TABLE OF CONTENT UNIT 1 FORMING THE SUPERSTRUCTURE: THE EXTERIOR................................... 5 UNIT 2 FORMING THE SUPERSTRUCTURE: THE INTERIOR.................................... 7 UNIT 3 INTERIOR DESIGN: SURFACING............................................................... 9 UNIT 4 INTERIOR DESIGN: FLOORS, CEILINGS AND FURNITURE........................ 11 UNIT 5 FINISH OFF: VARNISHES, VENEERS AND PAINTS.................................... 14 UNIT 6 CONSTRUCTION MANAGEMENT IS A COMPLEX FORM OF PROJECT MANAGEMENT................................................................................................... 16 UNIT 7 HOW FINANCIAL ACCOUNTING SYSTEMS AND COST ACCOUNTS ARE HELPFUL FOR PROJECT MANAGEMENT?.............................................................. 19 UNIT 8 CONSTRUCTION CONTRACTS................................................................ 24 UNIT 9 THE DESIGN AND CONSTRUCTION PROCESS.......................................... 26 UNIT 10 LAND DEVELOPMENT PLANS AND BUILDING CODES............................. 30 UNIT 11 ENERGY EFFICIENCY........................................................................... 33 UNIT 12 ALTERNATIVE AND RENEWABLE ENERGY SOURCES............................... 36 UNIT 13 ENERGY SAVING I. Efficient Use of Energy in Industry........................... 39 UNIT 14 ENERGY SAVING II. Building Design and Home Appliances..................... 42 UNIT 15 SUSTAINABLE ARCHITECTURE............................................................. 46 UNIT 16 The electric current............................................................................. 50 UNIT 17 Some uses of electricity....................................................................... 52 UNIT 18 Conductors, insulators and semiconductors........................................... 54 UNIT 19 Uses of generators.............................................................................. 56 UNIT 20 Fossil Fuels and Electricity.................................................................... 58 UNIT 21 ECOLOGY AND ENVIRONMENT............................................................. 61 UNIT 22 GLOBAL WARMING AND GREENHOUSE EFFECT..................................... 63 UNIT 23 AIR POLLUTION.................................................................................. 65 UNIT 24 WATER AND SOIL POLLUTION ............................................................ 67 UNIT 25 FORESTS AND DEFORESTATION........................................................... 69 UNIT 26 COMPUTING BACKGROUND................................................................. 70 UNIT 27 COMPUTING AND OPERATING SYSTEMS............................................... 73 UNIT 28 ONLINE SERVICES............................................................................... 76 UNIT 29 COMPUTER NETWORKS....................................................................... 79 UNIT 30 CONSTRUCTION SOFTWARE . .......................................................... 81 TEST YOUR ENGLISH Answer Key 1 Construction........................................... 84 TEST YOUR ENGLISH Answer Key 2 Construction Management....................... 92 TEST YOUR ENGLISH Answer Key 3 Energy Efficiency.................................... 96 TEST YOUR ENGLISH Answer Key 4 Electricity............................................... 98 TEST YOUR ENGLISH Answer Key 5 Ecology and Environment.......................101 TEST YOUR ENGLISH Answer Key 6 ICT.......................................................105 3

4

CONSTRUCTION

UNIT 1

FORMING THE SUPERSTRUCTURE: THE EXTERIOR

KEY SKILLS     

Discussing and drawing conclusions Learning new vocabulary Working with a picture glossary Critical reading of texts Evaluation and analysis

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Handouts OBJECTIVES By the end of the lesson the students should be able to:  Have an understanding of the basic structure of the outside of a house and the principles involved in its construction  Know the materials used for constructing a house  Know the materials every builder needs to consider when constructing a house PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 3 (a) Cement - A binding substance (lime) used in mortar and concrete. (b) Dimension stone - A natural stone or rock, which has been cut and trimmed to a specific shape and size.

5

CONSTRUCTION (c) Engineered wood - Derivative wood product manufactured by binding together the strands, particles, fibres or veneers of wood. (d)

Lightweight concrete - Also known as ‘Cellular concrete’, ‘Variable density concrete’, ‘Foamed concrete’ and ‘Lightweight concrete’. An air entraining agent or a lightweight aggregate such as clay pellets or cork granulate is added to create an aerated concrete.

(e)

Steel - An alloy of steel and other elements to achieve the right density and hardness. Steel is used for nails, screws, joists, reinforced concrete etc.

(f)

Wallboard: Commonly known as ‘Drywall’, ‘Gypsum board’, ‘Plasterboard’. A building material made of gypsum plaster, pressed between two thick sheets of paper and kiln dried. Used above all for wall constructing.

(g) Cob - A natural building material made of sand, water, straw, clay and earth. Similar to Adobe. Cob is fireproof, water resistant and cheap. (h)

Cork-cement composite - Waste cork granules and dust from the production of bottle stoppers are mixed with cement to create a concrete like material used in construction. Its qualities include lower thermal conductivity, lower density and good energy absorption characteristics.

(i)

Ebony (Diospyros) - A high density tropical hardwood, intensely black in colour. Fine texture and very smooth when polished. Used in construction for ornamental and building purposes such as garage doors.

(j)

Ipê - Also commonly known as ‘Tabebuia’ and ‘Poui’. A neo-tropical plant used for timber and patios.

Exercise C 4 Buildings can be constructed out of a number of different materials, whether it be metal, stone or wood. Bricks are a common building material, but these too, come in all shapes and sizes. For instance, these can be made of concrete in the form of a concrete masonry unit (concrete is formed out of cement and construction aggregate) or perhaps in the form of an extruded brick. Wooden buildings too can be made of naturally occuring woods, such as holm oak or can be engineered by man, such as medium density fibreboard which is made of broken down softwood and resin at high pressure. A roof is built on top of wooden beams called joists and rafters. After waterproofing, the roofing material is then laid on top. This roofing material can be in the shape of slate roof shingles, a roman tile with a concave end and a convex end, or flat roof tile used for roof cladding. A roof needs to be impregnated against moisture from rain and snow and tar paper is often used for this purpose. Thermoplastic polyolefin also serves the same purpose

6

CONSTRUCTION

UNIT 2

FORMING THE SUPERSTRUCTURE: THE INTERIOR KEY SKILLS     

Discussing and drawing conclusions Learning new vocabulary Working with a picture glossary Critical reading of texts Evaluation and analysis

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Handouts OBJECTIVES By the end of the lesson the students should be able to:  Have an understanding of the basic structure of the inside of a house and the principles involved in its construction  Know the materials used for the interior construction of a house  Know the materials every builder needs to consider for the interior construction of a house PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 3 (a) Muscovite - Also known as ‘Isinglass’, ‘Common mica’ or ‘Potash mica’. The common mica found in granite, schist, pegmatites and gneisses. It is used for fireproofing and insulating, often found in big sheets. In Russia formerly used for windows.

7

CONSTRUCTION (b) Vapour barrier: A term used to refer to a material, which desists diffusion of water through floors, walls and ceilings. A certain amount of permeability is allowed. Materials can be foil or plastic. (c) High-density polyethylene (HDPE) - Also known as ‘Polyethylene high-density (PEHD)’ or ‘Plastic lumber’. 100% recycled material lumber made of recycled plastic. Commonly used for pipes, patios and decking. (d) Fabric membrane - A membrane for house building purposes ,made of a network of natural or artificial fibres known as thread or yarn. (e) Insulating brick - A block of refractory ceramic material used for lining fireplaces. Also known as ‘Fire brick’. (f)

Sand - A natural granular material composed of finely divided rock and mineral particles.

(g) Borosilicate glass - A type of glass with the main components being silica and boron oxide. In the construction industry it is used for solar thermal panels. (h) Acrylic glass - PMMA poly (methyl 2-methylpropenoate) is a thermoplastic and transparent plastic. It is also known as 'Acrylic plastic', 'Perspex' or 'Plexiglas'. It is often used as an alternative to glass. (i)

Rockwool - Also known as ‘Mineral wool’, ‘Mineral fibres’ or ‘Man-made mineral fibres’. In the construction industry used for thermal insulation and soundproofing.

(j)

Plasterboard - Commonly known as ‘Drywall’, ‘Gypsum board’, ‘Wallboard’. A building material made of gypsum plaster, pressed between two thick sheets of paper and kiln dried. Used above all for wall constructing.

Exercise C 4 Human responsibility is a large part of energy conservation within homes. However, houses can be designed and built in a way that saves energy. Thermal insulation is one such way. The walls of a house are insulated through use of insulated foam attached to plasterboard. Likewise, cellulose insulation is made largely from recycled paper treated with boric acid, or lignin which is used in the production of polyurethane insulation. Straw bale is often used as an insulating material as well. Whilst energy conservation is incredibly important, measures need to be taken to make sure that this insulation is fireproofed. Silicones are often used within the insulating material to make it heat resistant. This can also be carried out through concrete production for instance, with concrete such as autoclaved aerated concrete being used in order to lessen the density. These same fire preventative measures are taken throughout the house with use of fire brick to line fireplaces, or firestop in order to sealing opening and joints in walls and floors. One material used in fireproofing is called common mica or isinglass. Wiring is often made out of copper and nickel alloy as it is resistant to corrosion and to high temperatures. However, these wires often need to be protected inside the walls against outside elements. For instance, polyamide is used to coat wires against insects such as termites. 8

CONSTRUCTION

UNIT 3

INTERIOR DESIGN: SURFACING KEY SKILLS     

Discussing and drawing conclusions Learning new vocabulary Working with a picture glossary Critical reading of texts Evaluation and analysis

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Handouts OBJECTIVES By the end of the lesson the students should be able to:  Have an understanding of the types of materials available for interior design and surfacing  Have an understanding of the advantages and disadvantages of different types of materials PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 3 (a) Corian - The brandname for a surfacing material created by the DuPont company. It consists of acrylic polymer and alumina trihydrate. It is mainly used for kitchen worktops and bathroom vanity tops.

9

CONSTRUCTION (b) Gabbro - A dense, greenish or dark type of rock containing pyroxene, plagioclase, amphibole and olivine. It is commonly found in kitchen countertops, facing stones and paving. It goes under the name of ‘black granite’. (c)

Teak (Tectona) - Common tropical hardwood with natural oils used in places where weather resistance is required e.g. decking. Popular material in window frames, flooring and veneer for furniture making.

(d) Thiersheimer marble - Marble from Thierhein, Bavaria, Germany. (e) Trigaches - A grey type of marble from Portugal similar in pattern and colour to granite. (f)

Granite (Pink) - Intrusive, felsic, igneous rock with medium to coarse texture, sometimes with individual crystals larger than the groundmass. Contains potassium, feldspar, plagioclase feldspar and quartz including differing amounts of muscovite, biotite and hornblende type amphiboles.

(g) Porto Buono - A decorative black marble from the cretaceous period with golden veins. Quarried in Liguria, Italy. (h) Ash (Fraxinus) - A type of strong and elastic hardwood. Due to its resilience it is used for flooring, however mainly found in furniture and musical instruments. (i)

Smalti tiles - Also known as ‘Byzantine glass’. Opaque glass tiles, which were originally produced for being used in mosaics.

(j)

Richlite - A material made of recycled paper and phenolic resin. Very dense and originally used for kitchen surfaces in the 1950s, which it still serves as today.

Exercise C 4

1. Tick the options in the boxes that correspond to the gap in the passage: The use of tiles as decoration is one that spans back many centuries. The (a) mosaic for instance is an image composed of shaped (b) glass or stones and was a particular favourite of the Romans, who would use it for flooring. Marble and granite today is also used as flooring, but is is also a popular kitchen counter surface. Marbles hail from many different corners of the world such as the (c) Christallina from Tessin in Switzerland, or the (d) cippollino damascato from Lucca in Italy. Granite is also versatile, appearing in black, green and (e) pink. The wood you would find in a kitchen is usually (f) hardwood, as these are more durable. Examples are walnut and (g) teak. Wooden surfaces can give a kitchen an aesthetically pleasing look and is less expensive to cut than marble or granite. However, other surfaces such as (h) formica or (i) richlite have become popular as the low cost alternative to both wood and stone whilst still giving your kitchen a pleasing look.

10

CONSTRUCTION

UNIT 4

INTERIOR DESIGN: FLOORS, CEILINGS AND FURNITURE KEY SKILLS     

Discussing and drawing conclusions Learning new vocabulary Working with a picture glossary Critical reading of texts Evaluation and analysis

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Handouts OBJECTIVES By the end of the lesson the students should be able to:  Have an understanding of the types of materials available for flooring, ceilings and furniture  Have an understanding of the advantages and disadvantages of different types of materials PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 3 (a) Elm (Ulmus) - A hardwood valued for its interlocking grains and resistance to splitting. Appears in a warm brown colour. The timber, highly priced, is used in flooring and furniture.

11

CONSTRUCTION (b) Hollow core slab - Also known as ‘Voided slab’ or ‘Hollow core plank’. A precast slab used for constructing floors in apartment buildings and affordable housing. (c) Bamboo (Poaceae) - Bamboo is the fastest growing plant on earth. Used both internally and externally, mainly in furniture. (d) Spruce (Picea) - A softwood predominantly found in Scandinavia and Canada. Is known as white wood. Due to lack of resistance to decay and insects after logging for construction purposes it is recommended only for indoor use such as drywall framing. (e) Organic plastics - Also known as ‘Bioplastics’ are produced from renewable biomassources, e.g vegetable oil, corn starch and microbiota. They can be found among other places in fruit containers in kitchen units. (f)

Walnut (Juglans): A hardwood, tight-grained timber in colours ranging from creamy white to dark chocolate. When air dried the colour changes to a rich purple brown. It is considered a luxury timber and appears in e.g. flooring, banister carvings and kitchen units.

