Carpentry Technology Wall 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 1 Column 2 SCO - Delineations Student Knowledge, Abilities, and Competencies Describes what the students are expected to Provides clarity to the SCO by describing the Knowledge, know, be able to do, and value in order to Abilities, and Competencies that the students develop. This achieve the SCO. column is designed to indicate the depth and breadth of the SCO. The teacher is responsible for the planning It is not necessary to use all of these suggestions or that all of the and facilitation of learning as well as the students be engaged in the same learning activity. assessment of each SCO - Delineation. Column 3 Column 4 Teacher Lessons / Demonstrations Resources Provides suggestions for developing and Lists a variety of resources that support the teaching and learning delivering the content for student learning. related to the SCO. These resources are suggested to support the teacher in developing an effective instructional package for delivery Student Activities / Assessments to the students. Provides suggestions for creating meaningful activities to allow the student to achieve the SCO.

1 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 to 22.1 identify the ingredients and describe the production of concrete 22.2 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 to 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 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

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 to 24.1 describe the layout and installation of ceiling joists 24.2 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 to 25.1 describe heat transfer and heat loss through building components 25.2 describe insulation and sound reduction techniques 25.3 describe the functions of air, vapour, and weather barriers 25.4 describe basic energy-efﬁ cient construction techniques

2 CAREER AND TECHNICAL EDUCATION CURRICULUM CURRICULUM OUTCOMES

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 to 26.1 describe line types used in orthographic drawing 26.2 demonstrate correct dimensioning methods and techniques 26.3 describe page layout and centring techniques 26.4 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 to 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

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 to 28.1 identify and use formulas dealing with area 28.2 identify and use formulas dealing with volume

CAREER AND TECHNICAL EDUCATION CURRICULUM 3 4 CAREER 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 22. Students will be able to describe the ingredients, production, placing, and Curriculum curing of concrete. Outcome SCO - Delineations Students will be expected to 22.1 identify the ingredients and describe the production of concrete 22.2 describe the placement and curing of concrete

Assessment Paper/Pencil Strategies Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio

Resources Alberta Module 020102d, Introduction to Concrete

CAREER AND TECHNICAL EDUCATION CURRICULUM 5 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.

SCO - Delineations Student Knowledge, Abilities, and Competencies Students will be expected to Topic: Concrete Ingredients • Identify the four main ingredients of Portland cement concrete 22.1 identify the ingredients and (Portland cement, sand, gravel, water). describe the production of • Explain the difference between cement and concrete. 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 22.2 describe the placement and • Explain the maximum allowable placing time. curing of concrete • 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.

6 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.

Teacher Lessons / Demonstrations Resources

• Give a brief history of concretes and Portland cement concrete. Texts/Teacher Resources • Explain the production and ingredients of Portland cement concrete. Alberta Module 020102d • Describe aggregates, and show examples. Introduction to Concrete • Demonstrate water/cement ratio and how it affects strength. pp. 1-20 • Demonstrate the 1:2:3 rule of volume mix design. • Create a concrete testing information sheet. • CMHC, Canadian Wood-Frame • Demonstrate a slump test. House Construction • Explain an air test and why we add air to concrete. • National Building Code • Explain the procedure used to make test cylinders. • Describe the procedure used to order concrete. Visuals/Handouts/Tests • Design a concrete ordering guide (with class). • Concrete Knowledge • Demonstrate tension and compression in a beam or slab by using a • Concrete ordering guide foam noodle. (Draw a line down the middle, draw perpendicular • Concrete MSDS lines at 2"). • ILM Self-Test Introduction to Concrete Literacy • Anticipation Guide: Create an anticipation guide to assess students’ Videos knowledge about concrete. provincial library • KWL: Use a KWL strategy to facilitate students’ learning about concrete. Internet CBL • Ordering concrete • Conduct a ﬁ eld trip to a concrete materials lab. • Concrete MSDS • Visit a local building site to observe the placement of concrete. Student Activities / Assessments • 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.

Enrichment / Research Activities • Construct footings and forms. • Install rebar in a slab.

CAREER AND TECHNICAL EDUCATION CURRICULUM 7 CAR801C - WALL FRAMING SYSTEMS

8 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS 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.

