Phase A of Bu School

Naval Construction Training Center
Gulfport, MS 39501-5003 OCTOBER 2009
INTERSERVICE BUILDING
APPRENTICE TRAINING
A-710-0010 (Navy)
A-710-0032 (USAF)
A-710-0033 (Army)
TRAINEE GUIDE
Phase “A”
PUBLISHED BY THE DIRECTION OF THE CHIEF OF NAVAL EDUCATION AND TRAINING

Naval Construction Training Centers
Gulfport, MS and Port Hueneme, CA
and Detachments at
Fort Leonard Wood, MO
Sheppard AFB, TX
are accredited by the
Accrediting Commission of the Council on Occupational Education

41 Perimeter Center East, NE Suite 640
Atlanta, Georgia 30346
770-396-3898
800-917-2081
FAX 770-396-3790
TRAINEE GUIDE
FOR
INTERSERVICE BUILDING APPRENTICE TRAINING
A-710-0010 (Navy) (Change 9)

A-710-0032 (USAF)
A-710-0033 (Army)
PREPARED BY
CENTER FOR SEABEES AND FACILITIES ENGINEERING

NAVAL SCHOOL, CIVIL ENGINEER CORPS OFFICERS
3502 GOODSPEED ST. SUITE 1
PORT HUENEME, CA. 93043-4336
JUNE 2000
(SEPTEMBER 2009)
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TRAINING GUIDE __________________________________________________ A-710-0010
CHANGE RECORD
Number and Description of Change Entered by Date

Change 7; Incorporate Instructor-led Math topic and A. Harrison 14 Sept 09
include Dog Kennel Facility drawings to Construction
Drawings and Specifications topic
Change 8; Incorporate Power Points in all topics A. Harrison 6 Oct 09
Change 9; Adjust Master Course Schedule for A. Harrison
Demolition in ‘B’ Phase, update Job Sheets with grading
criteria; correct grammatical errors on all Power Point
slides; consolidated Performance Test Administrators’
Guide with grading criteria for all applicable Job Sheets
2
DEPARTMENT OF THE NAVY
CHIEF OF NAI/Al EDUCATION AND TRAINING
2SO DALLAS ST
PENSACOlA FLORIDA 3~O· 5220
1500
Ser T2423/ 0064
27 Feb 96
LETTER OF PROMULGATION
Course Title: INTERSERVICE BUILDER "A" SCHOOL
Course Identification Number: A-710-0010
1. The Lesson Plan and its associated Trainee Guide and

Inst:ruc tional I·redia Haterial constitute the approved cl;.rriculum
for this course . Deviation from this curriculum is not
authorized until approved by the Chief of Naval Education and
Training.
2. Corrections and recommended changes are invited and shall be
submitted in accordance with procedures provided in the approved
references, via the Course Curriculum Model Manager.
3. This curriculum supersedes all previous curricula for the

Interservice Builder "A" School c~ ~~ .
D. SMITH
direction
AUDIT TRAIL
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THIS PAGE INTENTIONALLY LEFT BLANK
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TABLE OF CONTENTS
CHANGE RECORD ........................................................................................................................2
LETTER OF PROMULGATION....................................................................................................3
SECURITY AWARENESS NOTICE .............................................................................................7
SAFETY/HAZARD AWARENESS NOTICE ................................................................................8
HOW TO USE YOUR TRAINEE GUIDE ...................................................................................12
TERMINAL OBJECTIVES ..........................................................................................................13
UNIT 0 – ORIENTATION & INTRODUCTION
Lesson Topic 0.1: Orientation/Introduction
Outline Sheet 0-1-1
Lesson Topic 0.2: Safety Practices
Outline Sheet 0-2-1
UNIT 1 –CONSTRUCTION MATHEMATICS, DRAWINGS & SPECIFICATIONS
Lesson Topic 1.1: Construction Mathematics
Outline Sheet 1-1-1 Construction Mathematics
Assignment Sheet 1-1-2 Addition / Subtraction
Assignment Sheet 1-1-3 Multiplication / Division
Lesson Topic 1.2: Construction Drawings & Specifications
Outline Sheet 1-2-1 Construction Drawings and Specifications
UNIT 2 –WOODWORKING TOOLS AND BUILDING MATERIALS
Lesson Topic 2.1 Building Materials
Outline Sheet 2-1-1 Building Materials
Lesson Topic 2.2 Tools and Their Uses
Outline Sheet 2-2-1 Tools and their Uses

