Morse High Engineering Academy

(619) 262-0763 x Fax: (619) 262

College Career & Technical Education

CIVIL ENGINEERING AND ARCHITECTURE
2013-2014

Instructor: Mr. Omar Garcia

Room: 657
Email: ogarcia@sandi.net
School Phone: (619) 262-0763 Ext. 2658

Table of Contents
CEA Introduction and Standards targeted in the classroom ..................................1
Project assessment and rubric samples...................................................................2
Course Guidelines and Introductory Information.................................................11
Course Description and Materials used................................................................12
Unit 1: Overview of Civil Engineering and Architecture ...................................12
Unit 2: Residential Design ...................................................................................13
Unit 3: Commercial Applications .......................................................................14
Unit 4: Commercial Building Systems.................................................................17
Presentations and Reviews ................................................................................. 20
Classroom Policy ................................................................................................ 22
Parent/Student signature page........................................................................... ...23

Civil Engineering and Architecture

Introduction
The curriculum is composed of units, which contain lessons and activities. The teacher
guidelines and resource materials are integrated into the curriculum to make it easier to
have access to the teaching tools needed to implement this course.
Each Unit begins with a Purpose, a listing of Concepts, Essential Questions, and Lessons
for the Unit with a recommendation for Unit Evaluations. The Concepts are the broad
learning objectives for the unit. The intent of the Essential Questions, in combination
with the Purpose of each lesson that is an anticipatory set, is to create a framework for the
teacher and students to focus on student learning. Course specific projects can be
developed by the students to solve problems posed by the questions. The Concepts and
Essential Questions along with the anticipatory set should be communicated to the
students at the beginning of every Unit to establish the focus of the units learning
objectives.
Concepts targeted in the classroom
Concepts are the principles, theories, and recurring themes important to a students
understanding of a course of study. In the Civil Engineering and Architecture course,
each unit and lesson have a listing of concepts that are directly related to the major topics
of that unit or lesson.
1. Skillful researchers are proficient with the technologies and strategies used to
gather, organize, document, and disseminate information.
2. Consideration of the ethical, environmental, social, and economic impacts of the
engineering design process is essential to being a responsible, involved citizen.
3. Mathematics is the body of knowledge used to describe the scientific principles
that happen naturally in the world, and technology is the application of these
principles to produce products and services to benefit society.
4. Individual contributions to group processes facilitate the solving of complex
problems and the achievement of common goals.
5. Critical thinking involves using a variety of established and original problemsolving techniques.
6. The use of the design process to analyze and solve problems has greatly improved
the quality of, and the speed at which, new products are created.
7. Project success is dependent on problem identification, planning, and the
allocation of resources.
8. Individuals who accept the responsibility of continuous self-evaluation will
benefit from personal growth, professional development and increased
employability.
3

9. In order to solve complex problems, systems which monitor and correct

performance must be developed.
Class/ Projects assessment:
The evaluation of projects needs to be on going and cumulative with the use of
performance, portfolio, test, and self-report assessments. Evaluators may be then teacher,
students, or outside industry professionals. These assessments should be check marks of
how the students are meeting the standards set in the course and help direct the
accomplishment of the project itself.

Project Presentation Assessment:

Presentation

Written/Oral Report
o Daily Journal
o Engineering Notebook
o Multimedia

Graphic Representation
o Orthographic representation
o Pictorial representations
o Schematics
o Sketches
o Photos
o Diagrams
o Video Clips
o Graphs and Charts
o Statistical Analysis

Final Product
o Constructed Models
o Computer Models
o Computer Simulations
o New standards
o New system
o New process
o New legislation
o New theories

Performance skills
o Bread boarding
o Computer Applications (Word Processing, Spreadsheet,
PowerPoint)
o Measurement
o Construction
Project development Assessment:

OVERALL PROJECT EVALUATION RUBRIC

Category

Research

Time
Managemen
t / Project
Developmen
t
Group
Participatio
n

Organizatio
n

Final
Product

Project
Presentation

Advanced
Provides a minimum of
four design options,
including cost and
structural analysis,
environmental impact,
and
design
concept
Meets
all deadlines;
shows continuous
progression towards
completion.
Interacts in a highly
motivated manner with
peers, works efficiently
toward common goals;
problem solved
effectively
with team and
Handles information
resources in an efficient
manner; controls project
sequencing.
Provides a complete set
of drawings, renderings,
cost analysis, and project
report housed in a book
or binder. Model may be
included.
Uses current technology
and multimedia
applications.
Communicates in an
highly expressive
manner.