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

SCO - Delineations Students will be expected to 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 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

Assessment Paper/Pencil Strategies Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio

Resources Alberta Module 020202b, Wall and Partition Framing

CAREER AND TECHNICAL EDUCATION CURRICULUM 9 CAR801C - WALL FRAMING SYSTEMS - MODULE 2

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 Student Knowledge, Abilities, and Competencies

Students will be expected to Topic: Wall Framing Members • Identify wall frame components. 23.1 identify wall frame members • Demonstrate an understanding of proper wall component and their functions 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 23.2 describe wall layout and wall • Interpret framing information from blueprints. plate layout • 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 23.3 describe the assembly and • Determine the size, number, and pattern of fasteners required for erection of exterior walls 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.

10 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 2

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

Teacher Lessons / Demonstrations Resources

Topic: Wall Framing Members Texts/Teacher Resources • Identify the various wall framing members. Alberta Module 020202b • Introduce building code requirements for walls. Wall and Partition Framing Topic: Wall Layout pp. 1-33 • Review metric and imperial measurements and conversions (table 1 of ILM). • CMHC, Canadian Wood-Frame • Demonstrate proper plate/wall layout procedures. House Construction • Demonstrate partition and corner layout methods. • National Building Code

Topic: Exterior Wall Construction SAS Resource Sharing • Introduce the butt joint and methods of end-nailing and toe-nailing. • Demonstrate the assembly of wall sections. Visuals/Handouts/Tests • Demonstrate the methods for squaring wall sections. • Wall frame components • Demonstrate the types, use, and installation of sheathing. • ILM Self-Test Wall and Partition Framing 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.

Student Activities / Assessments • 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.) Enrichment / Research Activities • Research some of the various types of common and alternative sheathing systems. • Complete a cost analysis of sheathing systems.

CAREER AND TECHNICAL EDUCATION CURRICULUM 11 CAR801C - WALL FRAMING SYSTEMS - MODULE 2

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 Student Knowledge, Abilities, and Competencies

Students will be expected to Topic: Interior Wall Construction • Identify interior load-bearing and non-load-bearing walls. 23.4 describe the layout and • Estimate the required materials to build walls. assembly of interior 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 23.5 describe the consideration • Identify the needs of other trades that the carpenter must consider for other trades, vapour during the framing process. barriers, and other special • Describe the limits to notching and drilling studs to accept other features 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 23.6 layout and construct wall • Describe the layout of plates, using common spacing of members, framing 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.

12 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 2

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

Teacher Lessons / Demonstrations Resources

Topic: Interior Wall Construction Texts/Teacher Resources • Describe interior load-bearing and non-load-bearing walls. Alberta Module 020202b • Demonstrate wall layout, including door openings. Wall and Partition Framing • Demonstrate the assembly and erection of interior walls. pp. 34-50 • Demonstrate the installation of braces and the procedure used to straighten walls using a string line and feeler blocks. • CMHC, Canadian Wood-Frame House Construction Topic: Consideration of Other Trades • National Building Code • Describe the framing requirements to meet the needs of other trades. SAS Resource Sharing Topic: Vapour Barrier • Explain the theory of continuous vapour barriers. Visuals/Handouts/Tests • Describe the location of a vapour barrier in a wall system (on the • Wall construction inside of the dew point). • Corner construction • Materials estimate sheet Numeracy • ILM Self-Test • Review the estimation procedure for exterior walls (1 stud/foot), and Wall and Partition Framing apply to estimation for interior walls. Videos Student Activities / Assessments • Provincial Library • Demonstrate the erection of interior walls. • Demonstrate the straightening and bracing of interior walls. Internet • Describe the framing of rough openings and calculate the size of • Wall framing 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.

CAREER AND TECHNICAL EDUCATION CURRICULUM 13 CAR801C - WALL FRAMING SYSTEMS

14 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS 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.

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

SCO - Delineations Students will be expected to 24.1 describe the layout and installation of ceiling joists 24.2 interpret building code span tables to design ceiling joists

Assessment Paper/Pencil Strategies Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio

Resources Alberta Module 020202c, Ceiling Framing

CAREER AND TECHNICAL EDUCATION CURRICULUM 15 CAR801C - WALL FRAMING SYSTEMS - MODULE 3

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

SCO - Delineations Student Knowledge, Abilities, and Competencies

Students will be expected to Topic: Ceiling Joist Layout and Installation • Explain the primary structural purpose of ceiling framing. 24.1 describe the layout and • Explain how ceiling framing is similar to ﬂ oor framing. installation of ceiling joists • 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 24.2 interpret building code span • Deﬁ ne the “span” of a ceiling joist. tables to design ceiling joists • 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.

