Carpentry 801E - Roof Systems - Prince Edward Island · Roof Systems (CAR801E) Course Description...

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Carpentry TechnologyRoof Systems (CAR801E)Course Description There is a wide variety in roof styles and roof systems available to developers. Roof Systems will help students develop skills and knowledge needed to recognize and understand different roof styles—their functions, components, and construction. Students will continue to develop safe work habits as they are introduced to working with ladders and scaffolds. They will also continue to enhance their skills and abilities to read and interpret blueprints, communicate effectively, and competently solve trade-related mathematical problems.

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

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

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

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

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

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

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

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

CAREER AND TECHNICAL EDUCATION CURRICULUM2

CURRICULUM OUTCOMES

Module 1: Ladders and Scaffolds (~2 hours Classroom Component)

37. Students will be able to identify and describe types and safe applications of ladders and scaffolding.

Students will be expected to37.1 describe the use of various types of ladders37.2 describe the use of various types of scaffolds

Module 2: Residential Truss Systems (~3 hours Classroom Component)

38. Students will be able to describe proper receiving, unloading, storage, and handling procedures for wood trusses.

Students will be expected to38.1 identify and describe wood trusses38.2 describe the loads and forces acting on a wood truss38.3 describe proper receiving, unloading, storage, and handling of wood trusses38.4 describe the methods of erecting and bracing wood trusses38.5 describe the bracing of wood trusses

Module 3: Roof Framing Systems (~4 hours Classroom Component)

39. Students will be able to identify residential roof systems.

Students will be expected to39.1 identify and describe roof systems39.2 defi ne and use roof terminology39.3 describe cornice systems used in wood-frame construction

Module 4: Roof Coverings (~3 hours Classroom Component)

40. Students will be able to describe installation procedures for residential roof coverings.

Students will be expected to40.1 describe the preparation required for residential roof coverings40.2 identify residential roof coverings40.3 identify application procedures for asphalt shingles, wood, and roll roofi ng

CURRICULUM OUTCOMES

CAREER AND TECHNICAL EDUCATION CURRICULUM 3

Module 5: Blueprint Reading Principles 3 - Specifi cations, Discrepancies, and Path (~2 hours Classroom Component)

41. Students will be able to describe and interpret the information contained in a set of blueprints.

Students will be expected to41.1 describe specifi cations41.2 describe the standards for resolving discrepancies between drawings and specifi cations41.3 describe the steps used to navigate through a set of working drawings

Module 6: Basic Blueprint Reading (~9 hours Classroom Component)

42. Students will be able to fi nd required information on a set of blueprints, using systematic steps and guidelines for blueprint reading.

Students will be expected to42.1 fi nd information and navigate between different views in a set of blueprints


5CAREER AND TECHNICAL EDUCATION CURRICULUM

CAR801E - ROOF SYSTEMS

Ladders and Scaffolds(~2 hours Classroom Component)

Introduction Working in the construction industry often requires the tradesperson to work at various heights, using an assortment of ladders and scaffolds. Carpenters must be comfortable working at heights. The apprentice must develop the skills and knowledge to safely select, erect, secure, and use ladders and scaffolding. The apprentice must also be able to identify any local hazards that may compromise work site safety.

Specifi c

Curriculum

Outcome

37. Students will be able to identify and describe types and safe applications of ladders and scaffolding.

Assessment

Strategies

Paper/PencilSelf/Peer-AssessmentsSkills PerformanceTeacher ObservationCareer Portfolio

Resources Alberta Module 020101c, Ladders and Scaffolds

SCO - Delineations Students will be expected to37.1 describe the use of various types of ladders37.2 describe the use of various types of scaffolds

SCO - Delineations Student Knowledge, Abilities, and Competencies

Students will be expected to

CAR801E - ROOF SYSTEMS - MODULE 1


Ladders and Scaffolds (~2 hours Classroom Component)SCO 37. Students will be able to identify and describe types and safe applications of ladders and scaffolding.

37.1 describe the use of various types of ladders

Topic: Types of Ladders• Identify the various types of ladders: - step stools - stepladders - single ladders - extension ladders - platform ladders - portable work stands, sawhorses• Describe the design and size limits of site-built construction ladders.• Identify ladder grade and intended use (ILM, table 1). - type 1A—extra heavy duty, Industrial, 300# - type 1—heavy duty, Building Maintenance, 250# - type 2—medium duty, Light Commercial, 225# - type 3—light duty, Household, 200#• Identify ladder materials.• Identify ladder accessories.

Topic: Ladder Safety• Describe three safety factors to be considered in ladder selection: - user height - height required for task - style of ladder• Describe safe ladder positioning: - Use 4 to 1 ladder ratio, or 75˚ (rule of thumb—stand upright at base of ladder and outstretch your arms). - Calculate ladder setback (h/4 =s). - Do not stand on the top two rungs. - Avoid electrical wires.• Describe methods for securing ladders, and OHS requirements.• Explain the “three points of contact” rule.• Explain why a wooden ladder should never be painted.

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Teacher Lessons / Demonstrations Resources

CAREER AND TECHNICAL EDUCATION CURRICULUM



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Resources


Texts/Teacher ResourcesAlberta Module 020101cLadders and Scaffoldspp. 1-28

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

SAS Resources

Visuals/Handouts/Tests• Ladder safety sheet• Graphics CD• ILM Self-Test Ladders and Scaffolds

Internet• WorkSafe BC• Ladder safety

Student Activities / Assessments

Enrichment / Research Activities

Topic: Types of Ladders• Identify the various types of ladders.• Identify common ladder materials.• Identify ladder grades and intended use (ILM, table 1).• Describe the construction of site-built ladders.

