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TRENTON PUBLIC SCHOOLS

GENERAL BUILDING CONSTRUCTION Curriculum Framework

ADMINISTRATIVE OFFICES – CENTRAL REGISTRATION BUILDING108 N. Clinton Avenue2nd Floor ~ Room 216

Raymond Broach, Interim Superintendent of Schools

Revised April 2012

General Building Construction. Trenton Public Schools. Copyright 2012

PREFACE

The primary aspects of this course and its related units of study are as follows:

1. A structured assembly of theory and practical tasks are presented in order to provide the instruction and training required for entry level occupational careers in the field of General Building Construction, or continued education opportunities at post-secondary institutions, as per appropriate articulation agreements. The performance tasks identified for this course have been determined upon a careful review of the entry-level occupations relevant to the building construction industry.

2. The required NOCTI-specific task performances were appropriately organized around 16 distinct Units of Study, and divided into the following areas in order to successfully complete the program objectives:

(a) Related Information: The class/shop technical and theoretical content associated with the specific trade performance.

(b) NOCTI and NJ Standards: The concepts, principles and problems directly related to the specific trade performance.

(c) Desired Performance Outcomes: The terminal behavior that the learner should be able to demonstrate upon completion of the specific task performance.

Upon completion of these NOCTI-specific tasks, the student will be able to demonstrate his or her proficiency within the specified entry-level career areas.


TABLE OF CONTENTS

Preface …………………………………………………………………………………………………..………………….. i

Introduction…………………………………………………………………………………………………..…………….. 1-2

Mission and Guiding Principles…….……………………………………………………………………………………… 3-4

General Objectives and Goals………………………………………………………………………………..…………….. 5-6

Units of Study (Including Objectives and Related Performance Standards) ……………………………………………… 7-82

Unit 1: School and Program Orientation 7-11

Unit 2: Safety and Class Policies/Procedures 12-17

Unit 3: Introduction to Construction Math 18-21

Unit 4: Hand Tools 22-24

Unit 5: Power Tools 25-31

Unit 6: Blueprints and Building Specifications 32-37

Unit 7: Footing and Foundation Systems 38-40

Unit 8: Carpentry Systems Technology 41-43

Unit 9: Roof Frame Construction 44-53

Unit 10: Windows and Exterior Doors 54-59

Unit 11: Energy Efficiency 60-62


Unit 12: Interiors 63-65

Unit 13: Basic Masonry 66-71

Unit 14: Basic Electrical Systems 72-76

Unit 15: Basic Plumbing 77-79

Unit 16: Employability and Professional Skills 80-82

Glossary of Standards ……………………………………………………………………………………….…………….. 83-95

NOCTI Standard/Task Mapping 83-86

NJCCCS/Common Core 87-95

References.…………………………………………………………………………………………………..…………….. 96


INTRODUCTION

CIP 46.0000 Program Definition: Construction Trades, General. The General Building Construction curriculum is specifically designed to provide training in a broad range of building construction, with more specific emphasis on carpentry skills. In the building trades industry, the carpenters are employed in almost every type of construction. The skills demanded of the carpenter include erecting both wooden and metal buildings. The areas of skills development include concrete form work, foundations, building layout, framing, roofing, siding, insulation, drywall application, taping, installation of exterior and interior trim, and other basic performances allied to the field of general building construction.

The Building Construction Industry and Employment Outlook

According to the US Department of Labor’s Bureau of Labor Statistics (2010), the employment outlook for the building construction industry through 2018 is quite good, due specifically to the need generated by population growth, aging buildings and a deteriorating infrastructure. “The number of wage and salary jobs in the construction industry is expected to grow 19 percent through the year 2018, compared with the 11 percent projected for all industries combined…” (retrieved from http://www.bls.gov/oco/cg/cgs003.htm).

The building construction industry offers more opportunities than most other industries for individuals who want to own and run their own business. Furthermore, most of these business establishments tend to be small. According to the USDL (2010), 68 percent of these businesses employed fewer than five (5) workers, and approximately 12 percent of all workers in the industry are employed by these very small contractors.

Individuals entering the building construction industry out of high school typically begin their careers as laborers, assistants, or apprentices. The specific skills required for success in the industry develop over years of authentic experience, and are attained through both direct classroom instruction and real, on-the-job training. The information below offers insights into select trades within the industry.

Building Maintenance Trades

This career field offers individuals a rewarding lifetime profession. Individuals are offered a variety of career ladder opportunities. The following are representative of the career options within the field of building maintenance trades.

1. Carpenter’s Helper 13. Project Manager2. Carpenter Apprentice 14. Education and Training Coordinator3. Building Supply Counter Sales 15. Teacher of Building Construction4. Framer 16. Building Inspector5. Siding Installer 17. Remodeler6. Roofer 18. General Contractor7. Drywall Installer 19. Custom Home Builder

General Building Construction. Trenton Public Schools. Copyright 2012Page 1

http://www.bls.gov/oco/cg/cgs003.htm

8. Interior/Exterior Mechanic 20. Corporate Executive (Home Bldg. Corp.)9. Punch/List Mechanic 21. Mason’s Helper10. Journey Person Carpenter 22. Mason Apprentice11. Job Site Superintendent 23. Journey Person Mason12. Construction Estimator 24. Building Maintenance/Repair

25. Building Maintenance Supervisor

Structured Learning Experience (SLE) Option

The SLE option is specifically intended to provide an authentic bridge between school and career - one that will best enable students to further their industry-specific knowledge, skills and dispositions. After the student has achieved the necessary entry level skills for employment, they will be placed on Cooperative Industrial Education (CIE). SLE options include, but are not limited to approved college coursework, apprenticeships, work study and related capstone projects. Students typically enter the CIE program by the middle of their senior year. When a student is placed on a job site as an approved SLE option, a contract will be signed between the employer, student and school. While the student is on CIE, the job site will be regularly monitored and evaluated by the CIE Coordinator, and a grade will be determined.


TRENTON PUBLIC SCHOOLS CAREER AND TECHNICAL EDUCATION (CTE)

MISSION

Consistent with the New Jersey Department of Education and the National Association of State Directors of Career Technical Education Consortium (NASDCTE), the Trenton Public School District is determined to provide all of its students educational opportunities that will enable them to gain the essential life and career skills to function optimally as positively engaged citizens in a dynamic global society, and productive members of a 21st

century global workforce – one that specifically rewards innovation, creativity, and the ability to comfortably adapt to change.

GUIDING PRINCIPLES

In order to achieve its mission, the Trenton Public Schools CTE Programs are built upon the following guiding principles:

All students will be made aware of the type of CTE programs offered, as well as the 21st century workforce and respective career-ladder opportunities.

A comprehensive assessment program will be implemented in order to identify individual students who possess a need and desire for a particular vocational education.

All CTE students shall be formatively assessed to determine individual career interest and abilities. Furthermore, individual participants of CTE programs will be provided the necessary career guidance and counseling services so as to ensure that career opportunities and job placements are specifically aligned to the student’s career goals.

The Trenton Public Schools will establish and maintain an effective career placement program in collaboration with local public and private employment and training agencies to support the seamless transition from a career and technical education program to employment and/or advanced education.

All CTE students will be provided the opportunity to gain employability and professional skills, and dispositions appropriate to their career goals.

All CTE programs will provide authentic learning opportunities and related training experiences.

All CTE programs will recognize the unique and diverse needs of each student and, in turn, provide the most personalized and differentiated instructional program.


All CTE professional staff - including teachers, counselors, and administrators - shall be highly qualified, thus having attained the professional standards established at the state and local levels.

All CTE programs will be continuously assessed, evaluated and renewed, so as to ensure each remains current, of high quality and reflective

of societal, economic and/or occupational changes.

