Carpentry 801D - Construction, Planning and Design Carpentry Technology Construction Planning and Foundations (CAR801D) Course Description Prior to the start of any successful construction

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Carpentry TechnologyConstruction Planning and Foundations (CAR801D)Course Description Prior to the start of any successful construction project, extensive planning and organization must be completed. Construction Planning and Foundations will develop the skills required by carpenters prior to construction. Students will learn building layout and excavation methods. They will develop an understanding of the various types of foundations available, and their supporting structures. Framing and placement methods for concrete slabs will be taught. Construction blueprint reading skills will be developed. Pneumatic and fuel-powered tools will be introduced, with an emphasis on their safe use. Math skills will be developed through calculation of ratio and proportion, mechanical advantage, and percentage.

Classroom Component—Suggested time: 23 hours This component of the curriculum is required to teach the knowledge and skills associated with the learning outcomes of the curriculum.

Skill Development Component—Suggested time: 87 hours This component of the curriculum is required by the student to apply the knowledge and develop the skills related to the learning outcomes of the curriculum.

SCO - Identifi es the Specifi c Curriculum Outcome (SCO)

Column 1SCO - DelineationsDescribes what the students are expected to know, be able to do, and value in order to achieve the SCO.The teacher is responsible for the planning and facilitation of learning as well as the assessment of each SCO - Delineation.

Column 2Student Knowledge, Abilities, and CompetenciesProvides clarity to the SCO by describing the Knowledge, Abilities, and Competencies that the students develop. This column is designed to indicate the depth and breadth of the SCO. It is not necessary to use all of these suggestions or that all of the students be engaged in the same learning activity.

Column 3Teacher Lessons / DemonstrationsProvides suggestions for developing and delivering the content for student learning.

Student Activities / AssessmentsProvides suggestions for creating meaningful activities to allow the student to achieve the SCO.

Column 4ResourcesLists a variety of resources that support the teaching and learning related to the SCO. These resources are suggested to support the teacher in developing an effective instructional package for delivery to the students.

CAREER AND TECHNICAL EDUCATION CURRICULUM2

CURRICULUM OUTCOMES

Module 1: Preliminary Building Operations (~4 hours Classroom Component)

29. Students will be able to identify preliminary building operations required prior to the footings being placed.

Students will be expected to29.1 describe initial site procedures and requirements29.2 describe building layout procedures29.3 describe the application of levelling equipment29.4 describe the excavation and shoring procedures

Module 2: Pneumatic and Fuel-Powered Tools (~2 hours Classroom Component)

30. Students will be able to identify and describe the safe operation of pneumatic and fuel-powered tools.

Students will be expected to30.1 identify and describe the safe operation and maintenance of pneumatic tools30.2 identify and describe the safe operation and maintenance of fuel-powered tools

Module 3: Concrete Flatwork (~2 hours Classroom Component)

31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance.

Students will be expected to31.1 describe the sub grade preparation, reinforcement, and concrete placement requirements for slabs on grade31.2 describe forming methods and concrete placement methods for slabs on grade

Module 4: Foundation Supports (~2 hours Classroom Component)

32. The student will be able to describe continuous and independent footings for light construction.

Students will be expected to32.1 describe the types of and design considerations for concrete footings32.2 describe the layout and construction of concrete footings32.3 describe the various types of piles and their construction

CURRICULUM OUTCOMES

CAREER AND TECHNICAL EDUCATION CURRICULUM 3

Module 5: Conventional Concrete Foundations (~4 hours Classroom Component)

33. Students will be able to describe construction methods for conventional concrete foundations.

Students will be expected to33.1 describe the components and erection processes for Strip-Ease and other modular foundation form systems33.2 describe steel reinforcement, concrete placement, and form removal for concrete foundations33.3 describe the damp-proofi ng, drainage, and backfi ll requirements for concrete foundations

Module 6: Alternate Foundation Systems (~2 hours Classroom Component)

34. Students will be able to describe alternate foundation systems.

Students will be expected to34.1 identify and describe the components of a permanent wood foundation system and the required construction procedures34.2 identify and describe the components of insulated concrete systems and the basic construction procedures34.3 identify and describe other foundation systems

Module 7: Blueprint Reading Principles 2—Views and Groups of Drawings (~4 hours Classroom Component)

35. Students will be able to identify and interpret the information contained in the different views presented in a set of working drawings (blueprints).

Students will be expected to35.1 identify the different views (drawings), explain how they are viewed, and describe the paths between views35.2 identify the different groups of drawings35.3 describe the different views found in a set of plans

Module 8: Calculating Ratio and Proportion, Mechanical Advantage, and Percentage (~3 hours Classroom Component)

36. Students will be able to use a calculator and the appropriate math operations to solve various trade- related problems involving ratio and proportion, mechanical advantage, and percentage.

Students will be expected to36.1 describe ratio and proportion and their application in trade-related calculations36.2 describe mechanical advantage and related calculations for levers, pulleys, and gears36.3 describe percentage calculations and their trade-related applications


5CAREER AND TECHNICAL EDUCATION CURRICULUM

CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS

Preliminary Building Operations(~4 hours Classroom Component)

Introduction Prior to starting any construction project, a builder must do a great deal of planning, and a number of administrative tasks must be completed. These preliminary operations include securing property titles and permits; surveying; drawing plans; checking regulations; arranging for inspections and environmental evaluations; and so on. Overlooking or ignoring these essential planing requirements will result in problems, fi nes, cease work orders, and/or costly mistakes. The apprentice should develop a thorough knowledge of the preliminary building operations required prior to the commencement of construction.

Specifi c

Curriculum

Outcome

29. Students will be able to identify preliminary building operations required prior to the footings being placed.

Assessment

Strategies

Paper/PencilSelf/Peer-AssessmentsSkills PerformanceTeacher ObservationCareer Portfolio

Resources Alberta Module 020104a, Preliminary Building Operations

SCO - Delineations Students will be expected to29.1 describe initial site procedures and requirements29.2 describe building layout procedures29.3 describe the application of levelling equipment29.4 describe excavation and shoring procedures

SCO - Delineations Student Knowledge, Abilities, and Competencies

Students will be expected to

CAR80AD - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 1


Preliminary Building Operation (~4 hours Classroom Component)SCO 29. Students will be able to identify preliminary building operations required prior to the footings being placed.

29.1 describe initial site procedures and requirements

Topic: Building Codes and Local Authorities • Demonstrate an understanding of the need for, and the use of, national and provincial building codes.• Explain the use of building codes.• Demonstrate the use of building codes to fi nd specifi c information.• Identify the local authorities for construction projects.• Develop a fl owchart of the local regulatory matrix.• Demonstrate an understanding of the use of local by-laws, and building covenants.• Explain the importance of the building permit.• Describe the process of obtaining a building permit.• Describe the requirements for building inspections.• Explain the need for survey documentation.

Topic: Plot Plans• Identify the plot plan in a set of drawings.• Identify and describe the information required on a plot plan: location, scale, elevations, grades, dimensions, services, roads, utilities, and direction (north arrow).• Explain elevations, grades, and contours.

Topic: Soils • Identify the various types of soils.• Explain the load-carrying characteristics of various soils.• Explain the factors which determine the depth of the foundation: building weight, frost penetration, water table, and drainage.• Explain why buildings should not be built on backfi lled soil.

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Teacher Lessons / Demonstrations Resources

CAREER AND TECHNICAL EDUCATION CURRICULUM

CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 1


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Resources


Texts/Teacher ResourceAlberta Module 020104aPreliminary Building Operationpp. 1-52

• CMHC, Canadian Wood-Frame House Construction• National Building Code

SAS Resources

Visuals/Handouts/Tests• ILM Self-Test Preliminary Building Operation

Internet• Building codes• Building covenants

Topic: Building Codes and Local Authorities • Introduce the National Building Code, and describe its local use.• Identify the local authorities.• Describe the chain of authority.• Describe the process of obtaining a building permit.• Introduce the building permit application form.• Explain building inspection requirements and identify inspection authorities.