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Lesson Topic 2.3 Woodworking
Outline Sheet 2-3-1 Woodworking
UNIT 3 – CONCRETE CONSTRUCTION
Lesson Topic 3.1 Forming & Reinforcing
Outline Sheet 3-1-1 Forming & Reinforcing
Lesson Topic 3.2 Concrete
Outline Sheet 3-2-1 Concrete
UNIT 4 – MASONRY CONSTRUCTION
Lesson Topic 4.1 Masonry
Outline Sheet 4-1-1 Masonry
Diagram Sheet 4-1-3 Doll-house Drawings
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SECURITY AWARENESS NOTICE
This course does not contain any classified material
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SAFETY/HAZARD AWARENESS NOTICE
This notice promulgates safety precautions to the staff and trainees of the Naval
Construction Training Center in accordance with responsibilities assigned by the Chief of Naval
Education and Training through the Chief of Naval Technical Training.
TRAINING TIME OUT POLICY (TTO)
ALL STUDENTS MUST BE BRIEFED ON "TRAINING TIME OUT" POLICY BEFORE

TRAINING COMMENCES. POLICIES ARE RELATIVE TO TRAINING SAFETY WHERE
POTENTIAL FOR PERSONAL RISK EXISTS, NOT APTITUDE OR ATTITUDE.
TRAINING TIME OUT
1. A TTO may be called in any training situation whenever a student or instructor expresses
concern for personal safety or a need for clarification of procedures or requirements exists.
TTO is also an appropriate means for a student to obtain relief if he/she is experiencing pain,
heat stress, or other serious physical discomfort.
2. At the start of training all students in high-risk training shall be briefed on TTO procedures.
Prior to commencement of high-risk training situations, TTO procedures shall be re-briefed
with emphasis on evolution specific, verbal and nonverbal signals to be used by students and
instructors.
3. Instructors are responsible for maintaining situational awareness and shall remain alert to
signs of student panic, fear, extreme exhaustion, or lack of confidence that may impair safe
completion of the training exercise. Instructors shall immediately cease training when they
consider such action appropriate.
4. Following a TTO the training situation shall be examined and additional explanation and
instruction will be provided as necessary to allow safe resumption of training.
5. If a student refuses to participate in training after instruction has been provided, or when
excessive use of TTO occurs, the student shall be removed from training and referred to an
appropriate counseling authority for further assistance or administrative processing including
removal of the student from training if warranted.
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SAFETY PRE-MISHAP PLAN
The safety precautions contained in this course are applicable to all personnel. They are basic
and general in nature. Personnel who operate and maintain equipment in support of U. S. Naval
Construction Force must be thoroughly familiar with all aspects of personnel safety, and strictly
adhere to every general as well as specific safety precautions contained in operating and
emergency procedures and applicable governing directives.
Special emphasis must be placed on strict compliance of published safety precautions and
on personal awareness of potentially hazardous conditions peculiar to equipment maintenance.
Instructors shall be constantly alert to any unusual behavior, which may indicate a student is
experiencing difficulty. Any time a student demonstrates signs of panic, fear, extreme fatigue or
lack of confidence, immediately take appropriate action to ensure the student's safety.
All personnel must have a comprehensive knowledge of emergency procedures, which