(g) Balsa wood (Ochroma Pyramidale) - A soft timber with a coarse open grain. Is used in laminates with glass reinforced plastic and in sandwich composite structures. (h) Linoleum - Floor covering made of solidified linseed oil in combination with wood flour or cork dust with the addition of pigments and often patterned. (i)

Maple (Acer) - A North American type of hardwood used for flooring, furniture etc.

(j)

Oak (Quercus) - A traditional type of hardwood known for its strength and hardness. Resistant to fungal and insect attacks and therefore popular as building material. Commonly used for flooring, timber frame buildings and veneer.

12

CONSTRUCTION Exercise C 4 A hardwood with short fibre qualities. It is fine-grained and pale, often with a satin like sheen. Suitable for floorings, kitchens and plywood. A luxury hardwood used in fine building. It often appears in a reddish tone and is very popular in furniture making.

birch cherry

A tropical hardwood known as Philippine mahogany although not strictly belonging to the Mahogany family. Used for luxury details in house building.

lauan

Common tropical hardwood used for furniture (flooring, kitchen units, specialty furniture etc.) Seen in colours from warm to reddish brown.

mahogany

Also commonly known as ‘Tabebuia’ and ‘Ipê’. A neotropical plant used for timber and patios.

Floor made from the bamboo plant. Different types of flooring exist with the North American floor being laminated.

poui bamboo

A Mediterranean evergreen specialty hardwood used since ancient times for construction purposes in pillars etc.

holm oak

Common tropical hardwood with natural oils used in places where weather resistance is required e.g. decking. Popular material in window frames.

teak

A temperate zone hardwood used for flooring, furniture, kitchen materials etc.

beech

A softwood predominantly found in Scandinavia and Canada. Due to lack of resistance to decay and insects after logging for construction purposes it is recommended only for indoor use.

spruce

The Western red variety has soft red-brown timber, typical for Northern America. Resistant to decay it is suitable and used for patios.

cedar

A hardwood valued for its interlocking grains and resistance to splitting. Appears in a warm brown colour. The timber, highly priced, is used in flooring and furniture.

elm

13

CONSTRUCTION

UNIT 5

FINISH OFF: VARNISHES, VENEERS AND PAINTS KEY SKILLS     

Discussing and drawing conclusions Learning new vocabulary Working with a picture glossary Critical reading of texts Evaluation and analysis

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Handouts OBJECTIVES By the end of the lesson the students should be able to:  Understand the difference between paint, varnish and veneer  Understand what different types of paints, varnishes and veneers are available

and when to use which

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 3 (a) Polyurethanes - A group of varnishes, which are hard, durable and abrasionresistant. They are specifically popular for hardwood floors. (b) Radial matched veneer - Raw veneer cut into wedge shaped pieces and joined together.

14

CONSTRUCTION (c) Marine varnish - A high quality, sun resistant and waterproof varnish for woodwork with a glossy finish. Phenolic resins are often used for this purpose. Also known as 'Spar varnish'. (d) Epoxy adhesives - Adhesives used for industrial purposes for laminates. (e) Gelcoat - A material used to create a good quality finish on a visible surface of a composite material. Most gelcoats are based on epoxy or unsaturated polyester resin. (f)

Glulam - Engineered wood in form of glued laminated timber.

(g) Titanium dioxide - Titanium oxide based paint used for house paint. An excellent reflector of infrared. (h) Two part varnish - A floor finish consisting of two substances, which need to be mixed directly before application. Both water based and solvent based epoxies are used as two part varnishes. (i)

Wood stain: A very ‘thin’ paint, which penetrates the surface to stain it. It adds some colour without providing a protective surface.

(j)

Spar varnish - A high quality, sun resistant and waterproof varnish for woodwork with a glossy finish. Phenolic resins are often used for this purpose. Also known as ‘Marine varnish’.

Exercise C 4 Paints, Varnishes and Veneers Paints can be used both on the exterior and interior of your house. One example of house paint is titanium dioxide, which is a great reflector of infrared. Water based paint is water solvent, whilst oil based paint is a slow drying paint consisting of pigments in drying oil or linseed oil. Wood can be painted with wood stain, which penetrates the woods surface to stain it. A veneer is placed on top of a surface in order to protect it. A laminate is a new material made by uniting two surfaces, possibly by using a veneer. A varnish meanwhile is a protective finish used mainly on wood, this may also give it a sheen. Resins are often used as varnishes, one such example being phenolic resin. Sealers fill in gaps, whilst adhesives bond materials. Adhesives may need pressure to work, or in the case of contact adhesives, CO2. Others may need heat, such as the epoxy adhesives. Sealers are used for cracks and holes in wood, plaster and drywall, for which spackling paste is often used, but they can also be used for stone in the case of stone sealer. Another stone sealer, which prevents moisture from entering into the stone is penetrating sealer, which can often be found on terrace stones.

15

CONSTRUCTION MANAGEMENT

UNIT 6

CONSTRUCTION MANAGEMENT IS A COMPLEX FORM OF PROJECT MANAGEMENT KEY SKILLS  Discussing and drawing conclusions  Learning new vocabulary  Working with a picture glossary MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on construction management Learn new terminology on general and construction management Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 2 Gantt Chart:

A bar chart that shows the overlapping timing of activities involved in a project.

PERT Chart:

A tool used to schedule, organize and coordinate tasks within a project that specifies the sequence of tasks in a project and the time required to execute each of them. The sequence of activities that must be completed on time for the entire project to finish on schedule.

Critical Path:

16

CONSTRUCTION MANAGEMENT Balance Sheet

Insolvency

A statement of a business financial condition at a specific moment in time which helps interested parties quickly get a handle on the financial strength and capabilities of the business, and comprises assets, liabilities and owners equity Inability of an individual or entity to pay its debts when they are due

Exercise C 3 Working in the field of construction management requires a number of distinct skills. The construction manager needs to be able to define the scope of a project clearly, estimate the cost and time required to complete it, set specifications and allocate the need resources as efficiently as possible. He can use the tools for planning such as Gantt Chart, CPM and PERT while scheduling the activities. He can figure out the target completion date by simply adding the time required for the whole work to the actual start date. He can estimate the total budget of the construction project by calculating direct costs and indirect costs involved in a construction. The ability to manage people is also a critical skill. A good construction manager can deal productively with a broad range of stakeholders, including employees, clients, owner or owner’s representatives, contractor, subcontractors, building inspector and others which affected by the project. He will need to sign off on major decisions, such as change orders, contract awards, purchase orders and contracts both with suppliers and subcontractors. Exercise C 4 Term Owner

Student’s Definition

Contractor

Subcontractor

17

Glossary Definition an individual or entity owns a title or an interest in a parcel of real property or any individual or entity who contracts for construction one who enters into a contract for construction of a building or part of a building a secondary contractor hired by the general (prime) contractor to perform a portion of the work that the contractor

CONSTRUCTION MANAGEMENT owes to the owner under the contractor's general contract with the owner a plan or design for development of real estate/property organizing, scheduling, mobilizing, and directing equipment, material and personnel to accomplish a construction according to a construction contract a firm or a professional who provides planning, design, construction and commissioning of a construction project

Project Construction Management

Construction Manager

18

CONSTRUCTION MANAGEMENT

UNIT 7

HOW FINANCIAL ACCOUNTING SYSTEMS AND COST ACCOUNTS ARE HELPFUL FOR PROJECT MANAGEMENT? KEY SKILLS     

Read and understand specialized texts Drawing conclusions Learning new vocabulary Expressing opinions Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on company financial accounting systems Learn new terminology on business finance and accounting Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 2 (i) There are three heading accounts of a typical Income Statement: (1) revenues, (2) expenses, and (3) net income. Revenues are (4) inflows of cash and other items of value received for goods sold or services rendered. Typical sources of revenue are sales of goods, interest revenue, rent revenue, commissions earned, and dividends received on stock. For accounting purposes, revenue should be accounted when the sales is made or when the services are rendered rather than when the related cash is collected.

19

CONSTRUCTION MANAGEMENT Expenses represent (5) outflows of resources, or the incurring of a debt, for goods and services by an entity to earn revenues. Expenses may require the immediate (6) payment of cash or, in case of credit, the payment of cash sometime after the expense is incurred. In some cases, cash is paid before the expense is incurred. For accounting purposes, an expense is recognized in the period which is incurred rather than in the period in which the cash is paid. Net income is the excess of (7) total revenues over (8) total expenses . If the total expenses exceed the total revenues, a (9) net loss is reported. Exercise C 2 (ii) The Balance Sheet reports the amount of resources (i.e., assets) and liabilities of a business at a particular point in time. The three major headings of this report are the statement of assets, liabilities, and shareholders’ equity. The (1) assets are listed on the left (the debit side), and the (2) liabilities and the (3) shareholders’ equity on the right (the credit side). The result is the “balance” of the two sides. Assets are resources owned by the business. They may be (4) tangible (physical), such as land, buildings, machinery, or (5) intangible (characterized by legal claims or rights) such as receivables, patents and (6) goodwill. Assets should be measured on the basis of total cost incurred their acquisition. Liabilities are debts or obligations owed by the entity to the (7) debtors. They arise as a result of the purchase of goods or services from others on credit or through cash borrowings. Assets and liabilities could be short-term or long-term. They are called as (9) current assets or (10)current liabilities if they are short-term. Working capital is a widely used term which refers the difference between total current assets and total current liabilities. Exercise C 3 Term Financial Statement

Student’s Definition

Revenue

20

Glossary Definition a summary report that shows the financial status and current financial position of a business organization, three basic financial statements are; balance sheet, income statement and cash flow statement entire amount of income before any deductions are made; gross income

CONSTRUCTION MANAGEMENT Net Income

remainder of revenues after all costs and expenses are deducted; profit a table which shows the pattern of income and expenditures and the resulting availability of cash value of materials and goods held by a firm a pay sheet which shows wage rates, tax and other deductions and net amount pay to employees for a certain period, usually one month a possession or resource that is having exchange value, the two major asset classes are tangible assets and intangible assets a statement of a business financial condition at a specific moment in time which helps interested parties quickly get a handle on the financial strength and capabilities of the business, and comprises assets, liabilities and owners equity a surplus remaining after total expenditures; net income an excess of expenditure over income a value arising as a result of a name, reputation, customer loyalty, location and similar factors not separately identified; an intangible but tradable asset an asset that is a physical thing, such as land, buildings, and goods;

Cash flow

Inventory Payroll

Asset

Balance Sheet

Profit Loss Goodwill

Tangible Asset

21

CONSTRUCTION MANAGEMENT tangible assets contain various subclasses, including current assets and fixed assets, current assets include inventory, while fixed assets include such items as buildings and equipment an asset that is not actual physical property; intangible assets include goodwill, trademarks, copyrights, patents and computer programs, and financial assets, including such items as accounts receivables, bonds and stocks obligation to pay money, deliver goods, or render service under an express or implied agreement an individual or company that owes debt to another individual or company cash available for daily operations

Intangible Asset

Debt

Debtor Working Capital

Exercise C 4 Current assets are the assets in a business that can be converted to cash in one year or less. They include cash, stocks and other liquid investments, accounts receivable, inventory and prepaid expenses. For a construction company, the inventory would include raw materials (reinforcing bars, wood veeners, cement, etc.), work-in-progress (started but not finished), and finished goods (buildings). Accounts receivable represents the amount of money owed to the business by customers who have purchased on credit. Fixed assets are the tangible assets of a business that won't be converted to cash within a year during the normal course of operation. Fixed assets are for long-term use and include land, buildings, equipment, machinery and vehicles. Intangible assets are assets that you cannot touch or see but that have value. Intangible assets include franchise rights, goodwill, patents and many other items. There are many assets that can be classified as other assets, and most business balance sheets have an "other assets" category. Some of the most common other assets include cash value of life insurance, long-term investment property and compensation due from employees. 22

CONSTRUCTION MANAGEMENT

Suggested Turkish translation Dönen varlklar bir yl yada daha ksa sürede nakde dönüştürülebilir işletme varlklardr. Nakit para, hisse senetleri ve diğer likiditesi olan yatrmlar, ticari alacaklar, envanter ve peşin ödenmiş giderlerden oluşurlar. Bir inşaat şirketi için envanter, (takviye çubuklar, ahşap veeners, çimento, vb) hammaddeler, yar mamuller (başlamş ama tamamlanmş olmayan), mamul maddeler (binalar)’den oluşur. Alacaklar kredili alm yapmş olan müşterilerin işletmeye olan borçlarn gösterir. Duran varlklar işletmenin bir yllk operasyonu içerisinde nakde dönüştürülemeyacek maddi duran varlklar ifade eder. Duran varlklar uzun dönem içindir ve arazi, bina, ekipman, makine ve araçlar içerir. Maddi olmayan duran varlklar dokunamadğmz ya da göremediğimiz ama değeri olan varlklardr. İşletme hakk, şerefiye, patentler ve buna benzer ögeler maddi olmayan duran varlklardan saylr. Diğer varlklar olarak snflandrlabilecek birçok varlk bulunmaktadr ve çoğu işletme bilançolarnda "diğer varlklar" kategorisi vardr. Yaygn olarak bilinen diğer varlklar kapsamnda hayat sigortas, uzun vadeli yatrm amaçl gayrimenkuller ve çalşanarn tazminatlar için ayrlan nakit değerler saylabilir.

