carpentry 801c - wall systems - prince edward island · † cmhc, canadian wood-frame house...

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Carpentry TechnologyWall Framing Systems (CAR801C)Course Description The proper layout of framed systems such as walls and ceilings is an essential skill in the carpentry trade. Wall Framing Systems will develop the students’ ability to accurately lay out and construct wood-frame walls and ceiling joists. Students will read and interpret blueprints and develop basic drawing skills to communicate effectively with clients and other members of a work crew. They will be introduced to concrete as a building material, and develop math skills to estimate area and volume. They will also study the concept of the building envelope, learning proper methods to seal and weatherproof the structure.

Classroom Component—Suggested time: 40 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: 70 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 Competencies Provides 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: Introduction to Concrete (~2 hours Classroom Component)

22. Students will be able to describe the ingredients, production, placing, and curing of concrete.

Students will be expected to22.1 identify the ingredients and describe the production of concrete22.2 describe the placement and curing of concrete

Module 2: Wall and Partition Framing (~16 hours Classroom Component)

23. Students will be able to describe the layout, assembly, and erection of framed walls.

Students will be expected to23.1 identify wall frame members and their functions23.2 describe wall layout and wall plate layout23.3 describe the assembly and erection of exterior walls23.4 describe the layout and assembly of interior walls23.5 describe the consideration for other trades, vapour barriers, and other special features23.6 layout and construct wall framing

Module 3: Ceiling Framing (~2 hours Classroom Component)

24. Students will be able to describe the design, layout, and erection of ceiling joists.

Students will be expected to24.1 describe the layout and installation of ceiling joists24.2 interpret building code span tables to design ceiling joists

Module 4: The Building Envelope (~4 hours Classroom Component)

25. Students will be able to describe the materials and techniques used to reduce heat loss.

Students will be expected to25.1 describe heat transfer and heat loss through building components25.2 describe insulation and sound reduction techniques25.3 describe the functions of air, vapour, and weather barriers25.4 describe basic energy-effi cient construction techniques

CURRICULUM OUTCOMES

CAREER AND TECHNICAL EDUCATION CURRICULUM 3

Module 5: Drawing Standards (~6 hours Classroom Component)

26. Students will be able to use basic drawing guidelines and interpretation skills to create the orthographic views, sectional views, details, and cutting list required for a shop project.

Students will be expected to26.1 describe line types used in orthographic drawing26.2 demonstrate correct dimensioning methods and techniques26.3 describe page layout and centring techniques26.4 describe section and detail drawings and the use of material symbols

Module 6: Blueprint Reading Principles I - Paper Language(~4 hours Classroom Component)

27. Students will be able to use and interpret the paper language used in producing a set of working drawings (blueprints).

Students will be expected to27.1 identify and describe the different line styles used in a set of working drawings27.2 identify the common symbols used in a set of working drawings27.3 identify abbreviations commonly used in blueprints27.4 describe the page layout for drawings27.5 identify and describe different dimensioning techniques

Module 7: Calculating Area and Volume (~6 hours Classroom Component)

28. Students will be able to use a calculator and the appropriate formulas to determine the areas and volumes of various shapes and objects.

Students will be expected to28.1 identify and use formulas dealing with area28.2 identify and use formulas dealing with volume

5CAREER AND TECHNICAL EDUCATION CURRICULUM

CAR801C - WALL FRAMING SYSTEMS

Introduction to Concrete(~2 hours Classroom Component)

Introduction Carpenters are often employed to build, and remove, forms for the placement of concrete. Carpenters will also be involved in estimating, ordering, placing and curing the concrete. The apprentice must be aware of the properties of concrete, and understand how it is produced, placed, and cured.

Specifi c

Curriculum

Outcome

22. Students will be able to describe the ingredients, production, placing, and curing of concrete.

Assessment

Strategies

Paper/PencilSelf/Peer-AssessmentsSkills PerformanceTeacher ObservationCareer Portfolio

Resources Alberta Module 020102d, Introduction to Concrete

SCO - Delineations Students will be expected to22.1 identify the ingredients and describe the production of concrete22.2 describe the placement and curing of concrete

SCO - Delineations Student Knowledge, Abilities, and Competencies

Students will be expected to

CAR801C - WALL FRAMING SYSTEMS- MODULE 1


Introduction to Concrete (~2 hours Classroom Component)SCO 22. Students will be able to describe the ingredients, production, placing, and curing of concrete.

