btec national construction unit 6: building technology … · btec national construction unit 6:...

BTEC National Construction Unit 6: Building technology in construction

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6.1 Introductory activity Student Book 1 pp 222–223

Building technology is a complex process. This unit will address how we select foundations and the superstructure of buildings for a variety of purposes. Examples of the types of buildings are houses, flats, offices, shops, industrial units. Each of these building types serves a different purpose. There are many instances where the experience gained in building one type of building can be used in the building of another type.

Let us consider the foundations, for example.

When you dig into the earth, you cannot see what is below the surface. Let’s make a list of anything that you may encounter, assess its risk and then try to think of how we can overcome these problems. In the table below:

1. Write down in the first column all the things that you can think of that you could uncover during an excavation up to 5 metres deep.

2. Then write in the second column what, or who, is at risk when these objects are disturbed.

3. Then in the third column write what you could do to avoid colliding with these obstacles.

Things that you may unearth Who is at risk What you can do

to avoid the risk

6.2 Building use Student Book 1 pp 224–230

Match the forms of construction with the building uses for various forms of construction.

Unit 6: Building technology in construction BTEC National Construction


Building use Forms of construction Merits

Detached houses

Flats (five-storey)

Warehouses

Offices

Light industrial units

Retail outlet (single-storey)

Tutors can use differentiation of learning with this exercise: for some groups it may be appropriate to list the options of building use and construction on a whiteboard or screen. Students then match form and function. Tutors can cut these “cells” into cards so that learners can align all three sections.

An alternative is to provide only the building use and allow students to think of the form of construction from their own knowledge. The explanations and justifications of their selections will provide an indication of their understanding of form, function and merits.

6.3 Building technology Student Book 1 pp 224–230

Simply say whether the statements are true or false.



T F

The questions will either be called out by the tutor or shown on a screen using PowerPoint® or similar.Hold your card aloft, in full view of the class to say whether you think the statement is true or false. The tutors may ask for an explanation from you to justify your reasons for thinking the statement is either true or false.

1. All houses are built using bricks.

2. Timber-framed houses are cheaper than brick houses.

3. You don’t need qualifications to conduct a site investigation: it can be undertaken by any available person.

4. Modern construction methods are better than traditional methods.

5. It is better to build on clay soils than sand.

6. Non-cohesive soils are mostly clay.

7. Excavations for strip foundations need to be carefully planned.

8. Groundwater control is not necessary on low-rise construction.

9. Ground heave is caused by frost.

10. It is better to make all the components off-site and bring them for assembly than to build them in-situ.

11. Plasterboard provides a good finish and improves fire safety.

12. Increased use of insulation can help the environment.

13. Scaffolding must be erected by qualified persons.

14. Building regulations apply to all new buildings in the UK.

15. HaSWA means increased costs for contractors.

Differentiation can be applied: try using statements that can apply (true or false) with some justification. Students can justify why they think the statement is true to the group and be challenged on their assertions.

6.4 Forms of construction Student Book 1 pp 227–230



The following passage has been drafted to explain the main forms of domestic construction found in the UK. Complete the passage by filling in the missing words from

the list below.

traditional

pitched roofs

Detached houses

two-storey

terraced

three

single-storey

energy efficiency

prefabrication

non-loadbearing

flat roofs

Flat roofs

medium-span

Loadbearing

external

timber framed

Short span

Most houses in the UK have been built using ___________ construction methods. Loadbearing elements such as ________ walls are constructed using materials like brickwork and timber _______ roofs with tile or slate covering. _____ ____ floors are often made of timber construction using joists and tongue and groove boarding to form a flat level surface. ________ ______, which are homes not connected to another structure are usually of low-rise ___-______ height, although many ________ properties in large towns frequently are _____ or more storeys high. Some ______-______ bungalows also exist.

Modern construction methods have been developed which include ______ ______ construction which has improved ______ __________ and allowed the ______________ of many items such as wall panels, staircases and windows. Window frames are ___-___________ elements. Roofs are usually of pitched design although some properties and smaller extensions are known to have ____ _____. ____ _____ are usually short- to ______-____ and are cheaper to build than pitched roofs.



6.5 Site investigation and site survey Student Book 1 pp 231–236

This activity requires you to sketch out a cross-section of the recorded results of a borehole taken from a site investigation. The results in the table show what a site investigation team encountered when they bored into the ground. The exercise requires the use of scale, colour and various symbols to represent the earth and the conditions in the ground.