prescribe courses of action to be followed in the event of equipment failure, or human error as
stated in the Pre-Mishap Plan. Strict adherence to approved and verified operating, emergency,
and maintenance procedures is MANDATORY. As a minimum, each individual is responsible
for knowing, understanding, and observing all safety precautions applicable to the command,
school, course, their work, and their work areas. In addition, you are responsible for observing
the following general safety precautions:
a. Each individual shall report for work rested and emotionally prepared for the tasks at
hand.
b. You shall use normal prudence in all your functions, commensurate with the work at
hand.
c. You shall report any unsafe conditions, or any equipment or material which you
consider to be unsafe, and any unusual or developing hazards.
d. You shall warn others whom you believe to be endangered by known hazards or by
failure to observe safety precautions, and of any unusual or developing hazards.
e. You shall report to the school staff any mishap, injury, or evidence of impaired health
occurring in the course of your work or during non-training environment.
f. You shall wear or use the protective clothing and/or equipment of the type required,
approved, and supplied for the safe performance of your work.
g. All personnel in the immediate vicinity of a designated noise hazardous area or noise
hazardous operation shall wear appropriate hearing protective devices.
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When a mishap occurs speed is essential, knowing the proper response for assistance will aid
you in obtaining help. This pre-mishap plan provides pertinent information to assist you in the
event of a mishap.
TERMS AND DEFINITIONS
MISHAP: Any unplanned or unexpected event causing personnel injury, occupational illness,
death, material loss or damage, or an explosion of any kind whether damage occurs or not.
NEAR MISSES: Any near miss involving an industrial work process where activities avoid a
fatality or catastrophic loss merely by chance; i. e. someone says “Boy, we’re lucky we didn’t
kill somebody.” Activities should report other “near miss” incidents by informal correspondence
or by SAFETYGRAM (OPNAV 5102/) shown in appendix 14-B. They may use either of these
methods to describe any situation having mishap potential or as a vehicle to make
recommendations to improve safety or occupational health. To provide anonymity, personnel
may submit SAFETYGRAMs directly to COMNAVSAFECEN without normal chain of
command routing. COMNAVSAFECEN requires the name of the activity, but not the name of
the person originating the correspondence. Each course instructor will give examples of specific
appropriate situations for their course.
UNSAFE CONDITIONS: A condition may exist which, if allowed to go unchecked, has the
potential to cause a mishap; or an act or event might result in a near mishap in which injury or
damage was avoided merely by chance.
EMERGENCY PHONE NUMBERS: These numbers are also posted in each classroom and
practical training area. Know the location and ensure your students are also aware of the
location of the numbers and the nearest telephone.
Medical/Ambulance Located at Building Number

Fire Department Located at Building Number
Base Security Located at Building Number
CHAIN OF COMMAND:
In the event of a mishap notify the following persons as soon as practical:
Division Officer Located at Building Number

