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Residential ConstructionAcademy
A u s t r a l i a C a n a d a M e x i c o S i n g a p o r e S p a i n U n i t e d K i n g d o m U n i t e d S t a t e s
Mark W. Huth
NOTICE TO THE READER
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Basic Principles for ConstructionMark W. Huth
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Library of Congress Cataloging-in-Publication DataHuth, Mark W.
Residential construction academy : basicprinciples for construction / Mark Huth.—1sted.
p. cm.ISBN 1-4018-3837-5
1. Building—Textbooks. I. Title.TH146.H88 2004690’.8—dc22 2003019061
ISBN: 1-4018-3837-5
Table of ContentsTable of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
About this Book . . . . . . . . . . . . . . . . . . . . . . . . . . xii
About the Author . . . . . . . . . . . . . . . . . . . . . . . . xvii
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . xviii
SECTION 1 The Construction Industry . . . . . . . . 1
Chapter 1 Organization of the Industry . . . . . . 4Glossary of Terms. . . . . . . . . . . . . . . . . . . . 5Construction Personnel . . . . . . . . . . . . . . . . 6An Overall View of Design and Construction . . 8Forms of Ownership . . . . . . . . . . . . . . . . . 10Review Questions . . . . . . . . . . . . . . . . . . . 13Activities . . . . . . . . . . . . . . . . . . . . . . . . 14
Chapter 2 Working in the Industry. . . . . . . . . 15Glossary of Terms . . . . . . . . . . . . . . . . . . . 16Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Working on a Team. . . . . . . . . . . . . . . . . . 17Communication . . . . . . . . . . . . . . . . . . . . 19Lifelong Learning. . . . . . . . . . . . . . . . . . . 20Review Questions . . . . . . . . . . . . . . . . . . . 21Activities . . . . . . . . . . . . . . . . . . . . . . . . 22
SECTION 2 Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Chapter 3 Job Site Safety . . . . . . . . . . . . . . . 32Glossary of Terms . . . . . . . . . . . . . . . . . . . 33Accidents . . . . . . . . . . . . . . . . . . . . . . . . 34OSHA . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Personal Protective Equipment . . . . . . . . . . 38
Hazard Communication Standard . . . . . . . . 39Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Trench Safety. . . . . . . . . . . . . . . . . . . . . . 43Electricity . . . . . . . . . . . . . . . . . . . . . . . . 44Review Questions . . . . . . . . . . . . . . . . . . . 53Activities . . . . . . . . . . . . . . . . . . . . . . . . 54
Chapter 4 Safety with Ladders, Scaffolds, and Machines . . . . . . . . . . . . . . . . 56Glossary of Terms . . . . . . . . . . . . . . . . . . . 57Scaffolds . . . . . . . . . . . . . . . . . . . . . . . . . 58Portable Ladders . . . . . . . . . . . . . . . . . . . 59Safe Climbing Habits. . . . . . . . . . . . . . . . . 60Internal Combustion Engines . . . . . . . . . . . 61Compressed Air . . . . . . . . . . . . . . . . . . . . 62Review Questions . . . . . . . . . . . . . . . . . . . 63Activities . . . . . . . . . . . . . . . . . . . . . . . . 64
SECTION 3 Construction Math . . . . . . . . . . . . . . . 67
Chapter 5 Whole Numbers. . . . . . . . . . . . . . . 70Glossary of Terms . . . . . . . . . . . . . . . . . . . 71Basic Principles . . . . . . . . . . . . . . . . . . . . 72Addition . . . . . . . . . . . . . . . . . . . . . . . . . 72Subtraction . . . . . . . . . . . . . . . . . . . . . . . 73Multiplication . . . . . . . . . . . . . . . . . . . . . 73Division . . . . . . . . . . . . . . . . . . . . . . . . . 74Combined Operations . . . . . . . . . . . . . . . . 75
Chapter 6 Decimals . . . . . . . . . . . . . . . . . . . 76Glossary of Terms . . . . . . . . . . . . . . . . . . . 77Basic Principles . . . . . . . . . . . . . . . . . . . . 78Addition and Subtraction of Decimal
Fractions . . . . . . . . . . . . . . . . . . . . . . . 78Multiplication of Decimal Fractions . . . . . . . 80Division of Decimal Fractions . . . . . . . . . . . 82
Chapter 7 Fractions . . . . . . . . . . . . . . . . . . . 84Glossary of Terms . . . . . . . . . . . . . . . . . . . 85Basic Principles . . . . . . . . . . . . . . . . . . . . 86Adding Fractions . . . . . . . . . . . . . . . . . . . 87
vi RESIDENTIAL CONSTRUCTION ACADEMY: BASIC PRINCIPLES OF CONSTRUCTION
Adding Mixed Numbers . . . . . . . . . . . . . . . 87Subtracting Fractions . . . . . . . . . . . . . . . . 87Multiplying Fractions . . . . . . . . . . . . . . . . 88Dividing Fractions . . . . . . . . . . . . . . . . . . 88Decimal and Common Fraction Equivalents . 90