Depth (m) Comment

0 Ground level: top soil

0.35 Gravel/sand with trace of silt

0.88 Coarse brown silt with small clay boulders

1.35 Fine reddish brown silt, very moist

1.36 Water table

1.64 Gravel with traces of silt

1.91 Light clay with silt

2.10 Clay

2.35 Firm gravel and sand



6.6 Soil classification Student Book 1 pp 231–236

Classifying soil is an important task: this needs to be undertaken so that designers can ascertain what load can be supported by the natural foundation. List five types of soil that you may unearth during the site exploration. Explain their characteristics and their suitability on which to build.

1.

2.

3.

4.

5.



6.7 Foundations Student Book 1 pp 236–242

Foundations are important since they carry the full load of the building. Their construction needs to be clearly communicated to the contractor if they are to correctly create the designer’s wishes and hence support the building.

Accurate drawings that show the components and the materials and indicate the dimensions are required to illustrate their use.

Sketch three different types of foundations. Choose one that would be suitable for a simple detached house; then select one that could be used in unstable ground; and finally one that could be used to accept a steel stanchion used in a commercial building. Annotate these sketches to identify each component.



6.8 Groundwater removal Student Book 1 pp 235–236

The class has been split into teams of three or four persons. Spend ten minutes listing all the factors and implications of the presence of groundwater. Then nominate a spokesperson to feed back one factor to the whole group. They should identify the factor and what the presence of groundwater will mean to the construction process.

The tutor will list each point on a flip chart or whiteboard. Keep the exercise going by visiting each team around the room until all the points are listed on the flipchart. The tutor should then paraphrase and synthesise all the points to recap the topic before moving on to the next section of the class.

Typical examples will include:

Factor Implication

Saturated soil

Unsafe working conditions

Soil is impermeable

Unable to work in wet conditions

Ground is unstable

Possibility of delay to the works

Acidic nature of liquid

Trench may collapse



Construction News: Three Killed in Trench Collapse

The HSE have brought a successful prosecution against a construction company who are building a four-storey office block in the town centre.

Appearing in court Mr James Smith, of Failsafe Excavations, pleaded guilty to the charge of corporate manslaughter over the death of three operatives working on the site. He was fined £20,000.

Construction managers had not kept adequate records and were not present when the accident happened.

The court heard that in 2006, Failsafe Excavations had employed Frederick Jones, Terry Bloggs and Paul Blakey, who were working in a trench when it collapsed, crushing them. They were removed from the scene of the accident but were pronounced dead on arrival at hospital. The court heard that Mr Blakey was on work experience and had been on site only six days. Terry Bloggs had been working in excavations for over fifteen years of his career. Mr Jones was not wearing any personal protective equipment when the collapse happened.

Recent rainfall was blamed for the ground around the trench, approximately two metres deep, becoming unstable. The HSE stated that the trench had not been checked for at least a week and had filled with water. The water was pumped away and the men began work. Mr Jones and Mr Bloggs were working at the bottom of the trench when it collapsed and Mr Blakey had fallen into the trench as he tried to rescue the others. The court heard that the ambulance could not get close to the incident due to parked lorries and equipment.

6.9 Danger in excavations Student Book 1 pp 242–243

Working in excavations can be a dangerous and risky business. In Unit 1 there are many references to contractor’s and operative’s obligations under various pieces of legislation designed to prevent accidents and ensure safe working practices.

The following passage is an account of an accident that happened on a construction site during the excavation to build a four-storey office building. The group is split into small teams, then reads the passage.

Think carefully about what has happened, then answer the questions below and make your recommendations about what could have been done to prevent this accident. Each team should feed back to the main group.

Why did this accident happen?

What regulations or laws, if any, have been contravened or broken?

How could this accident have been prevented?

What legal issues can you think of concerning the accident?

What recommendations would you make for further earthwork excavations?

You can see many examples of accidents such as this by logging on to the Health and Safety Executive website http://www.hse.gov.uk.



6.10 Superstructure design Student Book 1 pp 247–254

Exploring the principles of design and factors affecting choice of primary and secondary elements is an important task for those involved in the construction process. The plan layout of the building shown needs the following items adding to the superstructure:

1. floors: specify and select and appropriate construction form

2. roofs: prepare a plan layout showing the position and spacing of each truss

3. stairs: which type of material, the technical specification including the total rise, the rise of each step, the total going and the tread for each step

4. windows: which type and material you will use in each

5. doors: which type, material and fire rating.



6.11 Door and window schedule Student Book 1 pp 254

This activity asks you to concentrate on the specific components of building technology. Doors and window schedules are used to identify and specify the details to each door and window, the furniture used on these items and any ironmongery items needed to secure the components.

You need to be able to “read” drawing layout plans and extract information so that you can specify what is required.

