SECTION 130.45. Building Maintenance Technology II (Two Credits), Adopted 2015

(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: Building Maintenance Technology I. Students shall be awarded two credits for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Architecture and Construction Career Cluster focuses on designing, planning, managing, building, and maintaining the built environment.

(3) In Building Maintenance Technology II, students will continue to gain advanced knowledge and skills needed to enter the workforce as a building maintenance technician or supervisor and construction project manager or secure a foundation for a postsecondary degree in construction management, architecture, or engineering. Students will acquire knowledge and skills in safety, Occupational Safety and Health Administration (OSHA) standards, and safety devices in electrical circuits; maintenance of electrical and heating, ventilation, and air conditioning (HVAC) systems; and concepts of historic preservation.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) express ideas and messages to others in a clear, concise, and effective manner, including explaining and justifying actions convincingly and effectively conveying written information and messages in a socially acceptable manner that is easily understandable;

(B) compile data using numbers in various formats to solve job-appropriate problems;

(C) demonstrate an ability to be trustworthy and honest, to choose the ethical course of action, and to comply with all applicable rules, laws, and regulations;

(D) demonstrate consistency, punctuality, dependability, reliability, and responsibility in reporting for duty and performing assigned tasks as directed; and

(E) evaluate systems and operations; identify causes, problems, patterns, or issues; and explore workable solutions or remedies to improve situations.

(2) The student demonstrates knowledge of basic worksite safety regulations and safety guidelines. The student is expected to:

(A) demonstrate safe working procedures during building maintenance and repair;

(B) explain the purpose of the OSHA and how to promote on-site safety;

(C) identify electrical hazards and how to avoid or minimize them;

(D) explain obligations of workers, supervisors, and managers to ensure a safe work environment;

(E) discuss the causes, effects, and costs of accidents; and

(F) define safe work procedures regarding personal protective equipment, hazardous chemicals, and potential construction hazards, including hazardous material exposures, welding, cutting hazards, and confined spaces.

(3) The student knows how to interpret blueprint drawings, various symbols, schematics, one-line diagrams, and wiring diagrams. The student is expected to:

(A) explain the basic layout of a blueprint drawing;

(B) identify the common symbols used on commercial construction drawings; and

(C) read equipment schedules found on blueprint drawings.

(4) The student knows how to handle fuses and circuit breakers. The student is expected to:

(A) explain the necessity of overcurrent protection devices in electrical circuits;

(B) define the terms associated with fuses and circuit breakers;

(C) describe the operation of a circuit breaker;

(D) describe the operation of single-element and time-delay fuses;

(E) explain how ground fault circuit interrupters can save lives; and

(F) describe troubleshooting and maintenance techniques for overcurrent devices.

(5) The student installs various types of lamps and fixtures. The student is expected to:

(A) recognize the different types of lamps and explain the advantages and disadvantages of different types such as incandescent, halogen, fluorescent, and high-intensity discharge;

(B) select and install lamps into lighting fixtures; and

(C) install various lighting fixtures such as surface mounted, recessed, suspended, and track-mounted.

(6) The student knows various methods to properly select, inspect, use, and maintain common electrical test equipment. The student is expected to:

(A) explain the operation of and describe various test equipment such as ammeter, voltmeter, volt-ohm-multimeter, and continuity tester;

(B) explain how to read test equipment and convert from one scale to another;

(C) explain the importance of proper meter polarity;

(D) define frequency and explain the use of a frequency meter; and

(E) explain the differences between digital and analog meters.

(7) The student installs and maintains electrical devices and demonstrates wiring techniques common to residential and industrial facilities. The student is expected to:

(A) describe how to determine electrical service requirements for residential and industrial facilities;

(B) select the proper wiring methods for various residential and industrial facilities;

(C) explain the role of the National Electrical Code;

(D) compute branch circuit loads and explain their installation requirements;

(E) explain the types of equipment grounding conductors such as ground fault circuit interrupter (GFCI), light fixtures, receptors, and switches and their purposes;

(F) distinguish between the sizes of outlet boxes and their various wiring methods;

(G) describe the rules for installing electric space heating and HVAC systems equipment; and

(H) describe the installation rules for electrical systems around swimming pools, spas, and hot tubs.

(8) The student is introduced to the basic principles of HVAC systems. The student is expected to:

(A) explain the principles of HVAC systems;

(B) describe what the Clean Air Act means to the HVAC systems industry; and

(C) identify the types of schedules and drawings used in the HVAC systems and refrigeration industries.

(9) The student installs, selects, prepares, joins, and supports copper and plastic pipes and fittings. The student is expected to:

(A) describe the precautions that must be taken when installing refrigerant piping;

(B) select the right tubing for a project;

(C) cut and bend copper tubing;

(D) determine the kinds of hangers and supports needed for refrigeration piping;

(E) describe the requirements for pressure-testing an installed system;

(F) identify types of plastic pipe and describe their uses; and

(G) cut and join lengths of plastic pipe.

(10) The student operates, tests, and adjusts conventional and electronic thermostats as well as the common electrical, electronic, and pneumatic circuits used to control HVAC systems. The student is expected to:

(A) describe how conventional and electronic thermostats operate;

(B) describe how pneumatic and electronic circuits are used to control mechanical systems;

(C) analyze circuit diagrams for electronic and microprocessor-based controls; and

(D) troubleshoot systems using various controls.

(11) The student knows the concepts of historic preservation and local and national resources to maintain and renovate historic structures and landscapes. The student is expected to:

(A) research the U.S. Department of Interior's methods and guides for historic preservation;

(B) describe the rules and regulations for historic preservation as prescribed by the Texas Historical Commission; and

(C) describe the historic preservation building codes for a local area.

Source Note: The provisions of this §130.45 adopted to be effective August 28, 2017, 40 TexReg 9123