Topic: Ladder Safety• Explain the three safety factors to consider in ladder selection. • Explain the 4:1 ratio (75˚) for ladder positioning.• Explain why you should not stand on the top two rungs of a ladder.• Explain that you should not sit or stand on the top of a stepladder.• Explain that you must only use a stepladder in the open and locked position.• Explain the dangers of electrical hazards.• Demonstrate proper erection and securing methods. • Demonstrate the three points of contact rule.

Literacy• Anticipation Guide: Create anticipation guides to assess students’ knowledge of ladders and ladder safety.• KWL: Use a KWL strategy to teach ladder safety.

• Identify the various types of ladders.• Develop a ladder safety rule sheet.• Demonstrate the proper set-up and use of ladders.• Select the proper ladder for a specifi c task.• Complete a test on ladder safety.

• Design and build a construction ladder.• Build a two-step stool.

SCO - Delineations Student Knowledge, Abilities, and Competencies





37.2 describe the use of various types of scaffolds

Topic: Types of Scaffolds • Defi ne the term “scaffold” as temporary elevated work platforms and supporting structures designed to support workers, equipment, and materials• Identify various types of scaffold: - frame scaffold - wooden scaffold - elevating platform (scissor lifts) - aerial device (boom truck with personnel-carrying basket) - suspended scaffold• Identify the components of a framed scaffold system: - frames - cross braces - coupling pins - retainer pins - platforms - bases• Describe the criteria for scaffold selection: - intended use of scaffold - time/length of use in one spot - location/terrain - load to be supported

Topic: Scaffold Safety• Interpret scaffold safety rules in OHS Act: - The scaffold must be designed to support four times the expected working load that it will be subjected to (a safety factor of 4). - The scaffold must be erected level and plumb on a stable surface. - The scaffold must have adequate lateral support/bracing. - The scaffold must be anchored by one tie-in at each 4.6 m vertical interval and every 6.4 m horizontal interval. - A free standing or rolling scaffold must not exceed three times the narrowest base measurement (e.g., 5' base x 3 = 15' height). - Outriggers must be fi rmly attached. - Wheels must have locking devices. - Workers may not remain on scaffold while it is being moved, unless it is less than twice the shortest base in height and the ground is fl at and level.• Describe the requirements for scaffolding planks and platforms.• Explain why it is important to avoid impact loading a scaffold system.

Topic: Guardrails and Toe Boards• Describe the use of guardrails and toe boards.

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Texts/Teacher ResourcesAlberta Module 020101cLadders and Scaffoldspp. 1-28


SAS Resources

Visuals/Handouts/Tests• Framed scaffold system• Graphics CD• ILM Self-Test Ladders and Scaffolds

Internet• Construction scaffolding safety



Topic: Types of Scaffold• Defi ne the term “scaffold”.• Identify the various types of scaffolds.• Identify the components of a scaffold system.• Explain the selection criteria for a scaffold system.

Topic: Scaffold Safety• Review the scaffold safety rules in OHS Act.• Explain the requirements for scaffold planks and platforms.• Explain the hazards involved in impact loading a scaffold.• Describe the requirements for designing and building wooden scaffolds.

Literacy• Develop a scaffold safety checklist.

• Identify the components of a framed scaffold system.• Erect a framed steel scaffold system, two sections long by two sections high.• Demonstrate proper safety techniques while working on and around a scaffold system.• Develop a scaffold safety checklist.• Complete a test on scaffold safety.

• Design a wooden scaffold system.• Design and build a sawhorse.

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Residential Truss Systems(~3 hours Classroom Component)

Introduction Wood trusses are common components used in residential and light commercial roof framing systems. Wood trusses are an engineered products providing rigid, strong, and lightweight roof systems that are economical and effi cient to construct. The apprentice must understand the basic terminology and design principle of the triangular braced truss system. He/she must be familiar with wood-framed, metal-connected trusses, and develop knowledge of how to handle, store, lay out and install the trusses.

38. Students will be able to describe proper receiving, unloading, storage, and handling procedures for wood trusses.

Assessment

Strategies


Resources Alberta Modules 020203eA, 0200203eB, Residential Truss Systems

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to38.1 identify and describe wood trusses38.2 describe the loads and forces acting on a wood truss38.3 describe proper receiving, unloading, storage, and handling of wood trusses38.4 describe the methods of erecting and bracing wood trusses38.5 describe the bracing of wood trusses

Student Knowledge, Abilities, and Competencies


Residential Truss Systems (~3 hours Classroom Component)SCO 38. Students will be able to describe proper receiving, unloading, storage, and handling procedures for wood trusses.



SCO - Delineations

38.1 identify and describe wood trusses

Topic: Wood Truss Design• Describe a wood truss.• Demonstrate an understanding of the truss design concept of using lightweight framing members arranged in triangular frames to support large loads.• Describe the advantages of using trusses: - lightweight - strong, stiff - cost-effective - effi cient installation - long clear span (18 m/60' +)• Identify truss components (using a diagram): - chords - webs - metal connector plates• Identify various types of trusses: - simple trusses (fi nk, king post, queen post, Howe) - long span (fan, modifi ed queen post, Belgian) - specialty (scissor, mono, fl at, attic, dual slope, girder truss, valley truss, jack truss)• Interpret a girder truss nailing schedule.

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Texts/Teacher ResourcesAlberta Module 020203eA, 020203eBResidential Truss Systemspp. 1-38


SAS Resources

Visuals/Handouts/Tests• Truss design diagram• Truss information package• Girder nailing schedule• Graphics CD• ILM Self-Test Residential Truss Systems

Internet• Roof trussesStudent Activities / Assessments


Topic: Wood Truss Design• Describe the truss design concept of using lightweight framing members arranged in triangular frames.• Describe the advantages of using trusses.• Identify truss components.• Identify the various types of trusses.• Identify valley and jack rafters.• Identify girder trusses.• Interpret typical truss plans and installation instructions.• Identify the difference between factory and site built trusses.

