Unit 2 Sustainable construction

Transcription

1 Unit 2 Sustainable construction Unit overview Credits: 10 Diploma The built environment of the UK is vast. It is being developed vertically, as well as horizontally, as more and more skyscrapers are appearing on city skylines. Aspects of the environment are identified and categorised in order to ensure the environment is protected by the appropriate authority. Construction activities can be commenced on greenfield sites, and the Government is keen to redevelop run-down inner-city areas and previous-use sites, known as brownfield sites. Great care has to be exercised when planning developments to ensure that they encompass sustainable elements of construction, in order to achieve the required design without compromising the future needs of our children. After completing this unit, learners will understand the effects of pollution. They will understand how the environment can be protected and they will know about the areas of legislation that aim to achieve this, and how the environment is controlled by agencies and local authorities. The unit also examines the techniques that are being employed in domestic construction to provide the sustainability of our built environment: reducing energy use and wastage from production, and using renewable resources. The management of construction sites is also considered in this aspect. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners expected to complete around 40 hours of individual learning. On completion of this unit, learners should: LO1 know the important features of the natural environment that need to be protected LO2 understand how the activities of the construction and built environment sector impact on the natural environment LO3 understand how the natural environment can be protected against the activities of the construction and built environment sector LO4 understand sustainable construction techniques that are fit for purpose. Unit contents The scheme of work for this unit (page xxx) links to the following resources to help you deliver Unit 2. LO1 LO2 LO3 LO4 Lesson plan LP Activity sheet AS1, AS2, AS3, AS4, AS5, AS6 AS7, AS8, AS10 AS9, AS10, AS11, AS12 Stretch and support AS2 AS5 AS7 AS11 PowerPoint PPT1, PPT3 PPT2 PPT2 All these resources can be found on the accompanying CD-ROM, as well as an editable version of the scheme of work, and answers to questions in the student book. 25

2 Links to other units Unit 2 links to other units, as shown below, and provides opportunities to cross-reference and combine the assignment work for these units. Unit 2 Exploring health, safety and welfare in construction Unit 17 Building regulations and contro Stretch and support AS2 Identify how the impact of the development could be adapted to reduce its affect on the natural environment. AS5 Identify your local council s website and find out what its principle policies are on sustainability and how they are achieving this as a local government organisation. AS7 Produce a slide show with annotations that could be used to present the environmental issues to the invited audience, using some photographs and local community consultations. AS11 Take the sustainable construction technique you have identified and undertake an evaluation as to what it does in terms of energy, material and wastage. 26

3 Unit 2 Sustainable construction Scheme of work BTEC National Construction Unit 2 Construction and the environment Broad aim: Successful completion of the unit Academic year: Tutor(s): Number of weeks: 36 SB = Learner Book 1 Duration of session: TRP = Teaching resource pack Guided learning hours: Week Outcome/topic Tutor preparation Learner activity Resources Links to grading criteria Stretch and support 1 Unit introduction Start LO1 2 To identify the features of the natural environment that need protection: air quality, ozone quality, soil quality and drainage 3 To identify the features of the natural environment that need protection: landscape, land use, green belts, agriculture 4 To identify the features of the natural environment that need protection: forestry, countryside, heritage Make available copies of unit outcomes and content, along with grading criteria explanation for learners to read and understand Satellite photo imagery of ozone hole in Arctic to illustrate Soil association website info Land drainage examples Questions exercise on features Land use examples Photographs Examples of UK heritage Forestry Commission details Read and understand the requirements of a pass, merit and distinction grade Fully understand the content of the unit General question and answer session in teams: what aspects of the environment need protection? Create spider diagram Identify definitions of quality for each feature Identify in teams the different uses of land General discussion Identify different types of agriculture Where is green belt land? Establish the definition of a forest Discussion on countryside Identify heritage examples that are natural and why AS1 Edexcel course specification handbook AS2 Photographs of features covered in this lesson PowerPoint slide 2 AS2 Photographs of land use Website for forestry commission All merit and distinction support P1 soil association website Advantages and disadvantages P1 current local; examples features given P1 SSSI National Parks included 27