22.1 identify the ingredients and describe the production of concrete

22.2 describe the placement and curing of concrete

Topic: Concrete Ingredients• Identify the four main ingredients of Portland cement concrete (Portland cement, sand, gravel, water).• Explain the difference between cement and concrete.• Describe cement paste.• Describe aggregates, and the purpose of using aggregates.• Understand that concrete hardens through a chemical reaction called hydration.• List the ingredients and describe the production of Portland cement.• List the fi ve types of Portland cement: (1) Normal, (2) Moderate, (3) High Early Strength, (4) Low Heat of Hydration, and (5) Sulphate Resistant.• Describe the two types of aggregates: sand (fi ne), and gravel (coarse).• Defi ne the percentage of the total volume of concrete that consists of aggregates.• Explain that the purpose of the cement paste is to fi ll in the voids and bind the concrete together.• Explain the water/cement ratio and how it affects concrete strength.• Explain concrete mix design by volume (1:2:3 rule).• List requirements for ordering concrete: - location and use - volume, in cubic metres or cubic yards - compressive strength measured in megapascals (MPa) or pounds per square inch (PSI) (28-day design strength) - slump, consistency (measured in millimetres or inches) - admixtures (air entrainment, accelerators/retarders) - placement method (e.g., chute, slinger, pump, wheelbarrow)

Topic: Placement of Concrete• Explain the maximum allowable placing time.• Describe the methods of placing concrete: - chute - wheelbarrow/buggy - crane and hopper bucket - pump, conveyor• Defi ne terms used in placing concrete: - segregation - cold joint - lifts - consolidation (vibration, rodding)• Describe the concept and methods of curing concrete.

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Teacher Lessons / Demonstrations Resources

CAREER AND TECHNICAL EDUCATION CURRICULUM

CAR801C - WALL FRAMING SYSTEMS - MODULE 1

Introduction to Concrete (~2 hours Classroom Component)SCO 22. Students will be able to describe the ingredients, production, placing, and curing of concrete.

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Resources


Texts/Teacher ResourcesAlberta Module 020102dIntroduction to Concretepp. 1-20

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

Visuals/Handouts/Tests• Concrete Knowledge• Concrete ordering guide• Concrete MSDS• ILM Self-Test Introduction to Concrete

Videosprovincial library

Internet• Ordering concrete• Concrete MSDS

• Give a brief history of concretes and Portland cement concrete.• Explain the production and ingredients of Portland cement concrete.• Describe aggregates, and show examples.• Demonstrate water/cement ratio and how it affects strength.• Demonstrate the 1:2:3 rule of volume mix design.• Create a concrete testing information sheet.• Demonstrate a slump test.• Explain an air test and why we add air to concrete.• Explain the procedure used to make test cylinders.• Describe the procedure used to order concrete.• Design a concrete ordering guide (with class).• Demonstrate tension and compression in a beam or slab by using a foam noodle. (Draw a line down the middle, draw perpendicular lines at 2").

Literacy• Anticipation Guide: Create an anticipation guide to assess students’ knowledge about concrete.• KWL: Use a KWL strategy to facilitate students’ learning about concrete.CBL• Conduct a fi eld trip to a concrete materials lab.• Visit a local building site to observe the placement of concrete.

Student Activities / Assessments

Enrichment / Research Activities

• List safety precautions for working with concrete and cement.• Create a concrete ordering guide. • Demonstrate mixing concrete using the 1:2:3 rule.• Demonstrate making a test cylinder.• Set up a curing tank for 7-day and 28-day testing.• Complete a concrete construction project (e.g., park bench end, raft mooring anchor, umbrella base).

Literacy: Freewrite activity on knowledge of concrete.

• Construct footings and forms.• Install rebar in a slab.

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Wall and Partition Framing (~16 hours Classroom Component)

Introduction Wall framing is one of the basic skills that carpenters must master. Walls form the building skeleton that supports the fl oors and roof and transfera loads to the foundation. The ability to interpret blueprints and decipher building codes helps to ensure the effi cient layout and construction of the walls, saving time and money. The apprentice must be able to identify the building components, use proper terminology, and interpret building codes and specifi cations. Developing effi cient framing techniques is an essential skill.

23. Students will be able to describe the layout, assembly, and erection of framed walls.

Assessment

Strategies


Resources Alberta Module 020202b, Wall and Partition Framing

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to23.1 identify wall frame members and their functions23.2 describe wall layout and wall plate layout23.3 describe the assembly and erection of exterior walls23.4 describe the layout and assembly of interior walls23.5 describe the consideration for other trades, vapour barriers, and other special features23.6 layout and construct wall framing

Student Knowledge, Abilities, and Competencies


Wall and Partition Framing (~16 hours Classroom Component)SCO 23. Students will be able to describe the layout, assembly, and erection of framed walls.



