Carpentry Technology Construction Planning and Foundations (CAR801D) Course Description Prior to the start of any successful construction project, extensive planning and organization must be completed. Construction Planning and Foundations will develop the skills required by carpenters prior to construction. Students will learn building layout and excavation methods. They will develop an understanding of the various types of foundations available, and their supporting structures. Framing and placement methods for concrete slabs will be taught. Construction blueprint reading skills will be developed. Pneumatic and fuel-powered tools will be introduced, with an emphasis on their safe use. Math skills will be developed through calculation of ratio and proportion, mechanical advantage, and percentage. Classroom Component Suggested time: 23 hours This component of the curriculum is required to teach the knowledge and skills associated with the learning outcomes of the curriculum. Skill Development Component Suggested time: 87 hours This component of the curriculum is required by the student to apply the knowledge and develop the skills related to the learning outcomes of the curriculum. SCO - Identifies the Specific Curriculum Outcome (SCO) Column 1 SCO - Delineations Describes what the students are expected to know, be able to do, and value in order to achieve the SCO. The teacher is responsible for the planning and facilitation of learning as well as the assessment of each SCO - Delineation. Column 3 Teacher Lessons / Demonstrations Provides suggestions for developing and delivering the content for student learning. Student Activities / Assessments Provides suggestions for creating meaningful activities to allow the student to achieve the SCO. Column 2 Student Knowledge, Abilities, and Competencies Provides clarity to the SCO by describing the Knowledge, Abilities, and Competencies that the students develop. This column is designed to indicate the depth and breadth of the SCO. It is not necessary to use all of these suggestions or that all of the students be engaged in the same learning activity. Column 4 Resources Lists a variety of resources that support the teaching and learning related to the SCO. These resources are suggested to support the teacher in developing an effective instructional package for delivery to the students. 1
CURRICULUM OUTCOMES Module 1: Preliminary Building Operations (~4 hours Classroom Component) 29. Students will be able to identify preliminary building operations required prior to the footings being placed. Students will be expected to 29.1 describe initial site procedures and requirements 29.2 describe building layout procedures 29.3 describe the application of levelling equipment 29.4 describe the excavation and shoring procedures Module 2: Pneumatic and Fuel-Powered Tools (~2 hours Classroom Component) 30. Students will be able to identify and describe the safe operation of pneumatic and fuel-powered tools. Students will be expected to 30.1 identify and describe the safe operation and maintenance of pneumatic tools 30.2 identify and describe the safe operation and maintenance of fuel-powered tools Module 3: Concrete Flatwork (~2 hours Classroom Component) 31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance. Students will be expected to 31.1 describe the sub grade preparation, reinforcement, and concrete placement requirements for slabs on grade 31.2 describe forming methods and concrete placement methods for slabs on grade Module 4: Foundation Supports (~2 hours Classroom Component) 32. The student will be able to describe continuous and independent footings for light construction. Students will be expected to 32.1 describe the types of and design considerations for concrete footings 32.2 describe the layout and construction of concrete footings 32.3 describe the various types of piles and their construction 2
CURRICULUM OUTCOMES Module 5: Conventional Concrete Foundations (~4 hours Classroom Component) 33. Students will be able to describe construction methods for conventional concrete foundations. Students will be expected to 33.1 describe the components and erection processes for Strip-Ease and other modular foundation form systems 33.2 describe steel reinforcement, concrete placement, and form removal for concrete foundations 33.3 describe the damp-proofing, drainage, and backfill requirements for concrete foundations Module 6: Alternate Foundation Systems (~2 hours Classroom Component) 34. Students will be able to describe alternate foundation systems. Students will be expected to 34.1 identify and describe the components of a permanent wood foundation system and the required construction procedures 34.2 identify and describe the components of insulated concrete systems and the basic construction procedures 34.3 identify and describe other foundation systems Module 7: Blueprint Reading Principles 2 Views and Groups of Drawings (~4 hours Classroom Component) 35. Students will be able to identify and interpret the information contained in the different views presented in a set of working drawings (blueprints). Students will be expected to 35.1 identify the different views (drawings), explain how they are viewed, and describe the paths between views 35.2 identify the different groups of drawings 35.3 describe the different views found in a set of plans Module 8: Calculating Ratio and Proportion, Mechanical Advantage, and Percentage (~3 hours Classroom Component) 36. Students will be able to use a calculator and the appropriate math operations to solve various traderelated problems involving ratio and proportion, mechanical advantage, and percentage. Students will be expected to 36.1 describe ratio and proportion and their application in trade-related calculations 36.2 describe mechanical advantage and related calculations for levers, pulleys, and gears 36.3 describe percentage calculations and their trade-related applications 3