Topic: Plot Plans• Introduce the plot plan.• Describe the use of the plot plan within the plan package.• Describe the information required on a plot plan.• Demonstrate how this information is incorporated in the building permit application.• Describe elevations, contour lines, and grades.

Topic: Soils • Discuss the various types of soils: sand, silt, clay, gravel, and rock.• Explain the load carrying required for building support.• Brainstorm to identify the factors that determine the depth of the foundation.• Explain why buildings should not be built on backfi lled soil or topsoil.

CBL• Contact the local building permit authority for a demonstration of a soil percolation test.

Student Activities / Assessments

Enrichment / Research Activities

Literacy• Research and interpret building codes.• Develop a fl owchart of the local regulatory matrix.• Create a directory of local authorities and their contact information.• Demonstrate the completion of a building permit application.• Draw a plot plan suitable for a permit application.

• Working from a legal description (Schedule A) on a deed, create a plot plan of the property.• Develop a 3-D model from contour lines.



CAR80AD - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 1



29.2 describe building layout procedures

29.3 describe the application of levelling equipment

29.4 describe excavation and shoring procedures

Topic: Building Layout• Explain the need for accurate layout procedures.• Identify the tools required to layout a building excavation.• Interpret the layout information from a plot plan.• Demonstrate the methods to check for square: - measuring diagonals - 3-4-5 triangle - Pythagorean theorem • Describe the use of batter boards.• Demonstrate the erection of batter boards.• Demonstrate the use of the plumb bob to locate corners. Topic: Levelling Equipment• Identify the common equipment used for levelling: - optical levels - laser levels• Defi ne the terms “benchmark” and “datum.”• Describe eye safety considerations and precautions while using laser levels.• Describe how to transport a level.• Describe how to set up a tripod and level the instrument.• Demonstrate how to hold the rod.• Explain the difference between a level and a transit.• Demonstrate how to use a line level.• Describe the use of a water level.

Topic: Underground Utilities• Identify what utilities you may encounter while excavating.• Identify the international colour code for marking buried utilities.• Explain what you should do before you start to dig.• Explain what you should do if you dig up a marker tape.

Topic: Excavations• List fi ve factors that affect the depth of the excavation.• Describe safety considerations with excavations.• Identify the maximum depth and width of excavation allowed before trench safety provisions apply.• Defi ne the terms “angle of repose,” “shoring,” “spoil pile.”

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TextsAlberta Module 020104aPreliminary Building Operationpp. 1-52


SAS Resources

Visuals/Handouts/Tests• Plot plan• Squaring calculation worksheet• Levelling worksheet• Excavation worksheet• ILM Self-Test Preliminary Building Operation

Internet• Building layout• Surveyor’s level



Topic: Building Layout• Explain the importance of accurate building layout.• Explain who should provide the preliminary survey and lay out the building excavation.• Demonstrate the layout through calculations.• Demonstrate the setup of batter boards.• Explain the three common methods of squaring a residential building.• Demonstrate the use of the plumb bob.

Topic: Levelling Equipment• Identify the common equipment used for levelling.• Demonstrate how to hold the rod.• Demonstrate the use of a line level.• Demonstrate the use of a water level.

CBL• Conduct a fi eld trip to a building excavation• Invite a surveyor to come in to demonstrate the use of a level and/or transit.

Numeracy• Complete the layout calculations from a plot plan.• Demonstrate the construction of batter boards.• Demonstrate the use of a plumb bob to locate a building corner.• Square or layout a proposed building site and confi rm through calculations.• Complete levelling calculations.• Complete depth of excavation calculations.

• Working from a legal description, or a plot plan, lay out a building lot and locate a proposed house.• Set up batter boards and grade stakes.

10 CAREER AND TECHNICAL EDUCATION CURRICULUM




Pneumatic and Fuel-Powered Tools(~2 hours Classroom Component)

Introduction Pneumatic fastening tools, or air nailers, are commonly used in the construction industry. These tools have greatly increased productivity, increasing profi ts and reducing costs. Along with this increased effi ciency comes a safety hazard. These tools fi re high-powered, sharp projectiles, and need to be treated with caution and respect. The apprentice must become comfortable with the use of pneumatic tools, while always being conscious of the potential hazards and maintaining a safe environment.

30. Students will be able to identify and describe the safe operation of pneumatic and fuel-powered tools.

Assessment

Strategies


Resources Alberta Module 020103f, Pneumatic and Fuel Powered Tools

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to30.1 identify and describe the safe operation and maintenance of pneumatic tools30.2 identify and describe the safe operation and maintenance of fuel-powered tools

Student Knowledge, Abilities, and Competencies


Pneumatic and Fuel Powered Tools (~2 hours Classroom Component)SCO 30. Students will be able to identify and describe the safe operation of pneumatic and fuel-powered tools.



SCO - Delineations

30.1 identify and describe the safe operation and maintenance of pneumatic tools

30.2 identify and describe the safe operation and maintenance of fuel-powered tools

Topic: Pneumatic ToolsCompressors• Identify various gas and electric compressors.• Describe the air delivery ratings (psi, cfm).• Identify tool requirements.• Identify and compare oil and oilless lubrication systems.• Demonstrate the use and maintenance of compressors.• Demonstrate proper safety and use of PPE.Air nailers and staplers• Identify various types of air nailers and staplers.• Describe the trigger system operation of air nailers.• Demonstrate the proper operation of an air nailer.• Demonstrate lubricating, loading, and connecting the air nailer.• Demonstrate bounce fi ring and sequential fi ring.• Demonstrate clearing jammed fasteners.• Identify the types of fasteners and magazine styles.• Identify cordless and combustion nailers.Other pneumatic tools• Identify other pneumatic tools: - specialty nailers - drills - sanders - screw guns - spray guns

Topic: Chain Saws • Identify the main parts of a chain saw.• Identify the potential hazards in operating a chain saw.• Identify chain saw safety equipment and PPE which must be used.• Describe general chain saw safety.• Describe chain saw maintenance (e.g., chain tensioning, lubrication,sharpening).• Describe the use of abrasive saws, noting the similarity with chain saws. • Demonstrate an understanding of the safe use of gas generators.

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Pneumatic and Fuel Powered Tools (~2 hours Classroom Component)SCO 30. Students will be able to identify and describe the safe operation of pneumatic and fuel-powered tools.

TextsAlberta Module 020103fPneumatic and Fuel Powered Toolspp. 1-42


SAS Resources

Visuals/Handouts/Tests• Pneumatic tool safety sheet• Chainsaw safety sheet• Generator safety sheet• ILM Self-Test Pneumatic and Fuel Powered Tools

Internet• Pneumatic tool safety• Chain saw safety• Generator safety

Topic: Pneumatic Tools• Describe the various types and styles of compressors.• Explain the air delivery rating systems.• Demonstrate the use and maintenance of compressors.• Demonstrate proper safety and use of PPE.• Describe the various types and styles of air nailers and staplers.• Describe the trigger system operation of air nailers.• Demonstrate the proper operation of air nailers.• Demonstrate lubrication, loading, and connection of pneumatic tools.• Demonstrate bounce fi ring and sequential fi ring.• Demonstrate clearing jammed fasteners.• Discuss the potential for trip hazards on the air hose.

Topic: Chain Saws• Identify chain saw safety equipment and PPE to be used. • Describe general chain saw safety.• Demonstrate the proper starting method.• Discuss the safe use of gas generators.

CBL • Have a forestry worker or local dealer demonstrate the proper of chain saws and other fuel-powered equipment, along with recommended safety precautions.



• Demonstrate lubrication, loading, and connection of air nailers.• Demonstrate the proper operation of air nailers.• Demonstrate bounce fi ring and sequential fi ring.• Demonstrate the proper use of appropriate PPE.• Complete a test on air tool safety.• Complete a chain saw safety sheet.

• Research various types of air nailers, compare several models, and select the best choice, listing the specifi cations and prices.





Concrete Flatwork(~2 hours Classroom Component)

Introduction Concrete slabs are commonly used in residential construction for basement and garage fl oors, sidewalks, and driveways. They are also common in commercial and industrial applications, as well as in civil works projects. Carpenters are often required to build the forms and place the concrete for these applications. The apprentice must therefore become familiar with the layout and building of forms for concrete slab construction.

