COURSE DESCRIPTION - Newark Public Schoolscontent.nps.k12.nj.us/.../sites/111/2014/09/carpentry1-19… · Web viewIdentify materials associated with concrete, reinforcing materials

NEWARK PUBLIC SCHOOLS

Curriculum Guide:CARPENTRY I

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NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative

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NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson

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TABLE OF CONTENTS

COURSE DESCRIPTION...........................................................................................................................................................................7Recommended Textbooks/Resources..........................................................................................................................................................9COURSE PROFICIENCIES.....................................................................................................................................................................10Unit 1: Orientation & Safety........................................................................................................................................................................14Unit 2: Introduction to Carpentry Mathematics.........................................................................................................................................16Unit 3: Building materials, fasteners, and adhesives.....................................................................................................................................18Unit 4: Hand and power tools......................................................................................................................................................................20Unit 5: Reading Plans and Elevations.......................................................................................................................................................22Unit 6: Floor Systems.................................................................................................................................................................................24Unit 7: Wall and ceiling framing...............................................................................................................................................................26Unit 8: Introduction to Roof Framing........................................................................................................................................................28Unit 9: Introduction to concrete, reinforcing materials, and forms...........................................................................................................29Unit 10: Windows and exterior doors........................................................................................................................................................31Unit 11: Thermal and Moisture Protection................................................................................................................................................32Appendix A: Correlation with Common Core Mathematics and ELA-Literacy Standards......................................................................34

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Appendix B: Sample Qualifying Test from Union County Carpenter’s Union Curriculum.....................................................................39Appendix C: Squaring Layout Methods from Union County Carpenter’s Union Curriculum.................................................................50Appendix D: Literacy Activities................................................................................................................................................................52Appendix E: Writing in Response to Scenarios........................................................................................................................................57

THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and minds to value education.

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NEWARK PUBLIC SCHOOLS

SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

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COURSE DESCRIPTION

Carpentry I

Grades 10-11-12

Carpenters are skilled craftsmen who build structures and products from wood and other materials. If you want to pursue a formal carpentry education, the basic courses will teach you about the manual and power tools, building materials and safety procedures used in basic carpentry. Your choices for basic carpentry courses vary by institution or school. Some focus on the fundamental skills needed in carpentry, like working with tools, materials, ladders and other construction equipment. Blueprint reading, site layouts, framing, codes and markings may also be covered. Other common course topics include:

Millwork

Stair building

Floor construction

Basic masonry

Exterior and interior finishes

Deck installation

Cabinetry

Estimating

Bricklaying

First aid

Carpenter mathematics

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Field Experience and Apprenticeships

Many schools focus on hands-on training in their carpentry programs and courses. A mix of basic theory and practical application can provide you with the skills you'll need for employment in the field. Some schools offer actual onsite application of your acquired building and remodeling skills, and they allow you to be a part of an actual construction project and crew.

The U.S. Bureau of Labor Statistics (BLS) reports that in the U.S., no standard training requirements are in place for carpenters; it typically takes 3-4 years in an apprenticeship program to achieve proficiency (www.bls.gov).

The BLS also states that training may be acquired through apprenticeships or directly on the job, but apprenticeships are hard to come by, and on-the-job preparation may offer no formal instruction. Another option for aspiring carpenters is attending a trade or vocational school that offers practical application of the techniques learned. According to the BLS, many employers look highly upon such preparation and may start formally educated carpenters at higher levels of employment.

A Career in Carpentry

Carpenters often work in construction, and about one-third are self-employed, according to 2008 data from the BLS. At that time, the carpentry field was expected to grow by 13% from then through the year 2018, with the greatest job prospects expected for carpenters who are highly trained and experienced. The BLS stated that the median annual wage for carpenters was $39,470 in May of 2009.

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Recommended Textbooks/Resources

NCCER. (2013)1. Carpentry Fundamentals, Level 1.

NCCER. (2013)1. Carpentry Fundamentals, Level 2.

Glencoe McGraw-Hill. (Most recent revision). Carpentry and Building Construction.

1 Or most recent revision available. Content in this document adapted from NCCER materials with permission.9

COURSE PROFICIENCIES

THE STUDENTS WILL BE ABLE TO:

Unit 1: Orientation to the trade & job-site safety

1. Describe the history of the carpentry trade.

2. Identify the characteristics and responsibilities of a successful carpenter.

3. Identify opportunities within the carpentry trade.

4. Explain and demonstrate workplace/job-site safety.

Unit 2: Introduction to Carpentry Mathematics

5. Understand procedures, calculations, metric units, and tools for measurement.

6. Solve carpentry related problems involving decimals, percentages, and fractions.

7. Compute actual lengths and areas from a scale drawing.

8. Solve carpentry related problems involving area, volume, and surface area of two- and three-dimensional objects.

Unit 3: Building Materials, fasteners, and adhesives

9. Identify various types of building materials and their uses (e.g., hardwoods, softwoods, engineered lumber, fasteners, anchors, adhesives).