Proficient

Basic

NonProficien
t

Shows at least two design

options, including cost and
structural analysis,
environmental impact, and
design concept
Meets 75% of all assigned
deadlines; shows
progression towards
completion of project
deadlines with some
Generally
stagnation.motivated and
cooperative with group;
works toward common
goals, may require some
outside intervention

Only one design option,

limited cost and structural
analysis, shows minimal
concern for environmental
impact; design concept
lacks
Meetscreativity
60% of all assigned
deadlines; shows minimal
progression in completion
of deadlines with little
advancement
Somewhat unmotivated at
times; may not work
cooperatively or efficiently
toward completion of
project; Requires
continuous
supervision.
Limited ability
to process

Does not
meet
Project
standards

Handles information and

resources with some
miscues in organizational
structure.
Provides a complete set of
drawings, cost analysis,
and project report housed
in a book or binder. No
model included
Uses current technology
and multimedia
applications.
Communicates in an
appropriate manner

and organize information

resources. Poor project
management skills.
Provides a complete set of
drawings, limited cost
analysis, and project report.
Report is not housed in a
book or binder. No model
included
Uses no technology.
Communicates in a limited
capacity.

Does not
meet
Project
standards
Does not
meet
Project
standards
Does not
meet
Project
standards
Does not
meet
Project
standards
Does not
meet
Project
standards

STUDENT WRITTEN REPORT RUBRIC

Name:

Course:

Date:

Section:

Components
TITLE PAGE

Project:

3 Points
All components
required for the title
page exist and are
located correctly.

2 Points
80% or more of
the components
necessary for a
complete title
page exist.
Approximately one Does not
paragraph. Tells
completely
detailed information explain the report
about the report.
in a concise
Contains objectives manner. Purpose
of the work.
of the work is
stated.

1 Point
60% or more of
the components
necessary for a
complete title
page exist.
ABSTRACT
Does not
completely
explain the
report in a
concise manner.
Purpose and
objective of the
work are unclear.
TABLE OF
Table of contents
Table of contents Table of contents
CONTENTS
exists with page
exists but is
exists. But page
numbers and all
missing page
numbers and
required sections of numbers or
sections are
the report listed.
sections that are missing or
required.
inaccurate.
INTRODUCTION Short brief
Is either wordy, Is wordy or
explanation of the lacking
lacking
activity is complete information or
information.
and accurate.
not related to the Material is not
material in the
related to what is
report.
in the report.
BACKGROUND Evidence that the
Minimal work
Student did not
student has
was done to
research beyond
researched beyond research the
the classroom.
the information
topic. Evidence Project is not
given in class.
the project is
unique.
Student has proven unique is not
that his/her work is shown.
unique to the
research.
MATERIALS
All materials are
80% of materials 60% of materials
listed.
used are listed.
used are listed.
PROCEDURE
The step-by-step
A step-by-step
Step-by-step is
process is laid out procedure exists. out of order or
exactly as done by Some sketches, parts are
the student.
photos,
missing.
Sketches, photos,
schematics,
Graphics are
schematics,
equations, etc.
unnecessary or
6

SCORE

Components

RESULTS

CONCLUSION

APPENDIX

CITATIONS

3 Points
equations, etc. are
shown where
appropriate. All
procedures are
explained in detail
and written in the
third person.
Student has
explained the
results using
equations, tables,
drawings, etc. The
results support the
objectives. Possible
errors are explained
and suggestions for
improvement have
been made.
Student has a
summary of what
he/she learned and
what the activity
was all about.
All large pieces of
information are in
an appendix. Each
appendix is labeled
and holds
information such as
schematics, and
drawings.
All information
gathered by the
student has been
cited with the
proper format.