31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance.

Assessment

Strategies


Resources Alberta Module 020105b, Concrete Flatwork

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to31.1 describe the subgrade preparation, reinforcement, and concrete placement requirements for slabs on grade31.2 describe forming methods and concrete placement methods for slabs on grade

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Concrete Flatwork (~2 hours Classroom Component)SCO 31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance.



SCO - Delineations

31.1 describe the subgrade preparation, reinforcement, and concrete placement requirements for slabs on grade

Topic: Subgrade Preparation• Explain the term “subgrade” as it applies to concrete slab construction.• Identify clay and organic (top) soils as providing poor support for slab construction.• Explain that the subgrade must contain a uniform soil with good bearing capacity and compaction.• Explain that if fi ll is required, it must be properly compacted.• Demonstrate an understanding that poor compaction or poor load-bearing capacity will lead to settling and cracking.• Identify the subbase as a thin layer of granular material (gravel or sand) that is placed on the subgrade and compacted.• Describe the methods and machines used to compact the subgrade and subbase.• Describe the requirements for and placement of a vapour barrier under an interior concrete slab.• Describe the requirement to thicken the slab under load-bearing walls and heavy machinery locations.• Explain the placement of reinforcement in the lower portion of the slab (in tension).• Identify concrete reinforcement materials.• Explain the need for joints in concrete slabs.• Explain the ordering requirements for concrete slab construction: - minimum design strength, 28 (mPa) - slump, 2"- 4" - entrained air (for resistance to freeze-thaw cycles)

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Texts/Teacher ResourcesAlberta Module 020105bConcrete Flatworkpp. 1-23

CMHC, Canadian Wood-FrameHouse ConstructionNational Building Code SAS Resources

Visuals/Handouts/Tests• Concrete slab construction• ILM Self-Test Concrete Flatwork

Internet• Concrete slab construction

Topic: Subgrade Preparation• Describe the durability and various uses of concrete slabs.• Identify the need to have a suitable load-bearing base for the slab.• Display a diagram to identify the components of slab construction.• Describe soils which are not suitable for subbase materials.• Describe the need for compaction and the machines and methods that are used.• Explain the placement of granular subgrade materials.• Explain the placement of a vapour barrier under slabs.• Explain the placement of reinforcing steel mesh and bars.• Describe the common thicknesses for slab construction.• Explain the concrete ordering requirements for slab construction.

Literacy• Anticipation Guide: Create an anticipation guide to assess students’ knowledge of concrete slab construction.



• Draw a sketch of the components of concrete slab construction.• Describe the components of good subgrade construction.• Describe the materials used for subbase construction.• Create a chart to defi ne the slab requirements for various slab construction, including slab thickness, concrete strength, air entrainment and reinforcement.• Construct a form for sidewalk slab construction.• Demonstrate the installation of vapour barrier and reinforcing steel.

Numeracy• Estimate the amount of concrete required for a basement fl oor.• Create an order list to order the concrete.

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SCO - Delineations

31.2 describe forming methods and concrete placement methods for slabs on grade

Topic: Forming and Pouring Slabs• Consult project plans to locate concrete slabs.• Locate the slab on the site.• Demonstrate an understanding of the requirements to set elevation and grade for the slab.• Demonstrate the ability to set grade stakes.• Evaluate the subgrade soil and suggest actions on removal, fi ll, and compaction.• Demonstrate the ability to construct, square, level, and grade forms.• Set grade for the subbase material.• Identify the three types of joints used in concrete slab construction (isolation joint, control joint, construction joint).• Describe the use and construction of an isolation joint.• Describe the use and construction of a control joint.• Describe the use and construction of a construction joint.• Describe methods to place concrete as close to its fi nal position as possible (e.g., chute, pump, wheelbarrow, hopper bucket/crane, shovel).• Describe the process of “consolidation” of the concrete.• Explain the process of “screeding” concrete.• Defi ne the term “tolerance” in relation to the surface placement of concrete slabs.• Explain the process of fi nishing the concrete slab, including bull fl oating, hand fl oating, edging, jointing, trowelling, and power trowelling.• Explain the need to cure concrete, and describe methods commonly used.

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Texts/Teacher ResourcesAlberta Module 020105bConcrete Flatworkpp. 1-23

CMHC, Canadian Wood-FrameHouse ConstructionNational Building CodeBlueprint package

SAS Resources

Visuals/Handouts/Tests• Concrete joints• ILM Self-Test Concrete Flatwork

Internet• Concrete joints• Curing concrete



Topic: Forming and Pouring Slabs• Display plans showing the location of concrete slabs• Demonstrate how to locate the slab on site.• Demonstrate various ways to determine and set elevation and grade.• Demonstrate form construction for a small slab.• Explain the purpose for concrete joints and describe the three types of joints used in slab construction (use ILM graphics).• Describe the various methods used to place concrete.• Explain concrete fi nishing, including consolidation, screeding, fl oating, and trowelling.• Explain the concrete curing process (28-day design strength) and methods used to cure concrete.

Literacy• Interpret plans to determine and set slab location.

• Interpret plans to determine the location of concrete slabs.• Demonstrate the ability to set grades and elevations for slabs.• Demonstrate the ability to build simple forms for a slab.• Explain the use and location of the three types of concrete joints (using diagrams).• Explain the process of placing and fi nishing concrete.• Explain the importance of curing concrete.

• Construct a set of forms for sidewalk construction.





Foundation Supports(~2 hours Classroom Component)

Introduction The load of a building is transmitted to the earth through the foundation and foundation supports. Carpenters must be familiar with the basic design of foundation supports and be able to interpret the National Building Code to construct foundation supports for residential construction. It is important for the apprentice to develop an understanding of the design and construction of the various types of foundation supports.

32. The student will be able to describe continuous and independent footings for light construction.

Assessment

Strategies


Resources Alberta Module 020105a, Foundation Supports

Specifi c

Curriculum

Outcome

Students will be expected to32.1 describe the types of and design considerations for concrete footings32.2 describe the layout and construction of concrete footings32.3 describe the various types of piles and their construction

SCO - Delineations

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Foundation Supports (~2 hours Classroom Component)SCO 32. The student will be able to describe continuous and independent footings for light construction.



SCO - Delineations

32.1 describe the types of and design considerations for concrete footings

Topic: Types of Foundations• List the fi ve types of residential foundations: - full basement - crawl space - surface foundation - slab on grade - grade beam foundation

Topic: Excavation and Elevations• Describe foundation excavation and the need to remove all organic material.• Explain the factors that determine the depth of a foundation excavation: - depth of frost - fi nished grade - size of basement windows - height of the footing and wall - contour of the land, and drainage patterns - depth of sewer lines - other buildings, and covenants - soil bearing capacity• Explain the working clearance requirements for foundations: - 1 m horizontal clearance minimum to soil cut - 1.5 m maximum height on a straight cut without shoring• Explain why uneven excavations should not be fi lled in with soil.• Explain why the areas which bridge utility trenches need to be reinforced.

Topic: Design of Concrete Footings• Explain that footing sizes are regulated by the National Building Code (NBC, section 9.12).• Explain that footings shall rest on undisturbed soil, rock, or compacted granular fi ll.• Describe the required depth for residential footings in the Maritimes as 1.2 m, or 4 ft., below grade.• Determine minimum footing width/area from building code tables (table 1, or CMHC, Canadian Wood-Frame House Construction) • Determine the required footing depth (100 mm minimum, or width of footing projection).

Topic: Types of Concrete Footings• List and describe the common types of residential footings: - strip footings - column or pad footings - stepped footings

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Texts/Teacher ResourcesAlberta Module 020105aFoundation Supportspp. 1-40

CMHC, Canadian Wood-FrameHouse ConstructionNational Building Code

Castilian Plans

SAS Resources

Visuals/Handouts/Tests• Design charts• ILM Self-Test Foundation Supports

Internet• Concrete foundations and footings

Topic: Types of Foundations• List and provide examples of the fi ve types of residential foundations.