10. Identify the different grades and markings of wood building materials.

11. Identify the safety precautions associated with building materials, including proper storing and handling.

12. Calculate the quantities of lumber and wood products using industry-standard methods.

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Unit 4: Hand and power tools

13. Identify the hand and power tools commonly used by carpenters and describe their uses.

14. Use hand and power tools in a safe and appropriate manner.

15. Understand how to maintain hand and power tools.

Unit 5: Reading plans and elevations

16. Describe and use types of plans, elevations, and schedules.

17. Describe and use different types of drawings and lines used in plans.

18. Interpret symbols and abbreviations used in plans.

19. Understand and use specifications and building codes.

Unit 6: Floor Systems

20. Identify the different types of framing systems, floor joists, fasteners, and bridging.

21. Identify floor and sill framing and support members.

22. Describe and demonstrate methods and procedures for installing floor systems.

Unit 7: Wall and ceiling framing

23. Identify the components of a wall and ceiling layout.

24. Identify the common materials used in wall and ceiling framing.

25. Describe and demonstrate wall framing and ceiling techniques and procedures.

26. Estimate the materials required to frame walls and ceilings.11

Unit 8: Roof framing

27. Understand the terms and identify materials associated with roof framing.

28. Describe and demonstrate procedures and methods for roof framing.

29. Estimate the materials used in framing and sheathing a roof.

Unit 9: Introduction to concrete, reinforcing materials, and forms

30. Identify the properties of cement and the composition of concrete.

31. Perform volume estimates for concrete quantity requirements.

32. Identify materials associated with concrete, reinforcing materials and forms, and demonstrate their uses.

33. Explain the safety procedures associated with the construction and use of concrete forms.

Unit 10: Windows and exterior doors

34. Identify types of windows and doors and their component parts.

35. Describe and demonstrate window and door installation.

Unit 11: Thermal and moisture protection

36. Describe the requirements for insulation, moisture control, ventilation, and air infiltration.

37. Describe the characteristics of various types of materials used for thermal and moisture protection.

38. Calculate the required amounts of insulation for a structure.

39. Describe various methods of waterproofing.

40. Describe and demonstrate the procedures for installing insulation materials, vapor barriers, and building wraps.12

Carpentry I – SUGGESTED PACING

Unit 80 MINUTESHALF YEAR

50 MINUTESFULL YEAR

UNIT: 1 Orientation and safety 3-4 6-7UNIT: 2 Introduction to Carpentry Mathematics 7 – 9 12 – 15UNIT: 3 Building Materials, fasteners, and adhesives 6 – 8 10 – 13UNIT: 4 Hand and power tools 7 – 8 12 – 14UNIT: 5 Reading Plans and Elevations 15 – 17 24 – 29UNIT: 6 Floor Systems 18-19 30-32UNIT: 7 Wall and ceiling framing 15-16 24-27UNIT: 8 Introduction to concrete, reinforcing materials, and

forms3-5 6-8

UNIT: 9 Windows and exterior doors 9-10 15-16UNIT: 10 Thermal and moisture protection 6-7 9-12UNIT: 11 Basic Roof Framing 6-7 9-12TOTALS 95-110 DAYS 157-185 DAYS

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Unit 1: Orientation & SafetyEssential Questions Instructional

Objectives/Skills and Benchmarks

Types of Activities and Assessments that could support Objectives

Suggested Resources Academic Alignments to Unit Objectives

What are the expectations of this course?

What kinds of ethical decisions may a carpenter have to make?

What are some of the factors that should be considered when making decisions regarding ethics?

What are some training opportunities for people considering carpentry as a profession?

What are some of the careers and opportunities available within the carpentry trade?

What safety procedures exist on site?

1. Research the history of the carpentry trade.

2. Discuss the aptitudes, behaviors, and skills needed to be a successful carpenter.

3. Understand situations that require ethical reasoning decision making.

4. Identify career paths and specialties within the carpentry trade.

5. Explain the workplace/job-site safety procedures and their importance.

6. Recognize universal construction signs and symbols to function safely.

7. Identify the purpose of MSDS.

Use online or print resources to answer questions about changes in the carpentry trade over time.

Brainstorm a list of desirable dispositions in a carpenter and discuss why they are important.

Research career paths in carpentry and create a diagram or graphic that illustrates it.

Illustrate safety symbols and universal construction signs.

Appendix D Activities 1 & 2

Appendix E Scenarios: Crane Accident

Scenario Falling Accident

Bureau of Labor Statistic’s Occupational Outlook Handbook.