23

CONSTRUCTION MANAGEMENT

UNIT 8

KEY SKILLS     

CONSTRUCTION CONTRACTS

Read and understand specialized texts Drawing conclusions Learning new vocabulary Expressing opinions Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on company financial accounting systems Learn new terminology on business finance and accounting Work with the different media of the Picture Glossary

PROCEDURE No

Stage and Timing (minutes)

1 2 3

Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 2 Provisions regarding risk allocation in construction contracts: The type of the construction contract, and structure of the total construction price regulates the risk allocation between parties. For example, in guaranteed maximum cost contracts, the contractor guarantees a price for costs, therefore, undertakes the risk of any access costs which may arise; whereas in cost plus fixed percentage contracts, the owner undertakes all risk of late performance and/or access. Also, if this type of contract is supported with additional provisions regarding estimated costs, parties will be in even more equal positions. However, each type of contract should be evaluated, considering the characteristics of the construction project. Additionally, risks can be regulated in construction contracts through other provisions. These include provisions regarding the liabilities of parties, and clauses 24

CONSTRUCTION MANAGEMENT regulating change in conditions. The main provisions which regulate allocation of risks are force majeure provisions regarding events which cannot be foreseen by parties, and indemnification provisions covering any losses which may occur. Also, parties may give assurances to each other, stating that there exists no liens over the property, or no third party claims. Other provisions may include, liquidated damages, health and safety rules, termination provisions, or the submission of performance bonds as guarantees. To ensure that the contractor avoids any non-performance or default, the owner may chose to include a penalty clause. Exercise C 3 1  Financial value  Critical value Financial statements

5

 Creditors  Dealers  Owners

9

 Potential partners  Partners  Architectures

2

 Balance sheet  Income statement  Statement of changes

6

 Profitability  Accountability  Income

10  Costs  Debt  Returns on investment

3

 Inventory records  Cash outflow  Income statement

7

 Cash in hand  Money  Competitors

11  Engineers  Banks  Contractors

4

 Accounts payables  Cash flow  Financial activities

8

 Present value  Liabilities  Net income

12  Surety companies  Competitors  Partners

Exercise C 4 Indemnification Performance Bond

Fixed Fee Contract Cost Plus Contract Insurance

Owner

A contractual obligation by which a person or entity agrees to reimburse others for loss or damage arising from specified liabilities. A bond required by owners for most large construction projects and issued by an insurance company or a bank to guarantee satisfactory completion of a project by a contractor. A type of construction contract under which the owner paid a predetermined price to the contractor for the completion of a construction project A type of construction contract under which a contractor is reimbursed for the costs incurred, and is paid a fixed or percentage fee as contractor’s profit A promise of compensation for potential future losses from specified perils in exchange for periodic payments which is designed to protect financial well being of an individual or entity An individual or entity owns a title or an interest in a parcel of real property or any individual or entity who contracts for construction. 25

CONSTRUCTION MANAGEMENT

UNIT 9 THE DESIGN AND CONSTRUCTION PROCESS KEY SKILLS     

Read and understand specialized texts Drawing conclusions Learning new vocabulary Expressing opinions Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on the design and construction processes Learn new terminology on design and construction Work with the different media of the Picture Glossary

PROCEDURE No

Stage and Timing (minutes)

1 2

Can Do (5) Warm-up (10)

3

Learning Tasks (75)

Classroom Management Whole class Whole class

Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 2 Bid Specifications Bid requirements Bid evaluation Bid dossier

set of instructions prepared by an architect specifying how a property is to be constructed or renovated and identifying the types of materials to be used minimum acceptable specifications, qualifications, conditions, terms set out by the owner in the call for proposals document process of opening, examining, and evaluating bids with the aim of selection a set of documents issued for purposes of soliciting bids in the course of the acquisition process 26

CONSTRUCTION MANAGEMENT Exercise C 3 (1) Bid evaluation, (2) Bid dossier, (3) Bid Specifications, (4) Bid requirements The (3) for a swimming pool water chemistry control job contain a long list of chemical qualifications. Submitting bid in a sealed envelope clearly marked with the bid or contract number and name is one of the(4). The guide on (1) which is applicable to the procurement of goods and services and works financed in whole or in part from the proceeds of a loan from the Asian Development Bank has been announced recently. After the speech of UEFA National Competitors Committee Chairman’s speech in the ceremony, France, Italy and Turkey handed their (2) to UEFA officials for EURO 2016 tournament to be played in their countries. Exercise C 4 Feasibility Study

A detailed investigation and analysis of a proposed development project to determine whether it is viable technically and economically.

Architectural Drawings

Drawings ranging from roughly sketched design ideas to polished presentation schemes for client approval to working drawings from which actual construction occurs.

Estimated Cost at Completion

Current projection of what the final cost will be at the completion of a specific project.

Mark up

An amount added to the cost to determine the asking price. A formal proposal to buy at a specified price, offer, bid.

Tender Business Proposal

A written offer from a seller to a prospective buyer.

Exercise C 5 Principles of Competitive Bidding Competitive bidding on construction projects involves decision making under (1) uncertainty. One of the greatest sources of the uncertainty for each bidder is because of the unpredictable nature of his (2) competitors. For each bid the contractor should base its submission on a large number of estimations on factors’ costs including the labour costs, material costs, equipment costs and overhead costs. The short and long run objectives of management also have an influence on the (3) bid price since they either prefer to add a little or a higher mark up on the direct cost of the job. Therefore many factors are involved and that make it impossible for 27

CONSTRUCTION MANAGEMENT a particular bidders to predict exactly what the bids submitted by its competitors will be. It is useful to think of a bid as being made up of two basic elements:  the estimate of total of the (4) direct job costs such as; direct labour costs, material costs , and equipment costs; and  the (5) mark up or return, which must be sufficient to cover a portion of general costs and allow a fair (6) profit on the investment. The price of the first element does not vary so much from one contractor to the other. The decision on the second element changes the (7) amount of bidding more. Exercise C 6 Term Bid

Student’s Definition

Bidder Bidding Bid price Bid spesifications

Bid evaluation

Contract Award

28

Glossary Definition 1) an offer or proposal of a price; 2) an offer to perform the work described in a set of proposal documents at a specified cost; 3) a tender. anyone (contractor) who responds to an invitation to bid an offer, a proposal price offered by bidder detailed set of instructions prepared by an architect specifying how a property is to be constructed or renovated and identifying the types of materials to be used, these specifications form the basis for soliciting bids from general contractors process of opening, examining, and evaluating bids with the aim of selection project owner’s notice to a contractor that a bid has been accepted and a contract will be entered into

CONSTRUCTION MANAGEMENT Competitive bidding

the process of two or more contractors submitting proposals for the same call developing a concept plan for a structure for building purpose a detailed drawing or diagram, usually drawn and plotted to scale, showing the structure or arrangement to accomplish the construction of a project, a plan can be thought of as cutting a horizontal section through a building at an eye level elevation an offer by the contractor to the owner for construction of the project, also called the Bid

Design Plan

Proposal

29

CONSTRUCTION MANAGEMENT

UNIT 10

LAND DEVELOPMENT PLANS AND BUILDING CODES KEY SKILLS     

Read and understand specialized texts Drawing conclusions Learning new vocabulary Expressing opinions Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By the end of the lesson the students should be able to:  Speak and make conclusions on land development building plans and building codes  Learn new terminology on land development and building codes  Work with the different media of the Picture Glossary PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 2 The national or local Building Code contains technical regulations and instructions. These regulations are usually binding, and concern the construction of new buildings. The regulations are applicable to renovation and alteration works if the extend of the changes is over a certain level. The objective of a building regulation is usually to promote: 1) the creation of a good living environment that is socially functional and esthetically harmonious, safe and pleasant and serves the needs of its users; 30

CONSTRUCTION MANAGEMENT 2) building based on approaches which have sustainable and economical life-cycle properties and are socially and economically viable, and create and maintain cultural values; 3) the planned and continuous care and maintenance of the built environment and building stock. In most of the countries the municipal authorities are responsible of setting up the rules and building standards in line with the national plans and strategies. They are also responsible of implementing the rules. Not limited with the above, they may process the land development plans and designs with mainly the public interest in mind. Exercise C 3 Term Building Code

Student’s Definition

Building Permit

Building standard

Certificate of Occupancy

Land development

31

Glossary Definition any set of standards set forth and enforced by the authorized government agency for the structural safety of buildings an official certificate of permission issued by the governing urban authority permitting construction to begin on a specific project in accordance with drawings and specifications approved by the authority project specifications set by the owner, usually in conjunction with the project architect, type and quality details of materials a certificate from governing urban authority stating that a structure was built or remodelled in compliance with regulations and is ready for occupancy conversion of unimproved land into construction ready housing, commercial, or industrial building sites, also called land improvement

CONSTRUCTION MANAGEMENT Building inspector

a public official that examines the construction to determine compliance with applicable building codes, regulations and laws a device of land use regulation for implementing the goals and policies of a comprehensive plan established by governing urban authorities

Zoning

Exercise C 4

Site Plan

Cross section

Floor Plan

Exercise C 5 Pre-design Schematic Design Design Development Construction Documents Bid Construction Administration Occupancy Operation and Maintenance

1 2 3 4 5 6 7 8 32

ENERGY EFFICIENCY

UNIT 11

ENERGY EFFICIENCY

KEY SKILLS  Discussing and drawing conclusions  Learning new vocabulary  Working with a picture glossary MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Handouts OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on energy efficiency Learn new terminology on energy efficiency Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 2

Please print out the following text in handouts for the students There is a source of energy that produces no radioactive waste and very little pollution. Moreover, the source can provide the energy that conventional sources may not be able to furnish. Unhappily, however, it does not receive the emphasis and attention it deserves. The source might be called “energy efficiency”, for people like to think of themselves as efficient people. But the energy source is generally known by the more prosaic term “conservation”. To be more accurate, the source should be called “conservation 33

ENERGY EFFICIENCY energy”, to remind us of the reality that conservation is no less an energy alternative than oil, gas, coal, or nuclear. Indeed, in the near term, conservation could do no more than any of the conventional sources to help the country deal with the energy problem it has. (Source: adapted from Energy Future, by Daniel Yergin, Random House, 1979)

Exercise C 3 Efficient energy use, sometimes simply called energy efficiency, is using less energy to provide the same level of energy service. For example, insulating a home allows a building to use less heating and cooling energy to achieve and maintain a comfortable temperature. Another example would be installing fluorescent lights or skylights instead of incandescent lights to attain the same level of illumination. A 13 watt fluorescent light bulb outputs the same amount of visible light as a 60 watt incandescent bulb, so you are getting more light for less energy. Efficient energy use is achieved primarily by means of a more efficient technology or process rather than by changes in individual behavior. Energy efficient buildings, industrial processes and transportation could reduce the world's energy needs in 2050 by one third, and help controlling global emissions of greenhouse gases, according to the International Energy Agency. Energy efficiency and renewable energy are said to be the twin pillars of sustainable energy policy. Exercise C 4 (a) Related to Energy Efficiency trigeneration wind turbine skylight reuse wind farm underfloor heating thermoelectric materials sustainable building solar tracker natural building low-e glass latent heat heliostat furnace fossil fuel

Not Related to Energy Efficiency ancient monument birch zoning permit watt species byte ceiling panels bypass route capacity transformer pollution subcontract CAD adze brickmason

34

ENERGY EFFICIENCY Exercise C 4 (b) Not Related to Energy Efficiency ancient monument birch zoning permit watt species byte ceiling panels bypass route capacity transformer pollution subcontract CAD adze brickmason

Related to ….. construction (urban conservation) construction (materials) construction management electricity environment ICT construction (materials) construction (road design and construction) construction (road design and construction), energy efficiency, ICT electricity environment construction management construction (safety and health), ICT construction (equipment and tools) construction (occupational titles)

Exercise C 5 energy efficiency class................... 3 double pane window ..................... 5 air barrier ..................................... 1 green roof ................................... 8 dam ............................................ 9 compact fluorescent light bulb ....... 2 European eco label.......................10 aluminum joinery .......................... 4 flat plate collector ......................... 6 biomass boilers ............................. 7

35

ENERGY EFFICIENCY

UNIT 12

ALTERNATIVE AND RENEWABLE ENERGY SOURCES KEY SKILLS  Discussing and drawing conclusions  Learning new vocabulary in renewable energy and alternative sources of energy  Working with a glossary  Performing targeted research tasks on the Internet MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Flipchart and white paper  Colour markers OBJECTIVES By the end of the lesson the students should be able to:  Learn and use new terminology on renewable energy and alternative sources of energy  Work with the different media of the Glossary and more specifically with the CD (or computer-base picture glossary, if installed) PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

36

ENERGY EFFICIENCY KEYS TO THE EXERCISES Exrecise C 3 Term alternative energy

Student’s description

renewable energy

alternative fuel

energy efficiency

energy conservation

37

Glossary description any source of usable energy intended to replace fuel sources without the undesired consequences of the replaced fuels, such as high carbon dioxide emissions with fossil fuels, or difficulties of radioactive waste disposal with nuclear energy. energy generated from natural resources—such as sunlight, wind, rain, tides and geothermal heat—which are renewable (naturally replenished) very fuel other than conventional fuel (i.e. gasoline and diesel) that is used for motor vehicle transportation. The most common alternative fuels are liquefied petroleum gas; hydrogen; coal-derived liquid fuels; fuels derived from biological materials; and electricity, including electricity from solar energy. (or efficient energy use) using less energy to provide the same level of energy service. An example would be insulating a home to use less heating and cooling energy to achieve the same temperature. steps taken to cause less energy to be used than would otherwise be the case. These steps may involve improved efficiency, avoidance of waste, reduced consumption, etc.