16 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 3

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

Teacher Lessons / Demonstrations Resources

Topic: Ceiling Joist Layout and Installation Texts/Teacher Resources • Describe the roof system components. Alberta Module 020202c • Demonstrate a layout using the common spacing of ceiling joists. Ceiling Framing • Explain the structural purpose of ceiling joists. pp. 1-20 • Explain the similarities of a rafter and ceiling joist to a prefab truss (diagram). SAS Resource Sharing • Demonstrate or describe the installation of joist blocking and cleats. • Demonstrate the method used to layout the joist end cut. • CMHC, Canadian Wood-Frame House Construction Topic: Design Ceiling Joists • National Building Code • Demonstrate the interpretation of data from CHMC wood rrame house construction charts to size the ceiling joists and obtain Visuals/Handouts/Tests nailing information. • ILM Self-Test • Discuss the method of framing ceiling openings. Ceiling Framing

Student Activities / Assessments • 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.

CAREER AND TECHNICAL EDUCATION CURRICULUM 17 CAR801C - WALL FRAMING SYSTEMS

18 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS 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. Specifi c 25. Students will be able to describe the materials and techniques used to reduce Curriculum heat loss. Outcome

SCO - Delineations Students will be expected to 25.1 describe heat transfer and heat loss through building components 25.2 describe insulation and sound reduction techniques 25.3 describe the functions of air, vapour, and weather barriers 25.4 describe basic energy-efﬁ cient construction techniques

Assessment Paper/Pencil Strategies Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio

Resources Alberta Module 020202d, The Building Envelope

CAREER AND TECHNICAL EDUCATION CURRICULUM 19 CAR801C - WALL FRAMING SYSTEMS - MODULE 4

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 Student Knowledge, Abilities, and Competencies

Students will be expected to Topic: Heat Transfer and Loss • Explain the concept of heat transfer. 25.1 describe heat transfer • List and describe the three methods of heat transfer: and heat loss through conduction, convection, and radiation. building components • 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 25.2 describe insulation and • Explain thermal resistance and interpret the corresponding units sound reduction techniques 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.

20 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 4

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

Teacher Lessons / Demonstrations Resources

Topic: Heat Transfer and Loss Texts/Teacher Resources • Describe the concepts of heat loss and heat transfer in a building. Alberta Module 020202d • Demonstrate the three methods of heat transfer: conduction, The Building Envelope convection, and radiation. pp. 1-27 • Explain how heat transfer is used in heating systems. • Identify and describe heat loss through various building materials. • CMCH, Canadian Wood-Frame House Construction Topic: Insulation • CMHC • Explain thermal resistance and the common units used in the industry. • R-2000 builders manual • Describe sound transmission and methods of sound transmission reduction. Visuals/Handouts/Tests • ILM Self-Test Literacy The Building Envelope • Anticipation Guide: Create an anticipation guide to assess students’ knowledge of heat transfer. Internet • Freewrite: Have students write about heat loss in their own houses. • Insulating your house • CMHC insulation Student Activities / Assessments • 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. Enrichment / Research Activities • Research R-2000 technology. • Research air exchange/heat recovery technology. • Research various types of insulation, and their costs.

CAREER AND TECHNICAL EDUCATION CURRICULUM 21 CAR801C - WALL FRAMING SYSTEMS - MODULE 4

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 Student Knowledge, Abilities, and Competencies

Students will be expected to Topic: Vapour Barriers • Explain the designed purpose of air, vapour, and weather barriers. 25.3 describe the functions of air, • Identify the location in the wall system of the air-vapour barrier. vapour, and weather barriers • 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 25.4 describe basic energy- • Describe energy-effi cient framing techniques: effi cient construction - staggered stud walls techniques - double wall system - high heel trusses for added attic insulation • Explain southern exposure for solar gain. • Describe the concept of continuous vapour barriers.