Safety Chief Located at Building Number
Training Officer Located at Building Number
Executive Officer Located at Building Number
Commanding Officer Located at Building Number
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REQUIRED INFORMATION:
Be prepared during the initial report to present the following information on injured
personnel:
NAME AND RATE
TYPE OF INJURY - BRIEF AND TO THE POINT
TIME OF MISHAP
WHERE THE MISHAP OCCURRED
WHAT TYPE OF ACTIVITY THE VICTIM WAS ENGAGED IN
More detailed information will be required to submit a mishap report to higher authority at
a later date. So it is advisable to write down all the pertinent facts as soon as possible while the
events are still fresh in your mind.
EMERGENCY EQUIPMENT:
As the instructor responsible for the safety and well being of your students, it is imperative
you know the location, condition and proper use of all emergency equipment required to protect
your students.
Ensure the proper safety gear is available for the type of training being performed, if not,
suspend training until available.
Know the location of emergency electrical disconnect switches for all electrically operated
machines
Know the location of fire extinguishers and other fire fighting equipment
Know the fire evacuation routes and mustering areas for your students
Know the location, condition and proper use of safety protective gear
Know the location of the nearest telephone
In the event of personnel injury or fire assign personnel at strategic points to direct
emergency vehicles, equipment, and crews to the location
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HOW TO USE YOUR TRAINEE GUIDE
This publication has been prepared for your use while under instruction. It is arranged in
accordance with the topics taught, and is in sequence with those topics. By using the table of
contents you should be able to locate the lesson topics easily. By following the enclosed course
schedule, you should be able to follow the course instruction in a logical manner.
The Objectives listed in this Guide specify the knowledge and/or skills that you will learn
during the course, and reflect the performance expected of you on the job. The Enabling
Objectives specify the knowledge and/or skills you will learn in a specific lesson topic. You
should thoroughly understand the Enabling Objectives for a lesson topic and what these
objectives mean to you before you start each lesson topic. Each learning objective contains
behavior(s), conditions, and standards. They are defined as follows:
The behavior is a description of the performance and/or knowledge that you will learn in
that lesson topic;
The condition under which you will be able to perform or use the knowledge;
The standard(s) to which you will be able to perform or use the knowledge.
The objectives provide a means by which you can check your progress during training. The
objectives also enable you to evaluate your training when you have finished, so you can; ensure
that you have satisfied the goals of the course. Your instructor will explain the objectives to you
at the start of the course. Feel free to ask for additional information during training if you feel
that you are not learning, as you should.
STUDY TECHNIQUES:
Classroom and laboratory sessions will be conducted by one or more instructors. You will
be responsible for completing the material in this guide, some of it before class time. Prior to
starting to use this guide, read through the front matter and become familiar with the
organization of the material, then follow directions below for each lesson topic:
1. READ the Enabling Objectives for the lesson topic and familiarize yourself with what
will be expected of you.
2. STUDY each reading assignment.
3. Write any written assignment.
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EXAMINATIONS AND QUIZZES
Exams and quizzes will be administered as identified in the Master Course Schedule. A
quiz is an informal test used to check for understanding, and may be given by your instructor at
any time. These quizzes do not count toward your final grade. In any event, only the material
covered will be tested. All written tests will be in the form of multiple choice, completion, and
or true/false items. Performance tests will be provided to test job skills as appropriate. Success
on exams is dependent upon an understanding the objectives, involvement in class activities, and
good study habits.
TERMINAL OBJECTIVES
1.0 SOLVE mathematical equations related to the Builder trade in accordance with
General Mathematics for the Construction Ratings, NAVPERS 94415 and
Mathematics for Carpentry and the Construction Trades, Webster/Judy (Current
Edition).
2.0 USE construction drawing and specifications for field and shop work in accordance
with Engineering Aid Basic, NAVEDTRA10696-A.
3.0 IDENTIFY building materials and their intended purpose in accordance with Builder
3&2 Vol. 1 NAVEDTRA 12520 and Carpentry (Current edition), Delmar.
4.0 IDENTIFY common builder tools and their uses, in accordance with Builder 3&2
Vol. 1 NAVEDTRA 12520, Builder 3&2 Vol. 2 NAVEDTRA 12521, NAVEDTRA
12085 and, Carpentry (Current edition), Delmar.
5.0 FABRICATE woodworking products to specifications, in accordance with Builder

3&2, Vol. 1 NAVEDTRA 12520 and NAVEDTRA 12085, Carpentry (Current
edition), Delmar.
6.0 PERFORM formwork and reinforcement operations using specified tools and
equipment in accordance with Builder 3&2 Vol. 1 NAVEDTRA 12520, Steelworker
Vol. 2 NAVEDTRA 12530 and Carpentry (Current edition), Delmar.
7.0 PERFORM concrete operations, using specified tools and equipment in accordance
with Builder 3&2 Vol. 1 NAVEDTRA 12530, and Carpentry (Current edition),
Delmar.
8.0 Given job sheets, drawing and specifications, CONSTRUCT a masonry foundation to
specification in accordance with Builder 3&2 Vol. 1 NAVEDTRA 12520 and
Carpentry (Current edition), Delmar
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Page 1 of 4
OUTLINE SHEET 0-1-1
ORIENTATION/INTRODUCTION
A. Introduction
During this lesson you will learn key points of organization, mission, and regulations of
Naval Construction Training Center.
B. Enabling Objectives
0.1 This is a familiarization topic.
C. Topic Outline
1. Introduction
2. Student supplies/materials
a. Desk nameplate
b. Trainee Guide
c. Builder 3 & 2, Volumes 1 and 2
d. Pencils and pen
e. Notebook, loose leaf
3. Chain of Command and Organization
a. Chain of Command
b. Classroom Organization
4. Curriculum
a. Learning Objectives, state what you must:
(1) Know
(2) Do
b. Terminal Objectives
c. Examinations
FOR TRAINING PURPOSES ONLY