Literacy• Freewrite: Have students wrote to determine prior knowledge of trusses.• KWL: Develop a KWL to teach the use of trusses in construction.

CBL• Plan a fi eld trip to a truss plant.

• Identify truss components.• Identify several types of trusses.• Describe the advantages of using trusses.

Literacy• Read and interpret a truss diagram.• Read and interpret truss installation instructions.• Read and interpret girder truss construction instructions.

• Build a scale model truss.• Build trusses for a small building.






SCO - Delineations

38.2 describe the loads and forces acting on a wood truss

38.3 describe proper receiving, unloading, storage, and handling of wood trusses

Topic: Wood Truss Loads and ForcesLoads• Explain the load transfer from the roof through to the footings.• Identify the loads on a roof: - dead loads (e.g., shingles, sheathing, trusses, drywall, insulation) - live loads (e.g., snow, wind, construction loads) - point loads (e.g., equipment)• Explain the importance of distributing construction material loads during the construction period.Forces• Explain the forces acting on and within trusses: - compression (push) - tension (pull) - shear (slice)• Explain buckling forces and how to reduce defl ection and buckling by adding lateral support (bracing) and reducing the unsupported length of the member.• Interpret truss installation drawings and specifi cations.• Describe crushing (compression) forces which act perpendicular to the grain.• Describe the action of a tension (pulling apart) force applied perpendicular to the grain.• Describe the force exerted by horizontal shear. (The maximum shear is along the neutral axis in a beam.)• Describe how bending and defl ection forces act within a beam.• Explain how bending and defl ection forces act within a truss.• Describe horizontal defl ection in a scissor truss.• Explain installation tolerances for trusses.

Topic: Receiving and Storing Trusses• Explain the importance of inspecting trusses for damage on arrival at a site. • Inspect trusses for correct size, slope, and number.• Interpret a truss document package.• List fi ve points to consider while unloading trusses.• Describe the proper method to store trusses.• List fi ve points on how to handle trusses.

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TextsAlberta Module 020203eAResidential Truss Systemspp. 1-38Alberta Module 020203eBResidential Truss Systemspp. 1-27


SAS Resources

Visuals/Handouts/Tests• Truss design diagram• Truss information package• Girder nailing schedule• Graphics CD• ILM Self-Test Residential Truss Systems

Internet• Roof trusses


Topic: Wood Truss Loads and Forces• Describe how loads are transferred through a building.• Defi ne “live loads” and “dead loads”.• Explain the importance of distributing construction material loads.• Explain the basic forces acting on trusses (i.e., compression, tension, shear).• Explain bending and defl ection in beams and trusses.• Explain how forces are distributed through trusses.• Explain installation tolerances for trusses.

Topic: Receiving and Storing Trusses• Review boom truck/crane safety.• Explain what considerations to check and inspect on delivery of the trusses.• Demonstrate how to lift and move trusses, both individually and in banded bundles.• Demonstrate preparation of a site to receive a shipment of trusses (providing fl at and level storage).• Explain the maximum allowable defl ection of 6" in 20'.

• Diagram the forces in a building, and on a truss.• Identify live loads and dead loads.• Identify the basic forces of tension, compression, and shear, and give examples.• Interpret truss installation drawings and specifi cations.• Determine truss spacing.

Literacy• Create a truss delivery checklist.• Create a truss storage checklist.• List fi ve points to remember when handling trusses.

Numeracy • Calculate the total weight of a roof system (dead load of the components).• Calculate how much each truss carries (dead load and live load).• Calculate the number of joists required for a project.






SCO - Delineations

38.4 describe the methods of erecting and bracing wood trusses

38.5 describe the bracing of wood trusses

Topic: Erecting Trusses• Describe the process of preparing a site for trusses.• List six items to check prior to erecting trusses.• List the two common methods for hoisting trusses: - manual hoisting (up to 30' truss) - crane hoisting• Describe crane hoisting methods: - single point lift (up to 20') - dual point lift (20' - 30') - spreader bar lift (30' - 60') - strongback lift (60' +)• Explain the importance of using a tag line when hoisting trusses.• Describe a multiple truss lift. • Describe truss bracing: - bottom chord - top chord - diagonal bracing

Topic: Bracing Trusses• Describe the theory and concept of bracing framed structures (triangular truss systems).• Explain how triangular, or diagonal, bracing will strengthen the roof system and prevent racking.• Explain why simple bracing, perpendicular to the trusses, is not adequate.• Demonstrate an understanding that temporary bracing must provide stability to resist wind and construction loads, while keeping the trusses plumb and properly spaced.• Describe the preparation for bracing trusses.• Describe the process for placing the fi rst truss.• Demonstrate an understanding that improper bracing could result in collapse of the entire roof.• Describe how to brace the top chord.• Describe how to brace the bottom chord.• Interpret truss design specifi cations for application of permanent bracing: - top chord - bottom chord - web member planes

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Texts/Teacher ResourcesAlberta Module 020203eBResidential Truss Systemspp. 1-27


SAS Resources

Visuals/Handouts/Tests• Truss installation package• Graphics CD• ILM Self-Test Residential Truss Systems Internet• Roof trusses



Topic: Erecting Trusses• Describe the process of preparing a site for trusses.• Describe the preparation and inspection of the trusses.• Demonstrate the spacing and layout of trusses.• Brainstorm methods used to hoist trusses.• Reinforce the need to keep trusses vertical, and to avoid bending.• Demonstrate methods used to erect trusses manually.• Describe the various methods to mechanically hoist trusses.