GENERAL BUILDING CONSTRUCTION


GENERAL GOALS AND DESIRED OUTCOMES

1. To identify the knowledge, skills and attitudes required of individuals entering the building maintenance trades.

2. To display positive attitudes regarding the safety procedures and practices required of workers in the building maintenance/construction trades.

3. To be able to utilize and apply the methods and techniques of layout, foundation and framework procedures in the erection and construction of a building site.

4. To demonstrate the basic skills in the utilization of hand tools, power tools and instruments required of the building maintenance/construction trades.

5. To demonstrate the methods and techniques of wall, floor and roof framing applications.

6. To demonstrate the methods and techniques of interior and exterior finishing applications.

7. To apply the practices and principles of carpentry to a house building project involving various construction processes.

8. To develop an awareness of the career opportunities available in the building construction industry, and to assist students in reaching their highest potential in the world of work.

9. To effectively prepare students for success in continued education opportunities at the post-secondary level, as per appropriate articulation agreements.

10. To stress and, ideally, establish a sense of pride in:

the maintenance of appropriate personal appearance and grooming; a high quality of professionalism; efficiency in the use of materials; accuracy in the operation of equipment; and collegial relations.


GENERAL BUILDING CONSTRUCTION

EMPLOYMENT ORIENTATION GOALS

1. To provide occupational learning experiences designed to help youngsters with special needs to develop capabilities for vocational and social independence in a competitive environment.

2. To offer a core curriculum of occupationally related academic and social experiences structured on a highly individualized basis, and flexible enough to meet the varied and unique needs of the student.

3. To provide a coordinated program of personal, social and occupational development by articulation with all stake holders, including the sending school personnel, special services support staff, parents and/or guardians.

4. To provide learning activities designed to evaluate students’ aptitude and interest, and develop self-appraisal in each of the occupational clusters, including regular mainstream program areas.

5. To provide learning activities designed to help the student explore each of the occupational clusters offered.

6. To provide learning activities designed to help the student develop academic and social skills in those areas of work that are common to all occupational clusters.

7. To provide instructional activities to ensure the development of vocational maturity in an area of particular interest, and with the skills required for entry level employment.

8. To provide an overall program which will develop the essential work habits of attendance, punctuality, dependability, speed, accuracy, endurance, persistence and safety.

9. To provide the student with the opportunity to participate in clinical experience and on-the-job training.

10. To provide learning experiences designed to help students develop job-seeking skills.

11. To assist students in making a successful transition from school to productive employment.


UNIT OF STUDY No. 1:

School and Program Orientation

PROGRAM: General Building ConstructionUNIT TOPIC: School and Program Orientation


Objectives NJ Standards Addressed Recommended Strategies and Instructional

Activities

Instructional Resources

Formative and Summative Assessments

The student will be able to:

1. Demonstrate through daily practice the proper administrative procedures as mandated by school policy.

2. Identify the characteristics of the school and classroom facility.

3. List the principles that contribute to personal and professional success.

4. Explain the concept of self-management.

5. Display effective ways to manage time.

6. Exhibit good work and study habits.

7. List the characteristics of a

NJCCCS/ 21 st

Century Life and Career Standards

9.3.12.C.1 - 9.3.12.C.13

Common CoreELA/ Reading

Informational Text

Key Ideas and Details

RI.11-12.3.

Craft and Structure

RI.11-12.4.

Range of Reading and Level of Text Complexity

RI.11-12.10

Common Core ELA/ Writing

Text Types and Purposes

W.11-12.2.

Production and Distribution of Writing

Common Core Mathematics

Student Handbook

Classroom Rules and Procedures

SKILLS USA Objectives

Local Chapter Handbook

Quiz/Test on CTE program, school and classroom policies and procedures

Develop a job description for the CIE coordinator

Personal Mission Statement along with set goals


healthy and positive attitude.

8. Explain the basic

processes of effective communication.

9. Describe local program and vocational/career–technical center policies and procedures including dress code, attendance, academic requirements, discipline, and the school technology acceptable use policy and transportation regulations.

10. Compare and contrast local program policies, procedures, and expectations to industry policies, procedures, and expectations.

11. Create a personal mission statement.

12. Explain how to set

W.11-12.4.


long and short term goals.

13. Identify the objectives of vocational education and the potential career goals inherent within the program.

14. Articulate career opportunities in the building construction industry.

15. Identify overall skills and knowledge needed by building construction professionals.

16. Identify requirements for entry and advancement, career ladders, and employment opportunities.

17. Describe importance of quality service and continuous improvement.

18. Given a student handbook, the student will be able


to identify school rules and procedures.

19. Identify the types of guidance services offered by the school.

20. Identify and discuss the role of CIE as it relates to this school and vocational education.

21. Identify and discuss the inner working of the administration of CIE/ program

22. Demonstrate the necessary requirements of CIE candidate by assessing the objectives of the program and by cross-matching his/her abilities and performances with those stated objectives.



Safety and Class Policies/Procedures

PROGRAM: General Building Construction


UNIT TOPIC: Safety and Class Policies/ProceduresObjectives NJ Standards Addressed Recommended

Strategies and Instructional

Activities




1. Explain in writing the general purpose of OSHA.

2. Identify what his/her responsibilities are in complying with the OSHA standards.

3. Identify the more visibleOSHA standards as they apply to his/her specific occupational area.

4. Distinguish between types of fires with respect to the application of an appropriate fire extinguisher.

5. Demonstrate the proper procedure in the conduction of a fire drill.

6. Identify the location

NOCTI

For every task in NOCTI Building Maintenance and Construction Trades program, the following safety requirements must be strictly enforced:

Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

SAFETY 1-3

NJCCCS/ 21 st


9.3.12.C.1

9.3.12.C.2

9.3.12.C.3

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).5

9.4.12.B.(2).9

9.4.12.B.(2).10

9.4.12.B.(2).11

9.4.12.B.(2).12

9.4.12.B.(2).13

9.4.12.B.(2).14

9.4.12.B.(2).16

Common Core ELA/ Reading

Informational Text


RI.11-12.3.

Craft and Structure

RI.11-12.4.

Integration of Knowledge and Ideas

RI.11-12.7.


RI.11-12.10



Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc., 2009

ATP Staff, Math for the Building Trades, American Technical Publishers Inc., 2007

Thomas E. Proctor and Leonard P. Toenjes, Printreading for Residential and Light Commercial Construction, American Technical Publishers Inc., 2010

Keller, JJ. and Associates. Official O.S.H.A. Construction Safety Handbook. JJ Keller and Assoc., Inc., 1999

Tests: Safety procedures and prevention

Projects: Safety training role play

Writing Activity: The purpose of OSHA and citations

NOCTI Online (10-Hour) Construction Safety Assessment


of all first aid stations within the occupational area.

7. Demonstrate universal precaution procedure.

8. Identify the school’s policy regarding accident reports and records.

9. In reference to the specific shop/lab, the student will demonstrate the following safety practices on a daily basis:

Avoid horse play

Wear safety glasses or goggles

Secure long hair Clean and

maintain his/her work area

Accept duties and responsibilities for thegeneral maintenance of the shop/lab area

Clean tools,

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

9.4.12.B.(3).3

9.4.12.B.(3).4

9.4.12.B.(3).5

9.4.12.B.(3).6

W.11-12.2.


W.11-12.4.

Shop tools and equipment


instruments and/or equipmentupon usage

Report damaged tools, instruments and/orequipment to the instructor

Dress properly in accordance with a specifictask operation

Operate equipment upon the approval andinspection of the instructor

Conduct safety inspections as mandatedby shop/lab policy

10. Given the class/shop procedures and responsibilities, the student will be able to demonstrate a daily basis the fulfillment of tasks related to instruction and the management and care of facilities and equipment within prescribed safety procedures.


