for these specific skill standards; and performance skill levels. The 77 skill standards are categorized into these 8 performance areas: general business; safety and environment; general maintenance; construction; plumbing and piping; mechanical maintenance; electrical maintenance; and heating, ventilation, air conditioning, and refrigeration. Components of each skill standard are performance area; skill standard, including conditions of performance, work to be performed, and performance criteria; performance elements; and performance assessment criteria, with a listing of required testing, certification, and/or licensing; product; and process. Appendixes include a cluster-specific glossary; cluster-specific tool kit; glossary; and listing of workplace skills. (YLB)

This document presents information about the apprenticeship training program of Alberta, Canada, in general and the gasfitter program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; the technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification; and a gasfitter training profile. The second part of the document presents the course outline for the following program sections: first period technical training for residential gasfitting (mathematics, blueprint reading, and basic sciences for gasfitting; gasfitting burners and combustion; gasfitting pipe installation; gasfitting theory and code interpretation; gas shop and lab work); second period technical training for residential and commercial gasfitting (mathematics; blueprint reading; theory and code interpretation; electrical theory; burners and combustion; gas shop and lab work); and third period technical training for gasfitting for commercial and industrial settings (calculations for gasfitters; theory and code interpretation; propane theory; electrical theory and electronics; refrigeration and air-conditioning; commercial/industrial gas burner controls and appliance control systems; troubleshooting and servicing; gas shop and lab work). The times allotted for each course component are detailed. (MN)

This document presents information about the apprenticeship training program of Alberta, Canada, in general and the gas utility operator certificate program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the occupation committee and its members; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; formal or technical training; and procedures for recommending revisions to the course outline. The second part of the document presents the course outline that details the following sections of the program and subject areas within the sections: (1) properties of natural gas; (2) general safety and emergency response procedures (general safety; emergency response procedures); (3) descriptive geometry and applied drafting mathematics (surveying and mapping; transmission and distribution systems; pipeline construction and inspection); (4) operation and maintenance of gas utility systems (corrosion control; operation and maintenance); (6) background knowledge (regulatory agencies and codes; industry advisory network); and (7) practical applications. Each section of the outline includes an anticipated outcome and series of behavioral objectives for each of the job tasks included for each subject area. (MN)

This document presents an overview of the 2-year competency-based building and property maintenance programs offered in Ohio schools at the secondary and/or adult levels. The overview covers the attributes and qualifications required to be a successful worker in the industry and the typical tasks performed by building and property maintenance workers. It also discusses opportunities for advancement and possible occupational ladders in the building and property maintenance field as a whole and in specific occupations in the field. The remainder of the document lists the enabling tasks required for mastery of a total of 64 competencies covered in 12 units of instruction and 1 optional module. The unit topics are as follows: (1) orientation to the building and property management industry; (2) basic safety procedures; (3) basic procedures; (4) computerized property maintenance management systems; (5) blueprints/layout work; (6) masonry applications and repairs; (7) rough carpentry applications and repairs; (8) roof applications and repairs; (9) plumbing installations and repairs; (10) electrical installations and repairs; (11) interior finish/carpentry procedures; (12) heating, ventilation, air conditioning, and components; and (13) welding and cutting operations. (MN)