Topic: Bracing Trusses• Describe the concept of bracing structures through triangulation.• Demonstrate the concept of racking, and model how a rigid structure can be achieved by triangular, or diagonal, bracing.• Explain the need for temporary bracing for truss erection.• Describe the method used to install gable end lateral bracing.• Explain the “domino effect,” or racking, that can result from inadequate diagonal bracing.• Demonstrate the installation of temporary bracing on the top chord, bottom chord, and diagonal bracing.• Introduce truss design documents, and interpret the documents to defi ne the installation and bracing requirements.• Demonstrate the installation of permanent bracing (top chord, bottom chord, web members).

Literacy • KWL: Develop a KWL on truss erection and bracing.

CBL• Plan a fi eld trip to a truss plant.

• Demonstrate the spacing and layout of trusses (may use paper Gyproc tape for the layout.)• Demonstrate the temporary bracing required during erection of trusses.

Literacy • Create a checklist for truss erection. • Interpret truss documents to determine the proper bracing required.

• Lay out the top plate truss spacing to prepare for truss erection.• Build and brace a truss roof model.





Roof Framing Systems(~4 hours Classroom Component)

Introduction Residential housing designs are often defi ned by the style of roof placed on the house. Carpenters must be able to identify the various styles of roofs and use the proper terminology for roofs and their components. The apprentice must be able to identify the various types of roofs, visualize how the components fi t together, and understand how the load is distributed through the building.

39. Students will be able to identify residential roof systems.

Assessment

Strategies


Resources Alberta Module 020203a, Roof Framing Systems

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to39.1 identify and describe roof systems39.2 defi ne and use roof terminology39.3 describe cornice systems used in wood-frame construction

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Roof Framing System (~4 hours Classroom Component)SCO 39. Students will be able to identify residential roof systems.



SCO - Delineations

39.1 identify and describe roof systems

Topic: Types of Roofs • Identify the six general types of residential roofs: fl at, shed, gable, hip, intersecting, and gambrel.Flat Roofs• Identify the loads carried by a fl at roof.• Describe the framing system for fl at roofs with lookout joists.• Explain how to determine the size of roof joists from joist tables.• Explain why most fl at roofs are actually sloped.• List disadvantages of using a fl at roof on a residential house.Shed Roofs• Explain how to determine the size of shed roof joists from joist tables.• Defi ne the term “birdsmouth.”• Describe how to determine the slope of a shed roof (rafter square).Gable Roofs• Describe a simple gable roof design.• Explain that gable roofs could use rafters or roof trusses.Hip Roofs• Describe the framing of hip roofs using hip and jack rafters.Intersecting Roofs• Identify intersecting roofs (two or more roofs joined together at an angle, usually 90˚).• Identify a valley created by two intersecting roofs.• Identify a valley rafter and a jack rafter.Gambrel Roofs• Identify a gambrel roof (sometimes called a “barn roof”).• Describe the gambrel design with two sloped surfaces on each side.Other Roof Styles• Identify other roof styles (e.g., mansard, dutch hip, butterfl y, monitor).Dormers• Identify the two basic type of roof dormers: shed; gable.Turrets• Describe a turret (a small-tower style roof, often octagonal in shape).

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Texts/Teacher ResourcesAlberta Module 020203aRoof Framing Systempp. 1-26


SAS Resources

Visuals/Handouts/Tests• Roof types• Graphics CD

Internet• Framing roofs



Topic: Types of Roofs • Introduce the six general types of residential roofs: fl at, shed, gable, hip, intersecting, and gambrel.• Identify each type of roof, using pictures and ILM examples.• Defi ne the common roof terminology: span, slope, birdsmouth, roof joist, rafter, truss.• Introduce rafters (common, hip, valley, and jack).• Introduce the rafter or framing square.• Demonstrate the layout of slope on a rafter (e.g., 4/12 slope).

Literacy• Anticipation Guide: Create an anticipation guide to assess students’ prior knowledge about different types of roofs.• KWL: Use a KWL strategy to teach about roof components.

Numeracy• Use the framing square to lay out rafters and explain the concept of slope.

• Identify the six common roof types.• Identify the various roof components.• Demonstrate the layout of a simple rafter ridge cut.

• Calculate the materials required for a simple gable roof.• Lay out a valley rafter.• Interpret rafter tables on the rafter square.

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SCO - Delineations

39.2 defi ne and use roof terminology

Topic: Roof Framing Terminology• Explain that roof framing is based on the construction of triangles.• Explain the components of a triangle: base, height, and hypotenuse.• Demonstrate an understanding that the triangle is the most stable structure.

Roof Slope• Explain that roof slope is expressed as a ratio of rise to run.• Identify the roof slope triangle on a drawing.• Defi ne “rise” as the vertical component of roof slope.• Defi ne “run” as the horizontal component of roof slope.• Explain why the horizontal base unit of run in imperial measure is 12".

Rafters• Describe common rafters as extending from the ridge to rest on the wall cap plate.• Defi ne the “ridge” as the highest point of the roof, running horizontally, attached to the top of the rafters.• Identify the components of a rafter system (use a diagram).• Describe gable rafters as forming the top of the gable end.• Describe the rake rafter, also called the fl y or barge rafter, as extending beyond the gable end to form an overhang.• Identify gable studs (use a diagram).• Identify and describe the purpose of collar ties.• Identify and describe the birdsmouth (a notch cut into the rafter at the cap plate, allowing the rafter to sit fl at and transfer the load to the wall).• Describe the theoretical measuring line (running parallel to the edge of the rafter, through the corner of the birdsmouth).• Defi ne a “plumb cut” as a cut that is plumb (or vertical). Plumb cuts are made at the ridge, birdsmouth, and tail end cut.• Defi ne the “seat cut” as a level (or horizontal) cut forming the bearing surface of the birdsmouth.• Defi ne the “building span” as the horizontal distance between the plumb cuts of two opposite rafters (outside distance of the building).• Defi ne the “total rafter run” as the horizontal distance from the centre of the ridge to the birdsmouth plumb cut (triangle base).• Defi ne the “rafter rise” as the vertical distance from the seat cut to the working point at the ridge (triangle height).• Defi ne the “rafter line length” as the distance from the working point at the ridge to the birdsmouth corner (triangle hypotenuse).• Defi ne the “rafter tail” as the portion of the rafter that extends past the outside wall.• Defi ne the “overhang” as the horizontal distance from the outside wall to the outside of the fascia.