Topic: Excavation and Elevations• Describe common excavation methods.• Explain the importance of removing all of the organic/top soil.• Explain the factors that determine the depth of a foundation

Topic: Design of Concrete Footings• Explain that footing sizes are regulated by the National Building Code.• Describe the required depth for residential footings in the Maritimes as 1.2 m, or 4 ft., (depth of frost) below grade.• Explain that the footings must be placed on undisturbed soil or compacted gravel.• Source the NBC or CMHC to determine minimum footing sizes.

Topic: Types of Concrete Footings• Describe the common types of residential footings.

Literacy• Freewrite: Have students write what they know about supporting a foundation and building.


• List the fi ve types of residential foundations.• Explain the factors that determine the depth of a foundation excavation.• Describe the common types of residential footings.• Interpret code tables to design footings.• Calculate the amount of concrete required for a residential foundation.


• Draw a footing plan for a house.

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SCO - Delineations

32.2 describe the layout and construction of concrete footings

32.3 describe the various types of piles and their construction

Topic: Locating the Footing• Demonstrate an understanding that property lines should be confi rmed and marked by a licensed land surveyor.• Demonstrate an understanding that it is best if the original building location is laid out by the surveyor.• Demonstrate the ability to read a plot plan to determine a building’s location.• Demonstrate the ability to complete calculations to set up a batter board system.• Demonstrate the ability to lay out a batter board or nail and offsets system.• Demonstrate the ability to measure diagonals to confi rm that a building is square.• Demonstrate the ability to use a plumb bob to locate a corner.• Calculate the depth of an excavation.

Topic: Building Forms for the Footing• Identify that footings are usually formed using 2x6 lumber.• Determine from codes the size of the footing to be used.• Describe two rules of thumb for sizing footings: - Footings should be twice as wide as the foundation wall. - Footings should be as deep as the projection beyond the wall.• Calculate the location and dimensions of the footing.• Demonstrate how to locate the outside footing form.• Demonstrate how to locate the inside footing form.• Construct a footing form.• Calculate the dimensions and location of pad footings.• Describe the construction of step footings.• Construct a template for anchor bolts.• Locate anchor bolts on a foundation drawing.• Construct a bevelled keyway form from lumber.• Determine the specifi cations for ordering concrete for footings.• Describe the requirements for placing concrete.• Describe the methods of concrete placement.

Topic: Piles and Piers• Describe a foundation pile.• Describe a foundation pier.• Explain the common uses of piles and piers in residential construction.

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Texts/Teacher ResourcesAlberta Module 020105aFoundation Supportspp. 1-40


Castilian Plans

SAS Resources

Visuals/Handouts/Tests• Footing design codes and chart• Locating the footing• ILM Self-Test Foundation Supports

Topic: Locating the Footing• Explain the responsibilities associated with locating a building (surveyor).• Demonstrate the ability to read a plot plan to determine the building location.• Explain building layout procedures.• Explain the use of batter boards for foundation layout.• Describe the considerations for foundation depths: (e.g., soil bearing, frost depth, basement height).

Topic: Building Forms for the Footing• Locate and explain the codes for foundation supports.• Interpret design sizes from the codes.• Discuss the “rules of thumb” for footing design.• Describe the common materials and construction procedures used for residential footings.• Describe methods for anchoring the wall to the footing: keyway, rebar.• Discuss placing steel reinforcing in the footing.• Explain the requirements and procedures associated with placing concrete.

Topic: Piles and Piers• Describe a foundation pile.• Describe a foundation pier.• Explain the common uses of piles and piers in residential construction.

Literacy• Freewrite: Have students write what they know about locating the foundation footings.• KWL: Use a KWL strategy to access students’ knowledge about footing pads and piers.

Numeracy• Determine the amount of concrete required for footing and pier construction.


• Interpret foundation plans to determine the footing locations and details.• Demonstrate the ability to determine the depth of a foundation (complete a worksheet).• Design footings in accordance with building codes.• Demonstrate the layout of footing forms.• Construct a bevelled keyway form from lumber.• Construct a template for anchor bolts.• Calculate the amount of concrete required for foundation footings from drawings.


• Source design information on commercial foundation pier forms (e.g., Bigfoot).





Conventional Concrete Foundations(~4 hours Classroom Component)

Introduction In Canada, the majority of foundations are constructed of cast-in-place concrete. Concrete foundations are strong and durable, standing up to the test of time. Concrete is delivered to the site in a plastic state and placed in forms that will support the concrete in the desired shape until it hardens. Carpenters are required to construct the forms, and must understand the loads and forces placed on the forms and how to control them. The apprentice must develop an understanding of conventional concrete foundations and the various form systems commonly used in industry.

33. Students will be able to describe construction methods for conventional concrete foundations.

Assessment

Strategies


Resources Alberta Module 020105c, Conventional Concrete Foundations

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to33.1 describe the components and erection processes for Strip-Ease and other modular foundation form systems33.2 describe steel reinforcement, concrete placement, and form removal for concrete foundations33.3 describe the damp-proofi ng, drainage, and backfi ll requirements for concrete foundations

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Conventional Concrete Foundations (~4 hours Classroom Component) SCO 33. Students will be able to describe construction methods for conventional concrete foundations.



SCO - Delineations

33.1 describe the components and erection processes for Strip- Ease and other modular foundation form systems

Topic: Modular Foundation Form Systems• Identify the components of a fl at-bar (e.g., Strip-Ease) forming system.• Describe the type and size of plywood panels.• Describe the design of form ties.• Explain the design and fabrication of the tie spacings in the form panel.• Explain the design of the corner panels.• Describe the design and installation of the fl at “waler” bars. • Explain the location and application of “kickers” on the footing.• Explain the use of ribbons and braces in form construction.• Describe the pre-planning and site preparation for form erection.• Describe the procedure to construct form inserts for beam pockets and window/door bucks.

Topic: Erecting the Flat-Bar Form System• Identify the outside fi nished dimensions of the foundation.• Calculate the inside dimensions.• Describe the method to lay out the inside lines for kicker installation.• Explain the method used to check for square.• Describe the methods used to install the kicker.• Describe the method used to erect, level, and secure the inside corners. • Describe the installation of the inside panels• Describe the installation of the ribbons and bracing.• Describe the installation of the ties and fl at waler bars.• Describe the straightening and levelling of the wall.• Describe the installation and location of reinforcing steel.• Describe the installation of beam pockets and window bucks.• Describe the installation of the exterior panels.• Identify other form systems (Dura-Form or Advance).

29





Texts/Teacher ResourcesAlberta Module 020105cConventional Concrete Foundationspp. 1-44


Castilian Plans

SAS Resources

Visuals/Handouts/Tests• Components of a fl at-bar forming system• ILM Self-Test Conventional Concrete Foundations

Internet• Dura-Form Systems• Advance form systems• Strip-Ease form systems

Topic: Modular Foundation Form Systems• Introduce the concept of cast-in-place concrete foundations.• Describe the forces that must be supported by the forms.• Identify the components of a fl at-bar forming (Strip-Ease) system (e.g., form panels, corner panels, form ties, waler bars, kickers, ribbons, braces).• Explain the design of the various components.• Describe the pre-planning and site preparation for form erection.• Describe the construction of form inserts for beam pockets and window/door bucks.

Topic: Erecting the Flat-Bar Form System• Interpret drawings to determine the fi nished dimensions of a foundation, and the wall thickness.• Calculate the inside dimensions.• Explain the procedure used to lay out chalk lines on the footing for installation of the kickers. • Explain the methods used to check for square.• Describe the methods used to install the kickers.• Explain the methods used to erect, level and secure the inside corners. • Describe the installation of the inside panels, ribbons, and bracing.• Describe the installation of the form ties and fl at waler bars.• Describe the straightening and levelling of the wall.• Describe the installation and location of any reinforcing steel.• Describe the installation of beam pockets and window bucks.• Describe the installation of exterior panels.• Identify other common form systems (Dura-Form or Advance).

Literacy • Anticipation Guide: Create an anticipation guide to assess students’ knowledge of forming a foundation.• Vocabulary Development: Defi ne “kickers,” “ribbons,” “form ties,” “waler bars,” and “cast-in-place.”• Think Aloud: Use a Think Aloud strategy to promote student awareness of the forces of the concrete on the forms.