SCO - Delineations

23.1 identify wall frame members and their functions

23.2 describe wall layout and wall plate layout

23.3 describe the assembly and erection of exterior walls

Topic: Wall Framing Members• Identify wall frame components.• Demonstrate an understanding of proper wall component terminology (fi gure 1 in ILM).• Locate and describe the function of wall plates (bottom, top, cap).• Locate and describe the function of wall studs.• Interpret building code tables to determine the size of studs.• Identify the frame components of window and door openings: trimmer/jack, cripple, fi ller studs, sills, lintels.• Identify corner posts and partition junctions.

Topic: Wall Layout• Interpret framing information from blueprints.• Calculate the required stud height.• Locate exterior walls on the fl oor.• Demonstrate the method used to lay out the wall plates.• Layout rough openings for doors and windows.• Select lintel sizes from building code tables.• Calculate lintel lengths for specifi ed rough openings.• Calculate trimmer and cripple lengths for specifi ed rough openings.• Determine the location and layout of wall partitions, using blueprints.• Demonstrate the layout of regular studs, using common stud spacings.

Topic: Exterior Wall Construction• Determine the size, number, and pattern of fasteners required for framing.• Determine and mark the crown on lumber.• Layout and assemble an exterior wall.• Layout and assemble window and door openings.• Demonstrate the assembly of cap plates.• Demonstrate methods of squaring wall sections.• Identify various types of wall sheathing.• Explain how sheathing strengthens the wall system (stressed skin).• Demonstrate the layout and installation of sheathing.• Describe the common methods used to erect and brace walls.

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Texts/Teacher ResourcesAlberta Module 020202bWall and Partition Framingpp. 1-33


SAS Resource Sharing

Visuals/Handouts/Tests• Wall frame components• ILM Self-Test Wall and Partition Framing



Topic: Wall Framing Members• Identify the various wall framing members.• Introduce building code requirements for walls.

Topic: Wall Layout• Review metric and imperial measurements and conversions (table 1 of ILM).• Demonstrate proper plate/wall layout procedures.• Demonstrate partition and corner layout methods.

Topic: Exterior Wall Construction• Introduce the butt joint and methods of end-nailing and toe-nailing.• Demonstrate the assembly of wall sections.• Demonstrate the methods for squaring wall sections.• Demonstrate the types, use, and installation of sheathing.

Literacy • Document Reading: Have students interpret NBC tables to determine lintel sizes, and interpret blueprints to layout exterior walls.

Numeracy• Develop an understanding of the Pythagorean theorem and of how to use the 3,4,5 triangle (or 6,8,10) to square walls.• Develop an understanding of how to measure diagonals to square walls.

• Identify wall frame components on a diagram (fi gure 1 of ILM).• Demonstrate plate layout procedures (try Gyproc tape laid out on the fl oor).• Demonstrate the layout of window/door openings.• Demonstrate the layout /construction of corners and partition junctions.• Demonstrate the assembly of typical butt joints using end-nail and toe-nail methods.

Literacy• Vocabulary Development: Demonstrate an understanding of proper wall component and framing terminology.

Numeracy• Estimate the number of studs and plates required to frame a wall: - for studs, estimate 1 stud/linear foot - for plates, total length of plates x 3 (Determine a convenient size of lumber.)

• Research some of the various types of common and alternative sheathing systems.• Complete a cost analysis of sheathing systems.






SCO - Delineations

23.4 describe the layout and assembly of interior walls

23.5 describe the consideration for other trades, vapour barriers, and other special features

23.6 layout and construct wall framing

Topic: Interior Wall Construction• Identify interior load-bearing and non-load-bearing walls.• Estimate the required materials to build walls.• Layout plates and prepare components for interior walls.• Demonstrate the assembly of interior walls.• Determine the size of and describe the construction of door openings.• Identify the various types of interior doors (swing, bi-fold, pocket).• Interpret blueprints to locate interior walls.• Describe the procedure used to support interior non-load-bearing walls.• Describe the requirements to support load-bearing interior walls.• Describe the methods used to assemble interior partitions, including the vapour barrier at the ceiling.• Describe the procedure for straightening the walls, using string line and feeler blocks.

Topic: Consideration of Other Trades• Identify the needs of other trades that the carpenter must consider during the framing process.• Describe the limits to notching and drilling studs to accept other utilities.• Describe the plumbing wall.• Describe the requirements for framing for heating and ventilation.• Describe the use and location of “girts” in wall framing. Explain the installation of backing for the installation of strapping and drywall.• Identify special framing required for areas such as fi replaces, cabinetry, and valences.