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Preliminary Building Operations (~4 hours Classroom Component) CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS Introduction Specific Curriculum Outcome Prior to starting any construction project, a builder must do a great deal of planning, and a number of administrative tasks must be completed. These preliminary operations include securing property titles and permits; surveying; drawing plans; checking regulations; arranging for inspections and environmental evaluations; and so on. Overlooking or ignoring these essential planing requirements will result in problems, fines, cease work orders, and/or costly mistakes. The apprentice should develop a thorough knowledge of the preliminary building operations required prior to the commencement of construction. 29. Students will be able to identify preliminary building operations required prior to the footings being placed. SCO - Delineations Students will be expected to 29.1 describe initial site procedures and requirements 29.2 describe building layout procedures 29.3 describe the application of levelling equipment 29.4 describe excavation and shoring procedures Assessment Strategies Resources Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Alberta Module 020104a, Preliminary Building Operations 5
CAR80AD - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 1 Preliminary Building Operation (~4 hours Classroom Component) SCO 29. Students will be able to identify preliminary building operations required prior to the footings being placed. SCO - Delineations Students will be expected to 29.1 describe initial site procedures and requirements Student Knowledge, Abilities, and Competencies Topic: Building Codes and Local Authorities Demonstrate an understanding of the need for, and the use of, national and provincial building codes. Explain the use of building codes. Demonstrate the use of building codes to find specific information. Identify the local authorities for construction projects. Develop a flowchart of the local regulatory matrix. Demonstrate an understanding of the use of local by-laws, and building covenants. Explain the importance of the building permit. Describe the process of obtaining a building permit. Describe the requirements for building inspections. Explain the need for survey documentation. Topic: Plot Plans Identify the plot plan in a set of drawings. Identify and describe the information required on a plot plan: location, scale, elevations, grades, dimensions, services, roads, utilities, and direction (north arrow). Explain elevations, grades, and contours. Topic: Soils Identify the various types of soils. Explain the load-carrying characteristics of various soils. Explain the factors which determine the depth of the foundation: building weight, frost penetration, water table, and drainage. Explain why buildings should not be built on backfilled soil. 6
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 1 Preliminary Building Operation (~4 hours Classroom Component) SCO 29. Students will be able to identify preliminary building operations required prior to the footings being placed. Teacher Lessons / Demonstrations Topic: Building Codes and Local Authorities Introduce the National Building Code, and describe its local use. Identify the local authorities. Describe the chain of authority. Describe the process of obtaining a building permit. Introduce the building permit application form. Explain building inspection requirements and identify inspection authorities. Topic: Plot Plans Introduce the plot plan. Describe the use of the plot plan within the plan package. Describe the information required on a plot plan. Demonstrate how this information is incorporated in the building permit application. Describe elevations, contour lines, and grades. Topic: Soils Discuss the various types of soils: sand, silt, clay, gravel, and rock. Explain the load carrying required for building support. Brainstorm to identify the factors that determine the depth of the foundation. Explain why buildings should not be built on backfilled soil or topsoil. Resources Texts/Teacher Resource Alberta Module 020104a Preliminary Building Operation pp. 1-52 CMHC, Canadian Wood-Frame House Construction National Building Code SAS Resources Visuals/Handouts/Tests ILM Self-Test Preliminary Building Operation Internet Building codes Building covenants CBL Contact the local building permit authority for a demonstration of a soil percolation test. Student Activities / Assessments Literacy Research and interpret building codes. Develop a flowchart of the local regulatory matrix. Create a directory of local authorities and their contact information. Demonstrate the completion of a building permit application. Draw a plot plan suitable for a permit application. Enrichment / Research Activities Working from a legal description (Schedule A) on a deed, create a plot plan of the property. Develop a 3-D model from contour lines. 7
CAR80AD - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 1 Preliminary Building Operation (~4 hours Classroom Component) SCO 29. Students will be able to identify preliminary building operations required prior to the footings being placed. SCO - Delineations Students will be expected to 29.2 describe building layout procedures 29.3 describe the application of levelling equipment 29.4 describe excavation and shoring procedures Student Knowledge, Abilities, and Competencies Topic: Building Layout Explain the need for accurate layout procedures. Identify the tools required to layout a building excavation. Interpret the layout information from a plot plan. Demonstrate the methods to check for square: - measuring diagonals - 3-4-5 triangle - Pythagorean theorem Describe the use of batter boards. Demonstrate the erection of batter boards. Demonstrate the use of the plumb bob to locate corners. Topic: Levelling Equipment Identify the common equipment used for levelling: - optical levels - laser levels Define the terms benchmark and datum. Describe eye safety considerations and precautions while using laser levels. Describe how to transport a level. Describe how to set up a tripod and level the instrument. Demonstrate how to hold the rod. Explain the difference between a level and a transit. Demonstrate how to use a line level. Describe the use of a water level. Topic: Underground Utilities Identify what utilities you may encounter while excavating. Identify the international colour code for marking buried utilities. Explain what you should do before you start to dig. Explain what you should do if you dig up a marker tape. Topic: Excavations List five factors that affect the depth of the excavation. Describe safety considerations with excavations. Identify the maximum depth and width of excavation allowed before trench safety provisions apply. Define the terms angle of repose, shoring, spoil pile. 8