• Identify and diagram the components of a fl at-bar forming system (i.e., form panels, corner panels, form ties, waler bars, kickers, ribbons, braces)/• Use chalk lines to demonstrate the layout of a foundation.• Build a window buck or beam pocket.• Lay out a form panel for tie slots (ILM, fi gure 4)• Erect forms using the fl at-bar system.

Numeracy• Calculate the forces of concrete on forms: - Concrete weighs 150 lbs./cubic ft. If the wall is 8' high, 150 lbs. cu. ft x 8 ft. = 1200 lbs./ square ft. at the base of the form. - How much does each form tie have to hold? - What about the impact forces of vibration/consolidation loads?• Perform a slump test.

30






SCO - Delineations

33.2 describe steel reinforcement, concrete placement, and form removal for concrete foundations

33.3 describe the damp-proofi ng, drainage, and backfi ll requirements for concrete foundations

Topic: Steel Reinforcement• Identify reinforcing steel, also called rebar or deformed steel bar.• Explain the reason that rebar is used to reinforce concrete (tension forces).• Describe the common placement location of rebar in the foundation wall.

Topic: Floor Frame Attachment• Describe the common methods for attaching the fl oor frame: - anchor bolts - cast-in-place ladder - cast-in-place sill plate

Topic: Concrete Placement• Identify four factors that infl uence lateral pressure on forms (placement, temperature, slump, consolidation/vibration).• Explain that forms must be free of foreign debris prior to pouring of concrete.• Demonstrate an understanding that the concrete pour should continue until the forms are fi lled, to prevent cold joints.• Demonstrate an understanding that concrete should not be dropped or moved too far in the forms, to avoid segregation of the aggregates (max. 1800 mm).• Demonstrate an understanding that vibration helps consolidation of the concrete but applies lateral forces on the forms.• Describe how rodding helps consolidation of the concrete within the forms.• Describe the process for striking off the concrete surface.• Describe the process and location for installing anchor bolts.• Explain the process for breaking the ties and removal of the forms. Topic: Damp-proofi ng the Foundation• Identify the problems caused by water or hydrostatic pressure on the foundation.• Describe the common procedures for applying a waterproof membrane to the concrete foundation.• Describe the placement of drainage weeping tile around the foundation.• Describe the proper method of placing granular backfi ll around the foundation weeping tile.• Explain the proper methods to backfi ll the foundation.

31





Texts/Teacher ResourcesAlberta Module 020105cConventional Concrete Foundationspp. 1-44


Castilian Plans

SAS Resources

Visuals/Handouts/Tests• Anchor bolt plan• ILM Self-Test Conventional Concrete Foundations

Internet• Concrete reinforcing steel• Placing concrete• Waterproofi ng concrete

Topic: Steel Reinforcement• Introduce reinforcing steel, also called rebar or deformed steel bar.• Explain how rebar is used to reinforce concrete, to increase its ability to withstand tension forces. (Concrete is very good in compression but poor when placed in tension, having only 1/10 of the compression strength.)• Describe the common location of rebar in the foundation wall.Topic: Floor Frame Attachment• Describe the common methods for attaching the fl oor frame (anchor bolts, cast-in-place ladder, cast-in-place sill plate).Topic: Concrete Placement• Identify four factors that infl uence lateral pressure on forms (placement, temperature, slump, consolidation/vibration).• Explain why forms must be free of foreign debris prior to pouring of concrete.• Explain that the concrete pour should continue until the forms are fi lled, to prevent cold joints.• Explain that concrete should not be dropped or moved too far in the forms, to avoid segregation of the aggregates (max. 1800 mm).• Describe the consolidation methods of rodding and vibration.• Describe the process used for striking off the concrete surface.• Describe the location and installation of anchor bolts.• Explain the process for breaking the ties and removal of the forms.Topic: Damp-proofi ng the Foundation• Identify problems caused by water or hydrostatic pressure on the foundation (e.g., cracking, moisture/mould problems, fl ooding).• Describe common procedures for applying a waterproof membrane to the concrete foundation.• Describe the placement of drainage tile and gravel around the foundation.• Explain the proper methods to backfi ll the foundation.Literacy• Anticipation Guide: Create anticipation guides to assess students’ knowledge of placing rebar and attaching a fl oor frame.• Vocabulary Development: Defi ne “rebar,” “slump,” “segregation,” “consolidation,” “vibration,” “cold joints,” and “hydrostatic pressure.”CBL• Visit a site where a foundation is being built.Student Activities / Assessments


• Demonstrate an understanding of the placement of rebar in a foundation.• Demonstrate an understanding of the methods used to attach a fl oor frame to the foundation.• Lay out and diagram an anchor bolt plan for a foundation.• Build a form for a small concrete project and place and fi nish the concrete.• Demonstrate an understanding of damp-proofi ng a foundation.• Demonstrate an understanding of the placement of drainage tile and gravel around a foundation.

• Answer the question, Where does the water go after we collect it in the tile? • Design a drainage system for a foundation (include sump pump, dry well, ditch, and storm sewer.





Alternate Foundation Systems (~2 hours Classroom Component)

Introduction In recent years the construction industry has developed many alternative systems for foundation construction. In this module the apprentice will be exposed to several types: preserved wood, concrete insulated forms, concrete block, and precast concrete. Carpenters are required to construct, or assist in the construction of the various foundation systems currently available. The apprentice must develop an understanding of alternate foundation systems and the various new technologies used in industry.

34. Students will be able to describe alternate foundation systems.

Assessment

Strategy

Paper/PencilSelf/Peer AssessmentsSkills PerformanceTeacher ObservationCareer Portfolio

Resources Alberta Module 020105d, Alternate Foundation Systems

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to34.1 identify and describe the components of a permanent wood foundation system and the required construction procedures34.2 identify and describe the components of insulated concrete systems and the basic construction procedures34.3 identify and describe other foundation systems

34



Alternative Foundation Systems (~2 hours Classroom Component) SCO 34. Students will be able to describe alternate foundation systems.



SCO - Delineations

34.1 identify and describe the components of a permanent wood foundation system and the required construction procedures

Topic: Permanent Wood Foundation System• Identify the permanent wood foundation (PWF) as an alternative type of foundation made of preserved wood.• Identify the materials used in a PWF. • Identify the certifi cation stamp for PWF materials.• Describe three advantages of a PWF (e.g., alternative to expensive concrete; walls ready for insulation; built by carpenters—saving time).• Explain the loads and forces acting on the PWF (ILM, fi gure 3).• Explain why the fl oor must be poured prior to backfi lling the foundation.• Describe the site preparation and drainage required for the PWF.• Describe the construction options for footings for the PWF. • Identify the chemical used in the preserved wood (copper chrome arsenate, or CCA).• Describe the safety precautions required for working with CCA.• Explain the need for application of preservative to end cuts.

Topic: Design and Framing of Walls• Explain the design and framing of the foundation walls: - height of wall - height of backfi ll - size and grade of PWF lumber (2x6, 2x8 most common) - type of basement fl oor • Describe the fasteners required for PWF construction (e.g., corrosion-resistant hot-dipped galvanized straps, hangers, and nails).• Describe the construction of framed wall openings.• Describe the construction of inside corners.• Describe the blocking to support plywood joints.• Describe the application and sealing of plywood sheathing.• Describe the methods used to attach the walls to the footings.

Topic: Floor Systems• Describe the common types of basement fl oors used with PWF: - concrete slab - wood framed • Describe the attachment of the main fl oor.• Describe procedures for blocking joists running parallel to the end walls.

Topic: Moisture Barriers• Explain the need for exterior moisture-proofi ng below grade.• Describe the common methods for moisture-proofi ng: - foundation coating (liquid) - polyethylene sheeting• Explain the PWF backfi ll system requirements.