Chapter 8 Linear Measure . . . . . . . . . . . . . . . 92Glossary of Terms . . . . . . . . . . . . . . . . . . . 93Reading a U.S. Customary Scale . . . . . . . . . 94Nominal Dimensions . . . . . . . . . . . . . . . . . 95Combining Feet and Inches . . . . . . . . . . . . 95Metric System . . . . . . . . . . . . . . . . . . . . . 96Perimeter Measure . . . . . . . . . . . . . . . . . . 97
Chapter 9 Area and Volume . . . . . . . . . . . . . . 98Glossary of Terms . . . . . . . . . . . . . . . . . . . 99Area of Squares and Rectangles . . . . . . . . 100Area of Triangles . . . . . . . . . . . . . . . . . . 102Area of Circles . . . . . . . . . . . . . . . . . . . . 102Volume of Rectangular Solids, Cubes,
and Cylinders . . . . . . . . . . . . . . . . . . . 103
Chapter 10 Right Angles . . . . . . . . . . . . . . . . 105Glossary of Terms . . . . . . . . . . . . . . . . . . 106Basic Principles . . . . . . . . . . . . . . . . . . . 1076-8-10 Method . . . . . . . . . . . . . . . . . . . . 108
Chapter 11 Combined Operations. . . . . . . . . . 110Basic Principles . . . . . . . . . . . . . . . . . . . 111
SECTION4Tools and Fasteners . . . . . . . . . . . . . 115
Chapter 12 Hand Tools—Selection, Use, and Care . . . . . . . . . . . . . . . 118Glossary of Terms . . . . . . . . . . . . . . . . . . 119Systems of Measurement . . . . . . . . . . . . . 120Tape Measure . . . . . . . . . . . . . . . . . . . . . 120Rafter Square. . . . . . . . . . . . . . . . . . . . . 121Stair Gauges . . . . . . . . . . . . . . . . . . . . . 122Speed Square . . . . . . . . . . . . . . . . . . . . . 122Combination Square . . . . . . . . . . . . . . . . 122
Table of Contents vii
Chalk Line Reel . . . . . . . . . . . . . . . . . . . 1236-8-10 Method and Checking Diagonals . . . 123Spirit Level . . . . . . . . . . . . . . . . . . . . . . 124Builder’s Level . . . . . . . . . . . . . . . . . . . . 125Laser Level . . . . . . . . . . . . . . . . . . . . . . 126Plumb Bob. . . . . . . . . . . . . . . . . . . . . . . 127Hammers. . . . . . . . . . . . . . . . . . . . . . . . 128Bars and Nail Pullers. . . . . . . . . . . . . . . . 129Screwdrivers. . . . . . . . . . . . . . . . . . . . . . 129Pliers . . . . . . . . . . . . . . . . . . . . . . . . . . 130Wrenches. . . . . . . . . . . . . . . . . . . . . . . . 131Hacksaw . . . . . . . . . . . . . . . . . . . . . . . . 133Handsaw . . . . . . . . . . . . . . . . . . . . . . . . 133Coping Saw . . . . . . . . . . . . . . . . . . . . . . 135Wallboard Saw . . . . . . . . . . . . . . . . . . . . 135Utility Knife. . . . . . . . . . . . . . . . . . . . . . 135Snips . . . . . . . . . . . . . . . . . . . . . . . . . . 136Pipe and Tubing Cutters. . . . . . . . . . . . . . 136Flaring Tool . . . . . . . . . . . . . . . . . . . . . . 137Swaging Tools . . . . . . . . . . . . . . . . . . . . 138Review Questions . . . . . . . . . . . . . . . . . . 139Activities. . . . . . . . . . . . . . . . . . . . . . . . 140
Chapter 13 Power Tools—Selection, Use, and Care . . . . . . . . . . . . . . . 143Glossary of Terms . . . . . . . . . . . . . . . . . . 144Power Tool Construction. . . . . . . . . . . . . . 145Power Tool Safety . . . . . . . . . . . . . . . . . . 146Portable Circular Saw . . . . . . . . . . . . . . . 146Saber Saw . . . . . . . . . . . . . . . . . . . . . . . 149Reciprocating Saw. . . . . . . . . . . . . . . . . . 151Drills . . . . . . . . . . . . . . . . . . . . . . . . . . 152Torches . . . . . . . . . . . . . . . . . . . . . . . . . 154Review Questions . . . . . . . . . . . . . . . . . . 156Activities. . . . . . . . . . . . . . . . . . . . . . . . 157
Chapter 14 Fasteners . . . . . . . . . . . . . . . . . . 161Glossary of Terms . . . . . . . . . . . . . . . . . . 162Nails. . . . . . . . . . . . . . . . . . . . . . . . . . . 163Screws. . . . . . . . . . . . . . . . . . . . . . . . . . 165Bolts. . . . . . . . . . . . . . . . . . . . . . . . . . . 166Anchors. . . . . . . . . . . . . . . . . . . . . . . . . 167
viii RESIDENTIAL CONSTRUCTION ACADEMY: BASIC PRINCIPLES OF CONSTRUCTION
Hollow-Wall Fasteners . . . . . . . . . . . . . . . 170Review Questions . . . . . . . . . . . . . . . . . . 172Activities. . . . . . . . . . . . . . . . . . . . . . . . 173