Topic: Vapour Barrier• Describe the theory and purpose of vapour barriers.• Explain the concept of “continuous vapour barrier.”• Demonstrate the installation of continuous vapour barrier, including the proper methods used to seal the seams with acoustical caulking.

Topic: Wall Framing• Describe the layout of plates, using common spacing of members, and including - corners, intersecting walls - door and window openings - consideration for special items (e.g., frames for pocket and bifold doors, fi replaces, insulation) - backing requirements for fi xtures - beam supports.

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Texts/Teacher ResourcesAlberta Module 020202bWall and Partition Framingpp. 34-50



Visuals/Handouts/Tests• Wall construction• Corner construction• Materials estimate sheet• ILM Self-Test Wall and Partition Framing

Videos• Provincial Library

Internet• Wall framing


Topic: Interior Wall Construction• Describe interior load-bearing and non-load-bearing walls.• Demonstrate wall layout, including door openings.• Demonstrate the assembly and erection of interior walls.• Demonstrate the installation of braces and the procedure used to straighten walls using a string line and feeler blocks.

Topic: Consideration of Other Trades• Describe the framing requirements to meet the needs of other trades.

Topic: Vapour Barrier• Explain the theory of continuous vapour barriers.• Describe the location of a vapour barrier in a wall system (on the inside of the dew point).

Numeracy • Review the estimation procedure for exterior walls (1 stud/foot), and apply to estimation for interior walls.

• Demonstrate the erection of interior walls.• Demonstrate the straightening and bracing of interior walls.• Describe the framing of rough openings and calculate the size of rough framing openings for doors.• Demonstrate the installation of a continuous vapour barrier.

Numeracy • Estimate the number of studs required for the interior walls. • Calculate the cost of interior walls including taxes.• Estimate the lumber required to frame using various rough stud openings.



Ceiling Framing (~2 hours Classroom Component)

Introduction Ceiling framing is an important component of the building system. Carpenters must be able to design, layout, and construct an effective ceiling system. The apprentice must be able to interpret the building code span charts to design, layout, and assemble ceiling components.

24. Students will be able to describe the design, layout, and erection of ceiling joists.

Assessment

Strategies


Resources Alberta Module 020202c, Ceiling Framing

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to24.1 describe the layout and installation of ceiling joists24.2 interpret building code span tables to design ceiling joists

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Ceiling Framing (~2 hours Classroom Component)SCO 24. Students will be able to describe the design, layout, and erection of ceiling joists.



SCO - Delineations

24.1 describe the layout and installation of ceiling joists

24.2 interpret building code span tables to design ceiling joists

Topic: Ceiling Joist Layout and Installation• Explain the primary structural purpose of ceiling framing.• Explain how ceiling framing is similar to fl oor framing.• Draw the forces acting on a simple roof system.• Describe the location and common direction of the ceiling joists.• Describe the basic requirements to fasten ceiling joists.• Describe the process used to layout the ceiling joists (use framing symbols).• Demonstrate the proper method, for laying out the ceiling joists.• Explain why blocking should be used on the interior bearing wall when joists are lapped. • Explain why cleats should be used when joists are butted.• Demonstrate the method used to lay out and cut the joist end cut.• Describe the installation of stub joists.• Describe the framing requirements for ceiling openings.• Describe the purpose and installation of joist restraints.• Describe the installation of blocking and backing to support other building components.• Describe methods and requirements to support roof loads through the ceiling joists.

Topic: Designing Ceiling Joists• Defi ne the “span” of a ceiling joist.• List the four parameters which determine the maximum allowable span of joists (joist size, joist spacing, lumber species, lumber grade).• List the most common lumber species and grade used in the Maritimes (SPF #2).• List the common rafter and joist spacings.• Interpret span charts to select ceiling joists.

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Ceiling Framing (~2 hours Classroom Component)SCO 24. Students will be able to describe the design, layout, and erection of ceiling joists.

Texts/Teacher ResourcesAlberta Module 020202cCeiling Framingpp. 1-20



Visuals/Handouts/Tests• ILM Self-Test Ceiling Framing


Topic: Ceiling Joist Layout and Installation• Describe the roof system components.• Demonstrate a layout using the common spacing of ceiling joists.• Explain the structural purpose of ceiling joists.• Explain the similarities of a rafter and ceiling joist to a prefab truss (diagram).• Demonstrate or describe the installation of joist blocking and cleats.• Demonstrate the method used to layout the joist end cut.