This document identifies skill standards for utility construction in a format that uses scenarios to provide a picture of the construction process under consideration. The scenarios provide a general description of the pipe laying and utility construction process. An introduction describes use and benefits of skill standards. Section 2 presents the skill standards for open cut pipe laying. Each standard has four informational components: (1) scenario describing the construction process, context of applications of workplace skills, and industry standards that can serve as performance criteria; (2) conventional industry standards containing proficiency, health and safety, and production requirements that serve as performance criteria; (3) key tasks; and (4) workplace skills, knowledge, and aptitudes. These skill standards are included: site preparation, excavation operation, elevation and alignment control; pressure pipe installation, pressure pipe repair, gravity flow pipe installation, gravity flow pipe repair, and backfill, compaction, and site restoration. Section 3 provides workplace skills, knowledge, and aptitudes (WSKAs) arranged into these categories: aptitudes and abilities, workplace basic skills, cross-functional skills, and occupation-specific knowledge. Each WSKA page contains the following elements: context, mastery performance level, content, reference to applicable job functions, and sample tasks and activities in which the WSKAs are applied. (YLB)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in drafting: drafting I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of 14 units on the following topics: orientation; leadership/personal development; safety; introduction to drafting; tools and equipment; lettering; geometric constructions; orthographic projections; basic computer-aided design (CAD); dimensioning; threads and fasteners; sectional views; auxiliary views; and pictorial drawings. Topics covered in the 12 units constituting the second course are the following: orientation; safety; advanced leadership; employability skills; architectural drafting; area planning; structural systems and building materials; architectural working drawings; advanced CAD; civil drafting; plumbing/heating, ventilation, and air-conditioning drafting; and residential wiring plans. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the plumber and pipefitter/steamfitter cluster. Presented in the introductory section are program descriptions and suggested course sequences for the plumbing and pipefitting programs. Section I lists baseline competencies for each program. Section II consists of course outlines for each course in the following sequences: plumbing and pipefitting (fundamentals of plumbing/pipefitting, blueprint reading for piping trades, sketching, and low-pressure boilers); pipefitting (tacking, brazing, and burning; basic pipe fabrication, pipe specifications and systems, rigging and signaling, advanced pipefitting lab, steel ship building and marine construction, special project in pipefitting and work-based learning in pipefitting); and plumbing (gas piping, drainage and sewer systems, plumbing fixtures lab, back flow cross connection, advanced plumbing lab, heating devices, domestic systems, piping level/transit, special project in plumbing, and work-based learning in plumbing). Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in the building trades: building trades I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of the following units: orientation; safety; construction math, measurement, and blueprint reading; hand tools, power tools, and stationary equipment; introduction to carpentry; introduction to electrical wiring; introduction to masonry; and introduction to plumbing. The second course contains these units: orientation; safety; advanced carpentry; advanced electrical wiring; advanced masonry; and advanced plumbing. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

Developed by the ABCs of Construction National Workplace Literacy Project, these seven workbooks are designed to enhance the basic skills of pipefitters. Reading and Solving Basic Pipefitting Problems #1 defines and uses eight basic terms pipefitters need to know, reviews steps a pipefitter must take to identify and solve a simple pipefitting problem, and includes simple problems to find "take out" and welder's gaps. Reading and Solving Basic Pipefitting Problems #2 reviews seven basic terms pipefitters need to know, uses each term while solving 45 pipefitting problems, introduces a five-step method to solve pipefitting problems, and provides practice exercises. Practicing Problem Solving for Pipefitters uses pipes velcroed onto a wall to practice real pipefitter problems, using the five-step method. Exercises are designed to help the worker transfer the method to handling a real-world pipefitting problem. Basic Vocabulary for Pipefitters depicts and explains 11 terms and has a fill-in-the-blanks exercise. Basic Trig for Pipefitters explains right angles, teaches the worker how to "see" one in pipe elbows, reviews what the sides of a triangle are called, practices how to see them in a pipe elbow, shows the worker how to use a trigonometry chart to find tangents, and includes practice exercises. Reading and Solving Pipefitter Take Out Problems shows what a "take out" is, provides exercises on finding one, shows how to read "The Pipefitters Blue Book" to find tangents, and provides practice exercises. Reading and Solving Basic Pipefitting Problems # 3 introduces four steps to solve simple offset problems when the elbows are not 45 or 90 degrees and provides simple offset examples and problems. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, this fifth-grade level module teaches strategies for finding the meanings of compound words used in technical writing encountered by pipefitters. It also addresses working with words in context and finding definitions with a dictionary. Four exercises are provided. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, this fifth-grade level module teaches different kinds of vocabulary words encountered in work-related texts used by pipefitter trainees. The module covers the following topics: differences between general, specialized, and technical words; learning new words; drills for remembering new words; tips for building vocabulary; and some dictionary use. Twelve exercises are provided. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, this fifth-grade level module teaches word attack skills for technical terms used by pipefitters, using word parts and root words. Basic information on structural analysis covers roots, prefixes and suffixes, its limitations, and defining words using structural analysis. Next, the module provides hints for retaining meanings by building a card file with visual representations of terminology. Twenty-seven exercises are included. (YLB)