2 Points
1 Point
are not necessary. missing. Lacks
Uses some
detail to explain
pronouns. Some the procedure.
details missing.

Student has
proven results
using credible
evidence. The
results support
the objectives.
Errors and
suggestions are
not discussed.

Student results
do not match
his/her
objectives.
Evidence of how
the results were
obtained is
lacking. There is
no discussion of
errors.

Summary is too
long or does not
explain what the
student
accomplished.
Appendix holds
information that
does not belong.
Appendix is
labeled
incorrectly.

Student has a
summary that
does not match
the work in the
activity.
Drawings and
Schematics are
just thrown in
the back, are not
labeled or do not
exist.

Some of the
sources the
student used are
not cited and are
not formatted
correctly.

Few sources that

were used are
cited and the
format has not
been followed.

Total

SELF EVALUATION RUBRIC

7

SCORE

Topic

Excellent
Accomplished Proficient
Developing
4 points
3 points
2 points
1 point
Conceptual
You uncovered You understand Your solutions
You have
Understanding hidden or implied the project fully and/or responses difficulty
information not and interpreted to the problem
understanding the
readily apparent, information
were not
design brief. You
confirmed its
correctly. You
completed or
did not recognize
accuracy, and
recognized
related to the
mathematical and
used it in your
mathematical and problem. The
scientific
work. You chose scientific
technological
principles in the
technological
principles in the procedures you solution.
procedures that design solution. used lead to a
You did not use
would lead to
You used
partial solution. the correct
elegant solutions. technical
You used
technical
You used
language and
incorrect or
language and
technological
drawings
limited
drawings.
terminology
effectively to
technological
precisely. Your communicate.
terminology.
choice of
technological
representations
helped clarify the
stated problem,
the design
process, and your
resulting solution.
Strategies and You chose
You chose
You used an
Your strategies
Reasoning
innovative,
appropriate,
oversimplified
were not
insightful
efficient strategies approach to the appropriate for
strategies for the for solving the
project. You
the project. You
design of the
challenge of the offered little or no didnt seem to
project. You
project. You
explanation for know where to
proved that your justified each step your strategies. begin or how to
approach was
of your work.
Some of your
finish. Your
valid. You
Your
representations reasoning did not
provided
representations fit accurately depict support your
examples and
the project
the project. Your work. There is
counter-examples, expectations. The process led to a little or no
if needed, to
logic of your
partially complete apparent
support your
solution is
solution.
relationship
approach. You
apparent. Your
between your
used a logical and process led to a
representations
systematic
complete and
and the project.
approach to
workable
design your
solution.
solution.

Topic
Equipment &
Materials

Work Habits

Excellent
Accomplished Proficient
Developing
4 points
3 points
2 points
1 point
You are able to You are
You rely on a
You can use
apply knowledge competent in your limited use of
equipment and
and skill to
choice of
equipment and
materials only
determine most equipment and materials and
with coaching.
effective
materials and
perform well in You rely heavily
equipment and
adapt in different familiar or simple on scripted,
materials for the contexts. You
contexts, with
singular plug-in
task with minimal return supplies to some needed
steps and
waste. You are
their appropriate coaching. You are procedures. You
flexible in your storage areas. You not careful with misuse equipment
use of equipment do not waste
materials and do and materials.
and materials to materials or
not use equipment
ensure adequate haphazardly use to its full
acquisition and equipment.
potential.
storage.
You are fluent,
You are able to You rely on a
You can perform
flexible, and
perform well with limited selection only when given
efficient in your knowledge and of work routines. direct instructions
choice of work skill in a few key You are able to with coaching.
habits, such as
contexts with a perform well in You are
being on time,
limited selection familiar or simple frequently tardy
meeting
of work habits. contexts with
and unprepared
deadlines,
You arrive on
some needed
for class and miss
working on your time to class, are coaching. You
most deadlines.
own, and
prepared to work, limit your
practicing safe
and meet
personal
work habits. You deadlines. You
responses or
are able to use
need minimal
feedback. You
your knowledge supervision and need some
and skill to adjust use your
supervision and
to novel, diverse, knowledge
you are late for
and difficult
effectively.
deadlines.
contexts.
You practice safe
work habits
around
equipment.