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Texts/Teacher ResourcesAlberta Module 020203aRoof Framing Systempp. 1-26


SAS Resources

Visuals/Handouts/Tests• Roof framing information sheet• Graphics CD• ILM Self-Test Roof Framing System

Internet• Roof framing



Topic: Roof Framing Terminology• Display pictures or diagrams of roofs. Ask the students to identify the various geometric shapes (e.g., square, rectangle, triangle, trapezoid, circle/arc).• Introduce the concept of looking at residential roof design is based on triangles.• Explain that triangles are the most stable of structures (use models for examples).• Introduce the concept of roof slope. • Defi ne the terms “rise” and “run.”• Explain that the ratio of rise to run could be expressed with various units, and that the ratio expressed in the imperial system commonly uses 12 as the base unit for run (e.g., 4/12 pitch).• Identify the various parts of a common rafter system.• Describe the function and design of the components in the rafter system.• Demonstrate the layout of the common rafter, using the rafter square.• Demonstrate ridge, birdsmouth, and tail end cuts.• Describe the total run and rise of a rafter.• Calculate the rafter run length and the overall length of the rafter.• Demonstrate the use of the rafter tables on the rafter square.

• Identify rafter components.• Describe the design of the various components.• Demonstrate the use of the rafter square for layout.• Lay out a rafter.• Calculate the size of a rafter from charts.

• Lay out a jack rafter.• Interpret rafter tables on the rafter square.

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SCO - Delineations

39.3 describe cornice systems used in wood-frame construction

Topic: Cornices• Describe the location and purpose of a cornice.• List the three basic styles of cornices: close (i.e., open, boxed or closed).• Describe the design and components of a close cornice.• Describe the design and components of an open cornice.• Describe the design and components of a boxed cornice.• Identify the various types of soffi t.• Identify the various types of fascia.• Demonstrate the installation of a fl at box vinyl soffi t system.

Topic: Cornice Returns• Describe the location and purpose of the cornice return.• Identify three common types of cornice returns.• Demonstrate the construction of a cornice return.

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Texts/Teacher ResourcesAlberta Module 020203aRoof Framing Systemspp. 1-26


SAS Resources

Visuals/Handouts/Tests• Roof framing information• Graphics CD• ILM Self-Test Roof Framing Systems

Internet• Roof framingStudent Activities / Assessments


Topic: Cornices• Identify the location and components of the cornice system.• Identify the three basic types of cornice construction.• Explain the requirements for attic ventilation.• Describe the construction methods for close, open, and boxed cornices.• Identify the common materials and components used for soffi t and fascia.• Demonstrate the construction of a boxed cornice.

Topic: Cornice Returns• Identify the purpose of cornice returns.• Identify three common types of cornice returns (ILM, fi gure 36).• Demonstrate the construction of cornice returns.

Literacy• Read Aloud: Use as a strategy to help students develop an understanding of cornices.

• Identify the location and design of cornices.• Investigate the various products available for fascia and soffi t construction.• Demonstrate the construction of a cornice and cornice return.

Numeracy• Calculate the area of cornice/soffi t ventilation required for adequate attic ventilation.• Estimate the materials needed, and calculate the and cost of a cornice system.





Roof Coverings(~3 hours Classroom Component)

Introduction Roof coverings are designed to withstand extreme environmental elements over very long periods of time. They must maintain the ability to shed water and snow, and withstand high winds and extreme temperatures. Roof coverings are also designed to enhance the aesthetic appearance of a structure. A leaking roof is the number one complaint against construction contractors. The apprentice must develop a thorough knowledge of the various roof coverings and acquire a strong working knowledge of their installation.

40. Students will be able to describe installation procedures for residential roof coverings.

Assessment

Strategies


Resources Alberta Module 020204e, Roof Coverings

Specifi c

Curriculum

Outcome

Students will be expected to40.1 describe the preparation required for residential roof coverings40.2 identify residential roof coverings40.3 identify application procedures for asphalt shingles, wood, and roll roofi ng

SCO - Delineations

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Roof Coverings (~3 hours Classroom Component)SCO 40. Students will be able to describe installation procedures for residential roof coverings.



SCO - Delineations

40.1 describe the preparation required for residential roof coverings

Topic: Roof Deck Preparation• Explain the purpose of roof coverings.• Identify the two basic types of roofs: - fl at - sloped• List roof covering details found on the building plan: - roof slope - roof shape - sheathing - roof covering - overhang and fasciaRoof Slope• Describe the roof slope in the form of a slope triangle.• Demonstrate an understanding of the common terminology of rise/run (e.g., 4/12).Roof Shape• Identify various roof shapes and styles.Roof Sheathing• Describe the roof sheathing as a structural element of the building.• Identify the common sheathing products.• Identify CSA 0325 as the minimum performance standard.• Describe the use and application of h-clips.• Describe the use of tongue and groove sheathing panels.• Identify other roof deck sheathing materials.• Describe the methods to remove and dispose of old roofi ng materials.• Explain the concept of ice dam formation and preventative measures to avoid ice dam damage.