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OUTLINE SHEET 0-1-1
(1) Criterion Referenced Tests, individual and team performance is compared to

standards outlined in the objectives.
(2) Written Test
(3) Performance Test
d. Test/Subtopic Failure
(1) Remediation
(2) Academic Review Board (ARB)
e. Curriculum Counseling
(1) Academic problems
(2) Non-academic problems
f. Night Study
(1) Mandatory
(a) Failing grades
(b) Poor academic performance
(2) Voluntary
(3) Reading assignments
g. Class hours
(1) Monday through Friday ______ to ______.
(2) Lunch ________ to __________
(3) Absences
(a) Medical
(b) Dental
(c) Leave

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(1) Regular
(2) Emergency
(d) Phone calls
(1) Personal calls policy
(2) BU School
(3) NCTC OOD/Quarterdeck (emergency only)
(e) Tobacco Use Regulations
(1) NCTC Staff - only in designated areas
(2) Trainee’s - NO tobacco use while on school grounds
(f) Appearance
(1) Prescribed uniform
(2) Neat, orderly appearance
(g) End of Course Critique

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NOTES

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OUTLINE SHEET 0-2-1
SAFETY PRACTICES
A. Introduction
During this lesson you will learn general safety practices, safe handling and use of equipment
and tools, general shop safety, fire safety, MSDS, and Pre Mishap Plan.
This is a familiarization topic.
C. Topic Outline
1. Introduction
2. General Safety
a. Generally, workers are injured because of their own carelessness or the carelessness
of another person.
b. Training for safety is just as important as learning to be a skilled craftsman. Safety is

a combination; knowledge and awareness.
c. To prevent mishaps and injuries, observe all safety regulations, use all safety devices
and guards when working with machines, and learn to control your work and actions
so as to avoid danger.
d. Everyone is responsible for safety.
3. Safe handling and use of equipment and tools
a. Tags and signs
(1) Danger tag
(a) Red
(b) DO NOT operate equipment with a red tag.
(2) Caution tag
(a) Yellow
1) Provides temporary operating instructions

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OUTLINE SHEET 0-2-1
2) Operate with caution when attached.
(3) Warning sign
(a) White background with red and black lettering.
(b) Warn personnel of potential hazard, such as high voltage.
(4) Noise sign
(a) Warn personnel of high noise level that can be detrimental to hearing.
(b) Posted on equipment and/or door to room where the equipment is installed.
(5) Operation of fuel-driven machines
(a) Safe practices
1) Follow all operating instructions.
2) Use the fuel specified on the fuel tank.
(b) Unsafe practices
1) Overloading the capacity of the equipment.
2) Oiling or adjusting the equipment while it is in operation.
3) Repairing equipment while it is operating.
(6) Operation of electric power-driven tools.
(a) Plugging into electrical sources.
1) Check for frayed or damaged cords.
2) Turn switches OFF before plugging in.
(b) Extension cord use:
1) Ensure cord size and length is suitable for the amperage of the tool or
equipment.
2) Ground Fault Circuit Interrupter (GFI)