Chapter 15 Rigging . . . . . . . . . . . . . . . . . . . 174Glossary of Terms . . . . . . . . . . . . . . . . . . 175Slings . . . . . . . . . . . . . . . . . . . . . . . . . . 176Wire Rope . . . . . . . . . . . . . . . . . . . . . . . 176Web Slings . . . . . . . . . . . . . . . . . . . . . . . 179Chain Slings. . . . . . . . . . . . . . . . . . . . . . 182General Requirements for Use of All Slings . 182Hardware Attachments . . . . . . . . . . . . . . 187Crane Operations . . . . . . . . . . . . . . . . . . 189Review Questions . . . . . . . . . . . . . . . . . . 192Activities. . . . . . . . . . . . . . . . . . . . . . . . 194
SECTION 5 Print Reading . . . . . . . . . . . . . . . . . . . . 197
Chapter 16 Views . . . . . . . . . . . . . . . . . . . . . 200Glossary of Terms . . . . . . . . . . . . . . . . . . 201Isometric Drawings . . . . . . . . . . . . . . . . . 202Oblique Drawings . . . . . . . . . . . . . . . . . . 203Orthographic Drawings . . . . . . . . . . . . . . 203Review Questions . . . . . . . . . . . . . . . . . . 206Activities. . . . . . . . . . . . . . . . . . . . . . . . 207
Chapter 17 Scales. . . . . . . . . . . . . . . . . . . . . 208Glossary of Terms . . . . . . . . . . . . . . . . . . 209Scale Drawings . . . . . . . . . . . . . . . . . . . . 210Reading an Architect’s Scale . . . . . . . . . . . 212Review Questions . . . . . . . . . . . . . . . . . . 214Activities. . . . . . . . . . . . . . . . . . . . . . . . 215
Chapter 18 Alphabet of Lines . . . . . . . . . . . . 216Glossary of Terms . . . . . . . . . . . . . . . . . . 217Object Lines . . . . . . . . . . . . . . . . . . . . . . 218Dashed Lines . . . . . . . . . . . . . . . . . . . . . 218Extension Lines and Dimension Lines . . . . 220Centerlines . . . . . . . . . . . . . . . . . . . . . . 220Leaders . . . . . . . . . . . . . . . . . . . . . . . . . 221Cutting-Plane Lines. . . . . . . . . . . . . . . . . 221
Table of Contents ix
Review Questions . . . . . . . . . . . . . . . . . . 223Activities. . . . . . . . . . . . . . . . . . . . . . . . 224
Chapter 19 Use of Symbols . . . . . . . . . . . . . . 225Glossary of Terms . . . . . . . . . . . . . . . . . 226Door and Window Symbols . . . . . . . . . . . . 227Materials Symbols. . . . . . . . . . . . . . . . . . 227Electrical and Mechanical Symbols . . . . . . 230Reference Marks . . . . . . . . . . . . . . . . . . . 231Abbreviations. . . . . . . . . . . . . . . . . . . . . 234Review Questions . . . . . . . . . . . . . . . . . . 236Activities. . . . . . . . . . . . . . . . . . . . . . . . 237
Chapter 20 Plan Views . . . . . . . . . . . . . . . . . 238Glossary of Terms . . . . . . . . . . . . . . . . . . 239Site Plans . . . . . . . . . . . . . . . . . . . . . . . 240Foundation Plans . . . . . . . . . . . . . . . . . . 241Floor Plans . . . . . . . . . . . . . . . . . . . . . . 242Review Questions . . . . . . . . . . . . . . . . . . 244Activities. . . . . . . . . . . . . . . . . . . . . . . . 245
Chapter 21 Elevations. . . . . . . . . . . . . . . . . . 246Glossary of Terms . . . . . . . . . . . . . . . . . . 247Orienting Elevations . . . . . . . . . . . . . . . . 248Information on Building Elevations . . . . . . 251Review Questions . . . . . . . . . . . . . . . . . . 253Activities. . . . . . . . . . . . . . . . . . . . . . . . 254
Chapter 22 Sections and Details . . . . . . . . . . 255Glossary of Terms . . . . . . . . . . . . . . . . . . 256Sections . . . . . . . . . . . . . . . . . . . . . . . . 257Other Large-Scale Details . . . . . . . . . . . . . 257Orienting Sections and Details . . . . . . . . . 257Review Questions . . . . . . . . . . . . . . . . . . 263Activities. . . . . . . . . . . . . . . . . . . . . . . . 264
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
x RESIDENTIAL CONSTRUCTION ACADEMY: BASIC PRINCIPLES OF CONSTRUCTION
Home Builders Institute Residential Construction Academy: Basic Principles for Construction
About the Residential Construction Academy Series
One of the most pressing problems confronting the building industry today is the shortage of skilledlabor. It is estimated that the construction industry must recruit 200,000 to 250,000 new craftworkers each year to meet future needs. This shortage is expected to continue well into the nextdecade because of projected job growth and a decline in the number of available workers. At thesame time, the training of available labor is becoming an increasing concern throughout the coun-
try. This lack of training opportunities has resulted in a shortage of 65,000 to 80,000 skilled workers per year.The crisis is affecting all construction trades and is threatening the ability of builders to build quality homes.