29





Texts/ResourcesAlberta Module 020204eRoof Coveringspp. 1-46


SAS Resources

Visuals/Handouts/Tests• Graphics CD• ILM Self-Test Roof Coverings

Internet• Roof sheathing



Topic: Roof Deck Preparation• Explain the purpose of roof coverings used to weatherproof the structure.• Describe the components of the roof sheathing/covering system.• Describe the roof details that are found on the building plans.• Review the various types and styles of roofs.• Review roof slope and relate it to the slope triangle (e.g., 5/12).• Introduce the concept of roof sheathing and explain how it adds to the structural integrity of the building.• Brainstorm to identify the various types of roof sheathing.• Identify CSA 0325 as the minimum standard for roof sheathing in Canada (not a specifi c thickness).• Explain the application process, specifi c hardware required, and the nailing/fastening schedules.• Explain the concept of ice damming and the preventative measures to take.• Describe the application of metal eave protection/starter strip and ice/water barrier membrane.

Literacy• Create a KWL chart on roof deck construction. Combine this with the brainstorm activity on the various types of roof sheathing materials.

• Explain the structural purpose of the roof deck system.• Identify the common materials and hardware used for roof deck sheathing.• Describe the application of the roof sheathing.• Demonstrate the application of roof sheathing.• Explain ice dam formation, describe the preventative measures, and list materials that are required.

Numeracy• Obtain information from a set of building plans and calculate the materials needed to sheath a roof.

30






SCO - Delineations

40.2 identify residential roof coverings

Topic: Identify Roof CoveringsAsphalt Shingles• Identify asphalt shingles as the most common roof covering material used on sloped roofs on residential buildings in Canada.• Describe the composition of asphalt shingles.• Describe the shingle size and coverage per bundle.• Describe the common method used to measure roofi ng (square = 100 square feet).• Describe the various styles and grades available.Roll Roofi ng• Describe the composition and size of roll roofi ng.• Describe the uses of roll roofi ng.Wood Shingles and Shakes• Describe the size, shape, and material used for wood shingles.• Describe the difference between shingles and shakes.• Describe where wood shingles and shakes would be used.Metal Roofi ng• Describe the composition and shape of metal roofi ng products.• Describe the various profi les available.• Describe the various fi nishes, and durability.Tile and Slate Roofi ng Products• Describe the composition and use of tile and slate roofi ng.• Describe structural design measures that need to be considered in the application of these materials.Plastic and Fiberglass Roofi ng• Describe the various products and where they are used.Alternative Roofi ng Products• Identify other products that may be available.Flat Roof Finishes• Describe the options for fl at roof coverings.

31





Texts/Teacher ResourcesAlberta Module 020204eRoof Coveringspp. 1-46


SAS Resources

Visuals/Handouts/Tests• Graphics CD• ILM Self-Test Roof Coverings

Internet• Manufacturers’ sites for product information



Topic: Identifying Roof Coverings• Explain the function and durability of roof coverings.• Brainstorm to identify various roof covering materials.• Display examples of various common roofi ng materials.• Explain the strengths and limitations of each roofi ng material.

Topic: Installing Roof Coverings• Demonstrate the installation of asphalt shingles, steel roofi ng, and wood shingles.• Demonstrate the installation of ice barrier membrane.

• Demonstrate the installation of fl ashing.• Identify asphalt shingles as the most common roofi ng covering used in Canada.• Describe the composition, size, and application of asphalt shingles.• Describe the various styles of asphalt shingles.• Identify the uses for roll roofi ng.• Describe the use of traditional wood shingles and shakes.• Describe the use and durability of sheet metal roofi ng products.• Identify other roofi ng products that may be available.• Demonstrate the installation of asphalt, wood, and steel roofi ng materials.• Demonstrate the installation of an ice barrier membrane.• Demonstrate the installation of fl ashing.

Literacy • After visiting a local supplier, or browsing the Internet, compile and analyze product information on the various roofi ng materials available through a visit to the local building supplier or the internet.

• Research other roof coverings (e.g., tile, rubber, slate, concrete, sod, membranes, ceramic tiles, plastic).

Numeracy • Complete a cost analysis of the various roofi ng materials.• Calculate the roofi ng materials required to replace the roof on your house.

CBL• Create a photo display of buildings with the various roofi ng materials.

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SCO - Delineations

40.3 identify application procedures for asphalt shingles, wood, and roll roofi ng

Topic: Roofi ng Material Application• Explain the safety requirements for working on a roof (refer to OHS current regulations). Valley Flashing• Identify and describe a roof valley.• Describe the three methods of applying asphalt shingles in a valley: - open valley - closed valley - woven valley• Describe the various types of fl ashing applications: - base fl ashing - step fl ashing - counter fl ashing• Identify locations where fl ashing is required.• Identify a chimney “cricket.”• Identify fl ashing materials.Eave Protection• Describe the location and application of water/ice barrier membrane to prevent moisture penetration caused by ice damming.• Describe the application of metal drip edge eave protection.• Describe the fl ashing required around plumbing and electrical stacks.• Describe the installation of a water/ice barrier membrane.Shingle Application• Describe the application of asphalt saturated felt underlayment.• Describe the application of the shingle starter strip (inverted and staggered joints).• Identify and explain the alignment tabs on the shingles.• Demonstrate the process used to install regular 3-tab shingles.• Demonstrate the process to cut and install the cap shingles.• Describe the application of plastic roofi ng cement to prevent uplift.Wood Shingles• Explain the need for adequate ventilation under wood shingles.• Describe the application of wood shakes or shingles.• Demonstrate the application of wood shingles.Roll Roofi ng• Describe the typical applications for roll roofi ng (low slope, valleys).• Describe the application requirements, fastening, and overlaps.Steel Roofi ng• Describe the application of steel roofi ng.• Demonstrate the application of steel roofi ng.

