THE ESSEX HOME
Design & Technology Education Construction / Energy Awareness
UNIT GUIDELINES and HOUSE SPECIFICATIONS
1. Each team will use CAD 3D software to design a house. This drawing will be used as part of the final class presentation.
2. The house will be designed as a two floor structure. Basement not included.
3. The main house dimensions will be no larger than 34' x 24'.
4. The house will include at minimum: A. Bathroom, B.3 Bedrooms with closets, C. Kitchen and dining area, D. Living room, and E. Sun space on the first floor. Second floor will include a full bath. Stairway is to be included. All rooms will include at least one window if on an outside wall. The house will have two exit doors.
4a. The home may include other areas including: porches, decks, and garage.
5. A business/company name will be developed and used as part of the presentation permit process and for a sign of the business. Print Shop software will be used. Refer to sign guideline.
6. Each team will write a letter requesting a Essex Town building permit application. Use MS WORD new documents professional letter template. Refer to Permit guideline and instruction. This does not need to be a part of the powerpoint.
7. Each team will research and prepare a powerpoint presentation which will showcasethe type of heating, water, electrical, and waste systems the home will be utilizing. The home must incorporate alternative energy sources for hot water, heating, and electrical needs. The presentation will explain why these systems were chosen. How the home was designed to be energy efficient and its potential occupants able to conserve energy will be discussed. The presentation is usually done on the last day of the unit. Please refer to the PowerPoint guide.
Standards addressed with this activity
7.18: Students understand that people control the outputs and impacts of our expanding technological activities in the areas of communication, construction, manufacturing, power and transportation, energy sources, health technology, and biotechnology. This is evident when students:
aa. Demonstrate an understanding that people are able to share, compile, use, and misuse technology;
7.19: Students use technological/engineering processes to design solutions to problems. This is evident when students:
aa. Create a design solution:
* Build on specifications, with an understanding of the constraints (e.g., cost, weight, environment), and tolerances that
* Include mathematical and/or mechanical models of their design;
1.8 In written reports, students organize and convey information and ideas accurately and effectively. This is evident when students
c. Organize information gathered through reading, interviews, questionnaires, and experiments so that a reader can easily understand what is being conveyed;
e. Include appropriate facts and details, excluding extraneous and inappropriate information; and
f. Develop a controlling idea that conveys a perspective on the subject.
Notation and Representation
1.18 Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately.
Communication of Data
1.20 Students use graphs, charts, and other visual presentations to communicate data accurately and appropriately.
Simulation and Modeling (applies to grades 9-12 only)
1.22 Students employ a variety of techniques to use simulations and to develop models.
Tentative Grading Format
Grading for this activity will be as follows:
45% Finished CAD drawings.
10% The letter requesting a building permit.
25% Report on building utilities.
10% Business sign / quiz (Possible)
10% Effort / Attitude