California Career and Technical Education Standards

• ANR.B.B4.1 Know basic plumbing fitting skills with a variety of materials, such as copper, ...
• ANR.B.B4.2 Understand the environmental influences on plumbing system choices (e.g., filter...
• ANR.FS.11.0 Demonstration and Application
• ANR.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• ANR.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• ANR.FS.6.1 Know policies, procedures, and regulations regarding health and safety in the wo...
• ANR.FS.6.4 Maintain safe and healthful working conditions.
• ANR.FS.6.5 Use tools and machines safely and appropriately.
• ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.3 Generate relevant questions about readings on issues that can be researched.2
• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2

• Pipe Problems! - Hooks / Set

  This set is going to take some set up. Take a piece of copper pipe, secure it in a pipe vise, cap one end (solder), and put a male adapter (solder) on the other. Then pierce or cut a slash in the tubing near the male adapter. Use a hose adapter to hook the copper tubing up to the water hose. As students walk in, have the water on so that the leak is obviously noticeable. Post on the board, "Help, I've got pipe problems!  Form groups of two (2) to three (3). Take three (3) minutes to observe the problem and formulate a plan of action to solve the problem as a group. Once you have a solution, capture it in your notebook."  After the three (3) minutes, have groups share out their solutions. Inform students that over the course of the unit they will be making pieces that will eventually comprise the final project, which will be graded.
• Copper Tubing Characteristics and Uses - Demo / Modeling

  Once all the groups have shared out, demonstrate the process of fixing the problem using the sweat soldering process that will be introduced, demonstrated and practiced later in the lesson. Then use teacher-lead discussion to examine the characteristics of copper based on what students noticed from the set. Check to ensure that all students have their notebooks out. Present Copper Tubing PPT highlighting additional characteristics and common uses. Students are expected to capture notes in notebook. After the PPT, direct students to turn to a partner and share with them at least three (3) things they learned. As the PPT is shared, samples of materials, fittings, and tools will be shared and discussed.

  • Copper Tubing PPT.ppt [ Download ]
• Copper Tubing Fitting Demonstration - Demo / Modeling

  After students complete sharing, direct students to grab their notebooks and safety glasses on their way out to the shop. Have students gather around a work station. Show the materials and tools they will be using. Demonstrate the Copper Fitting procedure. Students will observe and record the procedure involved in soldering copper tubing and copper fittings. Have one volunteer come up and try it. Allow other students to help the volunteer with steps and procedure. When the student volunteer is trying the process, stress safety.

  • COPPER TUBING FITTING PROCEDURE.docx [ Download ]
• Copper Tubing Fitting Lab - Lab / Shop

  I inform students that once they are finished, they are to check-in with me, put their initials on their tubing, put it in the period box, and clean up (in that order). Direct students to get materials and begin. On this part, I have students work in pairs. The soldering process is much easier and safer if each student has someone helping them. As students work, I check in with each student to answer clarifying questions, ensure they are following the steps, and following safety procedures.
• Wrap Up/Clean Up - Closure

  At minute 5-7 prior to the bell, clean up time begins. Each student is assigned a part of the shop to clean. I usually assign per last name and rotate during the unit. I check the shop to make sure tools and materials are put in their proper place. Then instruct students to put their safety glasses away and return to class.

• Copper Tubing Materials.Tools [ Download ]