33





Texts/Teacher ResourcesAlberta Module 020204eRoof Coveringspp. 1-46


SAS Resources

Visuals/Handouts/Tests• Graphics CD• Asphalt shingle installation guide• Steel roofi ng guide• ILM Self-Test Roof Coverings Internet• Manufacturers’ sites for product information



Topic: Roofi ng Material Application• Brainstorm ideas for working safely on a roof.• Describe the current OHS safety requirements for working on a roof. • Brainstorm problem areas that would require special attention on a roof: roof intersections, valleys, chimneys, and electrical and plumbing services.• Describe the processes for fl ashing and shingling a valley: - open valley - closed valley - woven valley• Describe the various materials and types of fl ashing: - base fl ashing - step fl ashing - counter fl ashing • Demonstrate the application of fl ashing in various situations.• Demonstrate the application of a water/ice barrier membrane. • Demonstrate the application of eave starter.• Demonstrate the application of asphalt shingles.• Describe the use of roll roofi ng.• Demonstrate the use and application of wood shingles and shakes.• Demonstrate the use and application of steel roofi ng.

• Explain the rules for working safely on a roof.• Demonstrate the application of asphalt shingles.• Demonstrate the application of valley fl ashing.• Demonstrate the application of step fl ashing.• Demonstrate the use and application of wood shingles and shakes.• Demonstrate the use and application of steel roofi ng.

Literacy• Interpret instructions for the installation of asphalt shingles (instructions may be found on the product package).

• Research other alternative roofi ng materials.• Develop an installation guide for wood shingles.





Blueprint Reading Principles 3 - Specifi cations,

Discrepancies, and Path (~2 hours Classroom Component)

Introduction People working in the trades have to refer to drawings and plans on a daily basis. The drawings, or blueprints, along with the specifi cations are considered legal documents. These documents form a legal agreement between the designer, the developer, the contractors, and the owner of a construction project. The apprentice must develop the ability to read and accurately interpret blueprints and specifi cations. Discrepancies among the blueprints, specifi cations, and other communications often arise, and the apprentice needs to understand methods of resolving these discrepancies, along with the paths to navigate through a set of working drawings.

41. Students will be able to describe and interpret the information contained in a set of blueprints.

Assessment

Strategies


Resources Alberta Module 020107gBlueprint Reading Principles 3 - Specifi cations, Discrepancies, and Path

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to41.1 describe specifi cations41.2 describe the standards for resolvig discrepancies between drawings and specifi cations41.3 describe the steps used to navigate through a set of working drawings

36



Blueprint Reading Principles 3 - Specifi cations, Discrepancies, and Path (~2 hours Classroom Component) SCO 41. Students will be able to describe and interpret the information contained in a set of blueprints.



SCO - Delineations

41.1 describe specifi cations

41.2 describe the standards for resolving discrepencies between drawings and specifi cations

Topic: Specifi cations • Explain the purpose of blueprints (to show graphically the placement, arrangement, and dimensions of building components).• Defi ne “specifi cations” as written directions defi ning information on the exact scope, materials, fabrication, and installation methods for a project. • Explain that standard specifi cations are divided into 16 Divisions, which are further divided into subsections, which are divided into three parts: - scope of work - material, handling, and storage - installation and assembly directions

Topic: Resolving Discrepancies Between Drawings and Specifi cations• Identify how discrepancies may occur between drawings and specifi cations.• Explain the method used to resolve discrepancies in drawing (the drawing with the largest scale takes precedence).• Explain the method to resolve discrepancies in groups of drawings: - Architectural drawings over layout drawings (doors, windows, building dimensions, plumbing and lighting locations) - Structural drawings take precedence for how the structure is built. - Mechanical drawings take precedence for plumbing and HVAC. - Electrical drawings govern all electrical-related items.• Explain the method used to resolve discrepancies in shop drawings shop drawings overrule all other drawings).• Explain the method to resolve discrepancies in text (general notes and specifi cations always supercede any drawing).

37





Texts/Teacher ResourcesAlberta Module 020107gBlueprint Reading Principles 3- Specifi cations, Discrepancies, and Pathpp. 1-46

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

SAS Resources

Visuals/Handouts/Tests• Specifi cation organization• Resolving discrepancies• ILM Self-Test Blueprint Reading Principles 3 - Specifi cations, Discrepancies, and Path



Topic: Specifi cations • Describe the purpose of blueprints, and show examples of blueprints.• Describe the purpose of specifi cations and show examples.• Describe the standard method used to divide the specifi cations into 16 divisions.• Demonstrate the layout of the divisions and the subsections.• Explain how to navigate through the specifi cations.

Topic: Resolving Discrepancies Between Drawings and Specifi cations• Identify how discrepancies may occur.• List the procedures for resolving discrepancies in drawings.• Explain that specifi cations will always overrule drawings.

• Describe the purpose of blueprints and specifi cations.• Explain how they work together to support each other.• Explain which drawings and specifi cations take precedence.• List the order of precedence in resolving discrepancies.

• Create a critical path graphic to describe the process used to resolve discrepancies between drawings and specifi cations on the work site.

38






SCO - Delineations

41.3 describe the steps used to navigate through a set of working drawings

Topic: Drawing Orientation• Examine a set of drawings to ensure that they correspond with the index.• Examine each drawing to become familiar with all the drawings.• Check for discrepancies between drawings.• Check and confi rm dimensions.• Recognize the standard order of drawings.

Topic: Drawing Types• List the various drawing types.• Identify and interpret the information in each of the drawings: - location drawings (site, plot, landscape, survey, grading) - architectural drawings (fl oor plans, elevations, ceiling/lighting plans, roof plans, sections, details, interior elevation plans) - structural drawings (foundation plan, fl oor plan, roof plans, section plans, detail plans) - mechanical drawings (site plan, plumbing plans, HVAC plans) - electrical drawings (site plan, fl oor plan, ceiling/lighting plan) Topic: Navigating Through a Set of Drawings• Develop a checklist to become familiar with a set of drawings.• Demonstrate a logical pathway to navigate a drawing package.• Identify specifi c information that you need to fi nd on the drawings.• Decide which type of drawing will most likely yield specifi c information.• Demonstrate the ability to locate and interpret specifi c technical information from a set of drawings.• Demonstrate taking notes to interpret the information that you are required to fi nd, and communicate the information to another construction team member.