United Brotherhood of Carpenters and Joiners of America

National Association of Home Builders

Associated General Contractors of America

Associated Builders and Contractors

CPI21st Century9.4.12A.(3).19.4.12.B.19.4.12.B.(2).11-129.4.12B.409.4.12B.549.4.12B.599.4.12B.68

CCSSELA-Lit:RST.4RST.6SL.1WHST.2.bWHST.7–9

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http://www.abc.org/

http://www.abc.org/

http://www.agc.org/

http://www.agc.org/

http://www.hbi.org/

http://www.hbi.org/

https://www.carpenters.org/Home.aspx



http://www.bls.gov/ooh/

http://www.bls.gov/ooh/

Essential Questions Instructional Objectives/Skills and Benchmarks



What is the purpose of an MSDS?

What PPE is required on site?

8. Identify and explain the purpose of appropriate personal protective equipment (PPE).

Scenario

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Unit 2: Introduction to Carpentry MathematicsEssential Questions Instructional


Types of Activities and Assessments that could illustrate Objectives

Suggested Resources Academic Alignments

What mathematics are necessary for carpentry tasks?

What steps should be followed when solving real world and mathematical problems?

How are rulers and measuring tapes used in the carpentry trade?

How are percents used in the carpentry trade?

What is the relationship between fractions and decimals?

How can ratios be used to compute actual lengths from scale drawings?

Why is it important for carpenters to be familiar with the metric system?

What is area and surface area, and how can they be

1.Solve real world and mathematical problems involving addition, subtraction, multiplication, and division of whole numbers, decimals, and fractions, with and without a calculator.

2.Use a standard ruler, a metric ruler, and a measuring tape to measure.

3.Convert decimals to percentages and percentages to decimals, and solve problems involving finding the whole, given a part and a percent.

4.Convert fractions to decimals and decimals to fractions.

5.Compute actual lengths and areas from a scale drawing.

6.Explain what the metric system is and how it is

Appendix B: Sample Qualifying Test from Union County Carpenter’s Union Curriculum

Use addition, subtraction, multiplication and division to determine the profit for a given construction job.

Measure the dimensions of a rectangular room, and determine the surface area of the walls and ceiling. Use these calculations to determine how many plywood sheets of a given size are needed to cover the floor of the room, and how much paint should be purchased to cover the walls.

Determine take home pay after a given tax rate.

Give the same measurement in both fractions of an inch and decimals.

NCCER Module 00102-09

NCCER. (2006)2. Applied Construction Math Trainee Workbook.

CPI21st Century9.1.12.A.19.4.12.B.29.4.12.B.4

CCSSELA-Lit:WHST.2.b

Math:6.RP.37.NS.27.NS.37.G.17.G.68.G.9N.Q.3

2 Or most recent revision available.16


Types of Activities and Assessments that could illustrate Objectives

Suggested Resources Academic Alignments

calculated? important in the carpentry trade.

7.Use metric units of length, weight, volume, and temperature; manipulate and transform units appropriately when multiplying or dividing quantities.

8.Solve carpentry related problems involving area, volume, and surface area of two- and three-dimensional objects.

9.Choose an appropriate level of accuracy when giving the solution to problems, based on the accuracy of the measurements and the requirements of the project.

Given a scale drawing of a rectangular room, compute its actual dimensions in both American standard units and metric units.

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Unit 3: Building materials, fasteners, and adhesives Essential Questions Instructional




What kinds of materials are commonly used in buildings?

What are the uses of different types of hardwoods and softwoods?

How are different wood building materials graded and marked?

What are some safety precautions that should be used when working with building materials?

What are the proper ways to store and handle commonly used building materials?

What are the uses of engineered lumber?

What methods can be used to calculate the

1. Identify various types of building materials and their uses.

2. State the uses of various types of hardwoods and softwoods.

3. Identify the different grades and markings of wood building materials.

4. Identify the safety precautions associated with building materials.

5. Describe the proper method of storing and handling building materials.

6. State the uses of various types of engineered lumber.

7. Calculate the quantities of lumber and wood products

Calculate the quantities of lumber and wood products.

Given a selection of building materials, identify a particular material and state its use.

NCCER Module 27102-06 CPI21st Century Life Skills:9.4.12.B.69.4.12.B.139.1.12.A.19.4.12.B.(2).11-129.4.12.B.22

CCSSELA-Lit:L.6WHST.2.b

Math:7.RP.37.G.67.EE.37.EE.4

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quantities of lumber and wood products?

What fasteners, anchors and adhesives are commonly used in construction work?

using industry-standard methods.

8. Describe the fasteners, anchors, and adhesives used in construction work and explain their uses.

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Unit 4: Hand and power toolsEssential Questions Instructional




What hand and power tools are commonly used by carpenters and how are they used?

How can I be safe while operating power tools?