Topic
Team Work

Excellent
Accomplished
4 points
3 points
You initiate the You contribute
development of positively to the
the group process team. You share
including
the teamwork
identifying roles equally, and aid
and accepting
others who may
responsibility for need help. You
fulfilling roles
contribute to the
within the group. discussions and
You acknowledge decision-making
the statements of process. You help
others in a way to negotiate
that builds a
consensus
constructive
respecting
interchange
differing
between team
opinions. When
members. You are conflicts arise,
courteous and
you attempt to
attentive. You are resolve them.
positive with both
your verbal and
nonverbal
behavior. When
conflicts arise,
you attempt to
resolve them.

Proficient
2 points
You accept
responsibility for
fulfilling your
assigned role
within the team.
You are attentive
to the discussion
but do not
participate very
much. Your
contributions do
not detract from
the teams
purpose or goals.
You will
participate when
prompted by
others. You offer
suggestions or
opinions when
asked, but you do
not volunteer
them.

COURSE GUIDELINES
Introductory Information

CEA PBL
Course Description

For CEA students

Course Outline

Detailed CEA Outline

INTRODUCTORY INFORMATION
Project Based Learning use:
Scenario 1 Divide CEA Class into Teams of Four
10

Developing
1 point
You do not fulfill
your assigned
role. You are
frequently off task
and disruptive to
the teams
purpose and
goals. You are not
a regular
contributor and
are generally
argumentative by
making irrelevant
or distracting
statements.

In this scenario, students in a class are divided into teams of four; each team has the
goal of working together to develop a major project through the entire course. There
are many adjustments that may be made to this arrangement, and the teacher is free to
adjust as necessary. One such variation is to have each team represent a particular
company that the students form and name. They may use logos and other business
type features to make the experience more relevant to them. The CEA curriculum
uses this method as a means of explaining the teaching concepts of the course.
However, it is not the only method that may be used. It is important that students are
taught how to work in teams and that they realize each member of their team must
know and be able to do all aspects of the project. Each student is responsible for his
or her learning and for making sure all fellow team members are kept informed about
different aspects of the project. This will be extremely important during the
presentation of their project at the end of the course.
Scenario 2 Divide CEA Class into Two Teams
In this scenario, the entire class of students will work on one major project together
but in two teams. One team is the Civil Engineering team; the other is the
Architectural team. These teams will be working as one large Civil Engineering and
Architecture firm. They will learn about their respective fields and teach their
colleagues in the other field. If the course is taught over the course of 180 days, the
teacher may decide to have the students work on two projects during Unit 2
Introduction to Projects; the teams may then switch or students may choose their
interest to work on a team for the major project. Again, it is extremely important that
students realize that they are still responsible for knowing what the other team (civil
engineering or architecture) knows or what they will need to find out in order to work
on the project. Roles will shift, as needed, in order for the students to finish their
project on time.

COURSE DESCRIPTION
Ever think about building a house, a store, a restaurant, and wondered how to go about it?
Then Civil Engineering and Architecture is the course for you. The major focus of the
course is a long term project that involves the development of a local property site. As
you learn about various aspects of civil engineering and architecture, you will apply what
you learn to the design and development of this property. There is flexibility for you and
the teacher in developing the property as a simulation or as a real-world experience that
civil engineers and architects experience when developing property. The course covers
the following:

The Roles of Civil Engineers and Architects

Project Planning
Site Planning
Building Design
Project Documentation and Presentation

In addition, you will use Revit, which is a state of the art 3D design software package
from Autodesk, to help you design solutions to solve your major course project. Working
11

in teams, you will learn about documenting your project, solving problems, and
communicating your solutions to other students and members of the professional
community of civil engineering and architecture.
CLASSROOM MATERIALS:
For the AutoDesk REVIT 2012 portion of the course the following materials will be needed:
- 3-ring notebook with paper for classroom notes and handouts as needed.
- 4 GB Storage device (thumb-drive)
-Notebook for classroom notes.
-Lead holder with 2H, HB and 29 leads.
-Architectural and engineering scale. (Provided in class)
-30/60 and 45 triangles (10 inch). (Provided in class)
-Eraser and erasing shield, drafting tape. (Provided in class)
-Circle template. (Provided in class)
(Aaron Brothers Art Mart, office Depot stock these supplies)