11. Follow proper procedures for being late or absent.

12. Identify the location and purpose of all shop equipment.

13. Identify all shop facilities.

14. Demonstrate proper methods of acquiring tools for shop activities.

15. Raise and lower and climb and extension ladder.

16. Set up a scaffold.

17. Follow proper electrical safety practices.

18. Utilize personal protective equipment (PPE).

19. Demonstrate proper lifting technique.

20. Demonstrate appropriate use of respirators.


21. Demonstrate proper fall protection technique.


Introduction to Construction MathGeneral Building Construction. Trenton Public Schools. Copyright 2012

Page 17

PROGRAM: General Building ConstructionUNIT TOPIC: Introduction to Construction Math

Objectives NJ and NOCTI Standards Addressed Recommended Strategies and Instructional

Activities


Formative and Summative

Assessments


1. Read and measure with a 25-foot, 50-foot and 100-foot tape with 100% accuracy.

2. Read and measure with a zig-zag rule with 100%

NOCTI

For every task in NOCTI Building Maintenance and Construction Trades program, the following safety requirements must be strictly enforced:

Comply with personal and

NJCCCS/ 21 st


9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17


Informational Text


RI.11-12.3.

Craft and Structure

Common Core

Mathematics

A-REI.1.

A-REI.2.

NQ.1.

NQ.2.

NQ.3.


ATP Staff, Math for the Building Trades, American Technical

Activity: Measurement Problems

Measurement: Quiz

Performance: Authentic application of construction mathematics


accuracy.

3. The student will be able to read and measure with a push-pull tape with 100% accuracy.

4. Given a series of basic measurement problems, the student will be able to read and use the framing square with 100% accuracy.

5. Add, subtract, multiply and divide whole numbers.

6. Add, subtract, multiply and divide fractions.

7. Add, subtract, multiply and divide decimals.

8. Convert decimals to percentages, and percentages to decimals.

9. Convert fractions to

environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

SAFETY 1-3

TOOLS 1-4

MATH 1-3

9.4.12.B.(3).1

9.4.12.B.(3).2

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.

W.11-12.5.

W.11-12.6.

F-IF.4. Publishers Inc., 2007




decimals, and decimals to fractions.

10. Use a standard ruler and a metric ruler to measure.

11. Articulate understanding of the metric system, and why this system is important in the construction industry.

12. Recognize and use metric units of length, weight, volume, and temperature.

13. Recognize basic shapes in the construction industry and apply geometric knowledge and skills to measure these shapes.


Hand Tools

PROGRAM: General Building ConstructionUNIT TOPIC: Hand Tools


Activities




1. Identify all the parts of a sliding T bevel.

2. Transfer angles using a T bevel.

3. Select and use

NOCTI

SAFETY 1-3

TOOLS 2-4

MATH 1-3

NJCCCS/ 21 st


9.3.12.C.1

9.3.12.C.2

9.3.12.C.3


Informational Text


RI.11-12.3.


A-REI.1.



Quiz: Hand Tools and their purposes

Performance: Operate various hand tools

Completed Assignment sheets

Completed job


proper auger bit.

4. Identify all parts of a hand drill.

5. Operate a hand drill following all safety procedures.

6. Identify and use spade bits.

7. Identify and use twist drill bits.

8. Identify and use hand planes.

9. Demonstrate effective and appropriate use of all basic construction hand tools, including but not limited to:

hammer screwdriver wrench chisel knife/blade level tape measure

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(2).9

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.

Publishers Inc., 2007



sheets

Written tests


Power Tools

PROGRAM: General Building ConstructionUNIT TOPIC: Power Tools


Activities



Assessments


1. Identify all the parts of a router.

2. Operate a router following all safety procedures.

3. Identify all parts

NOCTI

SAFETY 1-3

TOOLS 2-4

MATH 1-3

NJCCCS/ 21 st


9.3.12.C.1

9.3.12.C.2

9.3.12.C.3


Informational Text


RI.11-12.3.


A-REI.1.



Quiz: Power Tools and their purposes

Performance: Make adjustments on a table saw

Performance: Operate a hand drill

Completed


of a power planer.

4. Operate a power planer following all safety procedures.

5. Identify the parts of a hammer drill.

6. Operate a hammer drill following all safety procedures.

7. Identify the parts of a screw gun.

8. Operate a screw gun following all safety procedures.

9. Identify all parts of a power nailer.

10. Operate a power nailer following all safety procedures.

11. Identify all parts of a panel saw.

12. Position a panel saw for proper cutting depth.

13. Demonstrate the care and maintenance of the panel saw.

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(2).9

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.

Publishers Inc., 2007



Assignment sheets

Completed job sheets

Written tests


14. Follow and apply all safety procedures pertinent to the operation of a panel saw.

15. Identify all parts of a shaper.

16. Adjust the shaper bit to cut different profiles in the wood.

17. Change the shaper bits for different profile uses.

18. Identify all the parts of a radial arm saw.

19. Operate a radial arm saw following all safety procedures.

20. Identify all the parts of a sabre saw.

21. Operate a power sabre saw following all safety procedures.

22. Identify all the parts of a table


saw.

23. Use a table saw to make crosscut rippings and angular cuts.

24. Make proper adjustments on a table saw.

25. Change blade on a table saw.

26. Differentiate between ratchet – bit and corner braces.

27. Set a power saw to a desired angle using a T bevel.

28. Identify all the parts of a jointer.

29. Operate a jointer following all safety procedures.

30. Identify all the parts of a portable power plane.

31. Operate a portable power plane following all safety procedures.

32. Identify all the


parts of a belt sander.

33. Operate a belt sander following all safety procedures.

34. Identify all the parts of the orbital sander.

35. Operate an orbital sander properly following all safety procedures.

36. Identify the angles used in the miter box.

37. Set-up and use the miter box following proper procedures.

38. Identify all the parts of a power miter saw.

39. Operate a power miter saw following all safety procedures.

40. Given a series of cutting operations, the students will be able to identify and use hand saws


properly and accurately.

41. Identify all the parts of a worm drive circular saw.

42. Operate the power worm drive circular saw following all safety procedures.

43. Identify all the parts of a jig saw.

44. Operate the power jig saw following all safety procedures.

45. Identify all the parts of a chain saw.

46. Operate the chain saw following all safety procedures.

47. Identify all the parts of a reciprocating saw.

48. Operate a jointer following all safety procedures.

49. Identify and appropriately operate pneumatic


power tools, following all safety procedures.

50. Identify and appropriately operate powder actuated power tools, following all safety procedures.



Blueprints and Building Specifications

PROGRAM: General Building ConstructionUNIT TOPIC: Blueprints and Building Specifications


Activities



Assessments


1. Identify various symbols on a drawing.

2. Read and interpret all dimensions illustrated on a drawing.

3. Identify and

NOCTI

SAFETY 1-3

BLUEPRINTS 1-6

FOUNDATION 1, 4

MATH 1-3

NJCCCS/ 21 st


9.3.12.C.1

9.3.12.C.2

9.3.12.C.3

9.3.12.C.6

Common CoreELA/ Reading

Informational Text


RI.11-12.3.

Craft and Structure

Common Core

Mathematics

G.CO.2.

G.CO.3.

G.CO.5.

G.CO.6.

G-GMD.4



Quiz: Blueprint symbols

Performance: Set up datum points

Performance: Use diagonal measurement to square a building



interpret the ratio of the scale that is being used on a drawing.