These are the reasons for the creation of the innovative Residential Construction Academy Series. TheResidential Construction Academy Series is the perfect way to introduce people of all ages to the buildingtrades while guiding them in the development of essential workplace skills including carpentry, electrical,HVAC, plumbing, and facilities maintenance. The products and services offered through the ResidentialConstruction Academy are the result of cooperative planning and rigorous joint efforts between industryand education. The program was originally conceived by the National Association of Home Builders(NAHB)—the premier association of over 200,000 member groups in the residential construction indus-try—and its workforce development arm, the Home Builders Institute (HBI).
Construction professionals and educators created National Standards for the Construction trades. In thesummer of 2001, the NAHB, through the HBI, began the process of developing residential craft standardsin five trades. They are carpentry, electrical wiring, HVAC, plumbing, and facilities maintenance. Groups ofconstruction employers from across the country met with an independent research and measurement or-ganization to begin the development of new craft-training Standards. The guidelines from the NationalSkills Standard Board were followed in developing the new standards. In addition, the process met or ex-ceeded the American Psychological Association standards for occupational credentialing.
Then, through a partnership between HBI and Delmar Learning, learning materials—textbooks, videos,and instructor’s curriculum and teaching tools—were created to effectively teach these standards. A foun-dational tenet of this series is that students learn by doing. A constant focus of the Residential Construc-tion Academy is teaching the skills needed to be successful in the Construction industry and constantlyapplying the learning to real-world applications.
Perhaps most exciting to learners and industry is the creation of a National Registry of students whohave successfully completed courses in the Residential Construction Academy Series. This registry or tran-script service provides an opportunity for easy access for verification of skills and competencies achieved.The Registry links construction industry employers and qualified potential employees together in an on-line database facilitating student job search and the employment of skilled workers. For more informationon the Residential Construction Academy Series, visit www.residentialacademy.com
PrefacePreface
xi
About This BookAbout This Book
Whether an individual chooses a career as a skilled craftsperson or is striving to becomea general contractor, Basic Principles for Construction provides the necessary back-ground for understanding the construction industry and the basic skills for learning aspecific trade.
Basic Principles for Construction is an outstanding resource for new and advancing construction stu-dents, or for those considering entering a construction program. This text provides a solid foundation tolearn the major trade areas—carpentry, electrical wiring, HVAC, plumbing, and facilities maintenance. Itintroduces students to the industry—explaining how it is organized and how to successfully gain em-ployment—and also covers the need-to-know information for the daily activities associated with workingin the industry, including safety, basic math, tools, and blueprint reading.
OrganizationThis textbook is organized in a logical sequence that is easy to learn and teach, and is divided into fivemajor sections:
• Section 1: The Construction Industry is designed to provide students with background on the indus-try. It introduces students to the organization and leadership structure, as well as the importance of ethics,teamwork, and effective communications with others to successfully complete a job.
• Section 2: Safety covers the all-important elements of safely working on a job site, including workingwith electricity, hazardous materials, scaffolding, ladders, and compressed air. It also covers OSHA regula-tions, practical housekeeping, and personal protective equipment to ensure safe work habits.
• Section 3: Construction Math reviews basic math skills and how to practically apply these skills on thejob. Examples and practice problems are integrated into the chapters to increase student aptitude in work-ing out various construction problems. The section concludes with a chapter on combined operations, whichillustrates the necessity of having the ability to utilize several math skills in completing a single job.
• Section 4: Tools and Fasteners introduces students to the selection, use, and care of the various handand power tools required to complete a job, as well as different types of fasteners. The section also in-cludes a chapter on the basics of rigging as it applies to residential construction.
• Section 5: Print Reading emphasizes the elements and features of basic residential blueprints and howto accurately read them. Activities at the end of each chapter encourage students to practice their blue-print reading skills.
xii
Leanna Clark
Journeyman inside wireman, Barton Electric in Trenton,Illinois
Leanna completed one year of Job Corps training andprogressed to a five-year apprenticeship programthrough the International Brotherhood of ElectricalWorkers (IBEW), the trade union that placed Leanna inher current job. Admission to the program was compet-itive: Out of 400 applicants each year, Leanna’s localunion accepts only 10 to 20 apprentices. Applicantsmust complete at least one year of high school alge-bra. A high school graduate, Leanna credits her successto her strong math background. In 2002, Leanna re-ceived the Shirley Wiseman Lach award for exceptionalpromise.
Leanna once planned to study urban forestry. But whenthe Job Corps introduced her to some more immediateoptions, she embraced electrical work. Leanna’s ap-prenticeship increased her enjoyment of the trade, andshe loved getting paid for full-time work while shelearned. She attended classes one or two nights eachweek, studying electrical theory and gaining shop ex-perience.
Leanna works from 7:00 a.m. until 3:30 p.m. installingpower receptacles and lighting. Each job progressesfrom the installation of pipe and conduit, throughwiring, hookup, and testing. Leanna reads blueprintsand works with wire strippers, lineman’s pliers, slip-joint pliers, and a hammer. She interacts with carpen-ters, plumbers, and HVAC technicians.
ON THE JOB
HISTORY
EDUCATION
TITLE
“I like the versatility,” says Leanna. “I like working in-side and out, in homes and businesses. There’s alwayssomething changing or a new way to do a job. I get towork with a variety of people and learn from them,”adds the technician. She considers her career an essen-tial trade that offers very good work for good pay, andrecently bought her first home.