ENERGY EFFICIENCY Exercise C 4

Read the text to the students and give them enough time to fill in the gaps Renewable energy is energy generated from natural resources such as sunlight, wind, rain, tides, and geothermal heat, which are renewable (naturally replenished). In 2006, about 18% of global final energy consumption came from renewables, with 13% coming from traditional biomass, which is mainly used for heating, and 3% from hydroelectricity. New renewables (small hydro, modern biomass, wind, solar, geothermal, and biofuels) accounted for another 2.4% and are growing very rapidly. The share of renewables in electricity generation is around 18%, with 15% of global electricity coming from hydroelectricity and 3.4% from new renewables. Wind power is growing at the rate of 30% annually, with a worldwide installed capacity of 157,900 megawatts (MW) in 2009, and is widely used in Europe, Asia, and the United States. The annual manufacturing output of the photovoltaics industry reached 6,900 MW in 2008, and photovoltaic (PV) power stations are popular in Germany and Spain. Solar thermal power stations operate in the USA and Spain. The world's largest geothermal power installation is The Geysers in California, with a rated capacity of 750 MW. Brazil has one of the largest renewable energy programs in the world, involving production of ethanol fuel from sugar cane, and ethanol now provides 18% of the country's automotive fuel. While most renewable energy projects and production is large-scale, renewable technologies are also suited to small off-grid applications, sometimes in rural and remote areas, where energy is often crucial in human development. Some renewable energy technologies are criticized for being intermittent or unsightly, yet the renewable energy market continues to grow. Climate change concerns, coupled with high oil prices, peak oil, and increasing government support, are driving increasing renewable energy legislation, incentives and commercialization. New government spending, regulation and policies helped the industry weather the 2009 economic crisis better than many other sectors. Exercise D

Encourage the students to make a rsearch on the Internet on enenrgy saving. If appropriate, provide them with links to relevant web resources.

38

ENERGY EFFICIENCY

UNIT 13

ENERGY SAVING I Efficient Use of Energy in Industry KEY SKILLS  Discussing and drawing up conclusions  Reading and understanding assisted by the teachers MATERIALS/AIDS/EQUIPMENT  Flipchart and white paper and/or white board  Colour markers OBJECTIVES By the end of the lesson the students should be able to:  Read specific texts related to different industries  Draw up conclusions, identify benefits and impact PROCEDURE No Stage and Timing (minutes) 1 Can do (5) 1 Presentations (35) 2 Learning Tasks (50)

Classroom Management Whole class Individual work Group work

39

ENERGY EFFICIENCY KEYS TO THE EXERCISES Exrecise C 1

Burner Management System Upgrade Improves Performance and Saves Energy at a Chemical Plant

Advanced Quality Control System for the Thermomechanical Pulping Process mproves Quality and Reduces Energy Costs

Benefits

Impact

 Improved product quality  Annual energy savings of more than 800 kilowatts (kW)  Annual savings of $1.12 million  Improved energy efficiency  Reduced manufacturing costs

 Saves $911,000 annually  Saves 250,000 MMBtu of natural gas annually  Improves boiler performance  Achieves a 1.5-month simple payback

40

 To combat rising energy and manufacturing costs, competition from alternate media  Reduced demand  Paper production costs must decrease while quality must increase.  The advanced quality control (AQC) technology links final product quality with the thermomechanical pulping (TMP) process.  Integrating the pulping process with the paper machine optimizes production, quality, and cost.

 Burner management systems continuously monitor and control parameters of boiler combustion.  Such systems that function poorly can lead to boiler malfunctions, production downtime and wasted energy.  Ensuring that a burner management system operates properly can improve boiler efficiency and reliability.

Burner Upgrade Project Improves Performance and Saves Energy at a Large Food Processing Plant

ENERGY EFFICIENCY

 Saves $299,000 in annual energy costs  Saves 52,000 MMBtu of natural gas annually  Improves boiler performance  Saves 526,000 kWh per year  Achieves a simple payback of less than 14 months

41

 Worn or inefficient burners and burner control systems can lead to boiler malfunctions, production downtime, and excessive energy costs.  Upgrading the efficiency of burners and burner control systems can improve a boiler’s efficiency and reliability in order to reduce energy consumption and avert costly boiler shutdowns.

ENERGY EFFICIENCY

UNIT 14

ENERGY SAVING II Building Design and Home Appliances KEY SKILLS  Making presentations  Critical reading  Essay writing MATERIALS/AIDS/EQUIPMENT  Paper and CD picture glossary OBJECTIVES By the end of the lesson the students should be able to:  Make presentations  Read and understand texts on efficient home appliances  Write short essays. PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exrecise C 1 Refrigerator: 1. Adjust temperature settings for different seasons. Temperature settings usually need to be reduced in winter.

42

ENERGY EFFICIENCY 2. During winter usually there is more free space, so take empty milk jugs, or other plastic containers, and fill them with water. This will fill the empty space and reduce the area to be kept cold. 3. Manual defrost appliances are generally more efficient than automatic defrost models, but only if they are properly maintained. 4. Wait until food has cooled down before putting it in. 5. Vacuum the coils in the back of your appliance twice a year to maximize efficiency. 6. Check the door gasket occasionally to be sure the seal isn't broken by debris or caked on food. 7. It should not be located near the stove, dishwasher, heat vents or exposed to direct sunlight. Check to be sure that air flow around your appliance is not obstructed. 8. If your appliance has an energy-saver (anti-sweat) switch, it should be on during the summer and off during the winter. Stove 9. Use the burner which is the closest match to pot size. 10. Use lids on pots and pans so you can cook at lower settings. 11. Only preheat when baking. 12. Check your oven temperature. Use a separate oven thermometer to ensure your oven control is accurate. 13. Make sure the oven door seal is tight. Avoid opening oven door while baking each time the door is opened, about 20% of the inside heat is lost. 14. Turn oven off a few minutes before food is ready, and let oven heat finish the job. 15. Electronic ignition (piezo) in gas appliances will use about 40% less gas than a pilot light. 16. Pilot light and burner flame on gas appliances should be blue. If flame is yellow, ports need to be unclogged or adjusted. Ports can be cleared with pipe cleaners. 17. Use the microwave. They use only 1/3 to 1/2 as much energy as conventional stoves. 18. 'Self-cleaning' ovens are more efficient because they are better insulated. 19. Sun (Solar) ovens are the most energy-efficient cooking appliance, as they require no fuel of any kind to cook, yet reach temperatures of 360° - 400°. Washing machine 20. Be sure your clothes are dirty enough to really need washing. 21. Match water level and temperature settings on your appliance to the size of your load. Don't fill the whole tub for a few items. 22. Call your water utility and ask them how “hard” or “soft” your water is. You may be using up to six times as much clothing detergent as you need. 23. Overloading the dryer lengthens drying time. Clothes should dry in 40 minutes to one hour.

43

ENERGY EFFICIENCY Air Conditioner 24. Install a ceiling fan in the largest room of your house. This will allow you to lower the setting on your appliance 3 to 6 degrees, which will save up to 25% of energy costs of home cooling. (Be sure to reverse the fan rotation in winter to "clockwise"'.) 25. Clean filter screen once a month. This will reduce fan usage and save electricity. 26. When turning on your appliance, avoid using the coldest setting. Let the appliance warm up for a while before lowering the temperature setting. The room will cool just as fast. 27. Keep leaves and other debris off the condensing unit, and gently brush webs and dust from condensing coils. Ensure that airflow is not obstructed; allow 18" open space clearance from the condenser. Exercise C 2 evaporative cooler

a device that cools air through evaporation of water

heat meter

device for metering heat consumption in homes, offices and light industry

skylight

horizontal windows or domes placed at the roof of buildings - are often used for daylighting

solar water heaters

systems (collectors generally mounted on a roof) that use the sun to either heat water directly or use a heattransfer fluid to heat water

44

ENERGY EFFICIENCY wind farm

a group of wind turbines in the same location used for production of electric power

task lighting

the use of task light is used to increase illuminance on the working area

roll insulation

a flexible blanket-type thermal insulation in roll form

municipal solid waste

locally collected garbage, which can be processed and burned to produce energy

45

ENERGY EFFICIENCY

UNIT 15

SUSTAINABLE ARCHITECTURE KEY SKILLS  Critical reading skills  Working in groups  Drawing conclusions  Learning new vocabulary MATERIALS/AIDS/EQUIPMENT  Picture glossary (either CD or paper copy)  Handouts  Flipchart, permanent markers OBJECTIVES By the end of the lesson the students should be able to:  Read, understand and express opinion on sustainable architecture and energy efficiency in general;  Use the new and old vocabulary. PROCEDURE No 1 2 3

Stage and Timing (minutes) Warm-up, (5) Discussion (10) Learning tasks (75)

Classroom Management Whole class Whole class Group work Spokespersons

KEYS TO THE EXERCISES Exercise B Warm-up and discussion tips

46

ENERGY EFFICIENCY

Sustainable architecture: seeks to minimize the negative environmental impact of

buildings by enhancing efficiency and moderation in the use of materials, energy, and development space. Comment on cocepts such as: sustainable development, sustainable building, green

building, green costruction

Exrecise C 1

Critical reading: Divide the students in groups and give a handout to each group (either A or B). More than one group can work on one and the same text. Ask students to read, discuss and introduce their opinion to the rest of the class. The meaning of the highlighted words can be checked in the Glossary. Questions on the text: 1. Is the situation in your country similar? 2. How does the climate affect heating in your area? 3. Think of other problems or possible solutions in this relation? 3. Share your experience as resident or as professional (construction worker)?

Use the flipchart to write students’ suggestions. HANDOUTS /Exercise C 1/ Text A: Buildings’ Condition Today The buildings’ installations being 40-50 years old are now approaching the end of their technical life-length. Primarily this means that the main water and sewage pipes are in such bad condition that there is a high risk for damage by leakage. Furthermore the ventilation and electricity systems can be in need of replacement, all to maintain the living standard for the residents and the value of the buildings. Apart from many installations being plain old, there are many additional difficulties typical for those old buildings. New and untested construction techniques and materials as well as a too fast and sloppy work performance have led to other damages than those related to normal aging. Many of the buildings have had problems with damaged balconies, facades and roofs, most often due to faulty techniques and materials. In addition the buildings were constructed before the higher demands on air tightness and insulation were introduced after the oil crisis, and hence heat losses can be substantial. At the time of construction thermal bridges were not included in any requirements on energy economy, and as a result thermal bridges are frequent where e.g., balconies or wall elements are connected to the building envelope. The ventilation system is commonly based on mechanical exhaust air with no heat recovery, or on natural ventilation. Energy consumption for heating in buildings depends on the climate zone that the building is located in. A very small part of this building stock has been demolished and there are currently no plans for major demolitions and redevelopment, even though there are some controversies about this.

47

ENERGY EFFICIENCY

Text B: Possible Energy Efficiency Measures in Existing Buildings

40-50 years old buildings have been pointed out as a sector with great potential for energy savings but extensive energy efficiency measures should be undertaken. Measures that can improve energy efficiency in a building can be divided into three categories. First there are the measures that aim to reduce heat loss from the building envelope. This can be done by sealing leaks in the walls or around the windows, by replacing windows, by attending to thermal bridges, and by adding extra insulation to outer walls, basement floors and roofs. Second there are the measures that recover energy, which can be done by installing balanced ventilation with heat recovery, or by installing exhaust air heat pump or waste water recovery. Thirdly there are the measures that limit the energy distribution, such as adjusting temperatures, optimization of operating installations and installing more energy efficient equipment. Individual metering is another plausible measure but this aims to affect behavior so that energy isn´t used at all, i.e., is saved, rather than to use energy more effectively. The measures in the third category are minor in comparison and often very cost effective. The measures depend on the conditions of the buildings. Some buildings are well suited for e.g., installing heat recovery while in others there is a need to reconstruct much of the ventilation shafts to achieve this. It is therefore hard to say generally that some measures of these two categories are cost effective and others are not. However, regardless of the initial conditions the measures are quite extensive and require planning. Also, the investments in heat loss reduction generally have a longer life-length than most of the installations where energy recovery measures are taken. Exrecise C 2 Term space heating daylighting

Your description

Glossary description the use of mechanical equipment to heat all or part of a building the practice of placing windows, or other transparent media, and reflective surfaces so that, during the day, natural light provides effective internal illumination

comfort conditioning

the process of treating air to simultaneously control its temperature, humidity, cleanliness, and distribution to meet the comfort requirements of the occupants of the conditioned space

cooled floorspace

the area within a building, which is airconditioned.

solar air installation

thermal installations using solar energy for heating and climatisation of buildings or drying processes

48

ENERGY EFFICIENCY Exrecise C 3

Make sure the students know and understand the terms to be filled in. Solar water heating or solar hot water is water heated by the use of solar energy. Solar heating systems are generally composed of solar thermal collectors, a fluid system to move the heat from the collector to its point of usage. The systems may be used to heat water for a wide variety of uses, including home, business and industrial uses. Heating swimming pools, underfloor heating or energy input for space heating or cooling are more specific examples. In many climates, a solar heating system can provide up to 85% of domestic hot water energy. In many northern European countries, combined hot water and space heating systems (solar combisystems) are used to provide 15 to 25% of home heating energy. In the southern regions of Africa like Zimbabwe, solar water heaters have been gaining popularity, thanks to the Austrian-and other EU-funded projects that are promoting more environmentally friendly water heating solutions. Residential solar thermal installations typically include an auxiliary energy source (electric heating element or connection to a gas or fuel oil central heating system) that is activated when the water in the tank falls below a minimum temperature setting such as 50 °C. Hence, hot water is always available. Zero-carbon pumped solar thermal systems use solar electricity which is generated onsite using photovoltaics to pump the fluid and to operate its control electronics. This represents a zero operational carbon footprint and is becoming an important design goal for innovative solar thermal systems. Exrecise C 4

Encourage the discussion Key: 1. 2. 3. 4. 5. 6.