4. Read and interpret all dimensions illustrated on a floor plan.

5. Set the tripod and scope in a stable position for use in the field.

6. Focus transit in preparation for sighting.

7. Locate and set up datum points from blueprints.

8. Use datum points as a reference when locating building lines with a transit.

9. Use the 3 – 4 – 5 – method of squaring to exact true or rectangular shapes.

10. Use diagonal measurements to square a building.

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).1

9.4.12.B.(1).2

9.4.12.B.(1).3

9.4.12.B.(1).4

9.4.12.B.(1).8

9.4.12.B.(1).9

9.4.12.B.(1).10

9.4.12.B.(1).11

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.

G-MG.1.

G-MG.3.




Written tests


11. Determine grades with the use of a transit and leveling rod.

12. Determine the different grades for setting stake heights.

13. Sketch and object to a reduced or enlarged scale.

14. Sketch and develop a good sense of proportion and accuracy of observation.

15. Identify dimension and complete a basic CAD drawing.

16. Identify and describe the various drawings which comprise a set of blueprints.

17. Identify and explain the meaning of symbols and abbreviations utilized in a set of blueprints.


18. Demonstrate how building specifications are utilized in construction.

19. Identify various lines and read dimensions.

20. Demonstrate the ability to use an architect’s scale drawings.

21. Describe a sectional view.

22. Identify the various symbols used in section drawings.

23. Identify various window and door symbols.

24. Identify various plumbing and electrical symbols.

25. Read and interpret information contained in a window and door schedule.


26. State the purpose of elevation drawings.

27. Name two methods of labeling elevation orientations.

28. Read and interpret information contained in elevation drawings.

29. Define and explain the purpose of building codes and zoning laws.

30. Explain the process and related requirements for obtaining a building permit.

31. Identify and explain the duties of the building inspector.


Footings and Foundations Systems

PROGRAM: Building TradesUNIT TOPIC: Footings and Foundations Systems


Activities




1. The student will be able to describe a plan view.

2. The student will be able to identify the various types of lines drawn on a

NOCTI

SAFETY 1-6

MASONRY 1-3

BLUEPRINTS 1-4

NJCCCS/ 21 st

Century Life and Career

Standards

9.3.12.C.1

9.3.12.C.2

9.3.12.C.3

Common Core ELA/Reading

Informational TextKey Ideas and Details

RI.11-12.3.

Craft and

Common Core

Mathematics

G-GMD.4.

G.MG.1.

G.MG.3.


ATP Staff, Math

Writing : Describe a plan view

Quiz: Symbols used on foundation plans

Performance: Determine


foundation plan.

3. The student will be able to identify the various symbols used on foundation plans.

4. The student will be able to read and interpret all dimensions illustrated on a foundation plan.

5. The student will be able to determine the linear footage (perimeter) of various shaped buildings.

6. The student will be able to determine the square footage (area) of a building.

7. The student will be able to determine the volume (cubic yards) of footings, foundations and concrete slabs using mathematical procedures and a calculator.

8. The student will be able to estimate the cubic yards of

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).1

9.4.12.B.(1).2

9.4.12.B.(1).3

9.4.12.B.(1).4

9.4.12.B.(1).5

9.4.12.B.(1).8

9.4.12.B.(1).9

9.4.12.B.(1).10

9.4.12.B.(1).11

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/Writing


W.11-12.2.


W.11-12.4.

W.11-12.5.

W.11-12.6.

NQ.1.

NQ.2.

NQ.3.

for the Building Trades, American Technical Publishers Inc., 2007



volume of footings

Performance: Calculate material for a masonry project



Written tests


concrete for footings and slabs using various charts and tables.

9. The student will be able to calculate the quantity of concrete block for a given foundation size.

10. The student will be able to calculate the quantities of masonry cement and sand to produce mortar to lay block and purge foundation walls.

9.4.12.B.(3).3

9.4.12.B.(3).4

UNIT OF STUDY No. 8:General Building Construction. Trenton Public Schools. Copyright 2012

Page 40

Basic Masonry

PROGRAM: General Building ConstructionUNIT TOPIC: Basic Masonry


Activities



Assessments


1. Erect batter board indicating footing and foundation lines.

2. Transfer lines from batter board line to footing

NOCTI

SAFETY 1-3

FOUNDATIONS 1-4

MATH 1-3

NJCCCS/ 21 st


9.3.12.C.1

9.3.12.C.2

9.3.12.C.3

Common Core ELA/

Reading

Informational TextKey Ideas and Details

Common Core

Mathematics

G.CO.12.

G-GMD.4.

G.MG.1.


ATP Staff, Math for the Building Trades, American

Quiz: Concrete ingredients and methods for working with

Writing: The purpose of concrete footings

Performance:


and foundation.

3. Build a footing for use with reinforced steel under any job condition.

4. State the purpose of concrete footings

5. List the areas of a structure where footings are required.

6. State the rule of thumb for determining the size of footings.

7. Name two types of footings used in residential construction.

8. State when steel reinforcing may be required.

9. List the ingredients of concrete.

10. Describe two methods of mixing and delivery of concrete.

9.3.12.C.6

9.3.12.C.11

9.4.12.B.(1).1

9.4.12.B.(1).2

9.4.12.B.(1).3

9.4.12.B.(1).4

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

9.4.12.B.(3).3

RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.


W.11-12.4.

G.MG.2.

G.MG.3.

NQ.1.

NQ.3.

Technical Publishers Inc., 2007



Transfer lines from batter board line to footing and foundation

Performance: Building a footing



Written tests


W.11-12.5.

W.11-12.6.



Carpentry Systems Technology

PROGRAM: General Building ConstructionUNIT TOPIC: Carpentry Systems Technology


Activities



Assessments


1. Identify the three different types of framing methods.

NOCTI

SAFETY 1-3

FRAMING 1-4

NJCCCS/ 21 st


9.3.12.C.1


Informational Text


G-CO.2.

G-CO.4.


Quiz: Identifying symbols on a plan

Performance: Build and install girders and posts


2. State the actual size of framing lumber from 2 x 2 to 2 x 12.

3. State the common lengths of framing lumber available.

4. Name the common framing lumber species available in our area.

5. Identify pressure treated wood and state its common uses.

6. Identify common nail sizes from 6d to 20d.

7. Identify various materials used for sill sealers, termite shields and sill plates.

8. Install sill sealers, termite shields and sill plates to a foundation wall.

9. Take proper safety precautions when handling and cutting pressure

MATH 1-3 9.3.12.C.2

9.3.12.C.3

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).1

9.4.12.B.(1).2

9.4.12.B.(1).3

9.4.12.B.(1).4

9.4.12.B.(2).1

9.4.12.B.(2).2

9.4.12.B.(2).3

9.4.12.B.(2).4

9.4.12.B.(2).5

9.4.12.B.(2).6

9.4.12.B.(2).7

9.4.12.B.(2).8

9.4.12.B.(2).14


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.

G-GMD.4.

G.MG.3.

NQ.1.

NQ.2.

NQ.3.




Performance: Assemble a wall frame



Written tests


treated wood.

10. Identify the various types of girders and post.

11. Build and install girders and posts.

12. Identify the various types of floor joists.

13. State the advantages/ disadvantages of floor trusses and I beam joists.

14. Install rim joists.

15. Layout and install floor joists to wood and steel girders.

16. State the code requirements for notching and boring floor joists.

17. Frame a rough opening in a floor frame.

18. Identify the parts of a floor frame opening.

19. Name three types

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

9.4.12.B.(3).3

9.4.12.B.(3).4

9.4.12.B.(3).5

9.4.12.B.(3).6


of bridging.

20. State the code requirements for bridging.

21. Layout, cut and install the different types of bridging.

22. Identify from a floor plan where additional framing is required to support partition walls.

23. Identify from a floor plan whether the additional support under a partition wall will interfere with the installation of plumbing pipes or heating ducts.