This guide is intended for use by trainers presenting the Tools for Tomorrow program, a technical college program to train women for employment in 13 skilled trades. Discussed in the first two sections are these topics: the program's purposes, barriers encountered by women seeking to enter trades, and various aspects of implementing the Tools for Tomorrow program. Section 3 consists of 11 lesson plans on topics of general relevance to the skilled trades and 13 trade-specific lesson plans. Among the topics covered in the lesson plans are the following: the apprenticeship system, communicating on the job, hand tool use, job search skills, physical conditioning, print reading, and safety. The following trades are covered: carpentry, civil technology/surveying, electrical, ironwork, machine tool operation, operating engineers, painting and decorating, plumbing, sheet metal, steamfitting, trowel trades, welding, and woodworking/cabinetmaking. Included in each lesson plan are some or all of the following: background information; lists of competencies taught, required supplies, and resources; information on pertinent safety issues; and suggested activities. Section 4 contains supplementary information and overviews of resources on selected topics and a 38-item bibliography. Presented in section 5 are course outlines for each module. Concluding the guide are information updates on the Tools for Tomorrow program and its participants. (MN)

This is the fifth revision of the Minimum Check List since its origin in 1960 by North Carolina's School Planning. The checklist was developed to serve as a means of communication between school agencies and design professionals and has been widely used in the development and review of mechanical and electrical plans and specifications by engineers, architects, and superintendents in planning public school facilities. The checklist has three primary sections: plumbing systems, mechanical systems, and electrical and lighting systems. Specific guidelines on drainage and waste, fittings, fixtures, water supply, gas systems, stack and breeching, boilers, oil burners, piping, heaters, controls, heating systems, air conditioning, service entrance feeders, branch circuits, and alarm systems are provided. Diagrams showing grounding methods, a typical electrical summary, and recommended lighting systems with illumination levels appear at the end. (RJM)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for building and property maintenance occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 11 units are as follows: basic procedures; carpentry applications and repairs; roofing applications and repairs; ceramic tile; masonry applications and repairs; electrical installations and repairs; plumbing installations and repairs; welding and cutting operations; heating, ventilation, air conditioning, and refrigeration installations and service; painting and wallpapering; and employability skills. (YLB)

This curriculum guide contains the technical information and tasks necessary for a student (who has already completed basic drafting) to be employed as an architectural drafter trainee. The curriculum is written in terms of student performance using measurable objectives, technical information, tasks developed to accomplish those objectives, and criterion-referenced instruments for uniform measurement of students' performance against the stated criteria. The guide is activity oriented with emphasis on commercial applications. It contains 11 units of instruction, each including some or all of the following: objective sheet, suggested activities for the teacher, assignment sheets and written test with answers, unit evaluation form, teacher supplements, transparency masters, information sheets, assignment sheets, and student supplements. Units cover the following topics: introduction to architectural drafting; architectural building materials; site conditions; introduction to working drawings; section and detail drawings; structural systems; architectural dimensioning; plumbing systems; heating, ventilation, and air conditioning systems; electrical systems; and presentation techniques. A glossary contains 322 technical terms. Supplementary materials for teachers include information on using the guide, academic and workplace skills classifications, competency profile, instructional/task analysis, related academic and workplace skills list, and 19 references. (KC)

Developed by the ABCs of Construction National Workplace Literacy Project, these curriculum materials for the occupational area of pipefitter contain a lesson that deals with measuring fractions. The lesson consists of an instruction sheet and three exercises with answer keys. (YLB)