How can I keep power tools in good working order?

1. Identify the hand tools commonly used by carpenters and describe their uses.

2. Use hand tools in a safe and appropriate manner.

3. State the general safety rules for operating all power tools, regardless of type.

4. State the general rules for properly maintaining all power tools, regardless of type.

5. Identify the portable power tools commonly used by carpenters and describe their uses.

6. Use portable power tools in a safe and appropriate manner.

Demonstrate the safe and proper use of the followinghand tools: levels, squares, planes, clamps saws

Demonstrate or describe the safe and proper useof five of the following power tools: circular saw, portable table saw compound miter saw frame and trim saw, drill press, router/laminate trimmer, portable power plane, power metal shears, and pneumatic nailer/stapler

Appendix D Instructional Activity 3

Appendix E Power Tool Scenario

NCCER Module 27103-06 CPI21st Century Skills: 9.4.12.B.69.4.12.B.139.4.12.B.(2).11-129.4.12.B.229.4.12.C.(6).2

CCSSELA-Lit:RST.3L.6

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7. Use and maintain measuring, layout, and marking tools.

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Unit 5: Reading Plans and Elevations




How are plans, elevations, and schedules used?

What are the different types of drawings and lines included in plans, and how are they used?

How are various views and elevations used?

What are the different symbols and abbreviations included in plans?

What is the purpose of the different sections in a set of specifications?

How do you perform a quantity takeoff for materials?

How do I interpret

1. Describe the types of drawings usually included in a set of plans and list the information found on each type.

2. Identify the different types of lines used on construction drawings.

3. Read and interpret various views and elevations.

4. Identify selected architectural symbols commonly used to represent materials on plans.

5. Identify selected electrical, mechanical, and plumbing symbols commonly used on plans.

6. Identify selected

Interpret selected symbols and abbreviations used on drawings.

Read and interpret site/plot plans.

Read and interpret foundation, floor, and other plan view drawings.

Read and interpret elevation view drawings.

Read and interpret section and detail drawings.

Read and interpret schedules.

Read and interpret written specifications.

Perform a quantity takeoff for materials.

Appendix D Instructional Activities 4, 5 & 6

Appendix E Blueprint Reading Scenario

NCCER Module 27104-06 CPI21st Century Skills:9.1.12.A.19.4.12.B.99.4.12.B.14

CCSSELA-Lit:L.6RST.4RST.6–7WHST.2.b

Math:7.G.17.EE.3

22




building codes? abbreviations commonly used on plans.

7. Read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings.

8. State the purpose of written specifications.

9. Identify and describe the parts of a specification.

10. Demonstrate or describe how to perform a quantity takeoff for materials.

11. Interpret building codes.

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Unit 6: Floor Systems




What are the different types of framing systems, floor joists, and bridging?

How can I be sure to select and install the correct materials when installing a floor system?

What are the different kinds of floor and sill framing and support members?

How can I be sure to use the best methods when installing a floor system?

What is the purpose of subflooring and underlayment?

When should particular

1. Identify the different types of framing systems.

2. Read and interpret drawings and specifications to determine floor system requirements.

3. Identify floor and sill framing and support members.

4. Name the methods used to fasten sills to the foundation.

5. Given specific floor load and span data, select the proper girder/beam size from a list of available girders/beams.

6. List and recognize different types of floor joists.

7. Given specific floor

Lay out and construct a floor assembly.

Install bridging.

Install joists for a cantilever floor.

Install a subfloor using butt-joint plywood/OSB panels.

Install a single floor system using tongue-and-groove plywood/OSB panels.

Estimate the amount of material needed to frame a floor assembly.

Given specific floor load and span data, select the proper girder/beam and joist size from a list of available girders/beams/joists.

NCCER Module 27105-06 CPI21st Century Skills:9.4.12.B.69.4.12.B.139.4.12.B.22

Sci:5.2.8.E.2

CCSSELA-Lit:L.6RST.3RST.7

Math:7.G.17.EE.3

24




fasteners for floor framing be used?

How can I estimate the amount of materials that I need?

load and span data, select the proper joist size from a list of available joists.

8. List and recognize different types of bridging.

9. List and recognize different types of flooring materials.

10. Explain the purposes of subflooring and underlayment.

11. Match selected fasteners used in floor framing to their correct uses.

12. Estimate the amount of material needed to frame a floor assembly.

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Unit 7: Wall and ceiling framingEssential Questions Instructional




What are the components of a wall and ceiling layout?

What are the steps when laying out a wood frame wall?

What are the steps when erecting an exterior wall?

How do you install sheathing on walls?

How are walls framed in masonry construction?

How do you install ceiling joints?

1. Identify the components of a wall and ceiling layout.

2. Describe the procedures for laying out a wood frame wall, including plates, corner posts, door and window openings, partition Ts, bracing, and firestops.

