Teacher Guidelines
Overview
| Element | Implementation | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Time | 2–3 lessons + homework | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Quality band | B (practice) or C (full project with submission) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Group size | Individual or pair work depending on the trade | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Tools | AI tools; a free account is enough | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| (Fill-in template table) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Safety and Disclaimer (read FIRST)
- This is an educational project, not a construction document. No drawing or calculation produced here may be used in actual construction without a licensed tradesperson, a designer, and an inspection. Make this clear to students from the very first minute.
- The goal is the resistance, not the drawing. The value lies in the student finding where the machine failed, not in a beautiful image. A beautiful but incorrect drawing is the worst outcome.
- No numbers without sources. Train students to flag and look up every number in the current building regulations (HMS/housing and construction authority) or in the manufacturer's documentation. The machine must not be the source.
Preparation
- Ensure access to current building regulations (web) so students can verify.
- Get a vocational teacher/master craftsman to review the projects if possible, especially structural and electrical projects.
- Read the completed example: it shows the expected quality standard.
Progression
- Step 1 (15–20 min, without machine): students write The human anchor based on their own trade.
- Step 2 (lesson): The algorithmic pivot prompt; students get a drawing with marked numbers.
- Step 3 (lesson + homework): verification against regulations, rejection, professional accountability statement.
- Discussion: which numbers did not hold up? Who found the most dangerous error?
Common Pitfalls
- Beautiful phrasing mistaken for professional expertise. The machine mimics the master's tone without their responsibility.
- Hallucinated regulations. Machines invent numbers and standards. Demand lookups.
- Foreign assumptions. Frost depth, weather, and material availability are Icelandic; the machine often assumes otherwise.
- Forgetting the responsibility. The project is not finished until the student states clearly who would be held responsible.
Adaptation
- By trade: same structure, different projects (piping, charging, wiring, ventilation).
- Academic studies: can be used as an example of professional responsibility and the limits of automation without the student being in vocational training; then the focus is on the arguments about responsibility rather than technical implementation.
Discussion Questions
- If the wall collapses, can the tradesperson blame the drawing software?
- What is the difference between a tool that helps and a tool that takes responsibility?
- Why is a number without a source more dangerous than not knowing the answer?