Topic: Design Ceiling Joists• Demonstrate the interpretation of data from CHMC wood rrame house construction charts to size the ceiling joists and obtain nailing information.• Discuss the method of framing ceiling openings.

• Demonstrate the method used to lay out the ceiling joists and openings.• Demonstrate the layout and cutting of a ceiling joist end cut.

Literacy • Document Reading: Locate and interpret data required to design the ceiling joist system of a given house plan.

Numeracy • Estimate the material required to build the ceiling joist system of a given house plan.



The Building Envelope (~4 hours Classroom Component)

Introduction Shelter from the elements is one of our basic human needs. We need to build shelters to keep us warm in the winter and cool in the summer. In Canada the most common housing system is wood-frame construction. Our goal is to build an energy-effi cient structure to keep the elements out while keeping the heat in. Our homes must also be well ventilated to allow for the escape of moisture and sealed to prevent moisture from entering through the outside walls, which will lead to wood decay. The apprentice must develop a good understanding of energy-effi cient building design and construction methods.

25. Students will be able to describe the materials and techniques used to reduce heat loss.

Assessment

Strategies


Resources Alberta Module 020202d, The Building Envelope

Specifi c

Curriculum

Outcome

Students will be expected to25.1 describe heat transfer and heat loss through building components25.2 describe insulation and sound reduction techniques25.3 describe the functions of air, vapour, and weather barriers25.4 describe basic energy-effi cient construction techniques

SCO - Delineations

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The Building Envelope (~4 hours Classroom Component)SCO 25. Students will be able to describe the materials and techniques used to reduce heat loss.



SCO - Delineations

25.1 describe heat transfer and heat loss through building components

25.2 describe insulation and sound reduction techniques

Topic: Heat Transfer and Loss• Explain the concept of heat transfer.• List and describe the three methods of heat transfer: conduction, convection, and radiation.• Explain heat loss through the various building systems: - walls - ceilings - fl oors - foundations - doors and windows• Describe methods used to reduce heat loss through these components.

Topic: Insulation• Explain thermal resistance and interpret the corresponding units of RSI values and R- values.• List and describe the fi ve common types of insulation: batt, loose fi ll, rigid, semi-rigid, and polyurethane foam.• Interpret and calculate insulation values from a chart.• Explain how sound is transmitted through building components.• Identify materials that will help to absorb sound within a room.• Describe construction methods to reduce sound transmission.

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Texts/Teacher ResourcesAlberta Module 020202dThe Building Envelopepp. 1-27

• CMCH, Canadian Wood-Frame House Construction• CMHC• R-2000 builders manual

Visuals/Handouts/Tests• ILM Self-Test The Building Envelope

Internet• Insulating your house• CMHC insulation


Topic: Heat Transfer and Loss• Describe the concepts of heat loss and heat transfer in a building.• Demonstrate the three methods of heat transfer: conduction, convection, and radiation.• Explain how heat transfer is used in heating systems.• Identify and describe heat loss through various building materials.

Topic: Insulation• Explain thermal resistance and the common units used in the industry.• Describe sound transmission and methods of sound transmission reduction.

Literacy • Anticipation Guide: Create an anticipation guide to assess students’ knowledge of heat transfer.• Freewrite: Have students write about heat loss in their own houses.


• Describe the three methods of heat transfer.• Describe the main causes of heat loss in a house.• List common types of insulation.• Identify methods of reducing sound transmission.• Describe where sound reduction methods should be used.

Numeracy• Estimate the costs of various types and thickness of insulation.

• Research R-2000 technology.• Research air exchange/heat recovery technology.• Research various types of insulation, and their costs.

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SCO - Delineations

25.3 describe the functions of air, vapour, and weather barriers

25.4 describe basic energy- effi cient construction techniques

Topic: Vapour Barriers• Explain the designed purpose of air, vapour, and weather barriers.• Identify the location in the wall system of the air-vapour barrier.• Identify the location in the wall system of the air-weather barrier.• Identify the sources of moisture creation within a structure.• Explain relative humidity and identify the ideal humidity range within a building.• Explain the problems that may occur when the humidity is too high or too low.• Explain the term “dew point.”

Topic: Energy-Effi cient Construction• Describe energy-effi cient framing techniques: - staggered stud walls - double wall system - high heel trusses for added attic insulation• Explain southern exposure for solar gain.• Describe the concept of continuous vapour barriers.