22 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 4

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

Teacher Lessons / Demonstrations Resources

Topic: Vapour Barriers Texts/Teacher Resources • Explain the purpose of air-vapour and air-weather barriers. Alberta Module 020202d • Introduce the common air-vapour and air-weather barrier products. The Building Envelope • Describe the location of each barrier. pp. 1-27 • Demonstrate the application of air-vapour and air-weather barriers. • Describe the common application and associated products. • CMHC, Canadian Wood-Frame House Construction Topic: Energy Effi cient Construction • Review the three methods of heat transfer: conduction, convection, Visuals/Handouts/Tests and radiation. • ILM Self-Test • Describe methods to stop heat transfer (e.g., air-weather barriers, The Building Envelope insulation, moisture reduction). • Describe wall construction methods to increase energy effi ciency Internet (e.g., double wall, staggered studs, composite construction, • Vapour Barrier CMHC alternative materials). • Building energy-effi cient housing • Explain roof insulation methods used to increase energy effi ciency. CMHC

Student Activities / Assessments • 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.

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

CAREER AND TECHNICAL EDUCATION CURRICULUM 23 CAR801C - WALL FRAMING SYSTEMS

24 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS 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.

Speciﬁ c 26. Students will be able to use basic drawing guidelines and interpretation skills Curriculum to create the orthographic views, sectional views, details, and cutting list Outcome required for a shop project. SCO - Delineations Students will be expected to 26.1 describe line types used in orthographic drawing 26.2 demonstrate correct dimensioning methods and techniques 26.3 describe page layout and centring techniques 26.4 describe section and detail drawings and the use of material symbols

Assessment Paper/Pencil Strategies Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio

Resources Alberta Module 020107d, Drawing Standards

CAREER AND TECHNICAL EDUCATION CURRICULUM 25 CAR801C - WALL FRAMING SYSTEMS - MODULE 5

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 Student Knowledge, Abilities, and Competencies

Students will be expected to Topic: Drafting Line Types • Identify the two basic line types used in drawings: 26.1 describe line types used in - continuous or solid lines orthographic drawing - 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 26.2 demonstrate correct • Identify the two basic styles of dimensioning used on drawings dimensioning methods and (unidirectional, aligned). techniques • 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.

26 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 5

Teacher Lessons / Demonstrations Resources Topic: Drafting Line Types • Introduce the types of lines, and weights and thicknesses of lines. Texts/Teacher Resources • Present the “alphabet of lines.” Alberta Module 020107d Drawing Standards Topic: Dimensioning pp. 1-43 • Demonstrate the application of dimensions. • Present the rules of dimensioning. • Mechanical Drawing Board 8 CAD Techniques Literacy Thomas French, Gelenco Publishing • With students in pairs, have one student look at a simple drawing and describe the object to the second student with words only. Have Visuals/Handouts/Tests the second student sketch the object. (Flowchart symbols work well.) • Alphabet of lines • Dimension rules • ILM Self-Test Numeracy Drawing Standards • Use wooden scale model drafting blocks for 3-D representation. • Have the students measure and record the dimensions of the drafting model blocks.

Student Activities / Assessments 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.

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

CAREER AND TECHNICAL EDUCATION CURRICULUM 27 CAR801C - WALL FRAMING SYSTEMS - MODULE 5

SCO - Delineations Student Knowledge, Abilities, and Competencies Topic: Page Layout Students will be expected to • Select the appropriate paper size for a drawing. • Demonstrate proper sheet layout. 26.3 describe page layout and • Identify the information required for the title block. centring techniques • 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 26.4 describe section and detail • Identify an exploded-view drawing. drawings and the use of • Identify a section-view drawing. material symbols • 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.

28 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 5

Teacher Lessons / Demonstrations Resources

Topic: Page Layout Texts/Teacher Resources Numeracy Alberta Module 020107d • Introduce the concept of drawing scale. Drawing Standards • Introduce some examples of scale (e.g., maps, model cars/trains, pp. 1-43 dolls/action ﬁ gures). • Introduce the triangular scale. • Mechanical Drawing Board 8 CAD • Discuss title block layout and information requirements. Techniques • Demonstrate the method used to layout and centre orthographic Thomas French, Gelenco Publishing drawings. • Construct the “orthographic model” layout. SAS Resources

Topic: Sections and Details Visuals/Handouts/Tests • Introduce the concept of exploded views, and use examples. • Centering orthographic drawings • Introduce the concept of section views, and use examples. • Orthographic model • Introduce the concept of detail drawings, and use examples. • ILM Self-Test Drawing Standards Student Activities / Assessments • 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).