24. Layout and install additional floor joists with or without blocking under parallel partition walls.

25. List the two materials most commonly used for subfloors.


26. State the standard width and length of plywood and O.S.B. panels.

27. State the minimum thickness required by code.

28. Identify plywood panel grades A to D and state which grades are commonly used for subfloors.

29. State the advantages of using tongue and groove plywood panels.

30. Install plywood or O.S.B subfloors using proper fastening and spacing requirements.

31. Differentiate between a through and butt wall.

32. Differentiate between a bearing and non-bearing wall.


33. Differentiate between a bearing and non-bearing partition wall.

34. Snap chalk lines for all wall locations in accordance to the floor plan.

35. Identify a sale, top and double top plate in relationship to a wall section.

36. Overlap double top plates at all wall intersections.

37. Layout plate joints according to current code regulations.

38. Determine plate material from the floor plan.

39. Fasten plates in preparation for face or toe nailing studs.

40. Identify the various members of a wall frame including openings.


41. Lay out the location of all wall framing members using the correct markings and in accordance to the floor plan.

42. Identify the various building components.

43. Read and interpret all building component sizes and dimensions illustrated on section drawings.

44. Identify the various types of corner posts.

45. State the purpose of corner posts.

46. Build interior and exterior corner posts.

47. Identify the various types of headers.

48. State the purpose of headers.

49. Develop a cutting


list from rough opening dimensions listed on window and door schedules or floor plans.

50. Build window and door headers.

51. Determine the length of studs, trimmers, rough sills and cripple studs.

52. Recite the length of a pre-cut stud.

53. Assemble a wall frame using the proper size and number of fasteners in accordance to current code requirements.

54. Assemble all components of a rough opening using the proper size and number of fasteners in accordance to current code requirements.

55. Identify two types of let-in bracing.


56. Erect, plumb and brace exterior and interior walls.

57. State the purpose of ceiling joists.

58. Describe three methods of laying out ceiling joists.

59. Layout and make the top cut on ceiling joists.

60. Layout the ceiling joists locations on the double top plates.

61. Install ceiling joists using the proper size and number of fasteners in accordance to current code requirements.

62. State the purpose of a strongback and when they are required.

63. Layout the location of strongbacks and install.



Roof Frame Construction

PROGRAM: General Building ConstructionUNIT TOPIC: Roof Frame Construction


Activities



Assessments


1. Identify common roof styles, including hip,

NOCTI

SAFETY 1-3

FRAMING 3

NJCCCS/ 21 st


9.3.12.C.1


Informational Text

Common Core

Mathematics

A-CED.1.


Quiz: Roofing terminology

Writing: Describe the four methods for laying out


gable, gambrel, saltbox, shed and flat.

2. Identify types of rafters.

3. Identify terminology associated with roof framing.

4. Identify the various parts of a roof frame.

5. Identify and explain the parts of a common rafter.

6. Identify and explain the parts of a roof truss.

7. Name the four methods used to layout common rafters.

8. Layout a common rafter using the step-off method.

9. Layout a common rafter using the rafter table and framing square.

10. Layout a common

EXTERIOR 2

MATH 1-39.3.12.C.2

9.3.12.C.3

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).1

9.4.12.B.(1).2

9.4.12.B.(1).3

9.4.12.B.(1).4

9.4.12.B.(2).1

9.4.12.B.(2).2

9.4.12.B.(2).3

9.4.12.B.(2).4

9.4.12.B.(2).5

9.4.12.B.(2).6

9.4.12.B.(2).7

9.4.12.B.(2).8

9.4.12.B.(2).14


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.

A-CED.2.

A-CED.3.

A-CED.4.

G.CO.1.

G.CO.5.

G.CO.12.

G-GMD.4.

G.MG.1.

G.MG.2.

G.MG.3.

G-SRT.2.

G-SRT.3.

G-SRT.8.




rafters

Performance: Trace and cut rafters

Performance: Prepare, layout, cut and apply roof shingles.



Written test


rafter using a rafter manual and speed square.

11. Layout the location of common rafters on wall plates and ridge board.

12. Layout, trace and cut common rafters using a portable power saw.

13. Install common rafters using the proper size and number of fasteners in accordance to current code requirements.

14. State the purpose of gable studs.

15. Layout, cut and install studs in the gable end of a building.

16. State the purpose of roof sheathing.

17. Identify two materials commonly used for roof sheathing.

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

9.4.12.B.(3).3

9.4.12.B.(3).4

9.4.12.B.(3).5

9.4.12.B.(3).6

W.11-12.5.

W.11-12.6.



19. Name two methods of installing roof sheathing.

20. Install plywood roof sheathing using proper fastening and spacing requirements.

21. Install safety cleats to prevent sliding off a roof.

22. Name three types of cornices.

23. Identify the parts of a box cornice.

24. State the types of materials commonly used to construct a box cornice.

25. Check/correct rafter tail alignment prior to installing fascia board.


26. State the purpose of soffit ventilation.

27. Construct a box cornice with wood and/or vinyl.

28. Install false rakes and rake boards.

29. Install cornice returns.

30. Identify the size and shape of asphalt shingles.

31. State code requirements for layers of roofing.

32. Identify the parts of the roof.

33. Calculate the squares of material needed to cover a roof.

34. Prepare, layout, cut and apply roof shingles.



Windows and Exterior Doors

PROGRAM: General Building ConstructionUNIT TOPIC: Windows and Exterior Doors


Activities



Assessments


1. Identify eight types of windows used in residential construction.

NOCTI

SAFETY 1-3

EXTERIOR

NJCCCS/ 21 st


9.3.12.C.1

Common Core ELA/

Reading

Informational Text


A-CED.1.

A-CED.2.


Oral Presentation: Types of windows

Quiz: Window and door installation terminology


2. Name four types of materials commonly used to manufacture window units.

3. Name the parts of a double hung window.

4. Install a window unit level, plumb and straight.

5. Identify two types of exterior doors.

6. Name three types of materials commonly used to manufacture exterior doors.

7. Identify the parts of an exterior door unit.

8. State the standard thickness, widths and height of exterior doors.

9. Identify the swing of a door.

10. Install an exterior door unit level, plumb and straight.

35. Install a standard entry lockset and strike plate.

1, 3, 4

MATH 1-39.3.12.C.2

9.3.12.C.3

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).1

9.4.12.B.(1).2

9.4.12.B.(1).3

9.4.12.B.(1).4

9.4.12.B.(2).1

9.4.12.B.(2).2

9.4.12.B.(2).3

9.4.12.B.(2).4

9.4.12.B.(2).5

9.4.12.B.(2).6

9.4.12.B.(2).7

9.4.12.B.(2).8

9.4.12.B.(2).14

9.4.12.B.(2).15


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.

Production and Distribution of

A-CED.3.

A-CED.4.

NQ.1.

NQ.2.

NQ.3.




Performance: Install a window unit

Completed assignment sheets


Written tests


9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

9.4.12.B.(3).3

9.4.12.B.(3).4

9.4.12.B.(3).5

9.4.12.B.(3).6

Writing

W.11-12.4.

W.11-12.5.

W.11-12.6.



Energy Efficiency

PROGRAM: General Building ConstructionUNIT TOPIC: Energy Efficiency


Activities




1. State the purpose of thermal insulation.

NOCTI

SAFETY 1-3

INTERIOR SYSTEMS 1

NJCCCS/ 21 st


9.3.12.C.1

Common Core ELA/

Reading

Informational Text


G-GMD.3.

G-GMD.4.