Optimise existing structure potential Optimise energy use Protect and conserve water Improve indoor quality Use environmentally preferable products Optimise operational and maintenance practices

49

ELECTRICITY

UNIT 16

THE ELECTRIC CURRENT KEY SKILLS  Acquiring general knowledge on the electric current  Learning new vocabulary MATERIALS/AIDS/EQUIPMENT  Hand-outs  Students’ Book OBJECTIVES By     

the end of the lesson the students should be able to: read and extract information from text check information understanding formulate questions on studied information develop vocabulary skills acquire word-formation skills

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exrecise C 1 1. Electrical conduction is the process by which electric current passes through a material. 2. The electric field propagates at close to the speed of light. 3. Electrolysis is the process by which water is decomposed by the current from a photovoltaic pile. 4. Hans Christian Ørsted was the scientist who discovered electromagnetism, the interaction between electricity and magnetism. 5. The direct current is a unidirectional flow from the positive part of a circuit to the negative, while the alternating current is any current that reverses direction repeatedly. 6. The alternating current is affected by inductance and capacitance. 50

ELECTRICITY Exercise C 2 1. False. Metallic conduction involves electrons flowing through a conductor. 2. False. The particles themselves move quite slowly; it is the electric field which propagates rapidly. 3. True. 4. False. Ørsted’s discovered that there is a direct relationship between electricity and magnetism. 5. False. If a current exerts a force on a magnet, the magnetic field exerts a force on the current. 6. True. Exercise C 3 a) EXTREMELY b) ELECTRICITY c) HEATING d) CLOUDY e) FULLY f) MAINTENANCE Exrecise C 4 (1) invention; (2) mercury; (3) above; (4) around; (5) to invent; (6) use; (7) of; (8) possibility Exercise C 5 1. The passage of a current may produce light. 2. The phenomenon was further investigated by Ampère. 3. The electric motor exploits an important effect of electromagnetism. 4. This principle is also used in generators. 5. Ørsted observed that the effect was reciprocal. Exrecise C 6 1. Which are two examples of electric current? 2. Who discovered that water could be decomposed by the current from a voltaic pile? 3. What had Ørsted discovered? 4. What do the terms direct and alternating current refer to? 5. How does alternating current deliver energy? 6. What is alternating current affected by?

51

ELECTRICITY

UNIT 17

SOME USES OF ELECTRICITY KEY SKILLS  Understanding the most important uses of electricity  Discussing and drawing conclusions on advantages/disadvantages of some electric current uses MATERIALS/AIDS/EQUIPMENT  Hand-outs  Students’ Book OBJECTIVES By    

the end of the lesson the students should be able to: read and extract information from text become aware of specific terminology develop vocabulary skills formulate questions about acquired information

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1. The greatest invention of the 1870’s was the incandescent light bulb. 2. Electricity came with the reduction of fire hazards within homes and factories. 3. Some of the most common uses of electricity are heating, refrigeration, air conditioning, telecommunications, electrical telegraphs. 4. Some countries have restricted the use of electric heating in buildings because it is considered wasteful. 5. The optical fibre and satellite communication technologies have somehow reduced the use of electricity.

52

ELECTRICITY Exercise C 2 1. – c.; 2. – e.; 3. – a.; 4.- f.; 5. – b.; 6. – g; 7.- d. Exercise C 3 late > early cold > heat inflexible > flexible tiny > huge indirect > direct permitting > banning old > new theoretical > practical Exrecise C 4 time; (2) battery; (3) electronic; (4) positive; (5) negative; (6) flow; (7) direction; (8) charge Exercise C 5 1. 2. 3. 4. 5.

What does a light bulb operate by? What did electrification bring with it? Why can electrical generation be seen as wasteful? Where is electricity used among others? Who demonstrated the electrical telegraph?

53

ELECTRICITY

UNIT 18

CONDUCTORS, INSULATORS AND SEMICONDUCTORS KEY SKILLS  Developing awareness of terminological distinctions concerning specific vocabulary  Discussing adjacent issues MATERIALS/AIDS/EQUIPMENT  Hand-outs  Students’ Book OBJECTIVES By    

the end of the lesson the students should be able to: read and extract information from text use vocabulary accurately correct inaccurate information become aware of the use of prepositions

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1. Materials can be classified in three groups: conductors, insulators and semiconductors. 2. Manganin is a poor conductor while copper is a good conductor. 3. An insulator is a material which does not easily release electrons. 4. Rubber, nylon, porcelain and air are all insulators. 5. Sometimes, like conductors, they allow a current to flow easily, but sometimes they will not allow the flow of electrons, just like insulators.

54

ELECTRICITY Exercise C 2 1. 2. 3. 4. 5.

The movement of free electrons is an electric current. Materials in the first category are called conductors. Substances which provide a path for an electric current are conductors. All insulators allow some flow of electrons. Germanium sometimes behaves as an insulator and sometimes as a conductor.

Exercise C 3 1. 2. 3. 4.

(b) (b) (c) (a)

Exercise C 4 1. False. They flow from the negative to the positive end. 2. True. Copper is a good conductor and conductors provide an easy path for an electric current. 3. False. Some metals do not conduct. 4. False. Carbon is a non-metal which conducts well. 5. True. There are no perfect insulators. 6. False. Rubber is an insulator and insulators do not readily release electrons. Exercise C 5 (1) charges; (2) copper; (3) volts; (4) amperes; (5) metallic; (6) best; (7) graphite; (8) salts

55

ELECTRICITY

UNIT 19

USES OF GENERATORS KEY SKILLS  Developing awareness of essential facts regarding turbines  Describing several uses of generators MATERIALS/AIDS/EQUIPMENT  Hand-outs  Students’ Book OBJECTIVES By      

the end of the lesson the students should be able to: read and extract information from text be able to use both old and new terminology develop vocabulary skills synthesize extended information become aware of the use of grammar issues formulate questions about acquired information

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1. An electrical generator converts mechanical energy to electrical energy 2. A generator creates a flow of electrons just as the water pump creates a flow of water. 3. Early motor vehicles used DC generators with electromechanical regulators. 4. These DC generators have been replaced by alternators with built-in rectifier circuits. 5. The electrically-powered steering assistance and air conditioning place a high load on the electrical system of modern cars. 6. Some of the smallest generators can power bicycle lights.

56

ELECTRICITY Exercise C 2 There is always a gap between the young generation and the old one. They source their invention with European money. You should wake up early tomorrow. Forget about cigarettes and lighters! You need all your power to get over your problems! Of all the places I’ve been to, I liked Rome most. Exercise C 3 Term alternating current

ballast

candela cathode choke diode electrolysis fuse reflection socket

Description electric current in which the direction of the flow is reversed at frequent intervals, 100 times per second in Europe (50Hz); opposite of a.c. is direct current (d.c.) a device used in fluorescent and HID (high intensity discharge) luminaires to provide the necessary starting voltage and to limit the lamp current during operation the international unit of luminous intensity the electrode where the reduction processes take place; the negative electrode in a electrochemical cell an inductive electrical component used to filter electromagnetic interference and lamp filament hum from electronic dimmers an electronic semiconductor device that predominantly allows current to flow in only one direction is a method of using an electric current to drive an otherwise non-spontaneous chemical reaction. a safety device which will blow or melt if the current flowing through it exceeds a specified value return of radiation by a surface or medium without change of frequency of its monochromatic components component that holds the lamp base and supplies electrical power.

Exercise C 4 1. What does a motor do? 2. How does a water pump work? 3. When did motor vehicles use DC generators? 4. How are alternators compared to DC generators? 5. Why do large commercial vehicles use 24 V?

57

ELECTRICITY

UNIT 20

FOSSIL FUELS AND ELECTRICITY KEY SKILLS  Develop awareness of environmental issues regarding electricity  Acquiring grammar and vocabulary issues MATERIALS/AIDS/EQUIPMENT  Hand-outs  Students’ Book OBJECTIVES By     

the end of the lesson the students should be able to: read and extract information from text organize information logically develop vocabulary skills become aware of instructional style acquire word-formation

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1. Steam is used for driving a steam turbine which drives itself an electrical generator 2. The exhaustion of fossil fuels will have consequences for energy sources as well as for the manufacture of plastics and many other things. 3. The carbon converts to carbon dioxide, which is then released into the atmosphere. 4. The greenhouse effect is enhanced by the increase in the Earth's levels of atmospheric carbon dioxide. 5. Pollutants can be diluted in the atmosphere by building very tall flue gas stacks.

58

ELECTRICITY Exercise C 2 Advantages:  largely available  readily transported  large reserves  low cost  new sources are being discovered Disadvantages:  finite reserves  about to be exhausted  difficult to extract  highly pollutant  challenge on the environment Exercise C 3 (1) human; (2) such; (3) due; (4) between; (5) subjected; (6) phenomenon; (7) as; (8) discovered Exercise C 4 1. 2. 3. 4.

Solar cells research was less costly than fossil fuels research. Solar power is pollution-free during use. Grid-connected solar electricity can be used locally. Photovoltaics are costly to install. 5. Solar cells produce DC which is converted to AC. Exercise C 5

1. Remove the filler plugs. 2. 3. 4. 5. 6. 7. 8.

Connect the battery to the charger. Ensure that the correct polarity is observed and good connections are made. Then switch on the charger. Switch off the charger when the battery is fully charged. Check the specific gravity of a sample cell. Replace the filler plugs. Leave the battery to cool before use.

59

ELECTRICITY Exercise C 6 voltmeter

device that measures the electrical potential difference between two points in an electric circuit

cathode

the electrode where the reduction processes take place; the negative electrode in a electrochemical cell

relay

an electrically operated switch, for example a 9V battery circuit connected to the coil can switch a 230V AC mains circuit. NO = Normally Open, COM = Common, NC = Normally Closed. the equipment and conductors that transmit electricity from the utility supply system to the building being served. an abnormal low-resistance connection between two nodes of an electrical circuit that are meant to be at different voltages.

service

shortcircuit

starter

device for starting a discharge lamp (in particular a fluorescent lamp) that provides for the necessary preheating of the electrodes and/or causes a voltage surge in combination with the series ballast. an electrical conducting path formed by the permanent joining of metallic parts. Intended to assure electrical continuity and the capability to safely conduct any likely current.

bonding

60

ENVIRONMENT

UNIT 21

ECOLOGY AND ENVIRONMENT KEY SKILLS    

Discussing and drawing conclusions Learning new terminology Writing an abstract of a scientific article Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on ecology and environment Use the specific terminology on ecology and environment Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1. The specific aim of ecology is to study  pollution  how to preserve diversity X the distribution patterns of plants and animals on Earth  all of the above are correct 2. Every food chain has a base made of 61

ENVIRONMENT X organisms able to manufacture their own food  bacteria in the soil  predators 3.

The amount of energy that flows through a natural system depends on  consumers  decomposers X producers

4.

The term biome comprises  plants  animals  soil organisms X all of the above

5.

