DOCUMENT RESUME CE 067 227 ED 374 289 Reading Charts & Tables. Electrical & TITLE Instrumentation. Associated Builders and Contractors, Inc., Baton INSTITUTION Rouge, LA. Pelican Chapter.; East Baton Rouge Parish School Board, La.; Greater Baton Rouge Chamber of Commerce, LA. Office of Vocational and Adult Education (ED), SPONS AGENCY Washington, DC. National Workplace Literacy Program. PUB DATE [92] V198A10155 CONTRACT 85p.; For documents related to this project, see CE NOTE 067 219-251. For comparison manual, see CE 067 229. Instructional Materials (For Classroom Use PUB TYPE Guides Tests/Evaluation Instruments (160) Learner) (051) MFOI/PC04 Plus Postage. EDRS PRICE Adult Basic Education; Adult Literacy; Basic Skills; DESCRIPTORS Behavioral Objectives; *Charts; Competency Based Education; Electrical Occupations; Individualized Instruction; Instrumentation Technicians; Learning Activities; Lesson Plans; *Literacy Education; Mathematics Instruction; Mathematics Skills; *Problem Solving; *Tables (Data); Technical Education; *Word Problems (Mathematics) *ABCs of Construction Project; Workplace Litnracy IDENTIFIERS ABSTRACT Developed by the ABCs of Construction National Workplace Literacy Project, these curriculum materials for the area of electrical and instrumentation contain a lesson that deals with reading charts and tables. The lesson consists of an objective, instruction, and 10 exercises. Three types of problems are provided in each exercise: "try it," "apply it," and "go with it." The objective for the lesson is for the student to learn to locate and apply information from a table. (YLB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Reading Charts tr ti Tables a ELECTRICAL & INSTRUMENTATION U.S DEPARTMENT OF EDUCATION 0 rice of eaucalionai ReSea,an and Imprdvernani E CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received horn the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE Associated Builders & Contractors, Inc. EBR Adult & Continuing Education 2 ABC's of Construction National Demonstration Project in Workforce Literacy The ABC's of Construction Project was funded in 1991 by the U.S. Department of Education as a grantee through the National Workplace Literacy Program (PR #198A10155). The program provided basic skills instruction to industrial construction workers employed by companies which are members of the Pelican Chapter of Associated Builders and Contractors (ABC). Located in Baton Rouge, Louisiana, ABC provides training to employees of over 60 member companies who perform contract work in the 58 petrochemical facilities located along the Mississippi River between Baton Rouge and New Orleans. The grantee, the Adult Education Department of East Baton Rouge School Board, performed a comprehensive literacy task analysis of the apprenticeship training program for millwrights, pipefitters, electricians, instrumentation techs, and welders involved in the ABC training program. Over 20 modules of original, contextual curriculum were developed to teach the reading and math skills required for success in the craft training program. Materials developed for instruction incorporated cognitive strategies for learning basic skills in the context of the craft and safety knowledge demanded by the industrial construction workplace. Instruction was written for a competency-based, open-entry/open-exit, individualized adult learning program that operated at the ABC training center in the evenings after work-hours. 3 ORGANIZING INFORMATION TABLES -.1-N WITH CHARTS AND ELECTRICAL & INSTRUMENTATION OBJECTIVE ou will learn to locate and apply information from a table INSTRUCTION The manager met with the crew. He told them the following: "We're starting a new job. We'll work around plant schedules. We won't work regular hours. Some of you will work split shifts. Others will work regular shifts that start and end at odd times. OK. Carl, you'll work Mondays and Tuesdays from 6 to 10 a.m.. You'll also work from 6 to 10 p.m. I'll need you from noon until 8 on Wednesdays. Thurs- days you'll work your regular shift. On Friday I need you from 5 to 10 a.m. and from 3 to 6 p.m. Vu, you work swing shift on Mondays and Fridays. I need you from noon to 8 on the other days. Lynn, you'll have the same schedule as Carl except on Thursdays. You'll have the same schedule on Thursdays as Vu. Don, you'll with Vu on Tuesdays and Wednesdays. On the other days, you'll work from 6 to 2. Any questions?" The schedules were different and new. There were too many changes. No one could remember when to work. Workers were late. Sometimes they failed to show up at all. The answer to the problem was to make the following schedule. 