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Texts/Teacher ResourcesAlberta Module 020202dThe Building Envelopepp. 1-27

• CMHC, Canadian Wood-Frame House Construction

Visuals/Handouts/Tests• ILM Self-Test The Building Envelope

Internet• Vapour Barrier CMHC• Building energy-effi cient housing CMHC


Topic: Vapour Barriers• Explain the purpose of air-vapour and air-weather barriers.• Introduce the common air-vapour and air-weather barrier products.• Describe the location of each barrier. • Demonstrate the application of air-vapour and air-weather barriers.• Describe the common application and associated products.

Topic: Energy Effi cient Construction• Review the three methods of heat transfer: conduction, convection, and radiation.• Describe methods to stop heat transfer (e.g., air-weather barriers, insulation, moisture reduction).• Describe wall construction methods to increase energy effi ciency (e.g., double wall, staggered studs, composite construction, alternative materials). • Explain roof insulation methods used to increase energy effi ciency.

• Investigate various products used for air, vapour, and weather barriers.• Demonstrate the application of the various barriers.• Explain how water vapour can condense inside a wall.• Describe what the dew point is and where it is located in the wall system.• Describe the areas of a house that must be ventilated.• Describe the application of continuous vapour barriers.

Literacy• Investigate the ventilation required for each area of the house. (Use CMHC Canadian Wood-Frame House Construction or National Building Code.)• Investigate various construction methods to increase energy effi ciency.

CBL• Visit a local building supply store to investigate the various energy- effi cient products that are available.


• Research ventilation products.• Research alternative methods to increase energy effi ciency in residential houses.



Drawing Standards(~6 hours Classroom Component)

Introduction We have all used the saying “A picture is worth a thousand words.” Simply put, a picture or drawing is often used to describe how to build, install, or explain objects in industry. Drafting is the international language of industry. Carpenters are constantly creating sketches and drawings to clarify construction methods or estimate materials. It is important that the apprentice develop drafting skills so that he/she may communicate effectively with clients and other members of the construction team.

26. Students will be able to use basic drawing guidelines and interpretation skills to create the orthographic views, sectional views, details, and cutting list required for a shop project.

Assessment

Strategies


Resources Alberta Module 020107d, Drawing Standards

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to26.1 describe line types used in orthographic drawing26.2 demonstrate correct dimensioning methods and techniques26.3 describe page layout and centring techniques26.4 describe section and detail drawings and the use of material symbols

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Drawing Standards (~6 hours Classroom Component) SCO 26. Students will be able to use basic drawing guidelines and interpretation skills to create the orthographic views, sectional views, details, and cutting list required for a shop project.



SCO - Delineations

26.1 describe line types used in orthographic drawing

26.2 demonstrate correct dimensioning methods and techniques

Topic: Drafting Line Types• Identify the two basic line types used in drawings: - continuous or solid lines - broken or dashed lines• Identify the four line weights used in drawings: very heavy, heavy, light, and very light.• Identify and demonstrate the use of the following lines in drawings: - borderlines - construction lines - object lines - hidden lines - centre lines - extension lines - dimension lines - leader lines

Topic: Dimensioning• Identify the two basic styles of dimensioning used on drawings (unidirectional, aligned).• Explain the purpose of each of the four components of dimensions - extension lines - dimension lines - dimension text - end marks• Demonstrate the proper methods used to dimension drawings.• Demonstrate methods used to apply dimensions in confi ned spaces.• Demonstrate dimensioning methods and symbols for angles, arcs, and circles.• Interpret and demonstrate the application of the dimensioning rules.

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Texts/Teacher ResourcesAlberta Module 020107dDrawing Standardspp. 1-43

• Mechanical Drawing Board 8 CAD Techniques Thomas French, Gelenco Publishing

Visuals/Handouts/Tests• Alphabet of lines• Dimension rules• ILM Self-Test Drawing Standards


Numeracy• Use wooden scale model drafting blocks for 3-D representation.• Have the students measure and record the dimensions of the drafting model blocks.

Topic: Drafting Line Types• Introduce the types of lines, and weights and thicknesses of lines.• Present the “alphabet of lines.”

Topic: Dimensioning• Demonstrate the application of dimensions.• Present the rules of dimensioning.

Literacy• With students in pairs, have one student look at a simple drawing and describe the object to the second student with words only. Have the second student sketch the object. (Flowchart symbols work well.)

Literacy• Create a dictionary of the seven lines commonly used in drawings.• Identify the various types of lines in a drawing.• Identify the two styles of dimensions, aligned and unidirectional.• Demonstrate an understanding of the use of the four dimensioning components: dimension lines, extension lines, end marks and lettering.• Dimension angles arcs and circles.• Demonstrate an understanding of rules of dimensions.

Numeracy• Complete dimensions on drawings, using both aligned and unidirectional systems.• Demonstrate methods to centre a drawing.