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(c) Operation of pneumatic power tools
1) Wear protective gear:
[a] Safety boots
[b] Face shield or goggles.
[c] Hearing protection
2) Lay idle tools down in such a manner that no harm can be done if the
switch is accidentally activated.
3) DO NOT use compressed air:
[a] To clean clothing being worn.
[b] To blow dust off the body.
4) NEVER point an air hose at anyone.
b. General shop safety
(1) Personal safety
(a) Tripping hazards
1) Ensure all hand tools and portable equipment are placed in a safe area.
2) Ensure all extension cords lay on the floor or above head level.
(b) Slipping hazards
1) Keep all oil, grease and water wiped up.
2) Place all paper in trashcans.
3) Keep welding rod stubs off floor.
(c) Eye hazards
1) Use proper eye protection when hammering, chiseling and chipping to

protect from small pieces of flying metal.

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2) DO NOT use tools with mushroomed heads.
3) Use proper eye protection around cutting, grinding and welding

operations.
(d) Compressed gases
1) Compressed gases can injure your eyes and penetrate the skin.
(e) Report all mishaps to class safety P.O. and/or instructor.
(2) Fire safety
(a) Avoiding and preventing fires.
1) Good housekeeping
[a] Keep flammable materials away from heat and open flame.
[b] Keep floors and work benches clean.
2) Proper storage of materials
[a] Store oily rags in container.
3) Smoking
[a] Smoke in authorized spaces only.
4) Know evacuation routes
[a] From classroom.
[b] From shop areas
5) Report all fires to class safety P.O. and/or instructor.
(3) Material Safety Data Sheet (MSDS)
(a) Purpose, used to identify hazardous materials and their properties:
1) What the material is
[a] Name

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OUTLINE SHEET 0-2-1
[b] Manufacture
[c] Physical and chemical properties
[d] Emergency information and phone numbers
2) Why it’s hazardous
[a] Physical risk/ways you can be exposed
3) How to work with it safely:
[a] Protective equipment required
[b] Proper handling and storage
[c] Proper disposal
4) Check the MSDS before you start any job using hazardous materials and
ensure that safety procedures are followed.
c. Pre Mishap Plan
(1) Methods of reporting a mishap by telephone.
(a) State whether an ambulance is needed and give the following information:
1) Nature of mishap/accident
2) Health hazards; signs and symptoms of exposure, such as headaches,

nausea, dizziness, eye and skin irritations.
3) Location
4) Number of injured and seriousness
(2) Speed is important, but relaying proper location and information can save a life.
(3) It is important that a mishap/accident form be filled out as soon as possible.

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4. OPERATIONAL RISK MANAGEMENT (ORM) Concept
a. A decision making tool used by people at all levels to increase operational effectiveness
by anticipating hazards and reducing the potential for loss, thereby increasing the
probably of a successful mission.
b. Increases our ability to make informed decisions by providing the best baseline of
knowledge and experience available.
c. Minimizes risk to acceptable levels, commensurate with mission accomplishment.

Applying the ORM process will reduce mishaps, lower cost, and provide for more
efficient use of resources.
5. ORM Five Step Process
a. Identify
b. Assess hazards
c. Make Risk Management Decisions
d. Implement Controls
(1) Administrative Controls
(2) Engineering Controls
(3) Personal Protective Equipment
e. Supervise
6. Principals of ORM
a. Accept risk when benefits outweigh the cost – the goal of ORM is not to eliminate risk,
but to manage the risk so the mission can be accomplished with a minimum amount of
loss.
b. Accept no unnecessary risk – take only risks which are necessary to accomplish the
mission.