3. Describe the correct procedure for assembling and erecting an exterior wall.

4. Identify the common materials and methods used for installing sheathing on walls.

5. Lay out, assemble, erect, and brace exterior walls for a frame building.

Lay out, assemble, erect, and brace exterior walls.

Cut and install ceiling joists on a wood frame building.

Estimate the materials required to frame walls and ceilings.

NCCER module 27106-06 CPI21st Century Skills: 9.4.12.B.69.4.12.B.139.4.12.B.229.4.12.B.749.4.12.B.75

Sci:5.2.8.E.2

CCSSELA-Lit:RST.3L.6WHST.2.b

Math:7.G.17.EE.3

26




6. Describe wall framing techniques used in masonry construction.

7. Describe the correct procedure for laying out ceiling joists.

8. Cut and install ceiling joists on a wood frame building.

9. Estimate the materials required to frame walls and ceilings.

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Unit 8: Introduction to Roof Framing Essential Questions Instructional




What terms describe the tools, materials, and procedures used in roof framing?

What is the difference between gable and hip roofs?

What are the types of trusses and sheathing used in roof framing?

How much material do we need to frame and sheath a particular roof?

1. Understand the terms associated with roof framing.

2. Identify the roof framing members used in gable and hip roofs.

3. Identify the various types of trusses used in roof framing.

4. Identify various types of sheathing used in roof construction.

5. Estimate the materials used in framing and sheathing a roof.

Use a framing square and speed square in laying out a roof.

Frame and sheathe a gable roof with an opening.

Erect a gable roof using trusses.

Estimate the materials used in framing and sheathing a roof.

NCCER Module 27108-06 CPI21st Century Skills: 9.4.12.B.69.4.12.B.139.4.12.B.229.4.12.B.749.4.12.B.75

CCSSELA-Lit:L.6

Math:7.G.17.EE.3

28

Unit 9: Introduction to concrete, reinforcing materials, and formsEssential Questions Instructional




What are the properties of cement?

What is concrete made out of?

How is the amount of concrete needed for a project calculated?

What are the types of concrete reinforcement materials and how are they used?

What are the types of footings and forms?

How can I be safe when using concrete forms?

What are the steps to erect, plumb, and brace a simple concrete form with reinforcement?

1. Identify the properties of cement.

2. Describe the composition of concrete.

3. Perform volume estimates for concrete quantity requirements.

4. Identify types of concrete reinforcement materials and describe their uses.

5. Identify various types of footings and explain their uses.

6. Identify the parts of various types of forms.

7. Explain the safety procedures associated with the construction and use of concrete forms.

Perform volume estimates for concrete quantity requirements.

Construct a simple concrete form with reinforcement.

Appendix E Concrete Foundations Scenario


NCCER Module 27109-06 CPI21st Century Skills: 9.4.12.B.69.4.12.B.139.4.12.B(2).11-129.4.12.B.229.4.12.B.75

Sci:5.2.12.D.5

CCSSELA-Lit:RST.3L.6WHST.2.b

Math:7.G.68.G.9N.Q.3

29




8. Erect, plumb, and brace a simple concrete form with reinforcement.

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Unit 10: Windows and exterior doorsEssential Questions Instructional




What types of windows are commonly used in buildings?

How are windows installed?

What are the requirements for proper window installation?

What are common types of exterior doors and thresholds?

How are doors installed?

1. Identify various types of fixed, sliding, and swinging windows.

2. Identify the parts of a window installation.

3. State the requirements for a proper window installation.

4. Install a pre-hung window.

5. Identify the common types of exterior doors and explain how they are constructed.

6. Identify the parts of a door installation.

7. Identify the types of thresholds used with exterior doors.

Install a pre-hung window.

Install a pre-hung exterior door.

Install a lockset.

Lay out and build a small stair unit with a handrail to a given rise.

NCCER Module 27203-07 CPI21st Century Skills: 9.4.12.B.69.4.12.B.139.4.12B.749.4.12B.75

CCSSELA-Lit:RST.3L.6

31

Unit 11: Thermal and Moisture Protection Essential Questions Instructional




What are the requirements for insulation?

What are the features of various types of insulation material?

How much insulation is needed?

How do I install insulation materials?

What are the requirements for moisture control and ventilation?

How do I install vapor barriers?

What are various ways to waterproof a building?

What are the

1. Describe the requirements for insulation.

2. Describe the characteristics of various types of insulation material.

3. Calculate the required amounts of insulation for a structure.

4. Install selected insulation materials.

5. Describe the requirements for moisture control and ventilation.

6. Install selected vapor barriers.

7. Describe various methods of waterproofing.

8. Describe air infiltration control requirements.

Install blanket insulation in a wall.

Install a vapor barrier on a wall.