Civil Engineering and Architecture Detailed

and Performance Objective Outline
Unit 1: Overview of Civil Engineering and Architecture (23 Total Days)
Lesson 1.1: History of Civil Engineering and Architecture
Concepts Addressed in Lesson:
1. Many features of ancient structures are seen in modern buildings.
2. Architectural style is often an important key to understanding how a community
or neighborhood has developed and the aesthetic customs that have formed over
time.
12

3. The multiple architectural styles that have been developed throughout history are
an indication of changing needs of people and society and uses for space.
4. Visual design principles and elements constitute an aesthetic vocabulary that can
be used to describe buildings and may contribute to their function, location, or
time period.
Performance Objectives Addressed In Lesson:
It is expected that students will:
Connect modern structural and architectural designs to historical architectural
and civil engineering achievements.
Identify three general categories of structural systems used in historical
buildings.
Explain how historical innovations have contributed to the evolution of civil
engineering and architecture.
Identify and explain the application of principles and elements of design to
architectural buildings.
Determine architectural style through identification of building features,
components, and materials.
Create a mock-up model depicting an architectural style or feature using a
variety of materials. .

Lesson 1.2: Careers in Civil Engineering and Architecture

Concepts Addressed in Lesson:
1. Civil engineers and architects apply math, science, and discipline-specific skills to
design and implement solutions.
2. Civil engineering and architecture careers are comprised of several specialties and
offer creative job opportunities for individuals with a wide variety of backgrounds
and goals.
3. Civil engineers are problem solvers involved in the design and construction of a
diverse array of projects in a wide range of disciplines including structural,
environmental, geotechnical, water resources, transportation, construction and
urban planning.
4. Architects primarily focus on designing the interior and exterior look and feel
of commercial and residential structures meant for human habitation.
5. An effective method for brainstorming possible solutions involves a collaboration
of many stakeholders with a variety of skills coming together in an organized
meeting called a charrette.
Performance Objectives Addressed In Lesson
It is expected that students will:

Identify the primary duties, and attributes of a civil engineer and an architect
along with the traditional path for becoming a civil engineer or architect.
13

Identify various specialty disciplines associated with civil engineering.

Participate in a design charrette and recognize the value of using a charrette to
develop innovative solutions to support whole building design.
Understand the relationship among the stakeholders involved in the design
and construction of a building project.

Unit 2: Residential Design (55 Total Days)

Lesson 2.1: Building Design and Construction
Concepts Addressed in Lesson:
1. Many residential structures are constructed with wood framing systems and are
built using standard practices.
2. A variety of roof shapes and materials are available for residential structures to
address aesthetic preferences, carry design loads, and meet environmental
challenges.
3. Designers design, modify, and plan structures using 3D architectural software.
Performance Objectives Addressed In Lesson
It is expected that students will:

Identify typical components of a residential framing system.

Recognize conventional residential roof designs.
Model a common residential roof design and detail advantages and
disadvantages of that style.
Use 3D architectural software to create a small building.

Lesson 2.2: Cost and Efficiency Analysis

Concepts Addressed in Lesson:
1. The combination of concrete and rebar, called reinforced concrete, is an important
component of residential foundations.
2. Accurately determining the cost and quantities for a construction project can
ensure a successful building project providing a high quality structure with less
material and financial waste.
3. An effective residential structure should include methods for adequate heating and
cooling.
4. R-value and U-factor measurements are used to select materials that with ensure a
structure is properly insulated.
Performance Objectives Addressed In Lesson
It is expected that students will:

Apply basic math skills to calculate the quantity and cost of concrete needed
to pour the pad for a small building.
14

Create a cost estimate for a small construction project, including a detailed

cost break-down.
Calculate the heat loss through one wall of a conditioned building.
Calculate the heat loss for a building envelope with given conditions
appropriate for the project.
Apply principles of sustainable design to a small project.