“I’m not very big,” states Leanna, whose 5-foot 4-inchstature makes lifting a 12-foot ladder or carrying bun-dles of pipe difficult. She has met the challenge bylearning how to use her body weight to gain leverage.“I’m working with experienced journeymen, so as wellas learning a trade, I’m learning to be an effective me-chanic,” Leanna explains.
At Job Corps, Leanna learned to persevere in toughtimes and to learn from her mistakes. She values theconfidence and sound safety practices gained throughher training. Without an education, “you couldn’t do itat all. You could get hurt so quickly,” warns Leanna.“With education, you can do anything you want. It justopens doors.” Leanna continues her education by tak-ing voluntary courses covering code updates and tech-nical advances.
“I’m very satisfied with the choice I made because Ilearned a trade I can take anywhere,” confirms thejourneyman. She is currently considering an opportu-nity to assist in the rebuilding process in Iraq. Leannaenjoys the hands-on nature of her work and wants tostay on construction sites as long as she can.
“I never thought I would be a construc-tion worker. It’s a joy to be able to go towork and like what you’re doing. Noteveryone has that privilege. Just try it.”
WORDS OF ADVICE
FUTURE OPPORTUNITIES
IMPORTANCE OF EDUCATION
CHALLENGES
BEST ASPECTSSuccessS t o r i e s
obsite Safetyobsite SafetyChapter 3
OBJECTIVES
Chapter 3
After completing this chapter, the student should be able to:
X explain what an accident is and what causes accidents.
X define OSHA and explain its impact on construction workers.
X identify the appropriate PPE for common work situations and explainhow to use it.
X explain the Hazard Communication Standard and find information on aMaterial Safety Data Sheet.
X explain how fires are ignited, sustained, and extinguished.
X recognize the dangers of working in trenches and explain how to worksafely in a trench.
X explain electric shock and list safety considerations in working aroundelectricity.
32
CHAPTER 3 Jobsite Safety 33
Glossary of Terms
ampere the unit of measurement ofelectric current.
class A fire a fire that involves or-dinary materials like paper, cardboard,and wood. Class A fires can be extin-guished with water.
class B fire a fire that involvesflammable liquids. Class B fires areextinguished with either dry chemi-cals or CO2 (carbon dioxide).
class C fire an electrical fire. Class Cfires are extinguished with CO2 (car-bon dioxide).
conductor a material that allowselectricity to flow.
fire triangle consists of heat, fuel,and oxygen (the three sides of thetriangle); the three elements must bepresent for a fire to burn.
ground (electrical) a conductingbody that serves as the common returnpath for an electric circuit. A groundtypically has zero potential. The earthmay also be used as a ground.
ground fault circuit interrupter(GFCI) a protective device thatopens the electric circuit when an im-balance in the amount of current flowbetween the conductors is sensed.
horseplay practical jokes and play-ful activity that are inappropriate ona construction site.
labels user instructions found onmost construction products. The prod-uct label contains valuable informa-tion.
Material Safety Data Sheet(MSDS) gives complete informationabout the product and what to do inthe event of exposure. An MSDS is re-quired to be available for any sub-stance that might be harmful.
OSHA refers both to the state andfederal Occupational Safety andHealth Administration and also tostate administrations. OSHA alsostands for the Occupational Safetyand Health Act, which is administeredby the Occupational Safety andHealth Administration. OSHA gener-ally refers to the laws that are in-tended to keep workers safe.
personal protective equipment(PPE) any safety equipment youwear to protect yourself from safetyhazards.
Right to Know rule the OSHA rulethat says that every worker has aright to know about any substanceson the job that might be harmful tohumans.
voltage the electrical pressure thatcauses current to flow, measured involts (sometimes abbreviated as V).Voltage is sometimes called electro-motive force (EMF) because it is theforce that causes electrons to move.Voltage also represents the differenceof potential, or potential difference,in a circuit.
working conditions the things inthe work environment that affect yourwork.
work practices the things a workerdoes and how he or she works—thesepractices have a lot to do with safety.
Learning Features such as the Objectivesand Glossary set the stage for the coming bodyof knowledge and help the learner identify keyconcepts and information. These learning fea-tures serve as a road map throughout each chap-ter and offer a practical resource for referenceand review.
A Success Story opens each section, providing insights,advice, and motivation from professionals working in a va-riety of construction trades, offering an insider’s view ofconstruction as a career.
FeaturesThis innovative series was designed with input from educators and industry and informed by the curricu-lum and training objectives established by the Standards Committee. The following features aid learning:
About This Book xiii
xiv RESIDENTIAL CONSTRUCTION ACADEMY: BASIC PRINCIPLES OF CONSTRUCTION
40. According to Figure 6–7, what is the wall thickness of1-inch schedule 80 pipe?
Division of DecimalFractionsTo divide decimal fractions, use the same procedure as withwhole numbers. Move the decimal point of the divisor to theright as many places as necessary to make it a whole num-ber. Move the decimal point of the dividend the same num-ber of places to the right. Add zeros to the dividend asnecessary to allow you to move the decimal point. Place thedecimal point in the answer directly above the decimal pointin the dividend. Divide as with whole numbers. Zeros may beadded to the dividend to make the number of decimal placesrequired for the answer.
EXAMPLE F Divide 0.6150 by 0.75.