35



CAR801D- CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 6


Texts/Teacher ResourcesAlberta Module 020105dAlternative Foundation Systemspp. 1-47


Castilian Plans

SAS Resources

Visuals/Handouts/Tests• CCA MSDS • PWF components diagram• ILM Self-Test Alternative Foundation Systems Internet• PWF foundations• Foundation waterproofi ng systems

Topic: Permanent Wood Foundation System• Introduce the permanent wood foundation (PWF) as an alternative type of foundation made of preserved wood.• Identify the materials used in a PWF (copper chrome arsenate, certifi cation stamp, lumber, plywood).• Describe three advantages of a PWF (e.g., an alternative to expensive concrete; walls are ready for insulation; built by carpenters—saving time).• Explain the loads and forces acting on the PWF (ILM, fi gure 3).• Describe the site preparation and drainage required for the PWF.• Describe the construction options of footings for the PWF. • Identify the chemical used in the preserved wood (copper chrome arsenate, or CCA). (See MSDS.)• Explain the safety precautions required for working with CCA.• Explain the need for application of preservative to end cuts.

Topic: Design and Framing of Walls• Explain the design and framing requirements of the foundation walls.• Explain the design of fasteners to be used (hot-dipped, galvanized)

Topic: Floor Systems• Describe the two common types of basement fl oors: concrete, and wood framed.• Explain why the fl oor must be in place prior to backfi lling (because of lateral soil forces).

Topic: Moisture Barriers• Explain the need for exterior moisture-proofi ng below grade.• Describe the types of waterproofi ng systems available.

Literacy• Freewrite: Have students write about alternatives to cast-in-place foundations.• Anticipation Guide: Create an anticipation guide to assess students’ knowledge of wood framed foundations.• Think Aloud: Use as a strategy to consider the questions, Could you build a durable foundation from wood?



• Identify the components of a PWF foundation (Graphic CD diagram).• Interpret the MSDS sheet and explain the PPE requirements of working with CCA preserved wood.• Demonstrate an understanding of the framing requirements of the PWF.• Explain why the fl oor must be in place prior to backfi lling the foundation.• Explain the requirements to waterproof a PWF foundation.

• Research PWF foundation systems.• Locate a PWF foundation and interview the home owner or builder.

36






SCO - Delineations

34.2 identify and describe the components of insulated concrete systems and the basic construction procedures

34.3 identify and describe other foundation systems

Topic: Insulated Concrete Form Systems (ICF)• Identify insulated concrete form systems.• Describe the concept of ICF wall systems.• Explain the construction of footings for ICF construction.• Describe the assembly of the form system (manufacturer’s manual).

Topic: Assembly of ICF Forms• Explain the erection procedure for ICF form assembly: - starting in a corner - staggering joints of consecutive layers - framing for window and door openings - placing of rebar - bracing of the form system• Describe the components of a pre-placement checklist for the form system.

Topic: Ordering and Placing of Concrete for ICF Construction• Identify the required specifi cations for concrete (i.e., strength, slump).• Describe the acceptable and preferred placement methods: chute, hopper bucket, or pump.• Defi ne placement limits to lifts of 4 ft. (1200 mm).• Describe pumping requirements.• Describe concrete consolidation methods.• Describe the ongoing inspection and repair of forms.

Topic: Exterior Finishing of Forms• Describe the methods used to damp-proof the below-grade portion of the wall system.• Describe the common methods used to apply exterior siding products.• Describe the methods used to fi nish interior walls: - Install electrical/mechanical services. - Install vapour barriers. - Install fi nished interior (Gyproc).

Topic: Concrete Block Foundations• Understand that concrete blocks are available only in metric sizes in Canada, sized 200 mm increments.• Understand that a concrete block foundation is usually built by a qualifi ed bricklayer.• Identify the components that a carpenter may build (i.e., forms, footings, rebar, bracing, scaffold, window and door bucks).• Identify the block wall components.• Describe parging and moisture-proofi ng procedures.• Describe the backfi llng requirements.• Describe a fi re-cut for fl oor joists and beams.• Describe precast concrete walls and their potential uses.

37



CAR801D- CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 6


Texts/Teacher ResourcesAlberta Module 020105dAlternative Foundation Systemspp. 1-47


Castilian Plans

SAS Resources

Visuals/Handouts/Tests• ICF components• Concrete block components• ILM Self-Test Alternative Foundation Systems

Internet• ICF wall systems• Concrete blocks

Topic: Insulated Concrete Form Systems (ICF)• Describe the concept of ICF wall systems.• Display several options of available products.• Explain the site preparation and foundation support requirements.

Topic: Assembly of ICF Forms• Source manufacturer’s information to explain the erection procedures for ICF form assembly systems.• Develop a common procedure or checklist for ICF construction.

Topic: Ordering and Placing the Concrete for ICF Construction• Identify the required specifi cations for concrete (e.g., strength, slump).• Describe the acceptable and preferred placement methods: chute, hopper bucket, or pump.• Describe acceptable consolidation methods.• Defi ne placement limits to lifts of 4 ft. (1200 mm).

Topic: Exterior Finishing of Forms• Explain the methods used to damp-proof the below grade portion of the wall system.• Describe the common methods used to apply exterior siding products.• Describe the methods used to fi nish the interior walls.

Topic: Concrete Block Foundations• Explain why the concrete block foundation is usually built by a qualifi ed bricklayer.• Identify the components that a carpenter may build: (i.e., forms, footings, rebar, bracing, scaffold, window and door bucks).• Explain that concrete blocks are available only in metric sizes in Canada, sized in 200 mm increments.• Identify the block wall components.• Describe the parging and moisture-proofi ng procedures.

Literacy• Think Aloud: Use a Think Aloud strategy to promote student awareness of ICF wall systems, and their advantages and disadvantages.



• Explain the concept of ICF walls systems.• Identify the components of an ICF form system.• Interpret the manufacturers’ instructions for construction.• Build a mock-up of an ICF wall system.• Explain the concrete requirements and placing procedures.• Describe the damproofi ng of an exterior wall.• Identify uses of concrete block construction.

• Research an ICF wall system. • Identify a local building which has ICF walls and interview the owner or builder.





Blueprint Reading Principles 2—Views and

Groups of Drawings (~4 hours Classroom Component)

Introduction People working in the trades have to refer to drawings and plans on a daily basis. The drawings, or blueprints, along with the specifi cations are considered legal documents. These documents form a legal agreement between the designer, the developer, and the owner of a construction project. The apprentice must develop the ability to read and interpret blueprints accurately and effi ciently in order to become a valuable member of the construction team.

35. Students will be able to identify and interpret the information contained in the different views presented in a set of working drawings (blueprints).

Assessment

Strategies


Resources Alberta Module 020107fABlueprint Reading Principles 2 - Views and Groups of Drawings - Part A

Alberta Module 020107fBBlueprint Reading Principles 2 - Views and Groups of Drawings - Part B

Students will be expected to35.1 identify the different views (drawings), explain how they are viewed, and describe the paths between views35.2 identify the different groups of drawings35.3 describe the different views found in a set of plans

Specifi c

Curriculum

Outcome

SCO - Delineations


Bluepring Reading Principles 2 - Views and Groups of Drawings (~4 hours Classroom Component) SCO 35. Students will be able to identify and interpret the information contained in the different views presented in a set of working drawings (blueprints).




40

35.1 identify the different views (drawings), explain how they are viewed, and describe the paths between views

Topic: Basic Drawing Views• List the fi ve types of orthographic drawing views in a set of blueprints (plans, elevations, cross-sections, sections, details).• Describe the two types of plan views and list examples of both: - orthographic top view - orthographic cut away view• Describe exterior building elevation views.• Explain the use of interior elevations.• Describe the composition and purpose of cross-section views: - Identify cutting plane lines on a drawing. - Identify offset section lines. - Describe the use of section drawings.• Describe the use of detail drawings.• Identify and interpret section and detail “indicator/reference circles”.• Identify and interpret schedules (e.g., window schedules, door schedules, hardware schedules).