4 Week Outcome/topic Tutor preparation Learner activity Resources Links to grading criteria Stretch and support 5 To identify the features of the natural environment that need protection: water resources, water quality, marine environment PowerPoint of the water cycle example 6 Assignment No 1 issued Prepare Assignment No 1 and issue to learners 7 To identify the features of the natural environment that need protection: wildlife, biodiversity, natural habitat LO1 completed 8 To understand how the activities of the CBE sector impact on the natural environment globally: greenhouse gases and pollution. Start LO2 9 To understand how the activities of the CBE sector impact on the natural environment globally: acid rain, CFC pollution 10 To understand how the activities of the CBE sector impact on the natural environment globally: over-extraction of water, fossil fuels, raw materials Examples of the biodiversity of wildlife Definitions of biodiversity Examples of natural habitat Global issues caused by CBE activities examples Examples of greenhouse gases Forms of global pollution Chernobyl in the Ukraine Illustrations of acid rain damage of the CBE CFCs examples and uses Raw materials exercise to identify raw materials in finished product UK coal locations Identify the parts of the water cycle and how it works Define water quality Identify what aspects of the marine environment need protection Read and understand what evidence is required to complete the criteria Team identification of the range of diversity for a given area Identify the factors that affect biodiversity Name three examples of natural habitat in the UK Learners complete missing sections using question and answer session on global issues Identify other global pollution issues Identify the causes of acid rain Identify what it does to the CBE by question and answer session with drawn out examples Identify in teams the effects of overextraction of water Name the fossil fuels and where they are located in the UK Identify the raw materials for some given processed construction materials exercise PowerPoint slide of the water cycle Assignment No 1 Tutor selected AS3 Web-based definitions of biodiversity AS4 Photographs of Chernobyl Photographs of acid rain effects UK coal illustrations Gas field locations Oil field locations P1 Rivers authority powers identified DEFRA merit and distinction tasks P1 identification of a large number of species P2 Advanced descriptions on effects of global pollution P2 description on the acid rain and its damage to environment P2 Effects of burning coal 28

5 Unit 2 Sustainable construction Week Outcome/topic Tutor preparation Learner activity Resources Links to grading criteria Stretch and support 11 To understand how the activities of the CBE sector impact on the natural environment globally: energy consumption, electricity generation, deforestation 12 To understand how the activities of the CBE sector impact on the natural environment locally: combustion, volatile organic compounds (VOC) 13 To understand how the activities of the CBE sector impact on the natural environment locally: discharge water, contaminated land, waste disposal 14 To understand how the activities of the CBE sector impact on the natural environment locally: site visit 15 To understand how the activities of the CBE sector impact on the natural environment locally brownfield sites, comfort disturbance, infrastructure Prepare three different environment scenarios for learners to identify the risk associated with each LA air monitoring figures Local pollution issues Site project scenario ground water problems examples of settlement tanks to remove silt Examples of contaminated land and the contaminants Waste disposal legislation and issues Organise a site visit to an area of outstanding natural beauty Formal definition of brownfield Transport infrastructure examples Question and answer session: how do we consume energy, main users Identify how energy is manufactured sources What is deforestation and where is it occurring with what consequences, pick list activity Identify, in teams and groups, the local causes of pollution around your town and list General discussion to produce spider diagram Identify where in your home CFCs existed What effects does pumping ground and surface water have? General discussion What contaminants can be in the ground? Causes How can you dispose of waste? Team discussion Undertake a site visit to appreciate the areas of our environment that need protecting Identify what a brownfield site is What environmental effects can disturb your comfort? Team discussion What infrastructure aspects affect the environment? Satellite photographs before and after deforestation, South America Select/pick list for consequences of deforestation LA pollution statistics from air monitoring Examples of contaminated land Coach Location Risk assessment PowerPoint slide 3 Infrastructure photographs P2 identification of deforested area and consequences P3 consequences of smog discussed in detail P3 identification of contamination control measures P3, M1, D1, D2 P3 identification of how this can be protected 29