Move the decimal point 2 places to the right in thedivisor.
Move the decimal point 2 places in the dividend.Place the decimal point in the answer directly above the
decimal point in the dividend.Divide as with whole numbers.
0.82Divisor → 0 75. )0 61.50 Dividend
60 01 501 50
Divide 10.7 � 4.375. Round the answer to 3 decimal places.
Move the decimal point 3 places to the right in thedivisor.
Move the decimal point 3 places in the dividend, adding2 zeros.
Place the decimal point in the answer directly above thedecimal point in the dividend.
Add 4 zeros to the dividend. One more zero is addedthan the number of decimal places required in theanswer.
Divide as with whole numbers.
→
82 SECTION THREE CONSTRUCTION MATH
119.
5
Figure 6–8
2.4457 � 2.4464 375. )10 700.0000
8 7501 950 01 750 0
200 00175 0025 0021 875
3 12503 0625
625
Divide the following quantities:
41. 144� 0.6
42. 96 ft.�1.5
43. 4.85 gal.� 6
44. 10.278 in.� 0.25
45. 1.447 yd.�6.11
Solve the following problems:
46. In Figure 6–8, each of 23 courses of siding is equallyspaced. How much of each piece of siding is showing?
47. How many pieces of 2.25-inch flooring will be required
Inspection and DefectsBefore you plug the saw in, inspect it to make sure it is
in good condition and safe to use. Inspect the power cord tosee that the insulation has not been broken, the plug is notbroken or deformed, and the point where the cord attachesto the saw is tight and in good condition. Check to see thatthe blade is installed properly, with the teeth pointing up infront, and that it is the proper blade for the job you will do.Check the guard to see that it retracts completely. Are thereany loose parts? The guard is the only part that should move.Do not use the saw if any of the above defects are present.
Crosscutting (Cutting Off a Piece ofa Board)
Crosscutting is the most common use of a portable circu-lar saw.
1. Check to see that a crosscut or combination blade isinstalled with the teeth pointing in the right direction(up in front).
CAUTION: Do not overtighten the blade nut. Mostsaws have a special washer under the nut that al-lows the blade to slip if it binds in the cut. Thisprevents the saw from kicking back out of the cutand injuring the operator.
2. Adjust the shoe so that the blade penetrates about 1/8inch to 1/4 inch through the stock.
CAUTION: Do not set the blade to cut deeper thannecessary. Keeping the blade inside the cut willshield much of it from the operator.
3. Check the blade guard to see that it works freely.4. Rest the piece to be cut on sawhorses so that none of
the portion to be cut off is supported (Fig. 13–8).
CAUTION: The stock being cut off should not beheld or supported in any way. To do so might causethe blade to bind in the kerf. Let it fall free.
5. Mark a line on the stock where it is to be cut off,using a square and a sharp pencil.
6. Plug the saw in.7. Grasp the saw by the two handles and turn it on.8. Rest the forward end of the shoe on the stock, and
push it slowly but firmly into the stock. Avoid turningthe saw from side to side. Keep the saw kerf (blade) onthe scrap side of the pencil line.
CAUTION: If the saw binds, turn it off without try-ing to remove it from the kerf. With the saw offand unplugged, reposition the stock so that thesaw can be easily removed. Start the cut over at thebeginning.
9. After the cut is complete, release the trigger switchbut hold the saw until the blade stops. Check to seethat the blade guard has returned to cover the bladebefore setting the saw down.
10. Unplug the saw.
148 SECTION FOUR TOOLS AND FASTENERS
Figure 13–8 Saw cuts made over the end of the supports sothat the waste will not bind the blade.
Review Questions
B What are the two main causes of workplaceaccidents?
C Explain why it can be dangerous to do a job forwhich you have not been trained.
D What kind of safety information might be found onthe label of a container of adhesive?
E Name three safety devices that are found onconstruction tools or equipment.
F How could a misunderstood message be a safetyhazard?
G How can prescription medicine be a safety hazard?
H Name a working condition that might be a safetyconcern, and explain what you would do about it.
I What is the overall purpose of OSHA?
J What is MSDS an abbreviation for?
1) In your own words, state the five rules given in thischapter for handling hazardous materials.
1! What should you do if you find hazardous conditionson your work site?
1@ List six items of PPE.
1# How much noise does it take to begin to damageyour hearing?
1$ What are the three parts of the fire triangle?
1% What are the four classes of fires, and what kinds offire does each represent?
1^ Name two classes of fires that should never beextinguished with water and explain why.
1& How can you tell which classes of fire a particularfire extinguisher can be used for?
1* Explain why working in a trench can be dangerous.
1( At what depth can the weight of soil be so muchthat it prevents a person from breathing?
2) What are two precautions that can make trench worksafer?
2! What is the force called that causes electric currentto move through a conductor?
2@ Which has higher electrical resistance, wet wood ordry wood?
2# Describe the flow of electricity for a completecircuit when a person standing on wet groundtouches an electric wire with faulty insulation.
2$ List seven safety rules for electricity given in thischapter. You may refer to the chapter as you listthese, but do not copy word for word from thechapter. Use your own words.
CHAPTER 3 Jobsite Safety 53
Caution features highlight safety issues and urgent safetyreminders in working with the various tools in industry sostudents can avoid potential mishaps.