Writing: The purpose of thermal insulation

Quiz: Safety precautions when


2. Name the areas of a structure where insulation is required.

3. Name four types of insulation.

4. Differentiate between “R” and “U” values.

5. State the purpose of vapor barriers.

6. List three materials commonly used for vapor barriers.

7. State where vapor barriers are used.

8. Install fiberglass insulation in ceilings, walls and floors.

9. Install insulation baffles in rafter bays.

10. Select the proper safety apparel to minimize fiberglass contact with

MATH 1-3 9.3.12.C.2

9.3.12.C.3

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).1

9.4.12.B.(1).2

9.4.12.B.(1).3

9.4.12.B.(1).4

9.4.12.B.(2).5

9.4.12.B.(2).6

9.4.12.B.(2).7

9.4.12.B.(2).8

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Common Core ELA/

Writing


W.11-12.2.


G.MG.1.

G.MG.2.

G.MG.3.

NQ.1.

NQ.2.

NQ.3.




working with insulation

Performance: Install fiberglass insulation



Written tests


eyes, skin and lungs.

11. Identify sizes and thickness commonly used.

12. Identify and explain uses of solar energy in building construction to promote energy efficiency.

9.4.12.B.(3).2

9.4.12.B.(3).3

9.4.12.B.(3).4

9.4.12.B.(3).5

W.11-12.4.



Interiors

PROGRAM: General Building ConstructionUNIT TOPIC: Interiors


Activities



Assessments


1. Use the correct sheetrock for various

NOCTI

SAFETY 1-3

INTERIOR

NJCCCS/ 21 st


9.3.12.C.1


Informational Text


G-CO.2.

G-CO.4.

Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc.,

Performance: Layout a metal stud wall

Performance:


applications.


3. Properly use drywall tools.

4. Use the score and snap method for cutting drywall.

5. Identify proper fasteners for specific drywall application.

6. Identify types of drywall tape.

7. Use the proper size spackling knife.

8. Apply tape and compound to drywall.

9. Use proper sanding techniques.

10. Identify the parts of a metal stud wall.

11. Correct use of framing

SYSTEMS 2

INTERIOR FINISH 1-3

MATH 1-3

9.3.12.C.2

9.3.12.C.3

9.3.12.C.6

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(1).1

9.4.12.B.(1).2

9.4.12.B.(1).3

9.4.12.B.(1).4

9.4.12.B.(1).5

9.4.12.B.(1).6

9.4.12.B.(1).7

9.4.12.B.(2).1

9.4.12.B.(2).2

9.4.12.B.(2).3

9.4.12.B.(2).4 9.4.12.B.(2).5 9.4.12.B.(2).6

9.4.12.B.(2).7


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.

G-GMD.4.

G.MG.3.

NQ.1.

NQ.2.

NQ.3.

2009




Properly use drywall tools



Written tests


techniques in metal stud framing.

12. Use proper fastener for job.

13. Layout a stud wall according to code.

14. State the advantages of using metal studs.

15. Identify three types of stairs.

16. Name the parts of a stairway.

17. Calculate the number of risers and treads.

18. Calculate the unit rise and unit run for a set of stairs.

19. Layout, cut and install a stair stringer.

20. Measure, cut and install treads and risers.

21. State the code requirement for:

Stairway

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2

W.11-12.5.

W.11-12.6.


width Headroom Maximum

riser height. Minimum

tread depth. Guardrails

and handrails

22. Layout, cut and install guardrails and handrails for a straight stairway.

23. Name the parts of a face framed cabinet.

24. Identify at least six common wood joints.

25. Produce the following wood joints using a table saw, radial arm saw, jointer, router, miter saw and/or hand tools:

Rabbet Dado Miter Lap Butt Mortise and

tenon

26. Differentiate between


hardwood and softwood.

27. Name a minimum of three types of wood finishes.

28. Apply an even and consistent coat of stain with a brusher or cloth.

29. Apply a consistent coat of varnish, polyurethane or oil finishes with a brush or cloth.

30. Properly sand or steel wool surfaces between coats of finish.

31. Select the proper cleaning agent for brushes and/or tools.

32. Protect him/herself, others and the environment from chemical hazards.

33. State where he/she can find and read material safety data sheets.



Basic Electrical Systems

PROGRAM: General Building ConstructionUNIT TOPIC: Basic Electrical Systems


Activities



Assessments


1. Given specific conditions for an

NOCTI

SAFETY 1-3

BLUEPRINTS

NJCCCS/ 21 st



Informational Text


Activity: Selecting the correct conductor

NEC Quiz


electrical installation, the student will be able to find the code requirements for that installation.

2. Knowing the amount of electrical current expected to flow in a branch circuit and the conditions of location, the student will be able to select the correct conductor for the installation.

3. Given the number of conductors and their sizes to be pulled into an electrical conduit, the student will be able to use the conduit fill tables in chapter 9 of the NEC and make the necessary calculations to determine the correct conduit size.

4. Given a blue print of a residence, the student will be able to determine the total square foot of the living area,

1 & 4

MATH 1-3

9.3.12.C.4

9.3.12.C.6

9.3.12.C.8

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.




Oral presentation: Identify code requirements for installation


assign the wattage per square foot as given in the NEC and calculate the number of circuits that are necessary to supply the total wattage load of the building.

5. Given the general lighting load and the other loads of a residence, the student will be able to use knowledge of the NEC requirements and the tables and samples in chapter 9 to calculate the correct size of the service equipment for the building.

6. Given the number and sizes of wires and other items to be in an electrical box, the student will be able to use the NEC tables and make calculations to determine the correct size for the box.

7. Given a residential

W.11-12.5.

W.11-12.6.


A-REI.1.

A-REI.2.


blue print, the student will be able to identify at least 15 electrical symbols and 10 construction symbols used on a residential blue print.

8. Given the conditions of circuit operation, the student will be able to make a drawing that will relate the operation and connections necessary to install the circuit as planned.

9. Given the voltage of a circuit, the amperage rating and the electrical system, the student will be able to select the correct receptacle for 8 different voltage, current and circuit conditions.

10. Given ten of the most used wiring methods of the electrical industry, the student will be able to identify and state basic rules of


installation for each one.

11. The student will be able to identify at least 8 different types of fuses by their current and voltage rating, and by any special use for the protection of circuits and equipment.

12. The student will be able to identify and install the circuit breakers of at least 5 different manufacturers and explain the theory of operation.



Basic Plumbing

PROGRAM: General Building ConstructionUNIT TOPIC: Basic Plumbing


Activities



Assessments


1. Identify the various types of

NOCTI

SAFETY 1-3

BLUEPRINTS

NJCCCS/ 21 st



Informational Text

Common Core

Mathematics

Koel, Leonard. Carpentry (5th Edition), American Technical Publishers Inc.,

Activity: Selecting the correct pipe

Performance: Bending pipe


tubing and fittings.

2. Bend copper tubing with a tube bender.

3. Select and identify pipe by type and size.

4. Use a stock and dye to thread and ream pipe.

5. Thread and cut pipe to correct tolerance using a power cutter.

6. The student will be able to identify various plumbing symbols.

1 & 4

MATH 1-3

9.3.12.C.4

9.3.12.C.6

9.3.12.C.8

9.3.12.C.11

9.3.12.C.13

9.4.12.B.(2).14

9.4.12.B.(2).15

9.4.12.B.(2).16

9.4.12.B.(2).17

9.4.12.B.(3).1

9.4.12.B.(3).2


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10



W.11-12.2.


W.11-12.4.

A-REI.1.

A-REI.2.

2009




Test: Plumbing code


W.11-12.5.

W.11-12.6.