Install selected building wraps.


Appendix E Insulation Installation Scenario

NCCER Module 27107-06 CPI21st Century Skills: 9.4.12.B.69.4.12.B.139.4.12.B.229.4.12.B.749.4.12.B.75

CCSSELA-Lit:L.6RST.3WHST.2.b

Math:7.G.17.EE.3

32




requirements for air infiltration?

How do I install building wraps?

9. Install selected building wraps.

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Appendix A: Correlation with Common Core Mathematics and ELA-Literacy StandardsCCSS code Common Core State StandardMath6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning

about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational

numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to placea towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

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CCSS code Common Core State StandardN.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.English Language Arts and Literacy for Technical Subjects

ELA.L.6 Grades 9–10: Acquire and use accurately general academic and domain-specific words andphrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Grades 11–12: Acquire and use accurately general academic and domain-specific words andphrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELA.RST.3 Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.Grades 11–12: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, analyzing the specific results based on explanations in the text.

ELA.RST.4 Grades 9–10: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.Grades 11–12: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

ELA.RST.6 Grades 9–10: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.Grades 11–12: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

ELA.RST.7 Grades 9–10: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Grades 11–12: Integrate and evaluate multiple sources of information presented in diverse formats

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CCSS code Common Core State Standardand media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

ELA.SL.1 Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly

draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly

draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional

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CCSS code Common Core State Standardinformation or research is required to deepen the investigation or complete the task.

ELA.WHST.2 Grades 9–10: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.Grades 11–12: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.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.

ELA.WHST.7 Grades 9–10: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationGrades 11–12: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

ELA.WHST.8 Grades 9–10: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Grades 11–12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

ELA.WHST.9 Grades 9–10: Draw evidence from informational texts to support analysis, reflection, and research.

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CCSS code Common Core State StandardGrades 11–12: Draw evidence from informational texts to support analysis, reflection, and research.

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Appendix B: Sample Qualifying Test from Union County Carpenter’s Union Curriculum

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Appendix C: Squaring Layout Methods from Union County Carpenter’s Union Curriculum

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Appendix D: Literacy Activities This reading section indicates literacy activities that may be used to promote both the standards and the required carpentry content. Note that these are just sample activities that promote literacy instruction as well as content for each of the standards. See Appendix A for the complete text of the Common Core ELA-Literacy standards cited.

Orientation and Safety

Instructional Activity 1: Students may do one or more of the following to demonstrate their understanding of the central ideas or conclusions drawn in text they read.

Students discuss and/or write text summaries based on their readings about safety issues in one or more texts. They can also discuss/write personal reflections, and respond to scenarios based on their readings. Students may write simple but accurate safety procedures for others to follow based on their readings.

Activity aligns to the following CCSS ELA-Literacy standards: RST.2-3, WHST.2, & SL.1Activity aligns to the following NOCTI Competencies:

o Display comprehension of workplace/job-site safety procedures o Exhibit knowledge of Materials Safety Data Sheet and personal protective equipment (PPE)

Instructional Activity 2: Students will read information, view videos, examine pictorial and written procedures covering various carpentry topics and

demonstrate their understanding through written work, oral explanations, debates, creation of objects, etc.

Activity aligns to the following CCSS ELA-Literacy standards: RST.10, SL.2, & WHST.9

Tools

Instructional Activity 3: Students can read information on the use and maintenance of hand tools; power tools; measuring layout, and marking tools and complete jigsaw activity as follows:

Class is divided into small groups of five or six students each. Each group is charged with learning about a specific tool or tool set. Students read about the use and maintenance of their particular tool or tool set. They work on a presentation together.

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Their goal is to explain and demonstrate the use of their tool or tool set, and the safety issues involved with it. In each group, each student has a graphic organizer to complete that specifies the different parts of their presentation, including the development of a quiz" on all points they will cover in their presentation.

Once each presenter is up to speed, the class reconvenes in heterogeneous group configurations. The new groups have one member from each of the different "expert" groups. Each student in each group educates the heterogeneous group about her or his specialty. The other students in the heterogeneous group take notes and are quizzed on the information at the end of each presentation.

Activity aligns to the following CCSS ELA-Literacy standards: RST.1 & 3 & SL.1, 4Activity aligns to the following NOCTI Tools and Accessories Competencies:

Use and maintain hand tools Use and maintain power tools Use and maintain measuring, layout, and marking tools Display understanding of tool safety issues

Blueprint and Building Plan Reading

Instructional Activity 4: Students read information, and then prepare for and participate in role play activities to demonstrate awareness of building codes. For example they might role play that they are members of a Town Council and their job is to lay out the specific plans for the town's building code. They need to cite specific text evidence in their proposals for this plan. This might include a debate about best procedures to follow and why.

