Cross Curricular Learning

This is a very exciting project for the Industrial Technology Department. In past years students have done a lot of various custom design projects for teachers and community members. They have ranged from building a shelter on the playground to remodeling kitchens to building a concession stand at the softball field. To most recently refurbishing an old Honda motorcycle and building a sidecar from scratch for it. So it only seems fitting to take all those previous experiences and combine them into one project like this.

Students gained such a vast range of skills throughout this project. Some students work in the shop to get their hands dirty, as well as, attend Mrs. Wriedt's Business classes to help in the design and planning of the café.

Bus Cafe Skills

This was an awesome experience for all the students involved. It was a culmination of all the other projects we have taken on in the Industrial Tech Department. This was a new experience for all involved as none of us had ever constructed a food truck before. But that's what made it so awesome. The thrill of flying by the seat of our pants to come up with a plan of action for the numerous new situations and overcoming them. There really wasn’t a grand plan. We just knew what it had to look like in the end and forged a path as we went. Most of the time things worked, but occasionally we had to try plan B or C.

Residential electrical

• All wiring was ran in conduit

• Consisted of a 350amp 3phase external box and a 100 amp interior box.

• Students did all wiring from the 350 amp box into the bus

• Students installed the 350 amp box and 100 amp box and all the equipment inside the cafe

  • Wiring GFCI outlets

  • 240v water heater

  • 240v heaters front and rear

  • 2-120v RV camper air conditioners on the roof

  • 110v exhaust fan

  • 3 phase 208v - 2 basket fryer

  • 3 phase 208v oven/griddle

  • 240v dishwasher

  • 120v ice maker

  • 240v espresso machine

Automotive wiring

• Traced down existing wiring to make all exterior lights flash when open

• Then they had to wire up a terminal strip and fuses to protect the circuit.

• From there they wired in the flasher relays and connected the light circuits

• Students also wired in the RV converter charger to keep the 12v system topped off

• Installed 12v LED lights in the ceiling

• We reused factory switches in the driver console for lights and fans.

Relay logic

• Students used an app on the iPad to test out the circuitry to raise and lower the hood and extend and retract the grill

• This consisted of one DPDT (double pole double throw) switch, six 24v relays, 4 limit switches with 4 diodes

• This was a 12v and 24v system

• The linear actuators to raise the hood were 24v

• The winch is a 12v system

• It is set up to raise the hood, then upon completion the grill extends till it reaches the limit switch. Flip the switch down and it all reverses.

Plumbing

• Students connected the bus to the supplied water line and sewer line protruding through the concrete

• ¾” pex was used to supply the water heater, dish washer, hot and cold line manifolds.

• From the manifolds ½” pex was used to supply the espresso machine, hot cocoa machine, ice maker and both sinks.

• Students ran 2 ½” drain line for all appliances to connect to

Metal Fabrication

• Students fabricated all the parts needed to raise the hood for the grill

• The grill was the students idea as we were dismantling the engine

• Students fabricated the drawer slide for the grill, as well as, the the grill

• The stainless steel countertops inside and out were fabricated in house

• Fabricated the extensions for the A/C units

• Created the cover to enclose the exhaust hood

• Enclosure for the water and sewer lines

• Enclosure for the bus step insulation

• Desk/dashboard out of stainless steel

• Steel canopy and railing on the deck

• Used a trailer jack to function as the steering mechanism to help steer the bus into location

Auto Body

• Students completely stripped the bus to bare metal. Sanded with 80 grit then 180

• Removed the rub rails, welded all the rivet holes closed, lightly ground the spot welds before skim coating with body filler

• Welded the rivet holes closed in the rub rails

• Removed all factory windows and glass for cleaning and painting

• Removed all inner metal on the walls and ceiling for wiring and insulation purposes

• Cut a hole in the roof to accommodate the vent hood

• Moved the stop sign to the passenger side and rewired

• Removed all the seats and escape hatches

• Primed the bus then sanded up to three steps up to 400 grit

• Taped and covered windows and openings with plastic

• Painted bus yellow in sections according to body lines

• Painted the frame, side doors, bumpers, rub rails, and drawer slide black

• They then started reassembly once everything had color on it

• Students repainted the roof with a white silicone based sealant paint to prevent any leaks

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Carpentry

• Students removed the old flooring and replaced with new subfloor and underlayment before installing the linoleum

• Insulated the walls and ceiling with pink board insulation

• Built two short walls to divide the office space from the kitchen area and glued stainless steel to them

• Installed plywood on the driver side wall floor to ceiling and glued stainless steel panels to it

• Mudded the sound deadening holes in the ceiling closed

• Painted the ceiling and walls white

• Once the bus was put in location the students built the deck and installed the cable railing

• Insulated the floor and firewall of the bus with fiberglass insulation

• Covered the insulation under the bus with corrugated galvanized tin to protect it from the elements

• Insulated around the water and sewer lines

Mechanics

• Students disabled, disassembled and removed the engine

• Removed the transmission, drivetrain and fuel tank

• Stripped the firewall of all engine components

MBA Research Standards

1. Understands tools, techniques, and systems that affect a business’s ability to plan, control, and organize an organization/department

2. Understands the concepts, processes, and skills associated with identifying new ideas, opportunities, and methods and with creating or starting a new project or venture.