Examples and Practice Problems integrated into themath chapters illustrate to students, step by step, the var-ious methods of working out construction problems. In ad-dition, it encourages them to practice and improve theirmath skills.
Review Questions are designed to reinforce the informa-tion in the chapter as well as give students the opportunityto think about what has been learned and what they haveaccomplished.
CHAPTER 3 Jobsite Safety 55
Electric shock is a result of an electric current flowingthrough the body. The amount of current that flowsthrough the body is determined by the makeup of thebody (lean body tissue or fat), the entry and exit pointson the body, the degree of moisture present on the skin,and the amount of voltage applied to the body. Usingthe ohmmeter function of a digital multimeter, you willmeasure your body resistance between several points.Then you will perform some simple calculations to de-termine the amount of voltage required to cause a fatalcurrent to flow through your body.
DO NOT ATTEMPT TO PROVE THIS!
Materials Required:
• A digital multimeter with test leads
After completing this activity, you should understandthe operation of a ground fault circuit interrupter.
1. Set your digital multimeter to the resistance range.(If you do not have an auto ranging digitalmultimeter, you will need to find the range that willyield the best readings.)
2. Insert the black test lead into the common jack onthe digital multimeter.
3. Insert the red test lead into the volt/ohm jack on thedigital multimeter.
4. Hold one test probe lightly in your right hand and theother test probe lightly in your left hand. Record yourresistance measurement:From right hand to left hand __________ ohms.
5. Gradually increase the pressure with which you areholding the test probes. Record your resistancemeasurement:Increased pressure from right hand to left hand__________ ohms.
6. Hold one test probe in one hand and place the othertest probe on your foot. Record your resistancemeasurement:From hand to foot __________ ohms.
7. Using a small amount of water, moisten your thumband index finger of both hands. Now place one test
probe between the thumb and index finger of yourright hand. Place the other test probe between thethumb and index finger of your left hand. Record yourresistance measurement:Moistened right hand to left hand ________ ohms.
8. Step 7 completed the measurements, and so turn yourmeter off.Perform the following calculations. Since we knowthat 0.1 ampere of current is considered to be fatal,we will calculate the amount of voltage required tocause 0.1 ampere of current to flow through variousparts of your body. We will also see the effects whenmoisture is added. Again,
DO NOT ATTEMPT TO PROVE THIS!
We will use the formula volts � ohms � 0.1 ampere
1. Voltage from hand to hand (dry) from step 4:____________ volts
2. Voltage from hand to hand (squeezed tightly) fromstep 5:____________ volts
3. Voltage from hand to foot from step 6:____________ volts
4. Voltage from hand to hand (moist) from step 7:____________ volts
Analysis:1. What happened to the resistance reading from hand
to hand when you increased the pressure with whichyou were holding the test probes?
2. How does your resistance reading compare betweenyour hand-to-hand measurement and your hand-to-foot measurement?
3. If you were to come in contact with an electriccurrent, would you have a better chance of survivingif the current was allowed to flow from hand to hand,or from hand to foot? Explain your reasoning.
4. How does your resistance reading compare betweenyour hand-to-hand measurement when your skin wasdry and your hand-to-hand measurement when yourskin was moist?
5. If you were to come in contact with an electriccurrent, would you have a better chance of survivingif your skin was dry or moist? Explain your reasoning.
PROCEDURE
MEASURING BODY RESISTANCE
Activities
1. Search newspapers to find a report of a recentconstruction accident. If you do not subscribe to anewspaper or your paper does not describe aconstruction accident, you will find copies of manynewspapers in the library and on the Internet. Makea copy of the article for your report.
2. Write a very brief description of your own, givingjust the most important facts about the accident,including what caused it.
3. Explain what safety rules were broken to cause theaccident and how it could have been prevented.
4. Give a brief report on the accident to your class.
Visit a construction site or base this activity on con-ditions in your school lab. Describe each of thesafety hazards you see, explain why it is a hazard,and describe what has been done or should be doneto correct the hazard. Find at least five hazards thateither exist or have been corrected or avoided. Makea form like the one below to record your findings.
Refer to the MSDS in Figure 3–10 to answer the fol-lowing questions:
1. What is the product? _________________________2. What phone number would you call if there was
an emergency involving large amounts of thisproduct? ______________________________________________________________________________
3. At what temperature will this product ignite? _______Would you say it is highly flammable or not? ______
4. What should be done if someone inhales the vaporsof this product? _________________________________________________________________________
5. What PPE is recommended for those working withthis material? _______________________________
Sketch a floor plan of your school shop or your job site, indicating where fire extinguishers are located. List the classes of fires that can be extin-guished with each fire extinguisher on yoursketch.
FIRE
MATERIAL SAFETY DATA SHEET (MSDS)
SAFETY HAZARDS
ACCIDENT REPORT
54 SECTION TWO SAFETY
HAZARD WHY A HAZARD RECOMMENDATION TO CORRECT
Activities complete each chapter where applica-ble, and are intended to provide students with apractical “hands-on” experience as it relates to thereading within the text. Everything from identifica-tion to Internet research, critical thinking, andbuilding—these activities bring the key points ofthe chapter to life!