The biological diversity does not contain  ecosystems  species X climate

Exercise C 2 1 - community; 2 - abiotic, 3 - forest; 4 - boundaries; 5 - biogeochemical, 6 ecosystem; 7 - interactions; 8 - environment, 9 - species, 10 - reproduction, 11 habitat, 12 - abundance, 13 - oxygen, 14 - needs, 15 - populations, 16 - competitors

Exercise C 3 1 – c, 2 – i, 3 – a, 4 – b, 5 – g, 6 – d, 7 – 11, 8 – e, 9 – f , 10 – h 1 - ecological unit, 2 - biological diversity, 3 - living being, 4 - biotic factor, 5 feeding level, 6 - food chain, 7 – energy flow, 8 – climatic conditions, 9 – ecozone, 10 – species population

62

ENVIRONMENT

UNIT 22

GLOBAL WARMING AND GREENHOUSE EFFECT KEY SKILLS    

Discussing and drawing conclusions Learning new terminology Writing an abstract of a scientific article Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on global warming and greenhouse effect Use the specific terminology on global warming and greenhouse effect Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1 – n, 2 – f, 3 – j, 4 – l, 5 – b, 6 – h, 7 – m, 8 – a, 9 – c, 10 – d, 11 – e, 12 – I, 13 – g, 14 – o, 15 – k

63

ENVIRONMENT Exercise C 2 1 – energy, 2 – atmosphere, 3 – radiation, 4 – gases, 5 – vapour, 6 – blanket, 7 – reflected; 8 – plants, 9 – life, 10 – greenhouse, 11 – concentration, 12 – photosynthesis, 13 – minerals, 14 – cycle, 15 – respiration, 16 – dissolution Exercise C 3 1 – f, 2 – i, 3 – a, 4 – j, 5 – b, 6 – d, 7 – c, 8 – e, 9 – g, 10 h 1 – surface temperature, 2 – carbon dioxide, 3 – greenhouse gases, 4 – water vapour, 5 – human activities, 6 – fossil fuels, 7- chemical reactions, 8 - organic waste, 9 – species extinction, 10 – agricultural yields

64

ENVIRONMENT

UNIT 23

AIR POLLUTION KEY SKILLS    

Discussing and drawing conclusions Learning new terminology Writing an abstract of a scientific article Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on air pollution Use the specific terminology on air pollution Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1- F, 2 – T, 3 – F, 4 – T, 5 - F, 6 – F, 7 – F, 8 – F, 9 – T, 10 - T Exercise C 2. Arrange the words to describe the effects of air pollution on human health 1. The air pollution from cars is caused by fuel emissions. 2. These fuel emissions are known as hydrocarbons. 3. Ground level smog caused by cars provokes respiratory symptoms. 65

ENVIRONMENT 4. Exhaust fumes can cause cancer. 5. Cars should be equipped with catalytic converters. 6. In urban areas, the air pollution from cars can reach over 90%. 7. Carbon dioxide is released during gas combustion. 8. Hybrid cars contribute to the reduction of combustion fuel gases. 9. Air pollution can cause various health-related effects. 10. The exposure to air pollution induces eye irritation and allergic reactions. Exercise C 3 Examples: 1) Whenever possible take your bicycle. 2) Reduce the use of aerosols in the household. 3) As far as possible use public forms of transport. 4) Conserve energy - turn off appliances and lights when you leave the room. 5) Buy green electricity-produced by low-or even zero-pollution facilities. 6) When possible, use public transportation, walk, or ride a bike. 7) Choose products that have less packaging and are reusable. 8) Shop with a canvas bag instead of using paper and plastic bags. 9) Buy rechargeable batteries for devices used frequently. 10) Wash clothes with warm or cold water instead of hot.

66

ENVIRONMENT

UNIT 24

WATER AND SOIL POLLUTION KEY SKILLS    

Discussing and drawing conclusions Learning new terminology Writing an abstract of a scientific article Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on water and soil pollution Use the specific terminology on water and soil pollution Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1 – organic, 2 – livestock, 3 - bacteria, 4 – oxygen, 5 – animals, 6 – aquatic, 7 – food, 8 – pollution, 9 – viruses, 10 – pollutants, 11 – microscopic, 12 – industrial, 13 – waste, 14 – biochemical, 15 – organic, 16 – surface

67

ENVIRONMENT Exercise C 3 Examples: 1. Use only decomposable shopping bags. 2. Always clean the area after having had a picnic. 3. Minimize your use of fertilizers, pesticides, and herbicides. 4. Properly store and dispose of chemicals 5. Clean up pet waste. 6. Pick up litter and properly dispose of trash. 7. Replace your lawn and high-maintenance plants with native plants. 8. Don't throw litter into rivers, lakes or oceans. Exercise C 4 Example: Air pollution by unpleasant odours and wind-carried suspensions is obvious in areas located nearby urban waste landfills. The leakage on the slopes of landfills situated nearby surface water bodies adds to the pollution of such waters by organic substances and suspensions. The urban waste landfills that are not waterproof often represent sources of groundwater pollution. Landfill exfiltration and water leakage on the slopes affect adversely the quality of the adjoining soils, which brings along consequential effects to their utilization.

68

ENVIRONMENT

UNIT 25

FORESTS AND DEFORESTATION KEY SKILLS    

Discussing and drawing conclusions Learning new terminology Writing an abstract of a scientific article Working with a picture glossary

MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on forests and deforestation Use the specific terminology on forests and deforestation Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 1 – forests, 2 – timber, 3 – degradation, 4 – habitat, 5 – species, 6 – rainforests, 7 – biodiversity, 8 – greenhouse, 9 – emissions, 10 – evaporate, 11 – climate, 12 – erosion, 13 – litter, 14 – hunting, 15 – harvesting Exercise C 2 1 – i, 2 – e, 3 – n, 4 – k, 5 – b, 6 – g, 7 – o, 8 – l, 9 – a, 10 – d, 11 – m, 12 - f, 13 – h, 14 – c, 15 – j 69

ICT

UNIT 26

COMPUTING BACKGROUND

KEY SKILLS  Discussing and drawing conclusions on computing topics  Learning new vocabulary  Working with a picture glossary MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Handouts OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on different aspects of ICT and computing Learn new basic terminology on PCs and computing Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 a An operating system resides on your local computer and it's function is to allow the software to work with the hardware on that machine. A network operating system allows multiple computers to connect to each other, controlling the sharing of devices, files or programs. This resides on a shared computer called a "server".

70

ICT Exercise C 1 b DR-DOS: Digital Research disk operating system The first DOS-type operating system was for IBM PC-compatible personal computers, originally developed by Gary Kildall's Digital Research. Exercise C 1 c 4- cost Exercise C 1 d Microchips in washing-machines and cars; books may not be published in paper form; information available world-wide Exercise C 2 a b) The origin of IBM. Exercise C 2 b c) to work with a new operating system. Exercise C 2 c b) An emblem. Exercise C 2 d c) they cost less. Exercise 2 e a) Computers are everywhere. Exercise C 3 a) for b) in c) for d) in/at e) of f) from g) for h) in i) on j) into

71

ICT Exercise C 4 a Related to computers Mainframe Virus Security system Keys on the keyboard: Control and Shift Debugger Mainframe Access unauthorized user a computer malfunction Hardware cards Drivers Work station Terminal error message Crash

Related to Internet Web Page hackers subnet router to establish a link browser unauthorized access a modem chat transmission attached file upload download Communications Forum

Exercise C 4 b Related to Internet to establish a link Hackers Subnet Router Web page browser unauthorized access a modem Chat Transmission attached file Upload Download GPS Forum

Related to ….. Network Security Web Network hardware Resource of information Navigation Security Network hardware communications Remote control Resource of information Resource of information Resource of information Navigation Communications

Exercise C 5

Link to the video “the Computer History Museum”: http://www.youtube.com/user/CECEinEUROPE?gl=ES#p/c/ADFF14ECBDCF0810/4/z6 zeq-dD5dI

72

ICT

UNIT 27

COMPUTING AND OPERATING SYSTEMS

KEY SKILLS  Discussing and drawing conclusions on operating systems  Learning new vocabulary  Working with a picture glossary MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  textbook OBJECTIVES By the end of the lesson the students should be able to:  Speak and make conclusions on different aspects of computing and operator systems  Learn new basic terminology on computing applications  Work with the different media of the Picture Glossary PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 a a) “small form” computers. Exercise C 1 b b) The word browser is used in too many contexts .

73

ICT Exercise C 1 c c) It is enough with the current operating system that helps people to work. Exercise C 1 d *b) A web browser. Exercise C 1 e *a) Previous experience has shown not to be so. Exercise C 2 a because Exercise C 2 b while Exercise C 2 c before Exercise C 2 d since Exercise C 2 e therefore Exercise C 2 f as

74

ICT Exercise C 3 Pronominal expressions (1) They (2) their (3) it (4) This (5) This (6) It (7) The former (8) The latter (9) It (10) these (11) Such

Nominal Reference Modern accounting firms Modern accounting firms up-to-date report spreadsheet software Cell Cell Label Data Worksheet Cells parameters: width and format

Exercise C 4 Text words

Opposites Unpackaged Unbooted Easy Meaninful Lack of Wrong Old Stop

Packaged Booted Hard Meaningless Abuse of Right New Continue Exercise C 5 1. palmtop 2. stylus 3. delete 4. clipboard 5. data 6. grid 7. interrupt 8. template 9. pixel Exercise C 6

Link to the video “how technology can affect the brain”:

http://www.youtube.com/user/CECEinEUROPE?gl=ES#p/c/ADFF14ECBDCF0810/7/1q FlxudgvjQ 75

ICT

UNIT 28

ONLINE SERVICES

KEY SKILLS  Discussing and drawing conclusions on online services  Learning new vocabulary  Working with a picture glossary MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  textbook OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on different online services in the market Learn new basic terminology on online services applied to construction Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 a b) It depends on users’ needs. Exercise C 1 b c) Each online service offers something different.

76

ICT Exercise C 1 c a) To choose the most convenient service after testing some of them. Exercise C 1 d a) We will all be working in a network of networks. Exercise C 1 e c) Change one’s mind. Exercise C 2 a used to Exercise C 2 b get used to Exercise C 2 c am used to Exercise C 2 d used to Exercise C 2 e be used to

77

ICT Exercise C 3 1) Construction Industry Scheme 2) monthly returns 3) payments 4) subcontractors 5) electronically 6) CIS Online 7) access 8) government’s free software 9) software suppliers 10) CIS returns Exercise C 4 Suppliers Name

12Pay Ltd Accentra Technologies Ltd

Access Accounting Ltd Benchmark Software Ltd Beoley Mill Software Ltd Builder Books Ltd CIS Management Limited CliP IT Solutions Ltd Mardak Ltd (Opens new window) Data Interchange plc Efile Ready Ltd Evolved Software Studios Ltd - CISSolver IFS UK Ltd Integrity Software Systems Ltd iPROsoft Pty Ltd

Product Name 1 12Pay Payroll 2 Accentra Contractor Management System 3 Access Payroll 4 Sledgehammer CIS 5 BMS CIS & Payroll 6 Builder Books 7 CIS Database 8 Construction Industry Accounts (CIA) 9 Mardak Construction Accounts 10 Xlate Evolution 11 CIS E-Filing Specialists 12 CISSolver 13 IFS Applications 14 Integrity CIS 15 iPROsoft

Exercise C 5

Link to the video “Blue Card Construction Induction Training Online” http://www.youtube.com/user/CECEinEUROPE?gl=ES#p/c/ADFF14ECBDCF0810/8/H emxG6rOOYE

78

ICT

UNIT 29

COMPUTER NETWORKS

KEY SKILLS  Discussing and drawing conclusions on computer networks  Learning new vocabulary  Working with a picture glossary MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Textbook OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on different aspects of ICT and computer networks Learn new basic terminology on networking Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 a a) The distinction between WANs and LANs is vague. Exercise C 1 b b) The use of ICT services.

79

ICT Exercise C 1 c b) A high-performance computer Exercise C 1 d c) They helped to reduce costs. Exercise C 1 e a) the overlap of applied science and engineering

Exercise C 2 1) social networking 4) active users 8) source code

2) US 5) controversy

9) The site

3) website's membership 6) the service 7) Privacy 10) fans and friends

Exercise C 3 1) social relations

2) each user’s profile

4) internet

5) online community

3) web based

Exercise C 4 1) web log

2) website

4) online diaries 8) MP3 blog

3) entries

5) Art blog 9) podacsting

6) photoblog 7) video blogging 10) Microblogging

Exercise C 5

Link to the video on “how a computer network works”: http://www.youtube.com/user/CECEinEUROPE?gl=ES#p/c/ADFF14ECBDCF081 0/1/H760U3QZocs

80

ICT

UNIT 30

CONSTRUCTION SOFTWARE

KEY SKILLS  Discussing and drawing conclusions on construction software  Learning new vocabulary  Working with a picture glossary MATERIALS/AIDS/EQUIPMENT  Paper copy of the Picture Glossary  CD of the Picture Glossary  Textbook OBJECTIVES By   

the end of the lesson the students should be able to: Speak and make conclusions on different aspects of construction software Learn new basic terminology on construction software Work with the different media of the Picture Glossary

PROCEDURE No 1 2 3

Stage and Timing (minutes) Can Do (5) Warm-up (10) Learning Tasks (75)

Classroom Management Whole class Whole class Group work Individual work Whole class

KEYS TO THE EXERCISES Exercise C 1 a a) The house skeleton can be made in 1-3 days. Exercise C 1 b b) Computer-Aided Design

81

ICT Exercise C 1 c b) It makes it less expensive. Exercise C 1 d c) Structural Insulated Panels Exercise C 1 e a) Security. Exercise C 2 2) superlative: the most sophisticated

3) equivalence: similar

4) non-equivalence: faster than

5) superlative: One of the most important

6) non-equivalence: unlike Exercise C 3 a) the best/ the most popular/ the least difficult b) the least difficult c) The best d) The more memory / the more data e) the better/ the less time f) online community g) the more specialised / the better Exercise C 4 1) site

2) physical

6) overseen 7) properly

3) possesses 4) process 5) commercial 8) exhausting

9) shape

82

10) manual

ICT Exercise C 5 Related to Construction Words Physical site possesses commercial overseen properly exhausting shape manual

Grammatical category… Adjective Noun Verb Adjective Verb Adverb Verb Noun Adjective

Exercise C 6 Link to the video on “How to build a house in one day” at the following site:

http://www.youtube.com/user/CECEinEUROPE?gl=ES#p/c/ADFF14ECBDCF0810/0/Tu EIzBhbuNw

83

Keys to the Tests

TEST YOUR ENGLISH Answer Key 1 Construction The exam consists of three different sections, addressing the topics from the exterior construction of a house to interior design and materials. In sections One and Two students answer all questions. In section Three students choose and answer only one question. SECTION 1

A) Complete the flow diagram using the knowledge you have acquired.