6 Week Outcome/topic Tutor preparation Learner activity Resources Links to grading criteria Stretch and support 16 To understand how the activities of the CBE sector impact on the natural environment locally: specification of materials, lead, asbestos 17 To understand how the activities of the CBE sector impact on the natural environment locally: extraction of raw materials, electromagnetic radiation, sick building syndrome (SBS) LO2 completed Research on current legislation Effects of asbestos and statistics SBS examples and illustrations EMR pylons photographs near houses Effects of raw materials extraction South Africa 18 Assignment No 2 Prepare Assignment No 2 and issue to learners 19 To understand how the natural environment can be protected against construction activities: legislation acts and regulations, EU directives Start LO3 20 To understand how the natural environment can be protected against construction activities: by control, HSE, Environmental Agency (EA), Local Authority (LA) 21 To understand how the natural environment can be protected against construction activities by design and specification, embodied energy Environmental legislation list Learner task sheet to identify fines, enforcement and examples HSE website pre-loaded EA set of questions requiring answers from research Examples of eco-friendly design Various selections of materials to illustrate embodied energy Identify what the effects are of the harmful materials: list these in a general discussion What are the effects of asbestos? The legislation associated with asbestos and lead regulations What effect do pylons have on your health? Definition of electromagnetic radiation (EMR) What is SBS? Causes of SBS identified Read and understand what evidence is required to complete the criteria Identify from the list the legislation that is used to protect our environment Establish what an EU directive is Identify in what way the law protects the environment Research into the level of fines that can be levied with examples Discuss the role of the HSE in environmental control What does the environment agency do? Visit their website and research Establish what contributes to an environmentally friendly design List and identify these features with local examples Define what embodied energy is Observe examples and discuss Pictures of the various types of asbestos AS6 Photographs for projector for discussion P3 How does asbestos and lead harm Causes Affects Concerns P3 Assignment No 2 Tutor decided AS7 Web-based research facilities PowerPoint slide 4 Internet and computers AS8 Materials merit and distinction criteria P4 Summaries of legislation given in laypersons terms P4 Protest action protection identified P4, M2 unique sustainable design ideas given 30

7 Unit 2 Sustainable construction Week Outcome/topic Tutor preparation Learner activity Resources Links to grading criteria Stretch and support 22 To understand how the natural environment can be protected against construction activities: renewable materials, reuse of buildings and sites 23 To understand how the natural environment can be protected against construction activities: by management, environmental impact assessment (EIA), improved management 24 To understand how the natural environment can be protected against construction activities: policy and objectives 25 To understand how the natural environment can be protected against construction activities: good practice, raising awareness, communication Outcome 3 completed 26 Be able to select sustainable construction techniques that are fit for purpose: definitions, needs, wants Outcome 4 commenced 27 Be able to select sustainable construction techniques that are fit for purpose: effective protection of the environment PowerPoint on renewable energy sources Examples of reused buildings Renewable energy issues Kyoto agreement Establish an area locally to conduct an EIA EIA checklists Establish some industry standard, and government policies and objectives Examples of good practice Communication examples on environment advertising A range of illustrations on sustainable construction techniques Web-based definition of sustainability Detailed photographs and drawings Prepare a project based scenario or obtain a housing development layout with house types Define what renewable energy is List some examples used in the UK Identify what are the problems with some of them Establish how we can reuse buildings and sites Establish by discussion how managers can help the environment What goes into an environmental impact assessment Undertake an EIA locally What are policies and objectives How can they help the environment Observe some examples from industry Team tasks on how the environment can be protected methods How can we raise awareness of good practice? How can you communicate environmental protection issues? Definition through group discussion on what do sustainable techniques mean How can they be applied to construction? Discuss illustrations Read and understand the scenario and discuss Identify techniques that could be used to make the project more sustainable for the environment Renewable energy statistics to illustrate Local environment Government department of environment website Industry examples of good environmental awareness Local sustainable technique illustrations PowerPoint slide 5 AS9 Scenario with photographs P4, M2 Advanced examples of renewable energy given P4, M2 Full EIA produced P4, M2 Examples of working policies with feedback given P4, M2 The role of education in schools explained P5 Advanced construction technique demonstrated P5 Leading a discussion at advanced level 31