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 1 Preliminary Building Operation (~4 hours Classroom Component) SCO 29. Students will be able to identify preliminary building operations required prior to the footings being placed. Teacher Lessons / Demonstrations Topic: Building Layout Explain the importance of accurate building layout. Explain who should provide the preliminary survey and lay out the building excavation. Demonstrate the layout through calculations. Demonstrate the setup of batter boards. Explain the three common methods of squaring a residential building. Demonstrate the use of the plumb bob. Topic: Levelling Equipment Identify the common equipment used for levelling. Demonstrate how to hold the rod. Demonstrate the use of a line level. Demonstrate the use of a water level. CBL Conduct a field trip to a building excavation Invite a surveyor to come in to demonstrate the use of a level and/or transit. Student Activities / Assessments Numeracy Complete the layout calculations from a plot plan. Demonstrate the construction of batter boards. Demonstrate the use of a plumb bob to locate a building corner. Square or layout a proposed building site and confirm through calculations. Complete levelling calculations. Complete depth of excavation calculations. Resources Texts Alberta Module 020104a Preliminary Building Operation pp. 1-52 CMHC, Canadian Wood-Frame House Construction National Building Code SAS Resources Visuals/Handouts/Tests Plot plan Squaring calculation worksheet Levelling worksheet Excavation worksheet ILM Self-Test Preliminary Building Operation Internet Building layout Surveyor s level Enrichment / Research Activities Working from a legal description, or a plot plan, lay out a building lot and locate a proposed house. Set up batter boards and grade stakes. 9
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CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS Pneumatic and Fuel-Powered Tools (~2 hours Classroom Component) Introduction Pneumatic fastening tools, or air nailers, are commonly used in the construction industry. These tools have greatly increased productivity, increasing profits and reducing costs. Along with this increased efficiency comes a safety hazard. These tools fire high-powered, sharp projectiles, and need to be treated with caution and respect. The apprentice must become comfortable with the use of pneumatic tools, while always being conscious of the potential hazards and maintaining a safe environment. Specific Curriculum Outcome 30. Students will be able to identify and describe the safe operation of pneumatic and fuel-powered tools. SCO - Delineations Students will be expected to 30.1 identify and describe the safe operation and maintenance of pneumatic tools 30.2 identify and describe the safe operation and maintenance of fuel-powered tools Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module 020103f, Pneumatic and Fuel Powered Tools 11
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 2 Pneumatic and Fuel Powered Tools (~2 hours Classroom Component) SCO 30. Students will be able to identify and describe the safe operation of pneumatic and fuel-powered tools. SCO - Delineations Students will be expected to 30.1 identify and describe the safe operation and maintenance of pneumatic tools 30.2 identify and describe the safe operation and maintenance of fuel-powered tools Student Knowledge, Abilities, and Competencies Topic: Pneumatic Tools Compressors Identify various gas and electric compressors. Describe the air delivery ratings (psi, cfm). Identify tool requirements. Identify and compare oil and oilless lubrication systems. Demonstrate the use and maintenance of compressors. Demonstrate proper safety and use of PPE. Air nailers and staplers Identify various types of air nailers and staplers. Describe the trigger system operation of air nailers. Demonstrate the proper operation of an air nailer. Demonstrate lubricating, loading, and connecting the air nailer. Demonstrate bounce firing and sequential firing. Demonstrate clearing jammed fasteners. Identify the types of fasteners and magazine styles. Identify cordless and combustion nailers. Other pneumatic tools Identify other pneumatic tools: - specialty nailers - drills - sanders - screw guns - spray guns Topic: Chain Saws Identify the main parts of a chain saw. Identify the potential hazards in operating a chain saw. Identify chain saw safety equipment and PPE which must be used. Describe general chain saw safety. Describe chain saw maintenance (e.g., chain tensioning, lubrication,sharpening). Describe the use of abrasive saws, noting the similarity with chain saws. Demonstrate an understanding of the safe use of gas generators. 12
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 2 Pneumatic and Fuel Powered Tools (~2 hours Classroom Component) SCO 30. Students will be able to identify and describe the safe operation of pneumatic and fuel-powered tools. Teacher Lessons / Demonstrations Topic: Pneumatic Tools Describe the various types and styles of compressors. Explain the air delivery rating systems. Demonstrate the use and maintenance of compressors. Demonstrate proper safety and use of PPE. Describe the various types and styles of air nailers and staplers. Describe the trigger system operation of air nailers. Demonstrate the proper operation of air nailers. Demonstrate lubrication, loading, and connection of pneumatic tools. Demonstrate bounce firing and sequential firing. Demonstrate clearing jammed fasteners. Discuss the potential for trip hazards on the air hose. Topic: Chain Saws Identify chain saw safety equipment and PPE to be used. Describe general chain saw safety. Demonstrate the proper starting method. Discuss the safe use of gas generators. CBL Have