41


Texts/Teacher ResourcesAlberta Module 020107fABlueprint Reading Principles 2 - Views and Groups of Drawingspp. 1-23


Castilian Plans

SAS Resources

Visuals/Handouts/Tests• Drawing symbols• ILM Self-Test Blueprint Reading Principles 2 - Views and Groups of Drawings

Internet• Blueprint reading



Topic: Basic Drawing Views• Introduce a basic blueprint plan package.• Describe the fi ve types of drawings.• Review the concept of “orthographic views”—looking directly (straight on) at a drawing.• Describe plan views: - Give examples of top plan views. - List examples of cutaway plan views.• Explain the locations of the cutting plane in residential drawings.• Describe elevation views: - vertical orientation - exterior elevation views - interior elevations• Describe cross-section views: - longitudinal and transverse - expose the structure in an elevation view• Identify cutting plane lines• Describe section views.• Describe detail views.• Explain indicator/reference circles.• Explain the use of schedules.

Literacy • Read and interpret various symbols found on blueprints.

• Identify the fi ve types of drawings in a basic blueprint package.• Explain the orientation and use of each type of drawing.• Identify objects on the various plans.• Read and interpret dimensions from the drawings.

Literacy• Sketch cross sections from a plan view.• Complete a test sheet on drawing symbols.

• Create a window schedule.






42

35.2 identify the different groups of drawings

35.3 describe the different views found in a set of plans

Topic: Drawing Categories• Identify the six categories of working drawings (i.e., location, architectural, structural, mechanical, electrical, shop).• Describe the features found on architectural drawings.• Describe the information found on structural drawings.• Identify the systems described on a mechanical drawing.• Describe the information relayed on an electrical drawing.• Describe the information found on shop drawings.• Identify where the shop drawings come from.• List the letter designations used for each of the drawing types (A,S,M,E).• Explain how information is portrayed in a set of simple residential drawings.

Topic: Information on the Site Plan• Identify site plan and location drawings.• Interpret information presented on the site plan.• Identify the six types of location drawings (i.e., survey, plot, grading, landscape, mechanical site, electrical site).

Survey Plans• Interpret general information on a survey plan.• Interpret contour lines.• Interpret angles in degrees, minutes, and seconds.• Explain the requirements for an as-built location survey plan.

Plot Plan• Interpret and list the information on a plot plan.• Explain requirements to obtain a building permit.

Grading Plan• Identify the information on a grading plan.

Landscape Drawings• Identify the features that may appear on a landscape plan.

Mechanical Site Plan• Identify the information presented on a mechanical site plan.

Electrical Site Plan• Identify the information presented on an electrical site plan.




43


Texts/Teacher ResourcesAlberta Module 020107fABlueprint Reading Principles 2 - Views and Groups of Drawingspp. 1-45


Castilian Plans

SAS Resources

Visuals/Handouts/Tests• Location drawing activity sheets• ILM Self-Test Blueprint Reading Principles 2 - Views and Groups of Drawings



Topic: Drawing Categories• Identify the six categories of working drawings: - location; architectural; structural; mechanical; electrical; shop• List the letter designations used for each of the drawing types.• Demonstrate how they are used in the indicator/reference circles.• Describe the information found on the various types of drawings.

Topic: Information on the Site Plan• Identify the site plan.• Identify the six types of location drawings: - survey; plot; grading; landscape; mechanical; electrical

• Identify the six categories of working drawings.• Interpret location drawings in ILM. Locate the numbered points of information, on the drawings.• Complete activity sheets corresponding to the numbered information. points on each location drawing.• Complete ILM self test questions.

Numeracy• Develop a plot plan from a legal description (Schedule A on a deed).

Literacy• Complete a building permit application.






44

35.3 describe the different views found in a set of plans (continued)

Topic: Decoding Drawings• Develop the ability to decode drawings by interpreting specifi c information contained on a complex plan.• Develop an understanding of the concept of layers on a drawing.• Develop the ability to visualize three dimensions when looking at a two-dimensional drawing.

Topic: Foundation Drawings• Identify a foundation drawing.• Describe the location of the cutting plane.• Identify four types of foundation drawings: - basement layout (architectural) - foundation, footings, and walls (structural) - plumbing, heating, HVAC (mechanical) - lights, switches, plugs (electrical)• Identify the footings, drawn with hidden lines.• Determine the size and height of the foundation wall.• Identify and describe a pony wall.• Locate basement partition walls and stairways.• Identify bearing walls.• Identify and fully describe the main supporting beams.• Identify and describe the location and spacing of fl oor joists.• Locate mechanical equipment.• Locate electrical services.




45


Texts/Teacher ResourcesAlberta Module 020107fBBlueprint Reading Principles 2 - Views and Groups of Drawingspp. 1-58


Castilian Plans

SAS Resources

Visuals/Handouts/Tests• Foundation activity sheet• Floor plan activity sheet• Shop drawings• ILM Self-Test Blueprint Reading Principles 2 - Views and Groups of Drawings


Topic: Decoding DrawingsFoundation Plan • Identify four types of foundation drawings and the various information contained on the plan.• Describe the location of the cutting plane.• Discuss the concept of layers on a drawing.• Use colours to help defi ne the different parts/layers of the plan.• Identify the various components of a foundation plan.

Numeracy• Calculate the foundation wall length from a plan.• Complete an activity sheet on reading a foundation plan.• Sketch a cross-section of the foundation wall and footing.• Calculate the amount of concrete to build the foundation.

Literacy• Research building codes for windows, doors, stairs, halls.• Complete ILM self test questions


Numeracy• Calculate the volume of concrete required to pour a footing.• Calculate the concrete required for a foundation wall.






46

35.3 describe the different views found in a set of plans (continued)

Topic: Floor Plan• Identify the fl oor plan as the most referenced drawing.• Identify the fl oor plan as a good starting or reference point in locating building information on - walls - windows, doors - room layouts - stairs - cabinets - plumbing/heating - electrical/HVAC.• Locate and describe the above components listed above.• Interpret window/door sizes and types.• Describe the concept of rough stud opening (rso).• Identify the various symbols found on fl oor plans.

Topic: Cross Sections and Sections• Identify the cross section as showing how the building is assembled.• Describe the cross section as a vertical slice through the building.• Demonstrate an understanding that the section plans give greater (or larger) scale and detail to a particular area or component than the fl oor plan.

Topic: Shop Drawings• Identify shop drawings as specifi c drawings and instructions provided by the supplier to install specialized components.




47


Texts/Teacher ResourcesAlberta Module 020107fBBlueprint Reading Principles 2 - Views and Groups of Drawingspp. 1-58

Castilian Plans

SAS Resources

Visuals/Handouts/Tests• Floor plan activity sheet• Truss installation sheet• Cross section• ILM Self-Test Blueprint Reading Principles 2 - Views and Groups of Drawings

Internet• House plans

Topic: Floor Plan• Introduce fl oor plan to the class.• Explain that the fl oor plan is the most referenced plan in the document set.• Describe the components: walls (exterior/interior); windows/doors; stairs; window/door specifi cations and schedules; egress sizing; cabinets; plumbing; electrical; and HVAC.• Describe door types (e.g., exterior, interior, swing, bi-fold, pocket, sliding).• Describe kitchen and bath cabinets: standard sizes and heights.• Describe stairs, hallways, access, and egress in relation to building codes.• Explain dimensioning.

Topic: Cross Section• Introduce cross section and section plans.• Describe the cross section as a cut-away view of the building assembly.• Demonstrate how cross sections are referenced to the fl oor plan.• Explain the details in an elevation view.

Topic: Shop Drawings• Introduce shop drawings.• Explain that shop drawings are detailed drawings for specifi c components, or for equipment provided by the manufacturer/ supplier.• Provide and review examples (e.g., truss installation package).



• Complete an activity sheet on reading a fl oor plan.• Scale and dimension a fl oor plan.• Label a cross-section view.• Interpret a shop drawing.

• Calculate material take-offs from the fl oor plan.• Draw a simple fl oor plan.• Find an example of a shop drawing.





Calculating Ratio and Proportion, Mechanical

Advantage, and Percentage (~9 hours Classroom Component)

Introduction Carpenters must develop a good understanding of trade-related math skills. They are often required to complete ratio and proportion calculations relating to planning and estimation. An understanding of and the ability to calculate mechanical advantage, so as to determine loads on equipment and materials, can be critical to safe operations. Calculating percentage is another math skill that most carpenters are required to use on a regular basis. Often these three skills may be used in combinations to solve common trade-related problems. The apprentice must work at developing these math skills, and become confi dent and effi cient in their applications in the trade.

