Line D - Organizational Skills Competency D-2: Apply Science Concepts to Trades Applications
Posted: September 30, 2015 | Updated: March 27, 2019
Author: Camosun College
This Competency introduces the basic principles governing the structure and the behaviour of solids, liquids, and gases. You will look at the effects forces have on objects and the basic machines that transmit a force. You will also examine the effects of thermal and electrical energy. The following list of lines and competencies was generated with the goal of creating an entry-level trades training resource, while still offering the flexibility for lines to be used as stand-alone books. Line D – Organizational Skills. D-1 Solve Trades Mathematical Problems, D-2 Apply Science Concepts to Trades Applications, D-3 Read Drawings and Specifications, D-4 Use Codes, Regulations, and Standards, D-5 Use Manufacturer and Supplier Documentation, D-6 Plan Projects
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Line D - Organizational Skills Competency D-2: Apply Science Concepts to Trades Applications by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
4.7 / 5
Q: The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary
I found that the book was easy to read and covered the the basic math concepts of the
trades. How to find the area of a circle. Appendix D has the formulas but an example
might help the student to understand the process on how to calculate the area.
What is "pie"? If you work with this formula it's easy to remember.
Comprehensiveness Rating: 4 out of 5
Q: Content is accurate, error-free and unbiased
I found a few errors, most could be from the way the book is formatted. I found a few
errors where a figure in the text didn't match the figure it was in reference to.
These are the errors that I found Page 15- "fl" is missing from influential, half way down
the page. Page 16- Figure 5, text just above refers to figure 4. Density and specific
gravity-specific is missing "fi". Page 41- Header "Specific gravity" "fi" is missing.
Page 42- text refers to figure 15, should be figure 16. Next paragraph "fl" missing
out of fluid (2). Page 44- Note that gasoline's density varies by grade and octane level,
there is nothing in the chart that shows this so maybe Note: gasoline's density......
Page 45- Battery fluid hydrometer, fluid is missing "fl". Page 49- under Blaise Pascal
the word effect is missing "ff". Page 51- Figure 27, fluid is missing "fl". Page 52-
second paragraph, and power steering and braking systems. power steering and braking systems.
Third paragraph, "The higher the viscosity or a liquid the greater resistance to being
poured", how about "greater resistance to flow". Page 54- under figure 29 third line
"fl" is missing from fluid. Page 60- Shaded area, 3 places the "f", "fi" and "fl" are
missing.Page 64- Manometer, you explain what a manometer is but not how to read one.
Page 65-third paragraph, figure 35 should read 38. Page 66- Robert Boyle (1627- third line down
is missing "fi". Page 67- third paragraph, figure 36, should be figure 40. Second
paragraph from the bottom Figure 35, should be Figure 38.Page 69- Jacques Charles, there
are 7 "f" missing. Page 70- first paragraph "fi" missing. Page 67- first line "fi" missing
Table, right side, "fi" from Specific.Page 81- Newton first law, missing "fi". Page 90-
James Watt(, refined missing "fi". Page 97 Efficiency of basic machines "ff" missing.
Page 102- example 3 states 79 kg but solution shows 70kg. Page 110- second paragraph states
figure "16" should be "18". Page 111- Example show figure "17" should be "19" Page 129-
first paragraph refers to figure "31" should be "33". Page 139-Measure and Effect of heat,
effect is missing "ff". Page 140- first paragraph, second line, difference is missing "ff"
Page 145- Specific heat capacity, Specific is missing "fi". Table at bottom of page, specific
is missing "fi" 2 times. Page 149- Self Test, effects is missing "ff".
Content Accuracy Rating: 4 out of 5
Q: Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement
The concepts are very relevant to what is being taught.
Relevance Rating: 5 out of 5
Q: The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used
Very easy to read and understand what is being explained.
Clarity Rating: 5 out of 5
Q: The text is internally consistent in terms of terminology and framework
Terms and concepts are easy to follow
Consistency Rating: 5 out of 5
Q: The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.
I found the sections easy to understand and not overwhelming. For a student that is
new to trades these concepts might not be familiar to them and trying to absorb this
information, they might have to read over a few time to understand the concepts and refer
back to the text to answer some of the quizzes, especially the math.
Modularity Rating: 5 out of 5
Q: The topics in the text are presented in a logical, clear fashion
The topics were presented in a logical and clear fashion but I found some of the examples
a little confusing.
On page 108, example #2 is the force on a bolt, I understand the concept that you are
trying to get across but you should also explain torque so the student can relate the
two concepts to one another and compare the differences.
Organization Rating: 4 out of 5
Q: The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader
Lots of space or area around all of the figures, not clutter or so small that you are
guessing at what the figure is.
Interface Rating: 5 out of 5
Q: The text contains no grammatical errors
I found 1 grammatical errors which I have already listed in another section
Grammar Rating: 5 out of 5
Q: The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds
I found nothing offensive or culturally insensitive. This book should in no way offend
Cultural Relevance Rating: 5 out of 5
Q: Are there any other comments you would like to make about this book, for example, its appropriateness in a Canadian context or specific updates you think need to be made?
I found that about half of the examples are in the metric system and half imperial which
is great. For some reason student struggle with the metric system. Is is possible to have
the example in both the metric and imperial system to help them better understand the
relationship of the concepts being explained.