a forestry worker or local dealer demonstrate the proper of chain saws and other fuel-powered equipment, along with recommended safety precautions. Resources Texts Alberta Module 020103f Pneumatic and Fuel Powered Tools pp. 1-42 CMHC, Canadian Wood-Frame House Construction National Building Code SAS Resources Visuals/Handouts/Tests Pneumatic tool safety sheet Chainsaw safety sheet Generator safety sheet ILM Self-Test Pneumatic and Fuel Powered Tools Internet Pneumatic tool safety Chain saw safety Generator safety Student Activities / Assessments Demonstrate lubrication, loading, and connection of air nailers. Demonstrate the proper operation of air nailers. Demonstrate bounce firing and sequential firing. Demonstrate the proper use of appropriate PPE. Complete a test on air tool safety. Complete a chain saw safety sheet. Enrichment / Research Activities Research various types of air nailers, compare several models, and select the best choice, listing the specifications and prices. 13
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Concrete Flatwork (~2 hours Classroom Component) CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS Introduction Concrete slabs are commonly used in residential construction for basement and garage floors, sidewalks, and driveways. They are also common in commercial and industrial applications, as well as in civil works projects. Carpenters are often required to build the forms and place the concrete for these applications. The apprentice must therefore become familiar with the layout and building of forms for concrete slab construction. Specific Curriculum Outcome 31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance. SCO - Delineations Students will be expected to 31.1 describe the subgrade preparation, reinforcement, and concrete placement requirements for slabs on grade 31.2 describe forming methods and concrete placement methods for slabs on grade Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module 020105b, Concrete Flatwork 15
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 3 Concrete Flatwork (~2 hours Classroom Component) SCO 31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance. SCO - Delineations Students will be expected to 31.1 describe the subgrade preparation, reinforcement, and concrete placement requirements for slabs on grade Student Knowledge, Abilities, and Competencies Topic: Subgrade Preparation Explain the term subgrade as it applies to concrete slab construction. Identify clay and organic (top) soils as providing poor support for slab construction. Explain that the subgrade must contain a uniform soil with good bearing capacity and compaction. Explain that if fill is required, it must be properly compacted. Demonstrate an understanding that poor compaction or poor load-bearing capacity will lead to settling and cracking. Identify the subbase as a thin layer of granular material (gravel or sand) that is placed on the subgrade and compacted. Describe the methods and machines used to compact the subgrade and subbase. Describe the requirements for and placement of a vapour barrier under an interior concrete slab. Describe the requirement to thicken the slab under load-bearing walls and heavy machinery locations. Explain the placement of reinforcement in the lower portion of the slab (in tension). Identify concrete reinforcement materials. Explain the need for joints in concrete slabs. Explain the ordering requirements for concrete slab construction: - minimum design strength, 28 (mpa) - slump, 2"- 4" - entrained air (for resistance to freeze-thaw cycles) 16
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 3 Concrete Flatwork (~2 hours Classroom Component) SCO 31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance. Teacher Lessons / Demonstrations Topic: Subgrade Preparation Describe the durability and various uses of concrete slabs. Identify the need to have a suitable load-bearing base for the slab. Display a diagram to identify the components of slab construction. Describe soils which are not suitable for subbase materials. Describe the need for compaction and the machines and methods that are used. Explain the placement of granular subgrade materials. Explain the placement of a vapour barrier under slabs. Explain the placement of reinforcing steel mesh and bars. Describe the common thicknesses for slab construction. Explain the concrete ordering requirements for slab construction. Literacy Anticipation Guide: Create an anticipation guide to assess students knowledge of concrete slab construction. Student Activities / Assessments Draw a sketch of the components of concrete slab construction. Describe the components of good subgrade construction. Describe the materials used for subbase construction. Create a chart to define the slab requirements for various slab construction, including slab thickness, concrete strength, air entrainment and reinforcement. Construct a form for sidewalk slab construction. Demonstrate the installation of vapour barrier and reinforcing steel. Resources Texts/Teacher Resources Alberta Module 020105b Concrete Flatwork pp. 1-23 CMHC, Canadian Wood-Frame House Construction National Building Code SAS Resources Visuals/Handouts/Tests Concrete slab construction ILM Self-Test Concrete Flatwork Internet Concrete slab construction Enrichment / Research Activities Numeracy Estimate the amount of concrete required for a basement floor. Create an order list to order the concrete. 17