Lesson 2.3: Residential Design

Concepts Addressed in Lesson:
1. Responsible designers maximize the potential of the property, minimize impact on
the environment, and incorporate universal design concepts in order to create an
attractive and functional space.
2. Responsible designers anticipate the needs and requirements of the users.
3. Codes are created to protect the health and safety of the public, dictate the
minimum requirements that must be met in a building project, and constrain the
location of structures, utilities, building construction, and landscape components
placed on a site.
4. Appropriate flow rate, pressure, and water quality are necessary for effective
water supply and use.
5. When utilities are not available within a reasonable distance to be economically
brought on site, substitutions must be designed and constructed.
6. Utilities and systems must be properly sized to minimize cost and appropriately
serve the project and the structure occupants.
7. The design of electrical and plumbing systems must be carefully integrated into
the architectural and structural design of a building.
8. Careful landscape design that takes into consideration local environmental
conditions can improve energy efficiency, reduce noise, reduce water usage,
reduce storm water runoff, and improve the visual impact of a building project.
Performance Objectives Addressed In Lesson
It is expected that students will:

Apply elements of good residential design to the design of a basic house to

meet the needs of a client.
Design a home design that complies with applicable codes and requirements.
Incorporate sustainable building principles and universal design concepts into
a residential design.
Create bubble diagrams and sketch a floor plan.
Identify residential foundation types and choose an appropriate foundation for
a residential application.
Calculate the head loss and estimate the water pressure for a given water
supply system.
Create sketches to document a preliminary plumbing and a preliminary
electrical system layout for a residence that comply with applicable codes.
15

Design an appropriate sewer lateral for wastewater management for a building

that complies with applicable codes.
Create a site opportunities map and sketch a project site.
Choose an appropriate building location on a site based on orientation and
other site-specific information.
Calculate the storm water runoff from a site before and after development.
Document the design of a home using 3D architectural design software and
construction drawings.

Unit 3: Commercial Applications (57 Total Days)

Lesson 3.1: Commercial Building Systems
Concepts Addressed in Lesson:
1. Commercial building systems differ from residential building systems in many
significant ways.
2. Codes and building regulations define and constrain all aspects of building design
and construction including the structure, site design, utilities, and building usage.
3. Zoning regulations are used to control land use and development.
4. Wall, roof, floor, and framing systems for commercial facilities are chosen based
on many factors.

16

Performance Objectives Addressed In Lesson

It is expected that students will:

Identify applicable building codes and regulations that apply to a given

development.
Classify a building according to its use, occupancy, and construction type
using the International Building Code.
Research Land Use regulations to identify zoning designations and allowable
uses of property.
Comply with specifications, regulations, and codes during a design process.
Compare a variety of commercial wall systems and select an appropriate
system for a given commercial application based on materials, strength,
aesthetics, durability, and cost.
Compare a variety of commercial low-slope roof systems and select an
appropriate system for a given commercial application based on materials,
strength, durability, and cost.
Incorporate sustainable building practices, especially a green roof, into the
design of a commercial building.
Use 3D architectural design software to incorporate revisions for the redesign
of a building.
Use 3D architectural design software to create appropriate documentation to
communicate a commercial building design.
Calculate the structural efficiency of a structure.
Use load-span tables to design structural elements.

Lesson 3.2: Structures

Concepts Addressed in Lesson:
1. The purpose of a structure is to withstand all applied loads and forces and to
transfer these forces to the Earth.
2. Structural engineering involves the critical analysis of forces and loads, the
anticipated effect of these loads on a structure, and the design of structural
elements to safely and efficiently resist the anticipated forces and loads.
3. Design loads are often dictated by building codes.
4. Structural design includes the determination of how structures disperse the
applied loads.
5. The application of loads to a building results in resisting forces from the
structure which can be predicted through the use of mathematics and physical
science principles.
Performance Objectives Addressed In Lesson
It is expected that students will:
Identify the work of a structural engineer.
17