• Demonstrate the proper procedure to “lay out” a drafting sheet, (border lines and title block).• Assign drawings that incorporate the various types of lines.

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SCO - Delineations

26.3 describe page layout and centring techniques

26.4 describe section and detail drawings and the use of material symbols

Topic: Page Layout• Select the appropriate paper size for a drawing.• Demonstrate proper sheet layout. • Identify the information required for the title block.• Demonstrate the layout and completion of the title block.• Identify various imperial and metric scales.• Select the appropriate scale.• Demonstrate the method to centre an orthographic drawing.

Topic: Sections and Details• Identify an exploded-view drawing.• Identify a section-view drawing.• Explain the use of cutting plane lines, and view direction arrows.• Identify various types of sections.• Explain the use of break lines.• Identify common materials symbols.• Explain the use of detail drawings.

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Texts/Teacher ResourcesAlberta Module 020107dDrawing Standardspp. 1-43

• Mechanical Drawing Board 8 CAD Techniques Thomas French, Gelenco Publishing

SAS Resources

Visuals/Handouts/Tests• Centering orthographic drawings• Orthographic model• ILM Self-Test Drawing Standards

Topic: Page LayoutNumeracy • Introduce the concept of drawing scale.• Introduce some examples of scale (e.g., maps, model cars/trains, dolls/action fi gures). • Introduce the triangular scale.• Discuss title block layout and information requirements.• Demonstrate the method used to layout and centre orthographic drawings.• Construct the “orthographic model” layout.

Topic: Sections and Details• Introduce the concept of exploded views, and use examples.• Introduce the concept of section views, and use examples.• Introduce the concept of detail drawings, and use examples.


• Demonstrate the ability to layout a drafting sheet.• Practise measuring lines and objects, using various scales.• Calculate the centring methods required for orthographic drawings.• Demonstrate centring an orthographic drawing.• Complete several drawings to build competence.• Draw a section drawing.• Identify parts from an exploded view.• Complete self-test questions (from the ILM).



Blueprint Reading Principles I(~4 hours Classroom Component)

Introduction All construction projects start with a plan. A typical set of plans (blueprints) consists of the plot plan, foundation plan, fl oor plan, elevations, mechanical plans, cross sections, and detail drawings. These plans are considered legal documents. Carpenters must consult and interpret plans every day. The apprentice must become very comfortable with and skilled in reading and interpreting building plans.

27. Students will be able to use and interpret the paper language used in producing a set of working drawings (blueprints).

Assessment

Strategy


Resources Alberta Module 020107e, Blueprint Reading Principles I - Paper Language

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to27.1 identify and describe the different line styles used in a set of working drawings27.2 identify the common symbols used in a set of working drawings27.3 identify abbreviations commonly used in blueprints27.4 describe the page layout for drawings27.5 identify and describe different dimensioning techniques

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Blueprint Reading Principles I - Paper Language (~4 hours Classroom Component) SCO 27. Students will be able to use and interpret the paper language used in producing a set of working drawings (blueprints).



SCO - Delineations

27.1 identify and describe the different line styles used in a set of working drawings

27.2 identify the common symbols used in a set of working drawings

27.3 identify abbreviations commonly used in blueprints

27.4 describe the page layout for drawings

27.5 identify and describe different dimensioning techniques

Topic: Line Styles• Identify the various line styles and weights.• Identify the various common line conventions and defi nitions used in drawings.

Topic: Symbols• Describe the use of common symbols in drawings.• Identify the four groups of drawing symbols: - architectural components - structural materials - mechanical - electrical• Identify common drawing symbols.

Topic: Technical Abbreviations• Describe the use of common abbreviations in drawings.• Identify common abbreviations used in drawings.

.Topic: Page Layout• Describe the purpose of including borders in drawings.• Explain the importance of including a north arrow on drawings.• Interpret the drawing information in the title box.• Demonstrate the layout of the borderlines and title block on a drawing.

Topic: Dimensioning• Interpret foundation and fl oor plan dimensions (placed in four groups): - overall dimensions—measured to the outside of the framing - sub-dimensions—measured from outside walls to centres of interior walls - positioning dimensions—measured to the center of doors and windows - size dimensions—locate interior components• Calculate the last dimension that may be omitted on the drawing.

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Blueprint Reading Principles I - Paper Language (~4 hours Classroom Component) SCO 27. Students will be able to use and interpret the paper language used in producing a set of working drawings (blueprints).