39





Texts/Teacher ResourcesAlberta Module 020107hBlueprint Reading Principles 3- Specifi cations, Discrepancies, and Pathpp. 1-46


SAS Resources

Visuals/Handouts/Tests• Navigating drawings checklist• ILM Self-Test Blueprint Reading Principles 3 - Specifi cations, Discrepancies, and Path



Topic: Drawing Orientation• Present a set of building plans to the students.• Review the plans, pointing out the points to look for.• Develop a plan with the students to help familiarize them with a set of drawings.• Explain the standard order of the drawings.

Topic: Drawing Types• Describe the six different types of drawings (location, architectural, structural, mechanical, electrical, and shop).• Explain the information that may be found on each drawing.• Challenge students to fi nd specifi c things on the drawings.

Topic: Navigating Through a Set of Drawings• Present a logical method for navigating drawings: 1. Determine what information you are looking for. 2. Classify the information according to one of the drawing types. 3. Check the drawing index for the drawing location. 4. Explain that the fl oor plan is a good starting point, and that the information may be found on more than one drawing.• Demonstrate navigating through a set of drawings, using examples in the ILM and Castilian plans.

Literacy• Document reading: Practice, with students, reading relevant documents.

• Create a checklist to become familiar with a set of drawings.• Create a list showing the standard order of drawings.• List the drawing types.• Create a list or chart of the drawing types.• Demonstrate the ability to fi nd and describe various items using a set of drawings.• Demonstrate the interpretation of information from plans by completing the exercises in the ILM.• Demonstrate the note-taking abilities required to communicate the information that you have found.

• Source a set of building plans and answer specifi c questions assigned by the instructor.• Complete material take-offs from a set of plans.• Create a fl oor plan of a simple house.• Create a complete set of house plans.





Basic Blueprint Reading(~9 hours Classroom Component)

Introduction Blueprints represent the key form of communication used to bring a project from an idea or concept through construction, to completion. They convey detailed instructions about the project from the architect to the contractor, and form a legal and binding document. It is essential that the apprentice become profi cient at reading and interpreting blueprints and understand the important role they play in the design and construction of a project.

42. Students will be able to fi nd required information on a set of blueprints, using systematic steps and guidelines for blueprint reading.

Assessment

Strategy


Resources Alberta Module 020107h, Basic Blueprint Reading

Specifi c

Curriculum

Outcome

SCO - Delineations Students will be expected to42.1 fi nd information and navigate between different views in a set of blueprints

42



Basic Blueprint Reading (~9 hours Classroom Component) SCO 42. Students will be able to fi nd required information on a set of blueprints, using systematic steps and guidelines for blueprint reading.



SCO - Delineations

42.1 fi nd information and navigate between the different views in a set of blueprints

Topic: Path to Information• Evaluate the information you require to determine a starting point.• Identify the drawing index.• Interpret the information found in the title block.• Select the type of drawing that is most likely to contain the required information.• Demonstrate the ability to fi nd specifi c technical information in a set of drawings.• Demonstrate the ability to move and reference between drawings.

Topic: Shop Drawings• Identify shop drawings.• Understand the importance of shop drawings and why they take precedence over other drawings.• Demonstrate the ability to interpret shop drawings and specifi cations. Topic: Identifying Discrepancies• Demonstrate the ability to identify discrepancies between drawings.• Demonstrate the ability to resolve a discrepancy by following the proper path (see Blueprint Reading Principles 3, ILM, outcome 42.2).• Demonstrate the ability to identify discrepancies between drawings and the National Building Code.

43




Basic Blueprint Reading (~9 hours Classroom Component) SCO 42. Students will be able to fi nd required information on a set of blueprints, using systematic steps and guidelines for blueprint reading.

Texts/Teacher ResourcesAlberta Module 020107hBasic Blueprint Readingpp. 1-38


SAS Resources

Visuals/Handouts/Tests• Resolving discrepancies• ILM Self-Test Basic Blueprint Reading

Internet• Blueprint reading• House plans



Topic: Path to Information• Show the students a complete set of working drawings.• Identify the drawing index as a starting point.• Identify the title block and interpret the information that it contains.• Review and list the types of drawings.• Suggest some items that you may want to fi nd and have the students identify which type of drawing they are most likely to be in.• Demonstrate navigating drawings to fi nd specifi ed information. • Demonstrate that some items may be represented on several drawings.

Topic: Identifying Discrepancies• Demonstrate how to identify discrepancies between drawings, and between drawings and specifi cations.• Review the path to resolving discrepancies.• To ensure compliance, compare information in drawings with information in the with the National Building Code.

Topic: Shop Drawings• Review the role of shop drawings, and explain why they take precedence over other drawings.

Literacy Reading Blueprints• Identify and interpret the drawing index and title block.• Identify the various drawing types.• Demonstrate the ability to navigate the drawing package to fi nd specifi ed information.• Demonstrate the ability to move between drawings, locating common information found on more than one drawing.• Demonstrate the ability to identify and resolve discrepancies between drawings.• Demonstrate the ability to identify discrepancies between drawings, and between drawings and specifi cations.• To ensure compliance, compare information in drawings with information in the National Building Code.• Complete the exercises in the ILM to reinforce the above concepts. Note: These exercises require the Castilian Plan Package (Part 1, DP020107i, and Part 2, Dp020107j).

• Obtain a construction tender package and review the drawings and specifi cations.



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Carpentry 801E - Roof Systems - Prince Edward Island · Roof Systems (CAR801E) Course Description...

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