Activity aligns to the following CCSS ELA-Literacy standards: RST.1, 7–8; SL.1Activity aligns to the following NOCTI Blueprint Reading and Estimation Competencies:

Demonstrate awareness of building codes

Instructional Activity 5: Students read a blueprint. They may do one or more of the following activities to demonstrate that they can follow a complex multi-step procedure:

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When presented with a blueprint, students will work in pairs to list materials they will need for the specific job. How much time would it take? What are the costs of materials? What are the labor costs involved?

Students will model procedures to check that they have the materials they need and that they understand the order of steps involved in completing the job. This includes what procedures they will follow if they find that some essential materials are missing or that specific preparation procedures have not been properly followed.

Students will view a sample blueprint and discuss the meanings of all the symbols and conventions used on it to specify what the final product will be.

Students will explain/discuss/write about the various conventions used in a specific blueprint to clarify what the final product will look like at different elevations and from different sides or views.

Students will display their understanding of symbols, lines, and details by sketching a product to scale based on full set of blueprints for that structure

Students will extrapolate information from a set of plans by critically reviewing more than one proposal for a specific structure.

Students will participate in a class contest. They will work in small teams to see who is most accurate in estimating the quantities of materials needed for a specific project. They need to be prepared to show how they did the estimation and why they used the procedures that they did.

Activity aligns to the following CCSS ELA-Literacy standards: RST.3, 4, 7; SL.1; WHST.6, 9 Activity aligns to the following NOCTI Blueprint Reading and Estimation Competencies:

Display comprehension of dimensions and scales Read and understand various views and elevations Display understanding of symbols, lines, and details Extrapolate information from a set of plans Estimate materials quantities

Instructional Activity 6: Students will work in groups to prepare a class word wall with specific symbols, key terms, and other domain-specific words.

This word wall will be continuously updated as the curriculum unfolds. Students will prepare simple blueprints with appropriate symbols, key terms, and other domain-specific words

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Activity aligns to the following CCSS ELA-Literacy standards: RST.4, L.6, WHST.6Activity aligns to the following NOCTI Blueprint Reading and Estimation Competencies:

Display comprehension of dimensions and scales Read and understand various views and elevations Display understanding of symbols, lines, and details

Concrete Foundations

Instructional Activity 7: Students will read step-by-step procedures for creating a form (or container) for pouring a concrete foundation and explain

why different forms are used for different purposes and why. (For example students will explain why foundations that support a structure's full weight need a different form than those that are only meant to provide a floor surface.)

Students will look at foundational procedures that out of order and rearrange them in a logical order describing their thinking as to why they chose the order they did.

Students will demonstrate their understanding of text by working in teams to construct a model form based on reading procedural instructions. This includes:

Given a written description of concrete density and the depth of the pour, students will work in teams to compute the forces that the form will have to endure and then create a model form that is potentially strong enough to withstand the weight of the concrete specified. Students will design plans to create that form. In it they need to be able to explain their calculations and why the form they are planning is appropriate for the job it needs to do.

Teams will then build a model. They will lay out the foundation and constructing and aligning both footing and foundation forms.

Teams will construct model footings that show the features necessary for weight bearing walls. Given a written description, with the appropriate parameters (such as model braces that can be later removed)

students will demonstrate the appropriate bracing techniques for their models.

Activity aligns to the following CCSS ELA-Literacy standards: RST.3, 6; SL.1, WHST.2.b, Activity aligns to the following NOCTI Foundations, Forms, and Concrete Competencies:

Lay out foundation Construct and align footing and foundation forms Install, brace, and align and remove formwork

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Understand concrete characteristics

Interior Systems

Instructional Activity 8: Students will read information about insulation and create a chart that shows when and how to use the appropriate insulation

materials for specific jobs. Students will compare, contrast, and evaluate different sources of information on insulation procedures including insulation

installation videos, procedural directions, and pictorial directions and discuss their clarity and the accuracy of the steps involved in the installation procedures.

Activity aligns to the following CCSS ELA-Literacy standards: RST.7, WHST.9Activity aligns to the following NOCTI Interior Systems Installation Competencies:

Install insulation Install and finish interior walls

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Appendix E: Writing in Response to Scenarios What follows are scenarios based on the NOCTI expected competencies. Each scenario contains a NOCTI problem that has more them one cause. Each scenario contains different viewpoints and each situation could have been clearly preventable if the appropriate procedures had been followed.

Students should read each of the scenarios, examine the point of view of each party, and read text that explains the correct way of proceeding in each of these types of cases.

Students may work individually, in pairs, or in groups, as the class covers the part of the NOCTI curriculum that is relevant to each scenario. Students should review the claims and counterclaims. Students should be prepared to write the information in a way that demonstrates their understanding of the content, the evidence, and the reasoning involved in each claim. Their main questions are:1. What are the claims and counterclaims; and the strengths and weaknesses of each of them?2. How could have the problem been prevented? 3. How can this problem be resolved?