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 3 Concrete Flatwork (~2 hours Classroom Component) SCO 31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance. SCO - Delineations Students will be expected to 31.2 describe forming methods and concrete placement methods for slabs on grade Student Knowledge, Abilities, and Competencies Topic: Forming and Pouring Slabs Consult project plans to locate concrete slabs. Locate the slab on the site. Demonstrate an understanding of the requirements to set elevation and grade for the slab. Demonstrate the ability to set grade stakes. Evaluate the subgrade soil and suggest actions on removal, fill, and compaction. Demonstrate the ability to construct, square, level, and grade forms. Set grade for the subbase material. Identify the three types of joints used in concrete slab construction (isolation joint, control joint, construction joint). Describe the use and construction of an isolation joint. Describe the use and construction of a control joint. Describe the use and construction of a construction joint. Describe methods to place concrete as close to its final position as possible (e.g., chute, pump, wheelbarrow, hopper bucket/crane, shovel). Describe the process of consolidation of the concrete. Explain the process of screeding concrete. Define the term tolerance in relation to the surface placement of concrete slabs. Explain the process of finishing the concrete slab, including bull floating, hand floating, edging, jointing, trowelling, and power trowelling. Explain the need to cure concrete, and describe methods commonly used. 18
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 3 Concrete Flatwork (~2 hours Classroom Component) SCO 31. Students will be able to construct slabs that will meet service requirements with low construction costs and minimal future maintenance. Teacher Lessons / Demonstrations Topic: Forming and Pouring Slabs Display plans showing the location of concrete slabs Demonstrate how to locate the slab on site. Demonstrate various ways to determine and set elevation and grade. Demonstrate form construction for a small slab. Explain the purpose for concrete joints and describe the three types of joints used in slab construction (use ILM graphics). Describe the various methods used to place concrete. Explain concrete finishing, including consolidation, screeding, floating, and trowelling. Explain the concrete curing process (28-day design strength) and methods used to cure concrete. Literacy Interpret plans to determine and set slab location. Student Activities / Assessments Interpret plans to determine the location of concrete slabs. Demonstrate the ability to set grades and elevations for slabs. Demonstrate the ability to build simple forms for a slab. Explain the use and location of the three types of concrete joints (using diagrams). Explain the process of placing and finishing concrete. Explain the importance of curing concrete. Resources Texts/Teacher Resources Alberta Module 020105b Concrete Flatwork pp. 1-23 CMHC, Canadian Wood-Frame House Construction National Building Code Blueprint package SAS Resources Visuals/Handouts/Tests Concrete joints ILM Self-Test Concrete Flatwork Internet Concrete joints Curing concrete Enrichment / Research Activities Construct a set of forms for sidewalk construction. 19
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Foundation Supports (~2 hours Classroom Component) CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS Introduction Specific Curriculum Outcome SCO - Delineations The load of a building is transmitted to the earth through the foundation and foundation supports. Carpenters must be familiar with the basic design of foundation supports and be able to interpret the National Building Code to construct foundation supports for residential construction. It is important for the apprentice to develop an understanding of the design and construction of the various types of foundation supports. 32. The student will be able to describe continuous and independent footings for light construction. Students will be expected to 32.1 describe the types of and design considerations for concrete footings 32.2 describe the layout and construction of concrete footings 32.3 describe the various types of piles and their construction Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module 020105a, Foundation Supports 21
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 4 Foundation Supports (~2 hours Classroom Component) SCO 32. The student will be able to describe continuous and independent footings for light construction. SCO - Delineations Students will be expected to 32.1 describe the types of and design considerations for concrete footings Student Knowledge, Abilities, and Competencies Topic: Types of Foundations List the five types of residential foundations: - full basement - crawl space - surface foundation - slab on grade - grade beam foundation Topic: Excavation and Elevations Describe foundation excavation and the need to remove all organic material. Explain the factors that determine the depth of a foundation excavation: - depth of frost - finished grade - size of basement windows - height of the footing and wall - contour of the land, and drainage patterns - depth of sewer lines - other buildings, and covenants - soil bearing capacity Explain the working clearance requirements for foundations: - 1 m horizontal clearance minimum to soil cut - 1.5 m maximum height on a straight cut without shoring Explain why uneven excavations should not be filled in with soil. Explain why the areas which bridge utility trenches need to be reinforced. Topic: Design of Concrete Footings Explain that footing sizes are regulated by the National Building Code (NBC, section 9.12). Explain that footings shall rest on undisturbed soil, rock, or compacted granular fill. Describe the required depth for residential footings in the Maritimes as 1.2 m, or 4 ft., below grade. Determine minimum footing width/area from building code tables (table 1, or CMHC, Canadian Wood-Frame House Construction) Determine the required footing depth (100 mm minimum, or width of footing projection). Topic: Types of Concrete Footings List and describe the common types of residential footings: - strip footings - column or pad footings - stepped footings 22