8 Week Outcome/topic Tutor preparation Learner activity Resources Links to grading criteria Stretch and support 28 Be able to select sustainable construction techniques that are fit for purpose: economic growth and employment 29 Be able to select sustainable construction techniques that are fit for purpose: techniques, energy based 30 Be able to select sustainable construction techniques that are fit for purpose: techniques, lowenergy manufacture 31 Be able to select sustainable construction techniques that are fit for purpose: techniques, waste based 32 Be able to select sustainable construction techniques that are fit for purpose: techniques, offsite fabrication 33 Be able to select sustainable construction techniques that are fit for purpose: techniques, modern methods of construction Sustainable examples from the UK that have provided economic growth List of energy saving techniques and examples Manufacturers details Prepare presentation of combined heat and power plants Examples of wastage on site Examples of good practice Visit the Kingspan website, ( and research volumetric construction Prepare photographs Prepare some modern construction techniques see Building Research Establishment website Define economic growth What types of development aid growth? How can this aid sustainability and is there a link between them? Identify the different types of energy Which of these are sustainable? Team task to identify ten techniques that could be used at home Identify how we can save energy in manufacture of construction materials Establish and describe what a combined heat and power (CHP) plant is What are the aspects of wastage of materials? How can we use recycling of materials in new manufacture? How can we reduce wastage? What is off-site fabrication? Why is this technique of great benefit to the environment? Describe how it works Establish what the modern methods of construction are Outline the advantages and disadvantages of each Recommend one technique and why 34 Assessment review Marked assessments Undertake any corrections required to meet pass, merit and distinction 35 Assessment review Marked assessments Undertake any corrections required to meet pass, merit and distinction 36 Unit overview Course module round up: what have we learned, referenced to outcomes Is there anything you would change? Group discussion review and feedback what you would have done differently AS10 Economic growth statistics AS11 Web-based examples of alternative energy AS12 CHP resources from web Sample materials P5, M3, D2 Examples of offsite production of buildings Modern methods of construction resources PowerPoint slide 6 Learners assignments Learners assignments Course specification P5 Strong link of economics to sustainability P5 Advanced techniques demonstrated P5 Domestic CHP explained in detail P5, M3, D2 P5, M3, D2 How to reduce wastage current ideas illustrated Examples of homes given D2 criteria answered All merit and distinction criteria All merit and distinction criteria All 32

9 Unit 2 Sustainable construction Lesson plan Week 3 Aim Know the important features of the natural environment that need to be protected SB = Student Book AS = Activity sheet This is a 120-minute lesson. Learning outcomes for this lesson Identify some local features of the natural environment Identify what harm may come to the environment from construction activities All learners should be able to complete the main activities contained within the development part of this lesson plan. Differentiation can be achieved by stretching the more able learners to install a lock to within certain tolerances. Visual and practical tasks have been built into this lesson plan to differentiate against learning styles. Differentiation is in built into the grading criteria for formal assessment with some learners achieving a Pass, others a Merit and the more able a Distinction grading criteria. Timing/ Content 10 mins Introduction 25 mins Starting topics Tutor activity Learner activity Resources Tutor introduces the aims and objectives for this lesson and recaps from previous lesson The tutor explains that this lesson and any subsequent assessment will be based upon a scenario or real piece of natural landscape that will be under going development Ask and answer questions to recap on previous lesson Workshop Local site with environmental concerns A local piece of natural landscape for example a park, village green, agricultural field local to the education centre needs selecting with access for the learners transport may need to be arranged and a risk assessment completed Prepare for the visit to this site List questions to ask Research site Spider diagram to be put together on interactive board by learners with tutor guidance all the important features from this natural environment Write up spider diagram Access VLE 10 mins Break File saved to VLE or printed out for learners Break for informal discussion Correct any work in response to tutor feedback 33

