Ey4106 unit6 week7

Department of Design & Manufacturing TechnologyLecturer/Teacher: Mr. Joseph Lyster Teaching Assistant 1: Mr. Jonathan SpillaneTeaching Assistant 2: Mr. James O’HalloranAcademic Year 2011: Spring SemesterTechnical 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

Department of Design & Manufacturing Technology

EY4106

Thinking Like a

Technologist

Plan

Do

Check

Act

Planning Permission to Subfloor

Teaching & Learning Activities


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Cork Rural Design Guide


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Possible ActivitiesTeacher Student

Introduce Brainstorm

Key Questions Scaffold Knowledge

Powerpoint Develop a taxonomy

Create Poster:

Students work in groups (4/group)

Create a visual model for the principles of good planning and design

Use Activote Application

Students rate/assess each other

Discussion


Site Selection:

Development plan

Reading the landscape

Choosing where to build

Assessing a site’s 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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Teacher Student

Introduce Policies & Procedures

Create Inventory of Relevant Bodies Involved

Use a match up activity sheet to identify which bodies deal with different aspects

Create a scenario:

Work in groups of 4

Instruct students to assess the nature of the school grounds (planning)

Scaffold knowledge and understanding

Research & investigation

Nature of surrounding environment


Reading the landscape

Lowland Valleys

Mountains

Fertile Plain

Fissured Marginal and ForestedRolling Upland

River and Reservoir Valleys

Ridged, Peaked & ForestedUpland

Indented Estuarine Coast & BroadBay Coast

Headlands

Coastal Islands

Coastal Islands

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Facilitate use of resource Paper Mache Diverse landscape model

Divide into groups of four

Assign particular areas of the landscape to different groups

Identify geological characteristics

Relate to local environment/experience

Create a list of advantages/disadvantages for each assigned landscape

Associate with appropriate terms as outlined

Inter group discussion: Co-constructing knowledge of different types of landscape

Teaching/Assessing each other


Choosing where to build

X

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Introduce Use model

Use findings

Identify critical elements

Perform critical assessment of known buildings

Create an inventory of each site

Divide into groups of 4

Create poster for each type of site

Apply knowledge and information as developed

Present to class


Assessing a site’s potential

X

X

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Facilitate Students select a site in their locality as relevant to their site on the model and poster

Get groups to create a site assessment checklist

Scaffold Get students to report on the positioning of a house

Work in groups of 4

Get students to debate their site assessment

Introduce Site layout/facilities etc…

Create list

Re-define original checklist

Re-define/debate site assessment


Dwelling Orientation

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Possible Activities

Teacher Student

Instruct/Facilitate Each group builds a model

Model based on the landscape of an opposing group

Trade information

Discussion between groups

Locate building and demonstrate orientation

Each 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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Facilitate Create Card board model of house that would go on site

Work in groups of 4

Basic form – Narrow/Deep etc…

Relate to conditions of site/environment

Reflect on vernacular dwellings

Create taxonomy of principle areas that are addressed with this design

Create storyboard poster

Present to class

Each 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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Facilitate Document preparation

Provide Resources Reading maps

Prepare site notice

Re-create in visual, a planning application process and checklist

Create map for their own site/design

Emphasise principle material that must be addressed on the map i.e. scale

Show, briefly, potential for cluster development around site

Plan for group scheme use of services


Trial Hole: 1m² x 1.5m Deep

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Organise/Facilitate Trial Hole on School Grounds

Marking out/digging/securing for safety

½ scale version

Do silt test in class

Measure/record water levels

Write report

Identify water table level for school ground – Compare with findings

Report

Inform 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

Hymac’s JCB’s

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 site’s 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 WallsProvision for Services

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Foot/Rising WallsHard-core fill

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Foot/Rising WallsRadon/DPC/Insulation

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Foot/Rising WallsPlumbing

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Subfloor

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Facilitate Site level/theodolite

Work in groups

Dig half scale trad. strip foundation around trial hole

Work from plan sheet

Mark out/line/profile foundation

Barrow mix concrete aggregates

Record all processes

Lay foundation

Use teaching resource model to reinforce

Written reports

Create Poster/Model of process

Ey4106 unit6 week7

coastal areas

certain areas e

special protection areas

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