CAREER AND TECHNICAL EDUCATION CURRICULUM 29 CAR801C - WALL FRAMING SYSTEMS

30 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS 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.

Speciﬁ c 27. Students will be able to use and interpret the paper language used in Curriculum producing a set of working drawings (blueprints). Outcome SCO - Delineations Students will be expected to 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

Assessment Paper/Pencil Strategy Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio

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

CAREER AND TECHNICAL EDUCATION CURRICULUM 31 CAR801C - WALL FRAMING SYSTEMS - MODULE 6

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 Student Knowledge, Abilities, and Competencies

Students will be expected to Topic: Line Styles • Identify the various line styles and weights. 27.1 identify and describe the • Identify the various common line conventions and deﬁ nitions used different line styles used in a in drawings. set of working drawings

Topic: Symbols 27.2 identify the common • Describe the use of common symbols in drawings. symbols used in a set of • Identify the four groups of drawing symbols: working drawings - architectural components - structural materials - mechanical - electrical • Identify common drawing symbols.

Topic: Technical Abbreviations 27.3 identify abbreviations • Describe the use of common abbreviations in drawings. commonly used in • Identify common abbreviations used in drawings. blueprints

. Topic: Page Layout 27.4 describe the page layout for • Describe the purpose of including borders in drawings. 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 27.5 identify and describe • Interpret foundation and ﬂ oor plan dimensions (placed in four different dimensioning groups): techniques - 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.

32 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 6

Teacher Lessons / Demonstrations Resources

Topic: Line Styles Texts/Teacher Resources • Review line styles and weights. (Refer to a lines alphabet). Alberta Module 020107e Blueprint Reading Principles I - Paper Topic: Symbols Language • Present drawings to point out the four groups of common drafting pp. 1-55 symbols. Blueprint booklet Topic: Technical Abbreviations • Identify common abbreviations, using examples of industry drawings. SAS Resources • Create a handout to display common abbreviations and symbols. Visuals/Handouts/Tests Topic: Page Layout • Common symbols and • Describe the essential components for proper page layout. abbreviations • ILM Self-Test Topic: Dimensioning Blueprint Reading Principles I - • Present examples of blueprint packages and assign questions on Paper Language dimensions. Internet Student Activities / Assessments Lines alphabet • 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.

CAREER AND TECHNICAL EDUCATION CURRICULUM 33 CAR801C - WALL FRAMING SYSTEMS

34 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS 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.

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

SCO - Delineations Students will be expected to 28.1 identify and use formulas dealing with area 28.2 identify and use formulas dealing with volume

Assessment Paper/Pencil Strategies Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio

Resources Alberta Module 020108c, Calculating Area and Volume

CAREER AND TECHNICAL EDUCATION CURRICULUM 35 CAR801C - WALL FRAMING SYSTEMS - MODULE 7

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

Students will be expected to Topic: Calculating Area • Demonstrate proﬁ ciency in using both metric and imperial 28.1 identify and use formulas measurements in calculating area. dealing with 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 28.2 identify and use formulas • List the basic formula for determining volume dealing with 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.

36 CAREER AND TECHNICAL EDUCATION CURRICULUM CAR801C - WALL FRAMING SYSTEMS - MODULE 7

Topic: Calculating Area Texts/Teacher Resources • Explain the rationale for learning to calculate area and volume. Alberta Module 020108c • Explain why these four formulas should be committed to memory. Calculating Area and Volume • Review units in both metric and imperial measures. pp. 1-48 • Explain the importance of working with consistent units: - Explain the need to convert to common units. • CMHC, Canadian Wood-Frame - Explain the need to list the units in your calculations. House Construction • Demonstrate calculations using examples from industry: • National Building Code - fl oor area for plywood sub fl oor - wall surface area for sheathing SAS Resources - roof surface area for shingles • Demonstrate how to break down complex shapes for area calculations. Visuals/Handouts/Tests • Area and volume worksheets Topic: Calculating Volume • ILM Self-Test • Demonstrate volume calculations using industry examples: Calculating Area and Volume - 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.

Student Activities / Assessments • 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.

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

CAREER AND TECHNICAL EDUCATION CURRICULUM 37 CAR801C - WALL FRAMING SYSTEMS

38 CAREER AND TECHNICAL EDUCATION CURRICULUM