10 Timing/ Content 15 mins Development ½ day Development 10 mins Conclusion Tutor activity Learner activity Resources Taking the spider diagram from the introduction, the class is divided into teams each one taking an identified person. Act as a chair person Local environmental site They are then tasked with the issue of a building project that is planned for this area selected in the introduction, it needs to make an impact and be as realistic a project as possible, real life local projects are ideal. Research project location Prepare notes on visit, photographs Organise site visit Guide and direct the learners on this activity Tutor to arrange a site visit so the learners can put the above into context and appreciate exactly what is involved in this task Follow instructions given by tutor Take notes on visit Assignment Unit Content Alternatively students can visit in their own time if local or a video/ photographs taken and handed to them as a resource pack On return set the pass criteria relevant to this work so the learners are clear on their objectives of completing this work Reinforce that it has progression for the more able into merit and distinction criteria. Revisit if required See link to assignment Knowledge Check Mark assessments to include any feedback to the learners with clear direction for areas of improvement Teacher completes the session by question and answer ensuring knowledge check of the whole class. Students then introduced to the following session its coverage and links to the specification Answer questions 34

11 Unit 2 Sustainable construction AS1 Construction and the environment 1. Your tutor will divide your class into two groups. Each group will discuss their interpretation of the following headings. Under each heading, list as many examples as your group can think of. Your tutor might provide you with an aerial photograph of your town to serve as a focal point, or you might be encouraged to look at Google Earth. Construction e.g. houses Environment e.g. countryside 2. As a class, share all the examples you came up with in your groups. Were there any examples you hadn t thought of? 35

12 AS2 Aspects of the natural environment There has until recently been a large growth in out of town shopping centres, which are purpose made projects that are built on areas of green field sites on the outskirts of towns, close to transport networks. A large commercial site developer is considering just such a scheme on the outskirts of where you live. It will house 12 large retailers, restaurants, a small cinema and some fast food outlets. There is a great volume of local objections to this proposed planning application. In order to assist with the planning application you have been asked to prepare a report on what affect this will have on the local environment. Identify six features of the natural environment that must be considered at this stage Stretch and support Identify how the impact of the development could be adapted to reduce its affect on the natural environment. 36

13 Unit 2 Sustainable construction AS3 Biodiversity exercise Outdoor activity. Your tutor will take you to a green and widely ranging bio-diverse environment. Place your quadrat on the floor and count how many species of wildlife you can see in this 1m2 area. Take care not to destroy or damage this environment!

14 AS4 Global vs local This activity has been designed to make you think about the issues that affect your local area, and the rest of the world. 1. Place each of the following factors under the heading that it is most likely to have an impact on, and explain your reason for putting it there. Factor Local or global effect? Reason CFCs VOCs Fossil fuel extraction CO 2 Traffic Noise Smell Electricity generation Contaminated land Waste disposal Sick building syndrome Sewage disposal Deforestation Acid rain Ozone depletion 38

15 Unit 2 Sustainable construction AS5 Construction industry s impact on the environment 1. In teams of two look around your own town, village or city and identify three previous industrial sites that are now used for another purpose. a)... b)... c) Name one area of land that has now been taken over by a major roadway. 3. Name a housing development that is near to overhead power lines 4. Identify where your local council waste collection is disposed 5. Find out where the local authority air monitoring stations are located a)... b)... Stretch and support Identify your local council s website and find out what its principle policies are on sustainability and how they are achieving this as a local government organisation. 39

