The aim is to develop an understanding of the behaviour and function of various components of buildings. For this it is essential that the students are taught the various components of building such as foundations, floors, super structure, joints, opening, roofs etc. The first year timber construction and RCC will be dealt with.
Teachers must supplement their lectures with models, audio-visuals and on site study of various building components.
For drawing work, stress must be laid on scale, dimensioning, lettering, and composition of the drawing.
At the end of the first year, the students should be able to draw a complete vertical section through a simple single storied flat roof building.
The subject teacher shall introduce the theory component of the topic to the students before drawing sheets are attempted by the students.
Note: The theoretical constructions should be imparted to the students along with building construction drawings
1. Masonry Construction
1.1 Brick work (1 sheet)
– Study of standard brick (FPS and MKS system) its dimensions
– Brick moulding and manufacturing technique in a brick kiln
– Specially formed bricks
1.2 Brick work in Foundation (1 sheet)
Trenching concrete bedding and brick work in Section and Plan.
1.3 Stone work (1 sheet)
Various types of stones used for masonry work with special reference to locally available stone. Exposure to cutting of stones and their finishing. Classification of stone masonry.
1.4 DPC (1 sheet)
– Sources of dampness and effects of dampness
– Treatment of building components for effective damp proofing
1.5 Brick work in super structure (Different Bonds) (1 sheet)
1.6 Openings in Walls (2 sheets)
1.7 Classification of Arches and Lintels (2 sheets)
2. Joinery (1 sheet)
– Doors and windows frames – their fixing
3. Flooring (1 sheet)
– Types of flooring and constituents (ground and upper flooring)
– Different types of floor finishes
Note: Total minimum 11 sheets
This subject is of practical in nature. While imparting instruction for preparation of various drawings of different types of buildings and their components, the teacher should organize demonstration and field/site visits to show various stages, sizes and scales of operations involved in building construction. The teacher should involve the theoretical aspects of the instructions to the students before drawings are attempted by the students. Students may prepare the port-folio of the work done by them throughout the session. Teacher may also organize viva-voce after each drawing assignment so as to test the level of understanding of the students about underlying concepts, principles, and procedures.