3 1 4 CONSTRUCTION SCHEDULE MONDAY 1 TUESDAY1 WEDNESDAY1 THURSDAY FRIDAY Carl 16-10 am 16-10 am noon-8 pm regular 5-10 am 16-10 pm 16-10 pm shift 3 -6 pm Vu 4-12 pm noon- noon-8 pm noon-8 pm 14-12 pm : 8 pm 1 Lynn! 6-10 6-10 am am noon-8 pm noon-8 pm 15-10 am 6 -10 pm 6-10 pm 13-6 pm Don 16 am- noon- noon-8 pm 6 am-2 pm 6am- i , 2 pm 8 pm 2pm Grouping work times by worker and day organized the schedule. The manager gave copies to each person. The schedule's structure helped workers see when they worked. This structure is called a chart, or table. The following chart is marked to show that structure. CONSTRUCTION SCHEDULE (DAYS OF THE WEEK ) AMONDAY TUESDAY; WEDNESDAY; THURSDAY" FRIDAY Carl . 6-10 am 6-10 am noon-8 pm regular am 15-10 16-10 pm 6-10 pm shift 3-6 pm U) Vu , 4-12 pm noon- noon-8 pm noon-8 pm 14-12 pm . 8 pm 0 1 Lynn! 6-10 am am 4 6-10 noon-8 pm noon-8 pm 5-10 am 1 6-10 pm 6-10 pm 3-6 pm Don 6 am- i noon- noon-8 pm 6 am-2 pm 6am- , 2 pm 8 pm 2pm ROWS 4 2 The title appears First, workers found that a title told them what the table contained. CONSTRUCTION SCHEDULE. is at the top of the chart. The title of this chart columns. The rows ran Then they saw that information was organized by rows and vertically down the page horizontally across the page (left to right). The columns ran column. Workers also (top to bottom). Arrows show you an example of a row and (or labels) showed found that information was grouped by a certain feature. Headings the top and left them what was is the rows or columns. These are usually found on Headings on the left tell side of the chart. Top headings show what is in columns. what is in the rows. Examples of the labels are circled. different ways. The schedule solved each person's problem. However, it solved it in worked. But, each Each person looked at different information to find when he or she information he or she needed. They had a person used the same process to find the know when they worked. Each person purpose for using the chart. They needed to the day found his or her name in the column on the left. Then that person looked for intersects, holds the at the top. The place at which the row and column meets, or needed information. For example, Vu wants to know when he works on Wednesday. He finds his name He finds Wednesday on the on the left. He places his left index finger on his name. label. He moves his fingers top of the chart. He places his right index finger on that That tells him when he to the right and down. He comes to a box where they meet. works on Wednesday. He works from noon to 8 p.m. Shading on the following schedule shows you how Vu used the chart. The information he needed appears in a box. 1.2 CONSTRUCTION SCHEDULE ) DAYS OF THE WEEK TUESDAY. WEDNESDAY THURSDAY; FRIDAY MONDAY 5-10 am regular noon-8 pm Carl 6-10 am 6-10 am shift 3-6 pm 6-10 pm 6-10 pm cr) w 4-12 pm noon-8 pm noon-8 pm noon- 4-12 pm V u Lu >- 8 pm 0 5-10 am noon-8 pm noon-8 pm 6-10 am Lynn 6-10 am 3-6 pm 6-10 pm 6-10 pm w noon-8 pm 6am- noon- 6 an-, -2 pm Don am- 6 2 pm 8 pm 2 pm 3 The chart can he used in other ways. Vu wants to know how many times he works from noon to 8 p.m. Again, he finds his name on the left. This time he looks at all the information in the row. Each time he finds "noon-8 p.m." he looks up the column to that day. He finds that he works from noon to 8 p.m. on three days. These are Tuesday, Wednesday, and Thursday. The following chart is marked to show you how he found this information. CONSTRUCTION SCHEDULE (DAYS OF THE WEEK ) MONDAY TUESDAY. WEDNESDAY: THURSDAY FRIDAY Carl 6-10 am 6-10 am noon-8 pm regular 5-10 am (Th 6-10 pm 6-10 pm shift 3-6 pm 4-12 pm V u noon- noon-8 pm noon-8 pm 4-12 pm I j >- II 0 8 pm n. Lynni 6-10 am 6-10 am noon-8 pm noon-8 pm