Excavation of site

Application of rebars

Laying of Foundations

Fitting of basic plumbing

Erection of lightweight wooden frame

Fitting the roofing

84

Keys to the Tests

B) Explain how you would construct the outer wall of your house. Points given for any three of the following:    

Wooden frame provides a guide for the masonry; The brick is layered around the outside of the frame; The wall can be made of different materials e.g. extruded brick, yorkstone, or caenstone; These bricks are combined together with the use of mortar.

C) Give examples of three materials, which can be used as 'brick' for an outer wall. Points given for any three of the following: yorkstone, caen stone, extruded brick, bargate stone, breeze block, brownstone, compressed earth block, concrete block, concrete masonry unit, jerusalem stone, limestone, portland admiralty roach, roman brick, sandstone, soaprock (or soapstone)

D) Define the following terms and what they may be used for in construction: 1) aggregate A category for coarse materials including sand, gravel, crushed stone and slag, recycled concrete and geosynthetic aggregates. Used in foundations. 2) cement A binding substance, lime. Used in mortar and concrete. 3) wallboard A building material made of gypsum plaster, pressed between two thick sheets of paper and kiln dried. Used for wall constructing. 4) rebar A common steel bar. Used in reinforced concrete. 5) breeze block A large rectangular brick made of cast concrete. i.e. Portland cement and aggregate. Used in foundation construction. 85

Keys to the Tests

E) Explain which concrete you would choose from an environmental perspective and motivate your answer. Geopolymer (green) concrete - A green alternative to Portland cement as it is made from organic alumino-silicate polymer compounds with 100% recycled industrial waste. Its qualities include improved thermal and chemical resistance.

F) Fill in the following paragraph using the words provided:

roof tile

building integrated voltaics flat roof tile

frame

kevlar

glass slate

tar paper

A roof is built upon the wooden frame of your house. The roof can be flat or pitched, as is common in houses. The roof must be protected against water, as well as providing an insulating layer. This is done through the laying of roofing felt, which is made out of tar paper. Subsequently the tiles are put in place. A roof tile is designed to keep out the rain, most commonly using locally sourced materials such as clay or slate. The flat roof tile is the simplest form of tile, laid in overlapping rows. Other roofing materials may be for example Kevlar, which is a synthetic fibre, related to Nomex and Technora. For those with more energy saving options in mind, solar panels might be right choice, which means using roofing materials with building integrated voltaics. These are usually produced with a special kind of glass.

86

Keys to the Tests SECTION 2

A) Read through the following text and then answer the questions that follow: It is a legal requirement in the UK to undertake fire prevention measures when building a new house . The term used is firestopping and the measures taken include using materials with firepreventing qualities and installing smoke detectors. The most commonly used materials are firebrick, firestop mortar, firestop pillow and firestop. Firebrick is a refractory ceramic material, designed for open fireplaces. In is also known as insulating brick. Firestop mortar is used to create the fireprevention barrier in the fireplace by joining the bricks. However, firestop mortar is also used in many other places of a property undergoing construction, such as the kitchen. Firestop, made out of various components for sealing openings and joints in walls and floors, is a passive fire protection system, commonly used in connection with underfloor heating, whereas the firestop pillow has thermal insulating and soundproofing qualities through its basic ingredient rockwool. Instead of only using firepreventing materials, smoke detectors are another way to prevent accidents. The Board of Fire Prevention Regulations introduced an emergency amendment in April 2010 to include all houses built before 1975. The law also requires photoelectric smoke detectors within 20 feet of a kitchen or bath containing a shower. These are together with carbon monoxide detectors a legal requirement in buildings containing up to five residential units. 1) What do you understand by the term firestopping? The measures taken to prevent a fire. These include materials with fire preventing qualities and installing smoke detectors. 2) Explain in brief terms how you would fireproof a fireplace. Firebricks, made of refractory ceramic material are joined together by firestop mortar, thereby creating a barrier for fire prevention 3) What different types of detectors are required by law for fire prevention? photoelectric smoke detectors carbon monoxide detectors

87

Keys to the Tests 4) What is the governmental body called in charge of fire prevention? Why is such a body needed? The Board of Fire Prevention Regulations This answer requires the student to deduce any two of the following answers:  To make sure newly built houses contain fire prevention measures  To make sure new houses are built to legal standards in terms of fire prevention  To ensure older houses are modernised in terms of fire prevention  To ensure blocks of flats, houses with up to five residential units are updated to modern standards

B) Use the following picture to respond to the questions. 1) What is the arrow indicating? window or glass pane 2) Name three types of material that can be used for this purpose. acrylic glass, perspex, plexiglas, soda lime glass, stained glass, acrylic plastic (any three)

C) Answer the following multiple choice questions: 1) Which of the following is not a veneer? □ epoxy □ book matched □ laid up 2) Identify the adhesive: □ gelcoat □ lacquer □ pressure sensitive 3) □ □ □

Which of these would you use to seal a gap in a wall or skirting board? mastic pollyfilla non-hydraulic lime

4) Which of these is the coat of paint put on first in order to improve durability? 88

Keys to the Tests □ wood stain □ bathroom paint □ primer 5) □ □ □

Which of these is a group of varnishes? resins acrylics polyurethanes

6) □ □ □

Which is not a varnish? marine two part stone sealer

7) □ □ □

How is phenolic resin made? by reacting phenols and aldehydes by absorbing CO2 out of glass fragments

8) □ □ □

Which of these are not used for wood? emulsion adhesives raw veneer topical sealer

SECTION 3

The following two questions test your understanding on planning and preparation stage, choice of materials and specific considerations needed for a particular context. Choose one situation and motivate your answers using the factors provided. A) You are a building contractor specializing in bespoke homes. A family has now asked you to choose five different floor coverings for the following parts of their new home: 1) The hallway 2) The kitchen 3) The living room 4) The master bedroom 5) The guest bedroom What materials will you choose and why?  Consider design with different resulting effects such as practical issues  Consider and explain why you would choose certain materials to others Materials: marks given for any of the following: 89

Keys to the Tests elm, cedar, cherry, beech, birch, maple, oak, pine, mahogany, teak, bamboo, terrazzo, vitrified tiles, walnut, ash, holm oak any types of marble, cork, any types of granite, linoleum, ceramic tiles, porcelain tiles, terrazzo, terra cotta. Motivation: marks given for each plausible explanation including any two of the following as a motivation for choosing a specific material: 1) 2) 3) 4)

Design Resulting effect Practical issues Comparison to other materials

E.g. Both linoleum and cork are cheaper to use than wood whilst giving a good effect. B) As a building contractor you have employees who specialise in various skills such as plastering and wallpapering. It does however frequently happen that your advice is asked by homeowners, whose houses you are renovating. You are currently modernizing a house and have been asked by the owner, who doesn’t like wood, what types of surfacing would be suitable for: 1) The kitchen worktops 2) The bathroom surfaces surrounding the sink area 3) The window sills 4) The worktops in the utility room 5) The worktops in the garage workshop What materials will you choose and why?  Consider design with different resulting effects such as practical issues  Consider and explain why you would choose certain materials to others Materials: marks given for any of the following: Formica, Arborite, Avonite, composite laminate, composite stone, composite veneer, Corian, engineered stone, quartz surfacing, Gabbro, Meganite, any types of marble, any types of granite, aluminium. Motivation: marks given for each plausible explanation including any two of the following as a motivation for choosing a specific material: 1) Design 2) Resulting effect 3) Practical issues 4) Comparison to other materials E.g. Formica is a cheaper option to Thiersheimer marble but does of 90

Keys to the Tests course not have the same life span. EVALUATION GRID TO THE TEST SECTION 1 A)

(….…/ 5)

B)

(….…/ 5)

C)

(….…/ 5)

D)

(….…/ 5)

E)

(.….../ 5)

F)

(..…../ 10)

SECTION 2 A)

(….…/ 10)

B)

(….…/ 10)

C)

(……./ 15)

SECTION 3 (….…/ 30)

Total score

(………/ 100)

91

Keys to the Tests

TEST YOUR ENGLISH Answer Key 2 Construction Management 1. Circle the correct term to fill each gap. A constructor should submit the major documents such as master architectural drawings, (1) site plan, floor plan, elevation drawings in order to obtain a (2) building permit. The plans and drawings should be compatible with the zoning legislation. If (3) zoning legislation do not be obeyed, he should do the necessary changes on the plans to get the permission. A site plan should be drawn up at a certain scale and shows immediate surroundings and buildings outside the boundaries of the site or building plot. (4) Zoning restrictions should be considered while developing a site plan. Floor plans, section drawings and elevation drawing should be all drawn up at a certain required scale and show all the required details. After the construction stage, the constructor will submit to the same authority to provide (5) Certificate of Occupancy. This time he provide documents that the construction has been completed in line with the original plans and drawings and all the requirements have been (6) fulfilled.

2. Fill in the blanks Although financial statements include a large volume of quantitative data many times statements have little help to operating managers as they attempt to reduce costs and improve productivity. Interpretation of project accounts is generally not straightforward until a project is completed, and then it is too late to influence project management. Even after completion of a project, the accounting results may be confusing. Hence, managers need to know how to interpret accounting information for the purpose of project management. There are some methods that they can use which includes a continuous control of project budget, construction activities and matching cost of each activity.

3. Explain in English Indemnification

A contractual obligation by which a person or entity agrees to reimburse others for loss or damage arising from specified liabilities.

Performance Bond

A bond required by owners for most large construction projects and issued by an insurance company or a bank to guarantee satisfactory completion of a project by a contractor.

92

Keys to the Tests Fixed Fee Contract

A type of construction contract under which the owner paid a predetermined price to the contractor for the completion of a construction project.

Cost Plus Contract

A type of construction contract under which a contractor is reimbursed for the costs incurred, and is paid a fixed or percentage fee as contractor’s profit.

Insurance

A promise of compensation for potential future losses from specified perils in exchange for periodic payments which is designed to protect financial well being of an individual or entity.

Contract

An agreement between two or among multiple parties that is mutually binding.

Contractor

An individual or entity enters into a contract for construction of a building or part of a building.

Owner

An individual or entity owns a title or an interest in a parcel of real property or any individual or entity who contracts for construction.

4. Read the text and match the correct clauses on the right-hand side with classifications on the left-hand side below CONSTRUCTION projects are extremely complex undertakings and are usually governed by highly detailed contracts. However certain clauses may seem peculiar to both parties. The following clauses are the ones commonly found in contracts. Merger and Integration Clause: prevents the parties to a contract from later claiming that the contract does not reflect their entire understanding, or was later changed somehow, stating that the contract constitutes the entire understanding between parties. Choice of Law and Forum Clause: allows parties to delegate their choice of applicable law and a specified court system in the event of a dispute. Statute of Limitations Clause: allows parties to determine their own time limits and can shorten (or lengthen) the statute of limitations which applies to litigation under the applicable law chosen. Indemnification Clause: allows one party to indemnify the other, in the event that certain expenses are incurred. Time of Performance: determines the time, essential for the completion of the work described in the contract.

93

Keys to the Tests Arbitration Clause: some contracts include clauses specifying certain or all disputes arising out of or in connection with the contract will be resolved by arbitration. Severability Clause: ensures that the contract remains enforceable even if part of the contract is later held invalid. Non-Waiver Clause: prevents the course actions of a party, to be considered as a waiver from any right it may have under the contract and choose to use this right later. Liquidated Damages Clause: sets forth the damages to be paid following the breach of the contract to indemnify the harmed party for its losses. Penalty Clause: determines the fee to be paid by the party who is late or in breach of performing its consideration. Merger and Integration Clause

This Agreement and the exhibits attached hereto contain the entire agreement of the parties with respect to the subject matter of this Agreement, and supersede all prior negotiations, agreements and understandings with respect thereto.

Choice of Law and Forum Clause

This agreement shall be interpreted under the laws of the Republic of Turkey. Any dispute under this agreement shall be resolved in the trial courts of Ankara.

Arbitration Clause

All disputes, controversies, or claims arising out of or relating to this contract shall be submitted binding arbitration in accordance with the applicable rules of the International Chamber of Commerce.

Indemnification Clause

The contractor agrees to indemnify and hold harmless the land owner against loss or threatened loss or expense by reason of the liability or potential liability of the owner for or arising out of any claims for damages.

Penalty Clause

Breach of or non-compliance with the provisions of this agreement shall be considered as a material breach. Any party who fails to comply with any of its obligations set forth herein shall be subject to a penalty fee of ___ EUR.

94

Keys to the Tests

5. Translate the following text into your language Liquidated Damages In most cases, it is very difficult to determine the loss incurred by one of the Parties to a contract, if the other Party breaches or fails to comply with the provisions of the contract. The damages arising out of such breach can be direct damages (such as the costs already incurred) or can be indirect (such as the lost profit). Therefore, in construction contracts which include a complex structure, parties may chose to include a liquidated damages clause. Sometimes, a liquidated damage clause is also used as a penalty mechanism to prevent parties from breaching the contract.

6. You are a manager of a construction company and you have to prepare short justification of your construction plan for building of a modern children's playground. Write down your justification (approx. 150 words). Encourage students to use the picture glossary.