Texts/Teacher ResourcesAlberta Module 020107eBlueprint Reading Principles I - Paper Languagepp. 1-55

Blueprint booklet

SAS Resources

Visuals/Handouts/Tests• Common symbols and abbreviations• ILM Self-Test Blueprint Reading Principles I - Paper Language

InternetLines alphabetStudent Activities / Assessments

Topic: Line Styles• Review line styles and weights. (Refer to a lines alphabet).

Topic: Symbols• Present drawings to point out the four groups of common drafting symbols.

Topic: Technical Abbreviations• Identify common abbreviations, using examples of industry drawings.• Create a handout to display common abbreviations and symbols.

Topic: Page Layout• Describe the essential components for proper page layout.

Topic: Dimensioning• Present examples of blueprint packages and assign questions on dimensions.

• Identify and defi ne line styles.• Identify common symbols and abbreviations found on drawings (BLM handout).• Complete dimensions on a sample drawing.• Demonstrate an understanding of the page layout of a drawing.



Calculating Area and Volume(~6 hours Classroom Component)

Introduction On the job site the carpenter is often responsible for ordering and obtaining the required building materials. To complete this task and keep the project on time and on budget, the carpenter must understand the mathematical concepts and be able to complete the appropriate calculations to determine material quantities. The apprentice must become familiar with these formulas and calculations—commit them to memory—in order to be an effective member of the construction team.

28. Students will be able to use a calculator and the appropriate formulas to determine the areas and volumes of various shapes and objects.

Assessment

Strategies


Resources Alberta Module 020108c, Calculating Area and Volume

Students will be expected to28.1 identify and use formulas dealing with area28.2 identify and use formulas dealing with volume

Specifi c

Curriculum

Outcome

SCO - Delineations


Calculating Area and Volume (~6 hours Classroom Component) SCO 28. Students will be able to use a calculator and the appropriate formulas to determine the areas and volumes of various shapes and objects.


SCO - Delineations Student Knowledge, Abilities, and Competencies


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28.1 identify and use formulas dealing with area

28.2 identify and use formulas dealing with volume

Topic: Calculating Area• Demonstrate profi ciency in using both metric and imperial measurements in calculating area.• Demonstrate converting units of measurement to consistent (or similar) units for calculations (e.g., millimetres to metrics or inches to feet).• List formulas to determine the areas of common shapes (e.g., rectangle, square, triangle, circle).• Use area formulas for less common shapes (e.g., parallelogram, trapezoid).• Explain the terms required to describe circles and arcs: - diameter - radius - circumference• Calculate the areas of more complex shapes: - pentagons - hexagons - octagons - irregular shapes - combined shapes• Calculate the surface areas of three-dimensional shapes.

Topic: Calculating Volume• List the basic formula for determining volume (length x width x height depth).• List common units of volume in both metric and imperial: - cubic metre - cubic yard - cubic foot• Demonstrate the use of consistent and appropriate units.• Calculate the volume of common shapes: - cube - rectangle - triangle - cylinder• Calculate the volumes of combined shapes.• Calculate the volumes of pyramids and cones.




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Calculating Area and Volume (~6 hours Classroom Component) SCO 28. Students will be able to use a calculator and the appropriate formulas to determine the areas and volumes of various shapes and objects.

Texts/Teacher ResourcesAlberta Module 020108cCalculating Area and Volumepp. 1-48


SAS Resources

Visuals/Handouts/Tests• Area and volume worksheets• ILM Self-Test Calculating Area and Volume



Topic: Calculating Area• Explain the rationale for learning to calculate area and volume.• Explain why these four formulas should be committed to memory.• Review units in both metric and imperial measures.• Explain the importance of working with consistent units: - Explain the need to convert to common units. - Explain the need to list the units in your calculations.• Demonstrate calculations using examples from industry: - fl oor area for plywood sub fl oor - wall surface area for sheathing - roof surface area for shingles• Demonstrate how to break down complex shapes for area calculations.

Topic: Calculating Volume• Demonstrate volume calculations using industry examples: - volume of concrete footings from a plan - foundation wall volume - amount of fi ll required to grade a site• Demonstrate how to break down complex shapes for area calculations.• Design handout sheets for area and volume problems.

Numeracy • Refer to the formula glossary (p. 48 of ILM) for a reference on calculating areas and volume.

• Demonstrate an understanding of the basic area and volume formulas.• Calculate the fl oor area of your house.• Calculate the volume of air to be heated in your house. • Calculate the window surface area of your house.• Calculate the volume of insulation in your house.• Complete the self-test in the back of the ILM.

• Design a cylindrical water tank to hold 900 litres.• Calculate material quantities from drawings and plans.

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