Employability and Professional Skills

PROGRAM: General Building ConstructionUNIT TOPIC: Employability and Professional Skills


Activities



Assessments


1. Demonstrate appropriate employability skills and professionalism.

NJCCCS/ 21 st


9.1.12.F.2

Common Core ELA/Reading

Informational Text

Common Core ELA/Writing

Text Types and

Koel, Leonard, Carpentry (5th Edition), American Technical Publishers Inc., 2009

Formal mock client consultation (Commutation Simulation)


2. Articulate the reasons there is a need for building construction professionals, and the career opportunities for them.

3. List the principles that contribute to personal and professional success.

4. Explain the concept of self-management.

5. Display effective ways to manage time.

6. Exhibit good study habits.

7. Define ethics and reflect upon their morals.

8. List the characteristics of a healthy and positive attitude.

9. Explain the basic processes of effective communication.

10. Conduct a successful client consultation.

11. Handle delicate and sensitive communication with clients.

9.1.12.F.5

9.3.12.C.18

9.4.12.A.1

9.4.12.A.13 9.4.12.A.14 9.4.12.A.41

9.4.12.A.45

9.4.12.A.51

9.4.12.A.54

9.4.12.A.55

9.4.12.A.67 9.4.12.A.68


RI.11-12.3.

Craft and Structure

RI.11-12.4.


RI.11-12.7.


RI.11-12.10

Purposes

W.11-12.2.


W.11-12.4.

W.11-12.5.

W.11-12.6.




Mock Interview

Test


12. Establish open lines of communication with co-workers and managers.

13. Create a personal mission statement.

14. Explain how to set long and short term goals.

GLOSSARY OF STANDARDS

National Occupational Competency Testing Institute (NOCTI) Standards/Tasks

General Building Construction (Source: http://www.nocti.org/PDFs/JobReady/4015_Carpentry.pdf )

NOCTI Standard/Task Mapping

NOCTI Technical Area: CarpentryContent Area: Safety (10% of Assessment)


http://www.nocti.org/PDFs/JobReady/4015_Carpentry.pdf

NOCTI Assessment Standard/Task Category Reference No. Unit Alignment

Page Nos.

1. Demonstrate safe material handling practices SAFETY 1 2 - 15 7-79

2. Display comprehension of workplace/job-site safety procedures SAFETY 2 2 - 15 7-79

3. Exhibit knowledge of MSDS and personal protective equipment (PPE) SAFETY 3 2 - 15 7-79

NOCTI Technical Area: CarpentryContent Area: Tools and Accessories (10% of Assessment)


Page Nos.

1. Use and maintain hand tools TOOLS 1 4 22-24

2. Use and maintain power tools TOOLS 2 5 25-31

3. Use and maintain measuring, layout, and marking tools TOOLS 3 3-5 18-31

4. Display understanding of tool safety issues TOOLS 4 4, 5 22-24; 25-31

NOCTI Technical Area: CarpentryContent Area: Blueprint Reading and Estimation (17% of Assessment)


Page Nos.

1. Demonstrate awareness of building codes BLUEPRINTS 1 3; 6-7 18-21; 32-40

2. Display comprehension of dimensions and scales BLUEPRINTS 2 3; 6-7 18-21; 32-40

3. Read and understand various views and elevations BLUEPRINTS 3 3; 6-7 18-21; 32-40


4. Display understanding of symbols, lines, and details BLUEPRINTS 4 3; 6-7 18-21; 32-40

5. Extrapolate information from a set of plans BLUEPRINTS 5 3; 6-7 18-21; 32-40

6. Estimate materials quantities BLUEPRINTS 6 3; 6-7 18-21; 32-40

NOCTI Technical Area: CarpentryContent Area: Foundations, Forms, and Concrete (11% of Assessment)


Page Nos.

1. Layout foundation FOUNDATIONS 1 6-7; 13 32-40; 66-71

2. Construct and align footing and foundation forms FOUNDATIONS 2 7, 13 38-40; 66-71

3. Install, brace, and align and remove formwork FOUNDATIONS 3 7, 13 38-40; 66-71

4. Understand concrete characteristics FOUNDATIONS 4 6-7; 13 32-40; 66-71

NOCTI Technical Area: CarpentryContent Area: Rough Framing (13% of Assessment)


Page Nos.

1. Layout and install floor systems FRAMING 1 8 41-43

2. Calculate rough openings; layout and construct wall systems FRAMING 2 8 41-43

3. Calculate, layout, and install roof systems FRAMING 3 8, 9 41-43; 44-53


4. Calculate, layout and install stairs and other specialty components FRAMING 4 8 41-43

NOCTI Technical Area: CarpentryContent Area: Exterior Finish (11% of Assessment)


Page Nos.

1. Identify and install cornice and trim EXTERIOR 1 10 54-59

2. Calculate and install roofing EXTERIOR 2 9 44-53

3. Identify, prepare, and install windows and doors EXTERIOR 3 10 54-59

4. Calculate, layout, and install siding EXTERIOR 4 10 54-59

NOCTI Technical Area: CarpentryContent Area: Interior Systems Installation (5% of Assessment)


Page Nos.

1. Install insulation INTERIOR SYSTEMS 1

11 60-62

2. Install and finish interior walls INTERIOR SYSTEMS 2

12 63-65

NOCTI Technical Area: CarpentryContent Area: Interior Finish (11% of Assessment)


Page Nos.

1. Install interior doors INTERIOR FINISH 1 12 63-65


2. Install standing and running trim INTERIOR FINISH 2 12 63-65

3. Install hardware INTERIOR FINISH 3 12 63-65

NOCTI Technical Area: CarpentryContent Area: Carpentry Related Mathematics (12% of Assessment)


Page Nos.

1. Perform basic mathematical operations; whole numbers, fractions, and decimals

MATH 1 3; (6 – 15) 18-21; (32-79)

2. Perform linear, square, and cubic computations MATH 2 3; (6 – 15) 18-21; (32-79)

3. Perform algebraic and geometric functions MATH 3 3; (6 – 15) 18-21; (32-79)

New Jersey Core Curriculum Content Standards

NJCCCS 21st Century Life and Careers/Career Awareness, Exploration, and Preparation (9.3)(Retrieved April 15, 2012 from: https://www13.state.nj.us/NJCCCS/ContentAreaTableView_21st.aspx )

9.3.12.C.1 Assess and modify Personalized Student Learning Plans to support declared career goals. 9.3.12.C.2 Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including

making course selections, preparing for and taking assessments, and participating in extra-curricular activities. 9.3.12.C.3 Develop personal interests and activities that support declared career goals and plans.


https://www13.state.nj.us/NJCCCS/ContentAreaTableView_21st.aspx

9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest.

9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on those skills. 9.3.12.C.6 Develop job readiness skills by participating in structured learning experiences and employment seeking opportunities. 9.3.12.C.7 Pursue a variety of activities related to career preparation (e.g., volunteer, seek employment, and/or apply for training grants, higher

education grants, and loans). 9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education. 9.3.12.C.10 Differentiate entrepreneurship opportunities as options for career planning, and identify the knowledge, skills, abilities, and resources

required for owning a business. 9.3.12.C.11 Evaluate the responsibilities of employers and employees for maintaining workplace safety, and explain health rights related to a

particular occupation/career. 9.3.12.C.12 Determine the impact of past and/or recent lawsuits and/or court decisions regarding employment laws. 9.3.12.C.13 Comply with workplace child labor regulations and safety and health policies during structured learning experiences.

NJCCCS 21st Century Life and Careers/Career Awareness, Exploration, and Preparation (9.4)Strand B. Architecture & Construction Career Cluster

(Retrieved April 15, 2012 from: http://www.state.nj.us/education/cccs/standards/9/9-4-B.htm)

Safety, Health, and Environment: Implementation of health, safety, and environmental management systems and organizational policies and procedures impacts organizational performance, regulatory compliance, and continuous improvement.