EVALUATION GRID TO THE TEST Exercise 1

(………/ 10)

Exercise 2

(………/ 10)

Exercise 3

(….……/ 5)

Exercise 4

(.…….. / 10)

Exercise 5

(.…….. / 25)

Exercise 6

(..……../ 40)

Total score ……………(………/ 100)

95

Keys to the Tests

TEST YOUR ENGLISH Answer Key 3 Energy Efficiency 1. Circle the correct term to fill each gap. 1. – B; 2 – A; 3 – A; 4 – B; 5 C

2. Match the labels with the appropriate statement. 1. 2. 3. 4. 5.

Solar energy Wind power Bio-energy Hydropower Geothermal energy

3. Read the text and write one word in each gap to complete the sentences. The first letter of each word is written. There are many possibilities for how everybody can change their behaviour to contribute to saving energy. Some suggestions are: Driving slower to save fuel Taking a shower instead of a bath Avoiding leaving household appliances on standby Walking instead of using cars for short journeys Switching off lights when leaving a room

4. Explain in English Skylights - horizontal windows or domes placed at the roof of buildings - are often used for daylighting. Green roof - a roof of a building that is partially or completely covered with vegetation and soil. Air tightness - performance characteristics of windows and doors. Heat recovery - a process of capturing waste heat energy and reusing it by returning it to systems or processes. This can include heating space and water. Comfort conditioning - the process of treating air to simultaneously control its temperature, humidity, cleanliness, and distribution to meet the comfort requirements of the occupants of the conditioned space.

96

Keys to the Tests

5. Translate the following text into your language Heat Replacement Effect Electrical appliances and lighting in the home give out heat when they are switched on or are on standby. In the case of incandescent lighting, about 95% of the electricity is wasted as heat with only 5% being used to provide light. Most lights and appliances are situated in heated living spaces, where some of the energy they consume contributes to the warmth of the building. If the waste heat they emit is reduced through design improvements, the temperature inside the building can only be maintained by adding heat from another source such as a heating system. This effect is known as the Heat Replacement Effect.

Suggested Bulgarian translation

Ефект на заместване на топлината Когато са включени или са в режим „стендбай” електическите уреди и осветителни тела в дома отдават топлина. При крушките с нажежаема жичка 95% от електричеството се похабява като топлина и само 5% се използват за осигуряване на светлина. Повечето осветителни тела и уреди са разположени в отопляеми жилищни помещения, където част от консумираната от тях енергия спомага за отоплянето на сградата. Ако посредством конструктивни подобрения бъде намалена отпадната топлина, която излъчват, температурата в сградата може само да се поддържа чрез добавяне на друг източник, например отоплителна система. Този ефект е известен като ефект на заместване на топлината.

6. You are a construction professional (architect, civil engineer, building manager, technician, landscape engineer, glazier, etc.). You are asked for an advice on how to improve energy performance of a given flat/house. Write down your advice (approx. 150 words).. Encourage students to use the picture glossary. EVALUATION GRID TO THE TEST Exercise 1

(………/ 10)

Exercise 2

(………/ 10)

Exercise 3

(….……/ 5)

Exercise 4

(.…….. / 10)

Exercise 5

(.…….. / 25)

Exercise 6

(..……../ 40)

Total score ……………(………/ 100) 97

Keys to the Tests

TEST YOUR ENGLISH Answer Key 4 Electricity 1. Answer the following questions: 1. It is a fundamental interaction between electricity and magnetism. 2. DC stands for direct current and AC stands for alternating current. The terms refer to how current varies in time. 3. Lighting and electric heating are. 4. The optical fibre and satellite communications technologies did. 5. The three categories of materials are: conductors, insulators and semiconductors. 6. Conductors provide a path for an electric current while insulators hardly do so. 7. A generator converts mechanical energy to electrical energy while a motor converts electrical energy to mechanical energy. 8. Burning fossil fuel converts carbon to carbon dioxide which enhances the global warming. 9. Hans Christian Ørsted was the scientist who discovered electromagnetism, the interaction between electricity and magnetism. 10. An insulator is a material which does not easily release electrons.

2. Here are the definitions of some of the concepts you have studied so far. Name the concepts. 1. 2. 3. 4. 5. 6. 7. 8.

Electrical conduction Electrolysis Electromagnetism Direct current Alternating current Light bulb Semiconductors Thermistors

3. Fill in with the missing words (1) flows; (2) conductor; (3) heat; (4) has; (5) electric; (6) fan; (7) appliances; (8) processes

98

Keys to the Tests

4. Find words in the paragraph which should mean the same thing as the words printed below. generate = produce occur = happen warmth = heat for instance = for example gives off = emits released = produced differ = vary function of = according to

5. Translate the following text into your language A material which does not easily release electrons is called an insulator. Rubber, nylon, porcelain and air are all insulators. There are no perfect insulators. All insulators will allow some flow of electrons, however this can usually be ignored because the flow they permit is so small. Semiconductors are midway between conductors and insulators. Under certain conditions they allow a current to flow easily but under others they behave as insulators. Germanium and silicon are semiconductors. Mixtures of certain metallic oxides also act as semiconductors. These are known as thermistors. The resistance of thermistors falls rapidly as their temperature rises. They are therefore used in temperature-sensing devices.

Suggested Bulgarian translation: Материал, който трудно освобождава електрони, се нарича изолатор. Изолатори са гумата, найлонът, порцеланът и въздухът. Няма идеален изолатор. Всички изолатори позволяват известно преминаване на електрони, но обикновено този факт може да се пренебрегне поради това, че те пропускливостта е твърде малка. Полупроводниците са нещо средно между проводници и изолатори. При определени условия те позволяват на електрическия ток да протича свободно, а при други - играят ролята на изолатори. Германият и силиконът са полупроводници. Смесите на определени метални оксиди също имат свойства на полупроводници. Познати са като термистори. Устойчивостта им рязко намалява, когато се увеличи температурата им. Това е причината да се използват за термочувствителни уреди.

99

Keys to the Tests EVALUATION GRID TO THE TEST Exercise 1 (………/ 20) Exercise 2 (………/ 16) Exercise 3 (….……/ 16) Exercise 4 (.…….. / 16) Exercise 5 (.…….. / 32) Total score ……………(………/ 100)

100

Keys to the Tests

TEST YOUR ENGLISH Answer Key 5 Ecology and Environment

1. Put the sections of this article into the correct order (the first section is A and the last is G) A, E, F, B, D, C, G

2. Read the text again and answer the following questions 1. IPCC is the Intergovernmental Panel on Climate Change and it is the leading scientific body for the assessment of climate change. 2. As the oceans warm, they are less able to absorb carbon dioxide from the atmosphere. 3. The phytoplankton receives nutrients from deeper water layers. 4. In the spring, when the phytoplankton bloom the ozone depletion extents to subarctic latitudes. 5. The oceans could not absorb as much carbon dioxide as they once did which made temperatures rise. 6. This weakens the phytoplankton further depleting the ocean sink for carbon dioxide. 7. They absorb less carbon dioxide from the atmosphere when they warm. 8. More gas is built-up in the atmosphere. 9. The ozone depletion extended into subarctic zones.

3. Match the term with its definition 1 – m, 2 – c, 3 – j, 4 – f, 5 – a, 6 – o, 7 – n, 8 – b, 9 – d, 10 – l, 11 – g, 12 – h, 13 – e, 14 – i, 15 - k

4. The words in the box are all used to describe species. Use them to complete the sentences below

rare native

protected

endangered

species indigenous

101

alien threatened

exotic

Keys to the Tests 1. Species of which there are only a few individuals are rare. 2. Ones that are in danger of extinction are endangered or threatened. 3. Ones that people are not allowed to kill are protected. 4. Ones that come originally from the local habitat are indigenous or native. 5. Ones that come from elsewhere are alien. 6. Usual species are exotic.

5. Each of the extracts 1-6 is about a particular habitat. Complete each extract with one of the habitats a-f 1 – f, 2 – b, 3 – e, 4 – d, 5 – a, 6 – c

6. Complete the extract with the listed terms (each term is used only once) 1 – b, 2 – c, 3 – e, 4 – f, 5 – a, 6 – d

102

Keys to the Tests

7. Crossword puzzle 1

w i

3

p

e o u

4

t

s p e

c

i e

n v 6

r a

f

o

r e s t

s

r 7

c

o n

t

u

s

c

t

l

11

de v a s 12

s

r

c l

e

9

f o o d

r

e

f

s

c

a 13

8

e

ec o l

e t a

t a t e

n t

p l

m

n 10

n

y

a m i n a t e

m

2

d e

5

i n

s

o g

i

s

t

u i m a

t e

r

da m

14

c 16 em i 17

n o x

a 15 g e l

s

s

i

i o u s

o n b a

18

Across:

w i

l

d

Down:

3

What pollution can do to wildlife?

5

If you use up natural resources, you ............them.

6

Tropical ones are ecologically vital. 103

1

Different habitats have different eco.....

2

This power of energy is controversial, to say the least.

Keys to the Tests 7

Poison as a verb.

4

These issues are green.

9

Damage at the top of this chain will have effects at the other end.

8

The greenhouse one causes climate change.

11

Pollutants can do this to the environment when the damage is very bad.

10

The natural ones should not be depleted.

12

Student of and carer for the environment.

15

Warming on the worldwide scale.

13

Everyone agrees this is changing.

14

Pollutants can do this to the environment.

16

Usually plural release of gases.

17

These fumes are dangerous.

18

Animals breed in captivity or in the.....

EVALUATION GRID TO THE TEST Exercise 1 (………/ 10) Exercise 2 (………/ 18) Exercise 3 (….……/ 15) Exercise 4 (.…….. / 15) Exercise 5 (.…….. / 12) Exercise 6 (..……../ 12) Exercise 7(..……../ 18) Total score (………/ 100)

104

Keys to the Tests

TEST YOUR ENGLISH Answer Key 6 ICT 1. Find synonyms or expressions that mean the same as the words in bold

in the text below; only one word is correct. 1 – c; 2 – b; 3 – b; 4 – b; 5 - a

2. Which of these sentences is acceptable and means the same as the one

given?

1 – c; 2 – b; 3 – d; 4 – a; 5 – c 3. Word Building: Fill in the gaps with the correct prefix 1. mono

2. Sub 3. mega 4. de 5. semi 6. multi

7. dec 8. inter

4. Vocabulary: Multiple Choice on ICT. Only one word is correct. 1 – c; 2 – d; 3 – b; 4 – b; 5 - c 5. Multiple Choice Activities and Translation

a) Read the following sentences and write one word in each gap to complete them. 1 – a; 2 – c; 3 – b; 4 – c; 5 - b

b. Translate the following text into your language Hi-Tech was established in 1992 with modest set uo if 2 PC’s. In the last 13 years, it has grown into a mature company with 400 workstations, over 700 personnel working in 3 shifts, over 200 ongoing clients spread all across US, Canada, Europe and Australia and a revenue of over US 3.2 million. Hi Tech designs creative websites utilizing the latest digital image enhancement software. One can develop business web presence, database driven web-sites, portal web-sites, e-commerce solutions such as Shopping Cart, Online payments, along with other web based applications such as search engines, chat, email, etc.

105

Keys to the Tests

Suggested Spanish translation Hi-Tech se fundó en 1992 con un modesto equipo de 2 PC’s. En los últimos 13 años ha crecido mucho y se ha convertido en una compañçía madura con 200 terminales de trabajo, más de 350 empleados trabajando en tres turnos, más de 100 proyectos en curso con clientes de Estados Unidos, Canadá, Europa y Australia y unos ingresos de más de 1,2 millones de dólares. Hi-Tech diseña dominios web creativos utilizando lo último en software de retoque de imágenes digitales. Se pueden diseñar presencia de negocios web, dominios web conducidos con bases de datos, dominios web portal, soluciones de comercio electrónico tales como Cesta de la Compra, pagos en línea, así como otras aplicaciones basadas en la web tales como ingenieros de búsqueda, Chat, e-mail, etc. 6. Write a blog with your story about how ICT has positively influenced your construction career (approx. 150 words) …

Encourage students to use the picture glossary. EVALUATION GRID TO THE TEST Exercise 1

(………/ 10)

Exercise 2

(………/ 10)

Exercise 3

(….……/ 10)

Exercise 4

(.…….. / 5)

Exercise 5

(.…….. / 25)

Exercise 6

(..……../ 40)

Total score ……………(………/ 100)

106

Keys to the Tests

107

Authors: Reneta Raynova, MYCCI Bulgaria Boriana Toteva, MYCCI Bulgaria Prof. Veselin Brezin, University of Forestry (Bulgaria) Tanya Pancheva, University of Forestry (Bulgaria) Petar Antov, University of Forestry (Bulgaria) Cofederation of Education and Training Centres (Spain) Prof. dr. eng. Ion Visa, Transylvania University of Brasov (Romania) Prof. dr. eng. Anca Duta, Transylvania University of Brasov (Romania) Assoc. prof. dr. Dana Perniu, Transylvania University of Brasov (Romania) Lect. dr. Oana Tatu, Transylvania University of Brasov (Romania) Assists. dr. Mihaela Dudita, Transylvania University of Brasov (Romania) Susanne Hagen, Semantica Ltd. (United Kingdom) Dogan Incesulu, MAKRO Ltd. (Turkey) Ipek Incesulu, MAKRO Ltd. (Turkey) Gonul Konyalıoglu, MAKRO Ltd. (Turkey) Printed by: Sole Trader Svetlozar Gindyanov 2010, Ruse, Bulgaria