Internal Verification of Assignment Brief

Qualification Unit No. Outcome No. Assignment No. Part Assessor Name Internal Verifier BTEC Diploma Level 2 Extended Certificate in Construction 4 3 and 4 2 1 Title Title Title of
Use of Science and Mathematics in Construction 3.Be able to use simple formulae to solve construction problems 4. Be able to use simple trigonometry and graphical methods to solve construction problems.

The Use of Mathematics in Construction

Ausama I.Hassan Mohamed Abdelgader Ali

Evaluation criteria
1 2 3 4 5 6 7 8 9 10 Is the assignment word processed? Is there a title to the assignment? Is there reference to the unit and the learning outcomes being assessed, including outcome statements? Is there a suitable scenario/introduction that is appropriate to the level of the student? Is it clear what evidence the student needs to generate? Is the timescale for the assignment appropriate? Do the grading criteria relate to the outcome(s) being assessed and the P/M/D criteria from the qualification specification? (where appropriate) Is the assignment appropriate for the level of the students? Is the hand-in date (Completion Date) clear? Overall is the assignment fit for purpose?

or 1 Final draft Brief

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Comments

Assessor's Signature

Date

IV's Signature
Sharjah Institute of Technology

Date
Assessment Activity Front Sheet
Criteria Achieved P5 P6 M3 D2

(This front sheet must be completed by the STUDENT where appropriate and included with the work submittedfor assessment)

Students Name: Date Issued: Qualification Unit No.: Outcome No. : Assignment No.: Part:
1
22/3/2012

Completion Date: Unit Title: Outcome Title:

16/4/2012

Assessors Ausama I.Hassan Name: Submitted on: / /

BTEC Diploma Level 2 Extended Certificate in Construction

4 3 and 4 2

Use of Science and Mathematics in Construction

3. Be able to use simple formulae to solve construction Problems. 4. Be able to use simple trigonometry and graphical methods to solve construction problems.

of

Assessment Title:

The Use of Mathematics in Construction

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found

Criteria To achieve the criteria the evidence must show that the Reference student is able to:
P5 P6 M3 D2 Solve two different practical construction problems Solve two different practical construction problems one using trigonometry and one using graphical methods. Solve a construction problem using both trigonometric and algebraic methods. Assess solutions to the practical construction problems in terms of accuracy, approximation and rounding-off errors.

Tick if met

Page numbers

Declaration I certify that this assignment is my own work, written in my own words. Any other persons work included in my assignment is referenced / acknowledged.

Students Name:

Students Signature:

Date:

Internal Verifiers approval to use with students IVs Name: Mohamed Abdelgader Ali IVs Signature

Date
Front Sheet

Scenario
A training manager supervising new apprentices to support their studies has been

asked to prepare a comparison of construction materials in common use in terms

of their behavior when acted on by forces and temperature changes.

S.N

Task

A.

A rectangular steel plate of length of 70 cm and width of 30 cm is to be cut into a trapezoidal piece of the same width keeping one base at 70 cm while reducing the other base symmetrically from both sides such that the trapezoidal piece area is 95% of the rectangular steel plate area. 1. Sketch a simple illustrative diagram of the problem. 2. Calculate the smaller base of the trapezoidal piece. 3. Calculate the area wasted in cm 2 and in m 2 ? what percent of rectangular steel plate area is wasted? 4. Find the cost of the rectangular steel plate area if the price of 1m 2 of the steel plate under consideration is AED 200.

B.

A basic mixture of mortar can be made using the volume proportions of : 1 water : 2 cement : 3 sand.
1.

Find the corresponding weight (mass) proportions of the constituents of the basic mixture of mortar if their densities are as follows:
water 1000 kg.m 3
cement 2162 kg.m 3

dry.sand 1600kg.m3
2. Calculate the required weight of each of the constituents of the basic

mixture of Mortar if we want to prepare 10 kg of mortar.

3. Calculate the required side length of the cubic vessel that can be filled with

the prepared 10kg Mortar.

[P5]

A.

For the figure above, calculate the following: 1. The Span of the house. 2. The Pitch of the house. 3. The length of the Slope. 4. The total cross-sectional area (triangle + rectangle)

B.

The above table gives the thermal expansion coefficient of steel as a function of temperature. If the coefficient of thermal expansion needs to be calculated at the temperature Of ( 14F ), determine the value of the coefficient of thermal expansion at
T 14F using the method of linear interpolation of the related values in the

table above.