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 4 Foundation Supports (~2 hours Classroom Component) SCO 32. The student will be able to describe continuous and independent footings for light construction. Teacher Lessons / Demonstrations Topic: Types of Foundations List and provide examples of the five types of residential foundations. Topic: Excavation and Elevations Describe common excavation methods. Explain the importance of removing all of the organic/top soil. Explain the factors that determine the depth of a foundation Topic: Design of Concrete Footings Explain that footing sizes are regulated by the National Building Code. Describe the required depth for residential footings in the Maritimes as 1.2 m, or 4 ft., (depth of frost) below grade. Explain that the footings must be placed on undisturbed soil or compacted gravel. Source the NBC or CMHC to determine minimum footing sizes. Topic: Types of Concrete Footings Describe the common types of residential footings. Literacy Freewrite: Have students write what they know about supporting a foundation and building. Student Activities / Assessments List the five types of residential foundations. Explain the factors that determine the depth of a foundation excavation. Describe the common types of residential footings. Interpret code tables to design footings. Calculate the amount of concrete required for a residential foundation. Enrichment / Research Activities Draw a footing plan for a house. Resources Texts/Teacher Resources Alberta Module 020105a Foundation Supports pp. 1-40 CMHC, Canadian Wood-Frame House Construction National Building Code Castilian Plans SAS Resources Visuals/Handouts/Tests Design charts ILM Self-Test Foundation Supports Internet Concrete foundations and footings 23
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 4 Foundation Supports (~2 hours Classroom Component) SCO 32. The student will be able to describe continuous and independent footings for light construction. SCO - Delineations Students will be expected to 32.2 describe the layout and construction of concrete footings Student Knowledge, Abilities, and Competencies Topic: Locating the Footing Demonstrate an understanding that property lines should be confirmed and marked by a licensed land surveyor. Demonstrate an understanding that it is best if the original building location is laid out by the surveyor. Demonstrate the ability to read a plot plan to determine a building s location. Demonstrate the ability to complete calculations to set up a batter board system. Demonstrate the ability to lay out a batter board or nail and offsets system. Demonstrate the ability to measure diagonals to confirm that a building is square. Demonstrate the ability to use a plumb bob to locate a corner. Calculate the depth of an excavation. Topic: Building Forms for the Footing Identify that footings are usually formed using 2x6 lumber. Determine from codes the size of the footing to be used. Describe two rules of thumb for sizing footings: - Footings should be twice as wide as the foundation wall. - Footings should be as deep as the projection beyond the wall. Calculate the location and dimensions of the footing. Demonstrate how to locate the outside footing form. Demonstrate how to locate the inside footing form. Construct a footing form. Calculate the dimensions and location of pad footings. Describe the construction of step footings. Construct a template for anchor bolts. Locate anchor bolts on a foundation drawing. Construct a bevelled keyway form from lumber. Determine the specifications for ordering concrete for footings. Describe the requirements for placing concrete. Describe the methods of concrete placement. 32.3 describe the various types of piles and their construction Topic: Piles and Piers Describe a foundation pile. Describe a foundation pier. Explain the common uses of piles and piers in residential construction. 24
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 4 Foundation Supports (~2 hours Classroom Component) SCO 32. The student will be able to describe continuous and independent footings for light construction. Teacher Lessons / Demonstrations Topic: Locating the Footing Explain the responsibilities associated with locating a building (surveyor). Demonstrate the ability to read a plot plan to determine the building location. Explain building layout procedures. Explain the use of batter boards for foundation layout. Describe the considerations for foundation depths: (e.g., soil bearing, frost depth, basement height). Topic: Building Forms for the Footing Locate and explain the codes for foundation supports. Interpret design sizes from the codes. Discuss the rules of thumb for footing design. Describe the common materials and construction procedures used for residential footings. Describe methods for anchoring the wall to the footing: keyway, rebar. Discuss placing steel reinforcing in the footing. Explain the requirements and procedures associated with placing concrete. Resources Texts/Teacher Resources Alberta Module 020105a Foundation Supports pp. 1-40 CMHC, Canadian Wood-Frame House Construction National Building Code Castilian Plans SAS Resources Visuals/Handouts/Tests Footing design codes and chart Locating the footing ILM Self-Test Foundation Supports Topic: Piles and Piers Describe a foundation pile. Describe a foundation pier. Explain the common uses of piles and piers in residential construction. Literacy Freewrite: Have students write what they know about locating the foundation footings. KWL: Use a KWL strategy to access students knowledge about footing pads and piers. Numeracy Determine the amount of concrete required for footing and pier construction. Student Activities / Assessments Interpret foundation plans to determine the footing locations and details. Demonstrate the ability to determine the depth of a foundation (complete a worksheet). Design footings in accordance with building codes. Demonstrate the layout of footing forms. Construct a bevelled keyway form from lumber. Construct a template for anchor bolts. Calculate the amount of concrete required for foundation footings from drawings. Enrichment / Research Activities Source design information on commercial foundation pier forms (e.g., Bigfoot). 25