Use building codes and other resources to calculate roof loading to a structure
and select appropriate roof beams to safely carry the load.
Analyze a simply supported beam subjected to a given loading condition to
determine reaction forces, sketch shear and moment diagrams, and determine
the maximum moment resulting in the beam.
Use beam formula to calculate end reactions and the maximum moments of a
simply supported beam subjected to a given loading condition.
Use structural analysis software to create shear and moment diagrams of
simply supported beams subjected to a given loading condition.
Calculate the deflection of a simply supported beam subjected to a given
loading condition.
Use building codes and other resources to determine the required floor loading
and design a structural steel floor framing system (beams and girders) for a
given building occupancy.
Identify and describe the typical usage of foundation systems commonly used
in commercial construction.
Determine the loads transferred from a steel framed structure to the ground
through a foundation.
Size a spread footing for a given loading condition.
Check structural calculations created by others for correctness.

Lesson 3.3: Services and Utilities

Concepts Addressed in Lesson:
1. When utilities are not available within a reasonable distance to be economically
brought on site, substitutions must be designed and constructed.
2. Utilities and systems must be properly sized to minimize cost and appropriately
serve the project.
3. Responsible designers anticipate the needs and requirements of the users.
4. The design of mechanical systems impact the architectural and structural design
of a building.
5. Energy codes are designed to conserve natural resources, reduce operating costs,
protect the environment and create healthier living and working spaces. They
dictate the minimum requirements for the building envelope, lighting,
mechanical systems, and service water heating for commercial facilities.
6. The design of internal systems is documented with construction drawings
specific to each system.
Performance Objectives Addressed In Lesson
It is expected that students will:

Interpret and apply code requirements and constraints as they pertain to the
installation of services and utilities.
Read and understand HVAC construction drawings for a commercial project.
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Apply criteria and constraints to size and locate the new utility service
connections for a commercial facility.
Modify system designs to incorporate energy conservation techniques.

Lesson 3.4: Site Considerations

Concepts Addressed in Lesson:
1. Land surveying is used for many purposes during the design and construction of a
project including establishing the topography of a site, setting control points, and
establishing the location of project features.
2. Engineers must consider parking requirements, pedestrian access, ingress and
egress, landscaping, storm water management, and site grading when creating a
site design.
3. Ingress and egress, parking, pedestrian, and handicapped access must be planned
to efficiently and safely move traffic, goods, and people.
4. The characteristics of soils present on a site impact the design and construction of
improvements to a property.
5. Codes determine the type, sizing, and placement of site features such as parking
lots, entrance and exit roads, pedestrian and handicapped access, and storm water
facilities.
6. The surface conditions and topography of a site affect the quantity and quality of
storm water runoff and the design of the storm water management system.
Performance Objectives Addressed In Lesson
It is expected that students will:

Use differential leveling to complete a control survey to establish a point of

known elevation for a project.
Design appropriate pedestrian access, vehicular access and a parking lot for a
commercial facility.
Analyze a site soil sample to determine the United Soil Classification System
designation and predict soil characteristics important to the design and
construction of a building on the site.
Estimate the increase in storm water runoff from a commercial site and create
a preliminary design for a storm water storage facility.
Apply Low Impact Development techniques to a commercial site design
reduce the impact of development on storm water runoff quantity and quality.
Follow specifications and codes during a design process.
Given 3D architectural design software, document a commercial site design.

Unit 4: Commercial Building Design (35 Total Days)

Lesson 4.1: Commercial Building Design Problem
Concepts Addressed in Lesson:
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1. People work in teams to produce solutions to complex problems.

2. A legal description of property is used to identify real estate in a legal transaction
and can be found in a deed, mortgage, plat or other purchase documents.
3. The selection of a site and the project being planned are interrelated. A site should
be thoroughly research to determine whether it is compatible with the project to
be built.
4. Legal, physical, and financial conditions as well as the needs of the surrounding
community should be taken into consideration when determining the viability of a
project.
5. Detailed planning and management of a project is essential to its success.
Performance Objectives Addressed In Lesson
It is expected that students will:

Work individually and in groups to produce a solution to a team project.