Note: Rubrics designed to assess student work should include elements from all of the Technical Writing Standards above. See Appendix A for the complete text of the Common Core ELA-Literacy standards cited.

Orientation and Safety

Crane Accident Scenario: A worker building a concrete form next to a construction project was injured when a crane operator permitted a load of construction materials to swing into the area where he was working. The crane operator had a known alcohol problem and had been sent home previously for drinking on the job. Before the accident another worker had observed the crane operator walking in an unstable manner and had reported this to the construction foreman. But the foreman told the worker that the crane operator looked OK to him and anyway they did not have another crane operator available for that day. After the accident, the police checked for alcohol and found that the crane operator had more than double the legal maximum alcohol blood level. The injured worker has claimed that the construction company was grossly negligent because the crane operator should not have been permitted to operate the crane. Examine and evaluate the claims and counterclaims. How could have the problem been prevented? How can this problem be resolved?

Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6

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Scenario aligns to the following NOCTI Safety Competencies: Demonstrate safe material handling practices Display comprehension of workplace/job-site safety procedures

Falling Accident Scenario: A worker was seriously injured in a fall when a concrete floor that was poured the previous day collapsed. The contractor said that the concrete floor was too weak because the concrete mix used had the wrong mix of materials and the concrete supplier did not meet the specifications. The builder said that the supplier was given the proper specifications but that the concrete did not meet those specifications. The concrete supplier said that the builder was responsible for testing the concrete before it was accepted and that it had been tested and accepted. The concrete supplier said that they should also not be held responsible for the injury because the worker was not using the proper harness system that would have prevented his fall. Examine and evaluate the claims and counterclaims. How could have the problem been prevented? How can this problem be resolved?

Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6Scenario aligns to the following NOCTI Safety Competencies:

Exhibit knowledge of MSDS and personal protective equipment (PPE)

Tools

Power Tool Scenario: A worker was injured as a power saw cut through its own power cord. The worker received a shock that caused him to drop the saw. The saw fell and cut his leg. The contractor said that the worker was careless and caused his own injury. The OSHA representative said that the power circuit was required to have a ground fault detector that would have immediately shut off the power and prevented the shock. Examine and evaluate the claims and counterclaims. How could have the problem been prevented? How can this problem be resolved?

Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6Scenario aligns to the following NOCTI Tools and Accessories Competencies:

Use and maintain hand tools Use and maintain power tools Use and maintain measuring, layout, and marking tools Display understanding of tool safety issues

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Blueprint and Building Plan Reading

Blueprint Reading Scenario: A worker misread a blueprint and installed a window in the wrong wall. The worker said that the builder should have had a supervisor checking that the work was being done as specified on the blueprint. The contractor fired the worker, but the worker said that it was the contractor's fault because he was only an apprentice and there should have been a supervisor to check the work. Examine and evaluate the claims and counterclaims. How could have the problem been prevented? How can this problem be resolved?

Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6Scenario aligns to the following NOCTI Blueprint Reading and Estimation Competencies:

Demonstrate awareness of building codes Display comprehension of dimensions and scales Read and understand various views and elevations Display understanding of symbols, lines, and details Extrapolate information from a set of plans Estimate materials quantities

Concrete Foundations

Concrete Foundation Scenario: An apprentice worker built a form to allow a concrete foundation to be poured. When the concrete was poured, the form broke and the concrete poured into the basement area. The contractor did not check the form before the pour to see that it was strongly built. The contractor fired the worker because the concrete clean-up was very expensive. But the worker said that it was the contractor's fault because there should have been a supervisor there to check the work. Examine and evaluate the claims and counterclaims. How could have the problem been prevented? How can this problem be resolved?

Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6Scenario aligns to the following NOCTI Foundations, Forms, and Concrete Competencies:

Lay out foundation Construct and align footing and foundation forms Install, brace, and align and remove formwork

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Understand concrete characteristics

Interior Systems

Insulation Installation Scenario : Client claims that insulation in walls was inadequate because the interior space was not completely filled. The builder says that the contractor did not properly secure the insulation backing to the wall studs. The contractor says that the backing material was substandard and even though it was properly installed, the material was too weak and so the insulation fell to the bottom of the wall cavity. Examine and evaluate the claims and counterclaims. How could have the problem been prevented? How can this problem be resolved?

Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6Scenario aligns to the following NOCTI Safety Competencies:

Install insulation Install and finish interior walls

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Documents

COURSE DESCRIPTION - Newark Public Schoolscontent.nps.k12.nj.us/.../sites/111/2014/09/carpentry1-19… · Web viewIdentify materials associated with concrete, reinforcing materials