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CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS Conventional Concrete Foundations (~4 hours Classroom Component) Introduction In Canada, the majority of foundations are constructed of cast-in-place concrete. Concrete foundations are strong and durable, standing up to the test of time. Concrete is delivered to the site in a plastic state and placed in forms that will support the concrete in the desired shape until it hardens. Carpenters are required to construct the forms, and must understand the loads and forces placed on the forms and how to control them. The apprentice must develop an understanding of conventional concrete foundations and the various form systems commonly used in industry. Specific Curriculum Outcome 33. Students will be able to describe construction methods for conventional concrete foundations. SCO - Delineations Students will be expected to 33.1 describe the components and erection processes for Strip-Ease and other modular foundation form systems 33.2 describe steel reinforcement, concrete placement, and form removal for concrete foundations 33.3 describe the damp-proofing, drainage, and backfill requirements for concrete foundations Assessment Strategies Resources Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Alberta Module 020105c, Conventional Concrete Foundations 27
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 5 Conventional Concrete Foundations (~4 hours Classroom Component) SCO 33. Students will be able to describe construction methods for conventional concrete foundations. SCO - Delineations Students will be expected to 33.1 describe the components and erection processes for Strip- Ease and other modular foundation form systems Student Knowledge, Abilities, and Competencies Topic: Modular Foundation Form Systems Identify the components of a flat-bar (e.g., Strip-Ease) forming system. Describe the type and size of plywood panels. Describe the design of form ties. Explain the design and fabrication of the tie spacings in the form panel. Explain the design of the corner panels. Describe the design and installation of the flat waler bars. Explain the location and application of kickers on the footing. Explain the use of ribbons and braces in form construction. Describe the pre-planning and site preparation for form erection. Describe the procedure to construct form inserts for beam pockets and window/door bucks. Topic: Erecting the Flat-Bar Form System Identify the outside finished dimensions of the foundation. Calculate the inside dimensions. Describe the method to lay out the inside lines for kicker installation. Explain the method used to check for square. Describe the methods used to install the kicker. Describe the method used to erect, level, and secure the inside corners. Describe the installation of the inside panels Describe the installation of the ribbons and bracing. Describe the installation of the ties and flat waler bars. Describe the straightening and levelling of the wall. Describe the installation and location of reinforcing steel. Describe the installation of beam pockets and window bucks. Describe the installation of the exterior panels. Identify other form systems (Dura-Form or Advance). 28
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 5 Conventional Concrete Foundations (~4 hours Classroom Component) SCO 33. Students will be able to describe construction methods for conventional concrete foundations. Teacher Lessons / Demonstrations Topic: Modular Foundation Form Systems Introduce the concept of cast-in-place concrete foundations. Describe the forces that must be supported by the forms. Identify the components of a flat-bar forming (Strip-Ease) system (e.g., form panels, corner panels, form ties, waler bars, kickers, ribbons, braces). Explain the design of the various components. Describe the pre-planning and site preparation for form erection. Describe the construction of form inserts for beam pockets and window/door bucks. Topic: Erecting the Flat-Bar Form System Interpret drawings to determine the finished dimensions of a foundation, and the wall thickness. Calculate the inside dimensions. Explain the procedure used to lay out chalk lines on the footing for installation of the kickers. Explain the methods used to check for square. Describe the methods used to install the kickers. Explain the methods used to erect, level and secure the inside corners. Describe the installation of the inside panels, ribbons, and bracing. Describe the installation of the form ties and flat waler bars. Describe the straightening and levelling of the wall. Describe the installation and location of any reinforcing steel. Describe the installation of beam pockets and window bucks. Describe the installation of exterior panels. Identify other common form systems (Dura-Form or Advance). Literacy Anticipation Guide: Create an anticipation guide to assess students knowledge of forming a foundation. Vocabulary Development: Define kickers, ribbons, form ties, waler bars, and cast-in-place. Think Aloud: Use a Think Aloud strategy to promote student awareness of the forces of the concrete on the forms. Student Activities / Assessments Identify and diagram the components of a flat-bar forming system (i.e., form panels, corner panels, form ties, waler bars, kickers, ribbons, braces)/ Use chalk lines to demonstrate the layout of a foundation. Build a window buck or beam pocket. Lay out a form panel for tie slots (ILM, figure 4) Erect forms using the flat-bar system. Enrichment / Research Activities Numeracy Calculate the forces of concrete on forms: - Concrete weighs 150 lbs./cubic ft. If the wall is 8' high, 150 lbs. cu. ft x 8 ft. = 1200 lbs./ square ft. at the base of the form. - How much does each form tie have to hold? - What about the impact forces of vibration/consolidation loads? Perform a slump test. Resources Texts/Teacher Resources Alberta Module 020105c Conventional Concrete Foundations pp. 1-44 CMHC, Canadian Wood-Frame House Construction National Building Code Castilian Plans SAS Resources Visuals/Handouts/Tests Components of a flat-bar forming system ILM Self-Test Conventional Concrete Foundations Internet Dura-Form Systems Advance form systems Strip-Ease form systems 29