3. Understands the economic principles and concepts fundamental to business operations.

4. Understands the concepts, strategies, and systems used to obtain and convey ideas and information.

5. Understands the concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities

6. Understands the concepts and strategies needed to communicate information about products, services, images, and/or ideas to achieve a desired outcome

7. Understands techniques, strategies, and systems used to foster self-understanding and enhance relations with others

8. Understands tools and strategies used to assess, process, maintain, evaluate, and disseminate information to assist business decision-making

9. Understands the techniques and strategies used to foster positive, ongoing relationships with customers

10. Understands the concepts and actions needed to determine client needs and wants and respond through planned, personalized communication that influences purchase decisions and enhances future business opportunities

11. Understands the tools, techniques, and systems that businesses use to create exchanges and satisfy organizational objectives

12. Understands the principles and tools utilized to determine and to target marketing strategies to select an audience

13. Understands the processes and systems implemented to monitor, plan, and control the day-to-day activities required for continued business functioning

NBEA Standard

1. Apply design principles (e.g., movement, balance, symmetry) — COMM IV.3.8

2. Develop a work schedule to meet deadlines — CD III.A.3.3

3. Reinforce service orientation through communication — COMM I.B.3.c

4. Explain the nature of effective verbal communication — COMM I.B.3.b

5. Follow directions — COMM I.D.3.b

6. Demonstrate negotiation skills — COMM III.A.3.d

7. Utilize resources that can contribute to professional development — CD V.E.3.b

8. Explain and discuss the need for entrepreneurial discovery — ENTRE I.A.3.b

9. Determine and assess opportunities for venture creation — ENTRE I.C.3.d

10. Describe idea-generation methods — ENTRE I.C.3.a

11. Determine feasibility of ideas — ENTRE I.C.3.c

12. Describe entrepreneurial planning considerations — ENTRE I.A.3C

13. Assess start-up requirements — ENTRE V.C.3B

14. Assess risks associated with venture — ENTRE V.B.3B

15. Describe external resources useful to entrepreneurs during concept development — ENTRE I.C.3A

16. Assess the need to use external resources for concept development — ENTRE I.C.3A

17. Demonstrate initiative — CAR.DVPT I.B.3A

18. Identify the characteristics of a successful entrepreneur — ENTRE 1.A.1.1

19. Explain the process of starting a new business — ENTRE I.A.3.3

20. Identify the components of a business plan — ENTRE 9.2.3 & ENTRE 9.3.1

National Standards for Family and Consumer Sciences

1. Analyze career paths within the hospitality, tourism and recreation industries. (NASAFCS, 10.1)

2. Explain the roles and functions of individuals engaged in hospitality, tourism, and recreation careers (NASAFCS, 10.1.1)

3. Analyze opportunities for employment in hospitality, tourism, and recreation careers (NASAFCS, 10.1.2)

4. Analyze the correlation between the hospitality industry and local, state, national, and global economies (NASAFCS, 10.1.4)

5. Demonstrate facilities management functions (NASAFCS, 5.7)

6. Demonstrate quality customer service which exceeds customer expectations in diverse settings (NASAFCS, 5.7.1)

7. Demonstrate the elements involved in staff planning, recruiting, interviewing, selecting, hiring and terminating of employees (NASAFCS, 5.7.2)

8. Apply concepts of quality service to ensure customer satisfaction (NASAFCS, 10.3)

9. Apply industry standards for service that meets cultural and geographic expectations of guests or customers (NASAFCS, 10.3.1)

10. Analyze how employee dispositions can impact customer satisfaction (NASAFCS, 10.3.2)

11. Analyze effects of customer relations on success of the hospitality, tourism and/or recreation industry (NASAFCS, 10.3.4)

12. Demonstrate practices and skills involved in hospitality and lodging occupations (NASAFCS, 10.4)

13. Demonstrate front desk, office, and customer service skills (NASAFCS, 10.4.1)

14. Apply facility management, maintenance, and service skills to hospitality and lodging operations (NASAFCS, 10.4.6)

15. Coordinate client inquiries and requests (NASAFCS, 10.6.1)

16. Design themes, timelines, budgets, agendas, and itineraries for specific programs and events (NASAFCS, 10.6.2)

17. Organize resources and information about locations, facilities, suppliers, and vendors for specific services (NASAFCS, 10.6.3)