Research codes, zoning ordinances and regulations to determine the applicable
requirements for a project.
Identify the boundaries of a property based on its legal description.
Perform research and visit a site to gather information pertinent to the viability
of a project on the site.
Identify the criteria and constraints, and gather information to promote viable
decisions regarding the development of their solution.
Create an architectural program, a project organization chart, and a Gantt chart
and hold project progress meetings to help manage the team project.
Communicate ideas while developing a project using various drawing
methods, sketches, graphics, or other media collected and documented.
Investigate the legal, physical, and financial requirements of a project and
consider the needs of the community to determine project viability.
Apply current common practices utilized in Civil Engineering and
Architecture to develop a viable solution in their project.
Develop an understanding of how software is used as a tool to aid in the
solution and then the communication of a project.

Lesson 4.2: Commercial Building Design Presentation

Concepts Addressed in Lesson:
1. Critiques and reviews are used to inform and provide suggestions for
improvement.
2. Presentations and displays of work provide the means to effectively promote the
implementation of a project.
3. A well-done presentation will enhance the quality of a teams project.
Performance Objectives Addressed In Lesson
It is expected that students will:
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Assemble and organize work from a commercial project to showcase the

project in an effective and professional manner.
Create visual aids for a presentation that include the appropriate drawings,
renderings, models, documentation, and the rationale for choosing the
proposal for project development.
Conduct an oral presentation to present a proposal for the design and
development of a commercial building project.

Classroom Policy
Minimum requirements for a certificate/UC credit: (ALL 3 MUST BE MET)

At least 190 hours of classroom attendance.

Successful completion of CEA course

A final grade of a B or better

NO food or drinks are allowed by the workstations or classroom. ALL electronic devices
are prohibited at all times! If a cellular phone is lost during class time the school is not
responsible to replace/ look for any electronic device of this kind.
Return all books to their assigned places
Seat in assigned station. ONLY!
Work stations must be neat and organized at all times before and after class. (NO
trash)
Since the emphasis of this class is to develop meaningful real world knowledge and
skills, regular classroom attendance and professional conduct is needed which is
appropriate to the workplace environment is required, always conduct yourself with
honesty, integrity and responsibility.
Computers are very expensive so please take care of your workstation. Anyone caught
vandalizing hardware or software will be permanently dismissed from class. Respect
and protect all school property.

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Never turn off the computer without exiting the software that is currently running
Never load any outside software or download from the internet onto your station.
If a student is caught hitting, moving, unplugging or doing any kind of vandalizing will
be properly dismissed from class and sent to the school police for damaging school
property.
ABSENCE / TRUANCY
POLICY
E= No tardies or truancies. The class is better because youre in it. Responsible and
always doing work, this means the student is on task at all times.
G= 1 or 2 tardies but no truancies. Good citizen well behaved. Everyone begins with a G.
S= 3 tardies but no truancies. Generally well behaved, but occasionally off task.
N= 4 or more tardies/ 1 truancy.
U= 5 or more tardies/ 2 truancies.
Students will be considered tardy when class bell rings and not prepared to begin.

Dear Student: The Constitution of the State of California requires that we provide a
public education to you free of charge. Your right to a free education is for all
school/educational activities, whether curricular or extracurricular, and whether you get a
grade for the activity or class. Subject to certain exceptions, your right to a free public
education means that we cannot require you or your family to purchase materials,
supplies, equipment or uniforms for any school activity, nor can we require you or your
family to pay security deposits for access, participation, materials, or equipment. You
may be required to attend a fundraising event; however, if you are unable to raise funds
for the event, you will not be prevented from participating in an educational activity.

Please see the Morse high school student handbook for more
information.
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SAN DIEGO UNIFIED SCHOOL DISTRICT

CIVIL ENGINEERING AND ARCHITECTURE
ARCHITECTURAL DESIGN AND DRAFTING

Morse High School- Engineering

I have read and understand the classroom rules and procedures related to the Computer- lab 405

________________
Signature
(Student)

_______________
Date

_______________
Signature
(Parent or Guardian)

________________
Date

Original page to be returned to School the first week of school

Best of luck!
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Mr. Garcia

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