Developed as part of the ABCs of Construction National Workplace Literacy Project, this instructional module is designed to help individuals employed as pipefitters learn to solve problems with charts and tables. Outlined in the first section is a five-step procedure for solving problems involving tables and/or charts: identifying the question to be answered, deciding which operations to use, determining the information needed from the chart, plugging the information into the selected operations, and working the problem. The remainder of the module consists of seven sections that each begin with a table/chart and 1O problems based on the information contained in it. The problems are related to the following pipe fitting-related tasks/topics: stacking and determining pipe diameters, rated capacities for slings, pipe wall thicknesses, and required sizes of concrete pipe and ductile iron pipe. (MN)

Developed by the ABCs of Construction National Workplace Literacy Project, these curriculum materials for the occupational area of pipefitting contain a lesson that deals with reading diagrams. The lesson consists of an objective, instruction, and 10 exercises. Three types of problems are provided in each exercise: "try it,""apply it," and "go with it." The objective for the lesson is for the student to learn to locate and apply information from a diagram. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, these curriculum materials for the occupational area of pipefitting contain a lesson that deals with reading charts and graphs. The lesson consists of an objective, instruction, and seven exercises. Three types of problems are provided in each exercise: "try it,""apply it," and "go with it." The objective for the lesson is for the student to learn to locate and apply information from a table. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, these curriculum materials for the occupational area of pipefitter contain two lessons that deal with getting meaning from context. Each lesson consists of an objective, instruction, and exercises. Lesson 1 contains 11 exercises, and lesson 2 has 12. The objective of lesson 1 is for the student to be able to define unknown words by examining the familiar words that surround them; lesson 2's objective is to define words using clues in the sentence provided by the author. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, these curriculum materials for the occupational area of pipefitter contain two lessons that deal with finding the main idea. Each lesson consists of an objective, instruction, and exercises. Lesson 1 contains seven exercises, and Lesson 2 has three. The objectives for the two lessons are for the student to be able to find main ideas in paragraphs and for the student to be able to recognize sequence and comparison-contrast paragraph and passage structure. (YLB)

Developed by the ABCs of Construction National Workplace Literacy Project, these curriculum materials for the areas of electrical and instrumentation (E&I), pipefitter, and millwright contain a lesson that deals with reading charts and tables. The lesson consists of these components: objective, instruction, 10 exercises for E&I, 5 for pipefitting, and 5 for millwright. Three types of problems are provided in each exercise: try it, apply it, and solve it. The charts to which the student is referred in the exercises are attached. The objective for the lesson is for the student to learn to use and apply information from charts. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for industrial maintenance occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 11 units: safety; equipment installation; maintain equipment and practice predictive maintenance; electricity; hydraulics and pneumatics; machine trades; welding; heating, ventilation, and air conditioning; carpentry; plumbing and pipefitting; and employability skills. (NLA)

This manual, developed as part of an English as a second language program in construction literacy skills in Philadelphia, contains four units of lessons incorporating construction fundamentals along with language instruction. The four units provide lesson plans in carpentry, plumbing, electrical work, and career information. Lesson plans include an introduction, general class discussion, terms, learning activities (such as language experience writing, role playing, or crossword puzzles), assignments, and test questions. Information sheets illustrated with line drawings are provided,d and an answer key and 17-item bibliography are included, along with suggestions for teaching the material. (KC)

This unit on pneumatics, for use in postsecondary programs, is organized in eight sections. Each section consists of information sheets with line drawings and multiple-choice questions for each topic in the sections. Answers are provided at the back of the book. The following topics are covered: (1) introduction--pressure, principles of gases, uses of pneumatics; (2) safety; (3) compressors; (4) air treatment; (5) pneumatic piping systems; (6) pneumatic valves; (7) cylinders; and (8) miscellaneous valves/air logic and diagrams. Knowledge-based competency objectives are provided for each topic. (KC)