16 AS6 Identifying extraction areas For this activity, your tutor will show you how to use Google Earth, and how to scan across land masses. 1. Find your home town on Google Earth. Look at the area and identify key features. 2. Try to find some areas that have been used for the extraction of raw materials, for example, coal mines, steelworks, quarries, etc. Identify how big these areas are in any unit of measurement so that you can see the scale of the damage to the environment. 40

17 Unit 2 Sustainable construction AS7 Methods of protection Your tutor will show you photographs of a valuable piece of land that is used by the community; it might be a local landmark. This land is to be developed. For this task, your tutor will randomly divide the class into two teams: One team will be the developers. The other team will be environmentalists. Each group should prepare arguments to support their point of view in a debate on whether to develop this land or not, i.e. the developers want to develop the land, and the environmentalists want to prevent the development. The developers need to base their argument on grounds of what environmental planning they are going to put into the development to convince the planners and appease the protestors. Once you have prepared your arguments, you will then go into the debate. Your tutor will be the chairperson of the local authority planning committee. They will make a decision, based on the arguments presented, and conclude the discussion by focusing on what measures can be used to protect this land from development. Stretch and support Produce a slide show with annotations that could be used to present the environmental issues to the invited audience, using some photographs and local community consultations. 41

18 AS8 Energy/environment audit 1. Answer the following questions to rate how efficiently you use energy at home. Question Yes No Is the energy rating of your fridge grade A? Do you have more than five energy saving light bulbs in your home? Do you leave fewer than three items of electrical equipment on standby overnight? Are you on a water meter? Do you have an energy-efficient boiler? Is your heating thermostat set below 20 degrees? Do you have you more than 150mm of loft insulation? Is your hot water cylinder insulated? Is your house fitted with double glazing? Do you recycle any household waste? Each yes is worth 2 points and no is worth 1 point. Add up your score and look at your results: 20 points well done, you are doing a lot to reduce your impact on the environment points you are on the right tracks but there are still more things you could do points you should be doing a lot more to reduce the amount of energy you use. 2. List at least four methods you could use to reduce your energy consumption. a)... b)... c)... d)... 42

19 Unit 2 Sustainable construction AS9 Minimising waste on a building site It is a site manager s duty to maximise efficiency, and minimise waste and energy use. If you were a site manager, how could you tackle each of the following factors to reduce the impact your site has on the environment? 1. All waste is being thrown into the general waste skip on site. What measures could you put in place to reduce the amount of waste going to the landfill? 2. There are a number of brick out-buildings on site that need to be demolished. Would you recommend moving the rubble off site? If not, what would you do with it? 3. The off cuts from the roofing work are being piled up to be burned. Can you think of any alternatives to burning them? 4. Many final materials are being delivered too early on in the project and are having to be stored. What action needs to be taken as a result? 5. Each night the bricklayers are leaving unfinished mortar that has not been used on the spot boards. How could you prevent this waste? 43

20 AS10 Sustainable construction techniques Sustainability means producing a sustainable outcome without contributing to energy loss or wastage of a product. For each of the factors given below, describe a sustainable construction technique that can be used to minimise the impact on the environment. 1. Energy 2. Materials 3. Waste 44

21 Unit 2 Sustainable construction AS11 Comparing sustainable techniques Identify and compare the sustainable techniques previously chosen in terms of cost and performance in use by completing the rest of the boxes. Environmental issue Sustainable construction techniques Energy Materials Waste Cost Performance in use Stretch and support Take the sustainable construction technique you have identified and undertake an evaluation as to what it does in terms of energy, material and wastage. 45

22 AS12 Issues surrounding house construction 1. Name three alternative sources of energy for domestic housing. a)... b)... c) Specify three renewable materials used in house construction a)... b)... c) Name three techniques to reduce the production of waste on site. a)... b)... c)... 46