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 5 Conventional Concrete Foundations (~4 hours Classroom Component) SCO 33. Students will be able to describe construction methods for conventional concrete foundations. SCO - Delineations Students will be expected to 33.2 describe steel reinforcement, concrete placement, and form removal for concrete foundations Student Knowledge, Abilities, and Competencies Topic: Steel Reinforcement Identify reinforcing steel, also called rebar or deformed steel bar. Explain the reason that rebar is used to reinforce concrete (tension forces). Describe the common placement location of rebar in the foundation wall. Topic: Floor Frame Attachment Describe the common methods for attaching the floor frame: - anchor bolts - cast-in-place ladder - cast-in-place sill plate Topic: Concrete Placement Identify four factors that influence lateral pressure on forms (placement, temperature, slump, consolidation/vibration). Explain that forms must be free of foreign debris prior to pouring of concrete. Demonstrate an understanding that the concrete pour should continue until the forms are filled, to prevent cold joints. Demonstrate an understanding that concrete should not be dropped or moved too far in the forms, to avoid segregation of the aggregates (max. 1800 mm). Demonstrate an understanding that vibration helps consolidation of the concrete but applies lateral forces on the forms. Describe how rodding helps consolidation of the concrete within the forms. Describe the process for striking off the concrete surface. Describe the process and location for installing anchor bolts. Explain the process for breaking the ties and removal of the forms. 33.3 describe the damp-proofing, drainage, and backfill requirements for concrete foundations Topic: Damp-proofing the Foundation Identify the problems caused by water or hydrostatic pressure on the foundation. Describe the common procedures for applying a waterproof membrane to the concrete foundation. Describe the placement of drainage weeping tile around the foundation. Describe the proper method of placing granular backfill around the foundation weeping tile. Explain the proper methods to backfill the foundation. 30
CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS - MODULE 5 Conventional Concrete Foundations (~4 hours Classroom Component) SCO 33. Students will be able to describe construction methods for conventional concrete foundations. Teacher Lessons / Demonstrations Topic: Steel Reinforcement Introduce reinforcing steel, also called rebar or deformed steel bar. Explain how rebar is used to reinforce concrete, to increase its ability to withstand tension forces. (Concrete is very good in compression but poor when placed in tension, having only 1/10 of the compression strength.) Describe the common location of rebar in the foundation wall. Topic: Floor Frame Attachment Describe the common methods for attaching the floor frame (anchor bolts, cast-in-place ladder, cast-in-place sill plate). Topic: Concrete Placement Identify four factors that influence lateral pressure on forms (placement, temperature, slump, consolidation/vibration). Explain why forms must be free of foreign debris prior to pouring of concrete. Explain that the concrete pour should continue until the forms are filled, to prevent cold joints. Explain that concrete should not be dropped or moved too far in the forms, to avoid segregation of the aggregates (max. 1800 mm). Describe the consolidation methods of rodding and vibration. Describe the process used for striking off the concrete surface. Describe the location and installation of anchor bolts. Explain the process for breaking the ties and removal of the forms. Topic: Damp-proofing the Foundation Identify problems caused by water or hydrostatic pressure on the foundation (e.g., cracking, moisture/mould problems, flooding). Describe common procedures for applying a waterproof membrane to the concrete foundation. Describe the placement of drainage tile and gravel around the foundation. Explain the proper methods to backfill the foundation. Literacy Anticipation Guide: Create anticipation guides to assess students knowledge of placing rebar and attaching a floor frame. Vocabulary Development: Define rebar, slump, segregation, consolidation, vibration, cold joints, and hydrostatic pressure. CBL Visit a site where a foundation is being built. Student Activities / Assessments Demonstrate an understanding of the placement of rebar in a foundation. Demonstrate an understanding of the methods used to attach a floor frame to the foundation. Lay out and diagram an anchor bolt plan for a foundation. Build a form for a small concrete project and place and finish the concrete. Demonstrate an understanding of damp-proofing a foundation. Demonstrate an understanding of the placement of drainage tile and gravel around a foundation. Enrichment / Research Activities Answer the question, Where does the water go after we collect it in the tile? Design a drainage system for a foundation (include sump pump, dry well, ditch, and storm sewer. Resources Texts/Teacher Resources Alberta Module 020105c Conventional Concrete Foundations pp. 1-44 CMHC, Canadian Wood-Frame House Construction National Building Code Castilian Plans SAS Resources Visuals/Handouts/Tests Anchor bolt plan ILM Self-Test Conventional Concrete Foundations Internet Concrete reinforcing steel Placing concrete Waterproofing concrete 31
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Alternate Foundation Systems (~2 hours Classroom Component) CAR801D - CONSTRUCTION PLANNING AND FOUNDATIONS Introduction In recent years the construction industry has developed many alternative systems for foundation construction. In this module the apprentice will be exposed to several types: preserved wood, concrete insulated forms, concrete block, and precast concrete. Carpenters are required to construct, or assist in the construction of the various foundation systems currently available. The apprentice must develop an understanding of alternate foundation systems and the various new technologies used in industry. Specific Curriculum Outcome 34. Students will be able to describe alternate foundation systems. SCO - Delineations Students will be expected to 34.1 identify and describe the components of a permanent wood foundation system and the required construction procedures 34.2 identify and describe the components of insulated concrete systems and the basic construction procedures 34.3 identify and describe other foundation systems Assessment Strategy Resources Paper/Pencil Self/Peer Assessments Skills Performance Teacher Observation Career Portfolio Alberta Module 020105d, Alternate Foundation Systems 33