[P6]

Formulae: regular areas and volumes, eg square, rectangle, triangle, trapezium, circle, cubes and cylinders; use of percentages, eg for adjustments to material quantities and costs, conversion of mortar and concrete mix proportions by volume to mix proportions by weight Transposition of formulae: simple techniques to change subject of formulae (no more than four variables, nothing more complicated than four basic arithmetical operations and square or square root terms) Evaluation of formulae: determination of numerical value of formulae (up to four variables, up to four basic arithmetical operations and square and square root terms) Practical construction applications: mensuration techniques (to determine lengths, areas, volumes, material quantities and associated costs); adjustments to quantities (for cutting, waste, breakage and relevant current taxes, eg Value Added Tax (VAT))

Trigonometry: Pythagoras theorem and 3, 4, 5 triangle; definition of sine, cosine and tangent; simple calculations relating to the solution of right-angled triangles

Graphical methods: Cartesian coordinates; straight line graphs (plotting, determination of gradients and intercepts, interpolation and extrapolation)

Practical construction applications: calculations relating to, for example, staircase design; pitched roofs, setting out and dimensional control, checking for right angles, horizontal alignment, vertical alignment and squareness; use of graphs to predict and interpolate values; accuracy of calculations; use of approximation to check a calculation; effects of rounding-off errors

For P5, learners must produce clear and accurate solutions for two different practical mensuration problems, as outlined in the unit content. The problems should include opportunities to transpose formulae, and to evaluate the transposed formulae numerically. Wherever possible these should be supported by simple illustrative sketches or diagrams. It is acceptable for learners to rework their calculations after feedback from the tutor, but it is recommended that reworking is monitored to avoid peer collaboration. Where appropriate, alternative problems could be set to avoid such collaboration. Evidence for this criterion could, for example, be derived from applied mathematical work related to other aspects of this unit or to other units within the specification. Alternatively, tutors may devise activities specifically for assessment purposes, but they must ensure that these have a clear and practical relevance to the construction industry.

For P6, learners must produce clear and accurate solutions for practical problems, one using trigonometry and another using graphical methods, as outlined in the unit content. Wherever possible these should be supported by simple illustrative sketches or diagrams. The use of data produced elsewhere

in this, or in other units in the programme, is encouraged where such data is available, and the use of secondary information is acceptable where it is not. The data may come from practical construction work, setting out exercises, drawing classes or practical experimentation in science. See above for guidance on reworking. Examples of suitable evidencing approaches are as for P5.

For M3, learners must compare the advantages and disadvantages of different methods used to solve problems, such as those associated with P5 and P6, and provide a coherent rationale for why these methods were selected. The selected techniques must achieve a reliable and accurate solution for each problem. Where alternative appropriate techniques exist a certain amount of learner subjectivity in selecting between these may be allowed, as this often reflects what is, and what is not, held to be difficult by individual learners. This criterion could be evidenced through written notes, a short presentation or tutor questioning. For D2, learners must demonstrate an ability to assess mathematical techniques in terms of accuracy, approximation and rounding-off errors. For example, graphs are generally less accurate than calculations, angles need to be to be accurate to the nearest minute, dimensions to be accurate to the nearest mm. Learners should recognise the advantages of calculating an approximate answer as a check on an answer produced using more formal methods, and they should also demonstrate an understanding of the need for care when rounding figures up or down, ie that errors are compounded when figures are further manipulated. They should demonstrate an awareness of the practical level of accuracy needed for different situations. This criterion could be evidenced, for example, through learner analysis of the methods used to solve problems such as those addressed for P5 and P6.

7 [P3]

[P4]

[M1]

[M2]

Suppose that the strength (S) a hypothetical material develops as it hardens with time elapsed (t) may accurately be described by the following equation:
S t 2 2t 3

in proper time and strength units. Plot the curve for t from 0 to 5 in steps of one unit increment. t 1 2 3 4 5

S Linearly Extrapolate the curve and give the value of S at t = 6. Put 6 into the equation evaluating S, then compare the values (Find percent error). Linearly Interpolate the curve at t = 4.5. Put 4.5 into the equation evaluating S, then compare the values (Find percent error).

[D1]

Assessment Feedback Form

(This feedback sheet must be completed by the ASSESSOR where appropriate)

Students Name: Unit No.: Unit Title: Outcome No.: Outcome Title:

4
Use of Science and Mathematics in Construction 3 and 4 3.Be able to use simple formulae to solve construction problems 4. Be able to use simple trigonometry and graphical methods to solve construction problems.

Assessment Title:
The Use of Science in Construction

Grading Criteria Achieved:

Criteria Achieved
P1 P2 P3 P4 M1 M2 D1

Assignment No.: 1 Part: 1 of

Criteria Reference

1
Assessment Criteria Achieved Evidence Comments/feedback

P5 P6 M3 D2

Solve two different practical construction problems Solve two different practical construction problems one using trigonometry and one using graphical methods. Solve a construction problem using both trigonometric and algebraic methods. Assess solutions to the practical construction problems in terms of accuracy, approximation and rounding-off errors.

Yes/No Yes/No Yes/No Yes/No

Calculations Calculations and graphs Calculations Calculations and graphs

Assessors General Comments: Assessors Name: Ausama I.Hassan Signature: Date:

Students Comments: Students Name:

Signature:

Date

Student's Work has been Internally Verified

IVs Name: Mohamed Abdelgader Ali

IVs Signature

Date Feedback sheet