I 5-10 am 6-10 pm 6-10 pm 3-6 pm Don ; 6 am- noon- noon-8 pm 6 am-2 pm Bam- 2 pm 8 pm 2 pm Now the ,nanager needs information. He wants to call a meeting. He must find the earliest time when the crew can meet. To do this, he must look at each day. He must find a time which is the same for everyone. He looks at the heading for Monday. He compares each worker's schedule. He sees that Vu does not work in the morning. He then looks for an afternoon time. Carl (6-10 p.m.) and Vu (4-12 p.m.) have the time 6 p.m. in common. He looks at Lynn's schedule. She 3 also meet at 6 p.m. He looks at Don's schedule. Don leaves at 2 p.m. The manager cannot schedule a meeting for Monday. The manager looks at Tuesday. Again, Carl t6-10 p.m.) and Vu (noon-S-p.m.) can meet at 6 p.m.Lynn can also meet at 6 p.m.Don can meet at 6.p.m. 4 -6 The manager schedules the meeting for 6 p.m. on Tuesday. This is the earliest time everyone can meet. The schedule below is marked to show you how the manager found this informa- tion. CONSTRUCTION SCHEDULE DAYS OF THE WEEK TUESDAYi WEDNESDAY! THURSDAY; FRIDAY MONDAY 5-10 am regular Carl 6-10 am noon-8 pm 6-10 am shift 3-6 pm 6-10 pm 6-10 pm L1J noon-8 pm i 4-12 pm noon-8 pm 4-12 pm noon- W V L1 , >- 8 pm' 0 0 2 noon-8 pm noon-8 pm 5-10 am Lynn' 6-10 am ,am: 6 -10 3-6 pm 6-10 pm 6-10' pin 16 am-2 pm i Don 6 am- noon-8 pm 6am- noon 2 pm , 2 pm 8 Now the manager wants to know something else. He needs to know how many times workers work a noon-8 p.m. shift. He doesn't care who it is. He doesn't care when they work. Now he doesn't need the labels. All he needs is the information within the chart. He looks at each box. He counts the number of times he finds "noon-8 p.m." He looks down the columns. There are no noon-8-p.m. shifts on Monday. He checks the next day. He finds two noon-8 p.m. shifts. He looks at the third column. He finds four noon-8 p.m. shifts. He checks the fourth column. He finds two more noon-8 p.m. shifts. He looks at the last column. There are no shifts at that time. Ile adds the shifts he counted-2 + 4 + 2. The total is 8. His crew works from noon-8 p.m. eight times in each week. 8 7 5 The following table shows you the information he found. CONSTRUCTION SCHEDULE CETAYS OF THE WEEK ) TUESDAY WEDNESDAY THURSDAY' FRIDAY MONDAY 5-10 am regular noon-8 pm 6-10 am Carl 6-10 am shift 3-6 pm 6-10 pm 6-10 pm 4-12 pm noon-8 pm noon -8. pm. noon- 4-12 pm V u 8pm noon-8 pm 5-10 am noon-8 pm 6-10 am Lynn 6-10 am 3-6 pm 6-10 pm 6-10 pm 6 am-2 pm 6am- noon-8 pm Don 6 am- noon- 2 pm 8pm 2 pm for looking Tables are often part of written information. They are also used alone details for easy use. Reading a table is up specific facts. They organize many include many much like reading a paragraph. Tables have main ideas. Tables the details. You can draw conclusions about the information in them. You use headings as key words to help you find the information you need. You must get information you need from that which is not useful at that time. You may have to conclusions, or refer to more than one table in order to make comparisons, draw synthesize information. 6 The following steps are used in reading a table. 1. READ THE TITLE OF THE TABLE. This tells you its subject or general content. Some tables have no title Then you look at the contents and headings. This helps you determine the table's main idea for yourself. 2. LOOK AT THE LABELS OR HEADINGS. These tell you the items being compared. It also tells the features used to compare them. These form the key words which help you decide which column or row you need to find information. 3. DETERMINE YOUR PURPOSE FOR READING THE TABLE. Questions on the job often require you to use a table. Thus, tables are often used to find specific answers. 4. READ ANY ACCOMPANYING WRITTEN DESCRIPTIONS. Written descriptions provide the context for understanding the table. The description may highlight or clarify information in the table. 5. RE-READ THE DESCRIPTION AND LABELS TO FIND INFORMATION. Because tables organize information, they sometimes include information in shortened form. You may have to decide how features fit together. Reading and rereading helps you make decisions about what the information means. I0 9 7