McREL Standards Activity
DETERMINING THE AREA OF SHEATHING MATERIAL FOR AN INTERIOR WALL
| | Purpose: | As a result of this activity, students will understand how to apply problem solving methods and mathematical calculations to carpentry requirements. | | Related Standard & Benchmarks: | | Construction | | | Standard 1. | Understands framing in carpentry | | | | | Level IV [Grade 9-12] | | | | | Benchmark 2. Knows how to frame a wall and partition, including identification of framing members; the layout locations for studs, doors, windows, and wall lines; cutting and building studs, trimmers, cripples, headers, firestops, and corners; and installation of sheathing, diagonal bracing, insulation, and a vapor barrier |
| | Mathematics | | | Standard 4. | Understands and applies basic and advanced properties of the concepts of measurement | | | | | Level IV [Grade 9-12] | | | | | Benchmark 2. Understands the concepts of absolute and relative errors in measurement |
| | Mathematics | | | Standard 4. | Understands and applies basic and advanced properties of the concepts of measurement | | | | | Level IV [Grade 9-12] | | | | | Benchmark 4. Solves real-world problems involving three-dimensional measures (e.g., volume, surface area) |
| | Mathematics | | | Standard 5. | Understands and applies basic and advanced properties of the concepts of geometry | | | | | Level III [Grade 6-8] | | | | | Benchmark 5. Understands the relationships between two- and three-dimensional representations of a figure (e.g., scale drawings, blueprints, planar cross sections) |
| | Thinking and Reasoning | | | Standard 5. | Applies basic trouble-shooting and problem-solving techniques | | | | | Level IV [Grade 9-12] | | | | | Benchmark 6. Represents a problem accurately in terms of resources, constraints, and objectives |
| | Thinking and Reasoning | | | Standard 5. | Applies basic trouble-shooting and problem-solving techniques | | | | | Level IV [Grade 9-12] | | | | | Benchmark 10. Evaluates the feasibility of various solutions to problems; recommends and defends a solution |
| | Construction | | | Standard 1. | Understands framing in carpentry | | | | | Level IV [Grade 9-12] | | | | | Benchmark 2. Knows how to frame a wall and partition, including identification of framing members; the layout locations for studs, doors, windows, and wall lines; cutting and building studs, trimmers, cripples, headers, firestops, and corners; and installation of sheathing, diagonal bracing, insulation, and a vapor barrier |
| | Mathematics | | | Standard 1. | Uses a variety of strategies in the problem-solving process | | | | | Level IV [Grade 9-12] | | | | | Benchmark 4. Constructs logical verifications or counter examples to test conjectures and to justify algorithms and solutions to problems (i.e., uses deductive reasoning) |
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| | Student Product: | STUDENT PRODUCT:
Explanation of a solution for how to measure the dimensions of the interior wall and to calculate its area and the required amount of sheathing. Include all relevant details, such as:
•Statement of goals
•Description of means (materials and resources)
•Explanation of problem in terms of goals and means
•Explanation of possible solution(s)
•Description of tasks involved in testing possible solution(s) including:
a. measurements (including tolerances)
b. calculations
c. diagrams/drawings
•Description of outcome of tested solution(s)
•Explanation of why solution(s) succeeded or failed
| | Material & Resources: | •Markers and chalk
•Pencils and scratch paper
•Appropriate PPE
•Wall plan
•2”x 4” framing lumber top and sole plates, studs, header
•Sheathing material
•Architect’s ruler
•Steel tape measure
•Framing square
•Calculator (instructor’s option)
| | Teacher's Note: | Students should be capable of mastering or have mastered Activity 5. “Curve Compensation: How to Determine Required Length of Curved Lumber” before undertaking this activity. | | Activity | ACTIVITY:
The students are provided with the materials and resources listed above. The interior wall plan shows the top and sole plates, studs, header and the height from floor to ceiling. However, it does not specify the distance between the studs. The students need to determine how to calculate the area of sheathing material needed for this wall. They will accomplish this goal in two stages. First, they will use problem solving methods including mathematical algorithms to determine the amount of sheathing needed for the wall. Second, they will layout the wall materials to test the validity of their solution. This test can be performed at full scale or at smaller scale, such as a table model, depending on availability of resources.
http://www.mcrel.org/pdf/standardsCompendium/images/WallFrame.jpg | |
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