How to Use This Book xv
Turnkey Curriculum and Teaching MaterialPackageWe understand that a text is only one part of a complete, turnkey educational system. We also understandthat instructors want to spend their time on teaching, not preparing to teach. The Residential Construc-tion Academy Series is committed to providing thorough curriculum and preparatory materials to aid in-structors and alleviate some of those heavy preparation commitments. An integrated teaching solution isensured with the text, Instructor’s e.resource™, and print Instructor’s Resource Guide.
e.resource™Delmar Learning’s e.resource™ is a complete guide to classroom management. Designed as an integratedpackage, the e.resource offers the Instructor with many valuable tools, including PowerPoint, a Comput-erized Test Bank, and an Image Library, as well as the chapter outlines and answers to review questionsavailable through the electronic version of the print Instructor’s Resource Guide.
PowerPointThe series includes a complete set of PowerPoint Presentations providing lecture outlines that can be
used to teach the course. Instructors may teach from this outline or can make changes to suit individualclassroom needs.
Computerized TestbankThe Computerized Testbank contains hundreds of questions that can be used for in-class assignments,
homework, quizzes, or tests. Instructors can edit the questions in the testbank, or create and save newquestions.
Image LibraryAn Image Library offers instructors the option of creating their own classroom presentations by pro-
viding electronic versions of all line art and photos from the textbook.
Instructor’s Resource GuideAn instructor’s version of lecture outlines, the Instructor’s Resource Guide provides a step-by-step
breakdown of the key points found in each chapter, along with “Teaching Tips” and correlating PPT pre-sentation slides, creating a completely streamlined and integrated approach to teaching. Also included areanswers to the Review Questions that appear at the end of each chapter. The Instructor’s Resource Guideis available in electronic and print versions.
Online CompanionThe Online Companion is an excellent supplement for students that features many useful resources
to support the Basic Principles for Construction book. Linked from the Student Materials section of www.residentialacademy.com, the Online Companion includes chapter quizzes, an online glossary, ad-ditional “Success Stories,” related links, and more.
The Complete Residential ConstructionAcademy SeriesBasic Principles of Construction provides a foundation for other texts within the series, which covers car-pentry, electrical wiring, HVAC, plumbing, and facilities maintenance. Each title offers a complete in-structor curriculum package, including accompanying videos and a CD-ROM courseware series. Programsmay be credentialed by the Home Builders Institute in these trades, providing national recognition for theprogram. In addition, students who successfully complete one or more of the trade programs can receivea certification of completion and may be eligible to enter in the National Registry. This registry providesa direct link between students and potential employers. For applications and the latest information, visitwww.residentialacademy.com
AvailableResidential Construction Academy Carpentry (Order # 1-4018-1343-7)Residential Construction Academy Electrical Principles (Order # 1-4018-1294-5)Residential Construction Academy House Wiring (Order # 1-4018-1371-2)
Coming SoonFall 2004: Residential Construction Academy HVAC (Order# 1-4018-4899-0)Fall 2004: Residential Construction Academy Plumbing (Order # 1-4018-4891-5)Fall 2005: Residential Construction Academy Facilities Maintenance
xvi RESIDENTIAL CONSTRUCTION ACADEMY: BASIC PRINCIPLES OF CONSTRUCTION
The author of this textbook, Mark Huth, brings many years of experience in the industry to hiswriting—first working as a carpenter, contractor, and then a building construction teacher—andhis career has allowed him to consult with hundreds of construction educators in high schools,colleges, and universities. Basic Principles for Construction has been shaped by his observations ofthe difficulties students have in studying construction, and by the outstanding programs offered
at the best schools in the country. He has also authored several other successful construction titles, in-cluding Construction Technology, Basic Blueprint Reading for Construction, Understanding ConstructionDrawings, and Practical Problems in Mathematics for Carpenters.
About the AuthorAbout the Author
xvii
Many experts within the field contributed their time and expertise to the project. The Na-tional Association of Home Builders, Home Builders Institute, Delmar Learning, and the au-thor extend our sincere appreciation to:
John BreeceRed Rocks Community CollegeLakewood, CO
Shannon BrownMinico High SchoolRupert, ID
Earl GarrickPima Community CollegeTucson, AZ
David GehlaufTri-County Vocational SchoolNelsonville, OH
Mark MartinHBI Penobscot Job Corp CenterBangor, MA
Steve MillerConstruction Technology ConsultantNorth Carolina Department of EducationRaleigh, NC
Ed MooreYork Technical CollegeRock Hill, SC
AcknowledgmentsAcknowledgments
Lee MorrisConstruction Education ServicesGriffin, GA
Deanne RobertsonHBI Project CoordinatorColorado Springs, CO
David RobinsonLA Trade Technical CollegeLos Angeles, CA
Merl RogersLA Trade Technical CollegeLos Angeles, CA
Les StackpoleEastern Maine Technical CollegeBangor, ME
Kevin WardMcEachern High SchoolPowder Springs, GA
The publisher and author also wish to express a special thanks to Mike Brumbach of York Technical Col-lege in Rock Hill, SC, and Barry Burkan of Apex Technical College in New York, NY, for their ideas and con-tributions to the writing of the text. A special thanks also to Mary Clyne for her contribution to the“Success Stories” that appear in this text and accompanying Online Companion.
xviii