36. Students will be able to use a calculator and the appropriate math operations to solve various trade-related problems involving ratio and proportion, mechanical advantage, and percentage.

Assessment

Strategies


Resources Alberta Module 020108dCalculating Ratio and Proportion, Mechanical Advantage, and Percentage

Specifi c

Curriculum

Outcome

Students will be expected to36.1 describe ratio and proportion and their application in trade-related calculations36.2 describe mechanical advantage and related calculations for levers, pulleys, and gears36.3 describe percentage calculations and their trade-related applications

SCO - Delineations


Calculating Ratio and Proportion, Mechanical Advantage, and Percentage (~9 hours Classroom Component) SCO 36. Students will be able to use a calculator and the appropriate math operations to solve various trade- related problems involving ratio and proportion, mechanical advantage, and percentage.

SCO Delineations Student Knowledge, Abilities and Competencies



36.1 describe ratio and proportion and their application to solve trade- related calculations

Topic: Ratio and Proportion• Explain the term “ratio” (a comparison of two numbers or quantities).• Identify the common uses of ratios in the carpentry trade: - scale drawings - rates (k/h, $/hr., defl ection 1/360).• Demonstrate the comparison of ratios by cross multiplication.• Determine ratios by cross multiplication.• Identify examples of the use of proportion to compare equal ratios.• Determine ratios by the use of proportion to compare equal ratios.• Explain the concept of direct proportion, and how a change in one quantity causes a direct change in another quantity.• Identify examples of direct proportion, and complete calculations.• Explain the concept of indirect proportion,and how a change in one quantity causes an opposite change in another quantity.• Identify examples of indirect proportion, and complete calculations.





Texts/Teacher ResourceAlberta Module 020108dCalculating Ratio and Proportion, Mechanical Advantage, and Percentagepp. 1-12


SAS Resources

Visuals/Handouts/Tests• Ratio and proportions worksheet ILM Self-Test Calculating Ratio and Proportion, Mechanical Advantage, and Percentage



Topic: Ratio and Proportion• Explain the term “ratio” as the comparison of two numbers or quantities: - Present common examples of ratio and ask for examples. - Present examples of how ratios are used in the carpentry trade. - Demonstrate examples of ratios on maps and drawings. - Demonstrate the three methods of presenting fractions.• Introduce the method of determining ratios by cross multiplication.• Introduce the concept of proportion as a comparison of equivalent ratios.• Demonstrate direct proportion calculations and emphasize their use in estimations that carpenters would use.• Demonstrate indirect proportion calculations.

• Identify the three methods used to represent ratios.• Demonstrate common uses of ratios.• Identify the use of ratios in the carpentry trade

Numeracy• Complete sample calculations.• Complete worksheet on ratio and proportion.• Demonstrate the ability to solve direct and indirect proportion problems. • Transfer your skills in ratio and proportion to situations outside the workshop. • Complete the self-test questions.• Calculate the ratio of studs per foot based on 16" and 24" spacing. • Calculate the savings gained on a 140' wall by using 24" over 16" spacing.• Compare the insulation space in a 2x4 v. a 2x6 wall.

Transferable Trade Skills• Explain how the following occupations would use ratio and proportion: - plumber (to estimate fl ow in various size pipes) - cook (to increase the size of a recipe) - mason (to mix mortar or concrete) - police (to calculate speed vs. stopping distance) - auto service person (to understand transmission, drive-line ratios)






36.2 describe mechanical advantage and related calculations for levers, pulleys, and gears

Topic: Mechanical Advantage• Explain the concept of mechanical advantage.• Explain that mechanical advantage is gained by trading a small force over a large distance for a large force over a small distance.• Describe mechanical advantage as a ratio.

Levers• Describe levers and the classes of levers (1st class levers, 2nd class levers, 3rd class levers).• Calculate the mechanical advantage of various levers.

Block and Tackles• Explain the mechanical advantage in block and tackle pulleys.• Explain how mechanical advantage can be found by counting the number of supporting strands in the block and tackle.• Explain how the load is moved over a small distance while the rope is pulled over a large distance.• Explain how proportional difference in the rope and load movement is equal to the mechanical advantage.• Complete calculations to fi nd the mechanical advantage.

Pulleys and Gears.• Identify pulleys and gears.• Explain that pulleys driven by a belt or chain rotate in the same direction, e.g., bicycle sprockets (ILM, fi gure 31).• Explain that gears rotate in opposite directions (ILM, fi gure 31).• Describe the basic terms related to pulleys and gears: diameter, circumference, and rpm.• Complete calculations to fi nd the mechanical advantage.• Explain that gear ratios can be determined by counting gear teeth.







Topic: Mechanical Advantage• Introduce the concept of mechanical advantage.• Demonstrate examples of mechanical advantage.• Develop a slide show of simple machines.Levers• Describe levers and the classes of levers.• Demonstrate calculations on lever applications.Block and Tackles• Describe block and tackle pulley combinations and their related mechanical advantage.• Calculate the mechanical advantages in block and tackle systems.Pulleys and Gears• Describe how pulleys and gears create a change in mechanical advantage, speed and direction.• Demonstrate calculations for indirect proportion in each of the above simple machines.

Literacy• Predicting: Instruct students to defi ne their concept of mechanical advantage and where they think it can be used.• KWL: Simple machines.

• Identify simple machines that use the concept of mechanical advantage.

Numeracy• Explain the terms: radius, diameter, circumference, perimeter, pi, rpm.• Complete sample calculations.• Complete a work sheet developed on simple machines.• Complete calculations on direct and indirect proportion.• Complete self-test questions. • Measure pulleys and calculate the mechanical advantage of various combinations.

• Describe the use of simple machines to perform various tasks that the apprentice may encounter in the fi eld: - Raise and level a storage shed. - Lift a 10' x 10' x 16' (300kg beam into beam pockets 3m above the fl oor. - If a set of block and tackle has a mechanical advantage of 4, set up as shown on page 20 of ILM Figure 25, how much would a 80kg person be able to lift.



SAS Resources

Visuals/Handouts/Tests• Mechanical advantage worksheet ILM Self-Test Calculating Ratio and Proportion, Mechanical Advantage, and Percentage Internet• Simple machines






36.3 describe percent calculations and their trade-related applications

Topic: Percentage• Identify that a percentage is a fraction with a denominator which is always 100.• Identify the percent symbol (%) .• Convert decimal numbers to percentage.• Convert fractions to decimals and then calculate the percentage.• Identify common uses of percentage calculations.• Identify trade applications of percentage calculations.







Topic: Percentage • Introduce the concept of percentage. It is a fraction with a denominator of 100.• Identify the “%” symbol. Emphasize the importance of including units in all calculations.• List with the class common applications of percentage.• Demonstrate the procedure used to convert decimals to percentage.• Demonstrate the procedure used to convert fractions to decimals.• Demonstrate sample calculations.• Introduce the various “factors” that are often given as a percentage: - waste factor (e.g., t&g fl ooring) - bulk factor (e.g., excavated soils) - shrinkage factor (e.g., drying lumber) - compaction factor (e.g., soil compaction) - infl ation factor (e.g., material prices)

Literacy• Anticipation Guide: Design an anticipation guide to determine students’ prior knowledge of percentage.

• Identify common uses of percentage.• Interpret a pay cheque, and determine the percentage costs of benefi ts.• Locate and calculate three uses of percentage.

Numeracy• Complete sample calculations.• Complete a worksheet on percentage.

• Interpret percentages in graph form: - pie graph - bar graph• Research various waste factors used for estimations.



SAS Resources

Castilian Plans

Visuals/Handouts/Tests• Mechanical advantage worksheet ILM Self-Test Calculating Ratio and Proportion, Mechanical Advantage, and Percentage Internet• Simple machines



Documents

Carpentry 801D - Construction, Planning and Design Carpentry Technology Construction Planning and Foundations (CAR801D) Course Description Prior to the start of any successful construction