9.4.12.B.(1).1 Demonstrate communication skills and strategies that are used to work effectively with potential clients and others. 9.4.12.B.(1).2 Employ appropriate representational media to communicate concepts and design. 9.4.12.B.(1).3 Integrate structural, environmental, safety, building envelope, and building service systems in the design of buildings and

structures. 9.4.12.B.(1).4 Review traditional project phases and various roles within them to plan for and implement phases within a project. 9.4.12.B.(1).5 Evaluate and select suitable environmental impact practices to enhance project acceptance and quality.

Leadership and Teamwork: Effective leadership and teamwork strategies foster collaboration and cooperation between business units, business partners, and business associates toward the accomplishment of organizational goals.

9.4.12.B.(1).6 Appreciate the diversity of needs, values, and social patterns in project design to appropriately meet client needs.


http://www.state.nj.us/education/cccs/standards/9/9-4-B.htm

Ethics and Legal Responsibilities: Legal responsibilities, professional ethics, and codes of conduct affect management practices, business performance, and regulatory compliance, as well as the confidence of customers, business partners, and investors.

9.4.12.B.(1).7 Identify objective construction guidelines for the accommodation of people with different physical abilities to meet accessibility requirements.

Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway.

9.4.12.B.(1).8 Employ basic methods of data collection and analysis to provide information for projects. 9.4.12.B.(1).9 Develop technical drawings drafted by hand and computer-generated plans to design structures. 9.4.12.B.(1).10 Demonstrate understanding of principles, conventions, standards, applications, and restrictions pertaining to the

manufacture and use of construction materials, components, and assemblies, and incorporate this understanding into project design.

9.4.12.B.(1).11 Apply basic organizational, spatial, structural, and constructional principles to the design of interior and exterior space so that design plans are effective.

Systems: Roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment impact

business operations. Key organizational systems impact organizational performance and the quality of products and services. Understanding the global context of 21st-century industries and careers impacts business operations.

9.4.12.B.(2).1 Describe contractual relationships established among all parties involved in the building process to ensure successful build of a project.

9.4.12.B.(2).2 Describe submittal approval procedures that ensure effective flow of information in the construction process. 9.4.12.B.(2).3 Evaluate construction subcontracts and describe their relationship to construction projects. 9.4.12.B.(2).4 Identify project turnover procedures needed to successfully manage construction projects. 9.4.12.B.(2).5 Plan building in accordance with contracts to meet budget and schedule. 9.4.12.B.(2).6 Describe testing and inspection procedures used to ensure successful completion of construction projects. 9.4.12.B.(2).7 Assess the purpose for scheduling as it relates to successful completion of construction projects. 9.4.12.B.(2).8 Identify closeout procedures needed to effectively complete construction projects.

Safety, Health, and Environment: Implementation of health, safety, and environmental management systems and organizational policies and procedures impacts organizational performance, regulatory compliance, and continuous improvement.


9.4.12.B.(2).9 Demonstrate understanding of risk management principles and other strategies and tactics used to maintain, increase, or decrease risk.

9.4.12.B.(2).10 Create a jobsite safety program to ensure safe practices and procedures. 9.4.12.B.(2).11 Recognize and employ universal construction signs and symbols to function safely. 9.4.12.B.(2).12 Describe procedures for jobsite security to prevent liability. 9.4.12.B.(2).13 Create a classroom and/or jobsite environmental program.

Leadership and Teamwork: Effective leadership and teamwork strategies foster collaboration and cooperation between business units, business partners, and business associates toward the accomplishment of organizational goals.

9.4.12.B.(2).14 Manage relationships with teachers and classmates to successfully complete a construction project.

Ethics and Legal Responsibilities: Legal responsibilities, professional ethics, and codes of conduct affect management practices, business performance, and regulatory compliance, as well as the confidence of customers, business partners, and investors.

9.4.12.B.(2).15 Demonstrate knowledge of proper changeover procedures for successful completion of a construction project.


9.4.12.B.(2).16 Examine building systems and components to evaluate their usefulness to construction projects. 9.4.12.B.(2).17 Use craft skills to meet or exceed teacher and/or employer expectations.

Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information.

9.4.12.B.(3).1 Recognize and employ universal construction signs and symbols to function safely.

Problem-Solving and Critical Thinking: Critical and creative thinking strategies facilitate innovation and problem-solving independently and in teams.

9.4.12.B.(3).2 Use troubleshooting procedures when solving a maintenance problem to maintain project.


9.4.12.B.(3).3 Apply construction skills when completing classroom projects and/or repairing, restoring, or renovating existing worksite


structures to ensure long-term use of buildings and structures. 9.4.12.B.(3).4 Evaluate and assess an existing structure to determine the repairs or renovations required to restore operation of the structure. 9.4.12.B.(3).5 Plan and practice preventive maintenance activities to service existing structures. 9.4.12.B.(3).6 Assess and evaluate operational systems to achieve smooth operation of facilities.

Common Core State Standards for English Language Arts (ELA)

(Source: Common Core State Standards for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical Subjects)

Reading Standards for ELA/Informational Text

Key Ideas and Details:

RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure:

RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Integration of Knowledge and Ideas:

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Range of Reading and Level of Text Complexity:

RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.


Writing Standards for ELA/Text Types and Purposes

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Writing Standards for ELA/Production and Distribution of Writing

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Common Core State Standards for Mathematics(Source: Common Core State Standards for Mathematics)


A-CED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

A-CED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

A-CED.3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

A-REI.2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

A-SSE.1. Interpret expressions that represent a quantity in terms of its context.

Interpret parts of an expression, such as terms, factors, and coefficients. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the

product of P and a factor not depending on P.

F-BF.1. Write a function that describes a relationship between two quantities.

Determine an explicit expression, a recursive process, or steps for calculation from a context. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling

body by adding a constant function to a decaying exponential, and relate these functions to the model. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a

weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.


F-IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

F-IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F-IF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

F-LE.1. Distinguish between situations that can be modeled with linear functions and with exponential functions.

Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

F-LE.5. Interpret the parameters in a linear or exponential function in terms of a context.

G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G-CO.2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

G-CO.3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

G-CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

G-CO.5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.


G-CO.12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

G-GMD.3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

G-GMD.4. Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

G-MG.1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

G-MG.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

G-MG.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

G-SRT.2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

G-SRT.3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.

G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems

N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.

N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

S-IC.6. Evaluate reports based on data.

S-ID.9. Distinguish between correlation and causation.


S-MD.7. Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

REFERENCES

Texts:

Koel, L. (2009). Carpentry (5th Edition), American Technical Publishers Inc.

ATP Staff (2007). Math for the Building Trades. American Technical Publishers Inc.

Proctor, T. E. and Toenjes, L. P. (2010). Printreading for Residential and Light Commercial Construction. American Technical Publishers Inc.


ICC (2012) 2012 ICC International Building Code Handbook, 1st Edition. Independence, Kentucky: Delmar Cengage Learning, Inc.

Supplemental Texts/Resources:

NOCTI - www. NOCTI .org/

U.S. Department of Labor, Bureau of Labor Statistics (2010). Occupational Outlook Handbook, 2010-2011.

Websites

http://www.nocti.org/ National Occupational Competency Testing Institute

http://www.bls.gov/oco/cg/cgs003.html U.S. Department of Labor, Bureau of Labor Statistics (2010)

Other

Related Shop Tools and Equipment

Select Technical Literature/Class Handouts


http://www.bls.gov/oco/cg/cgs003.html

http://www.nocti.org/

http://www.natef.org/

craft and structure - trenton public schools · web viewto be able to utilize and apply the methods...

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