Produce for the building, a schedule for the following:

1. All doors including internal and external

2. All windows.



6.12 Construction finishes Student Book 1 pp 254–258

Selecting suitable finishes is an important task. In this activity you will review an open space shown in the first floor-plan and select suitable partition systems and components to create the layout shown in the second floor-plan. You may also include the use of suspended ceilings, raised floors, and other finishes for the various locations. If necessary you can use the internet, technical literature and other manufacturers’ brochures to help you make selections. In a follow-up activity present your work to the whole group.



6.13 Environmental issues Student Book 1 pp 259–262

This activity is a game of “Call My Bluff”.

The group is split into teams of three persons. Each team will be allocated at least one topic from the list below relating to environmental issues surrounding construction. The object of the “game” is to provide three credible explanations or interesting “facts” about the topic. The group then says which explanation is true and thereby discounts the other two explanations as false. The object of the game is to work out which explanation is the correct one.

You will need to provide sensible and meaningful explanations that cause the rest of the group to question whether it is true – they should not be able to discount these explanations easily. The explanations can range from statistics to definitions, from government policy to local initiatives.

Suggested topics for this activity are:

1. Environmental impact of construction

2. Extraction of raw materials for construction projects

3. Manufacture of components used in construction

4. Methods of construction

5. Recycling of materials

6. Waste management

7. Energy use

8. Carbon dioxide emissions

9. Noise control on construction sites

10. Pollution and what contractors can do to reduce it.

Your tutor may have set the “game” up by explaining the rules at the end of one class in readiness to start the “game” in the following class. You may be able to research the topics in advance.

Some resources include the website http://www.est.org.uk/myhome/ where you can access a range of suggestions on how to build green homes and activities that reduce the use of energy in the home.



6.14 Legislative constraints Student Book 1 pp 262–264

The group has been split into teams of three or four persons. Allocate a role to each of these teams as follows:

1. Architect

2. Client

3. Building Contractor

4. Health and Safety Executive Inspector

5. An Independent Assessment Team

Each team is to summarise and explain the main points of a relevant piece of legislation, detailed in the table below, to the rest of the group. You have 10-15 minutes to complete the first part of the activity. Select what you consider to be the three most important aspects of the relevant legislation.

The second part of the activity is for each team to present their findings to the whole group. The whole group can then question each team for five minutes about their selections.

The third part of the activity allows the independent team to draw together and explain the common strands of the legislation, i.e. which Acts, and what parts of the Acts, are applicable to all those parties.

Team/Act/Role Legislation Indicative implications

Architect Building Regulations

Client Town and Country Planning legislation

Building contractor Construction Health, Safety and Welfare Regulations 1996

Health and Safety Executive Inspector

Health and Safety at Work Act 1974

An Independent Assessment Team

All of the above



6.15 Plant and equipment inspections Student Book 1 pp 264–266

You can expect to become a competent person, supervising construction-related activities on active building projects. You will have to develop an understanding of what to look for and how to check that plant, equipment and materials are in good condition in order to satisfy relevant legislation and provide a safe place of work.

An example may be given by the tutor, such as scaffolding, its use and relevant legislative controls that exist. You are not expected to build or adapt scaffolding, but should be in a position to inspect a scaffold on a weekly cycle or after adverse weather.

This is a group activity that is followed up with an individual task. The tutor leads the first part by posing a question on what you would need to look for to satisfy yourself that a scaffold is safe and ready to use. The tutor then writes these suggestions on a flip chart or on a whiteboard. When the whole group has made as many comments as they can think of, the teacher sets you a follow-up activity.

You have been asked to design a suitable checklist form that will allow them, or another supervisor, to inspect a scaffold every week. The checklist will form the record of the weekly inspection and should contain all the suggestions and comments that the group has provided. The checklist will also need to include some general information such as the site location, weather conditions, signature, date etc.



6.16 Construction and building materials Student Book 1 pp 260

This activity requires you to compare the merits of prefabricated and system building concepts with traditional building processes. You will need to understand which components can be prefabricated and brought to site for erection, and those that are more difficult to prefabricate and will need to be built in situ.

The tutor has provided you with a design brief to build a four-bedroomed detached house. The site is a single plot of land close to a main road location in a suburb of a medium-sized city. The house will need to be of brickwork finish to be in sympathy with the local architecture, to comply with current building regulations and benefit from high specification luxury fittings.

The task is to decide whether to build the house using traditional methods or to use a “kit” manufactured in workshops, brought to site and erected. Working in teams of three or four, you must provide an explanation of which items can be prefabricated along with the advantages of this method of construction.

Item Merits of prefabrication Potential drawbacks

Bathroom/kitchen fittings

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