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c. Anticipate and manage risk by planning – identify risk early in the planning process.
d. Make risk decisions at the right level – management decisions are made by the leader
directly responsible for the operation.
7. Risk Assessment Matrix
a. Hazard Severity – assessment of the worst credible consequence which can occur as a
result of a hazard.
I = May cause death, loss of facility/asset
II = May cause severe injury, illness, property damage
II = May cause minor injury, illness, property damage
IV = Minimal threat
b. Mishap Probability – the probably that a hazard will result in a mishap or loss.
A = Likely to occur immediately or within a short period of time
B = Probably will occur in time
C = May occur in time
D = Unlikely to occur
c. Risk Assessment Code
1 = Critical
Probability
2 = Serious
A B C D
3 = Moderate
I 1 1 2 3
4 = Minor
II 1 2 3 4
5 = Negligible
2 3 4 5
Severity
III
IV 3 4 5 5

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OUTLINE SHEET 1-1
CONSTRUCTION MATHEMATICS
A. Introduction
During this lesson you will learn to solve general construction mathematic problems using
standard formulas. The formulas that will be covered though-out this lesson are common to all
construction fields. Knowing how to apply these formulas in the field will increase your quality
of work and chances for promotion.
1.1 PERFORM basic mathematical operations (additions, subtraction, multiplication,

and division) using whole numbers, fractions, decimals and percentages in
accordance with Mathematics for Carpentry and Construction Trades (Current
Edition) (Webster/Judy)
1.2 CONVERT measurement units, fractions decimals, and percentages in accordance

with Mathematics for Carpentry and Construction Trades (Current Edition)
(Webster/Judy)
1.3 PERFORM ratio and proportion calculations in accordance with Mathematics for
Carpentry and Construction Trades (Current Edition) (Webster/Judy)
1.4 CALCULATE square roots in accordance with Mathematics for Carpentry and
Construction Trades (Current Edition) (Webster/Judy)
1.5 CALCULATE areas, volumes and linear measurements in accordance with

Mathematics for Carpentry and Construction Trades (Current Edition) (Webster/Judy)
1.6 DESCRIBE metric units of measure in accordance with Mathematics for Carpentry
and Construction Trades (Current Edition) (Webster/Judy)
C. Lesson Topic Outline
1. Whole Numbers
a. Definition –
(1) A positive or negative number, including zero, that does not contain a fraction or
decimal
b. Addition

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(1) Numbers to be added are placed in columns with corresponding units (ones, tens,
hundreds, etc.) aligned.
(2) Starting with the ones column, numbers are added down for each corresponding unit,
and then carried over to the next column.
TRAINEE PROBLEM – Add the following together;
456 + 369 = ?
c. Subtraction
(1) Numbers are aligned in columns the same as addition.
(2) Numbers are then subtracted by columns, borrowing from the next column, if
necessary.
TRAINEE PROBLEM – Subtract the following numbers to find the answer;
350 – 125 = ?
d. Multiplication
(1) Numbers are aligned the same as in addition.
(2) Starting with the ones column of the bottom number, multiply that number by each
number in the top by column, carrying over to the next column, if necessary.
(3) Continue multiplying by columns until all numbers have been multiplied. Each result
should line up under its respective column.
(4) When all multiplication is complete, add up results.

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TRAINEE PROBLEM – Multiply the following numbers together;
136 x 12 = ?
e. Division
(1) The number to be divided is called the “dividend” and the number divided into the
dividend is called the “divisor.” The result is called the “quotient.”
(2) The divisor is then divided into the dividend until all the numbers have been used;
there may or may not be a remainder.
TRAINEE PROBLEM – Solve the following division problem;
648 divided by 8 = ?
2. Fractions
a. Definitions
(1) A fraction is a broken unit or part of a unit.
(2) A fraction is one or more equal parts into which anything can be divided.
(a) EXAMPLE - Three-eighths (⅜) means that the whole is divided into eight parts
and three parts of these are taken or included.
NOTE: When rounding numbers with decimals, the number will be written to the
thousandths, or 3rd place to the right of the decimal point. If this number is 5 or greater,
than the 2nd number to the right of the decimal point will be increased by one. If the
number in the thousandths place is less than 5, then all the numbers to the right and
including the thousandths place will be dropped.

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NOTE: When working equations with decimals, the numbers within the equation will be
solved without rounding. The answer to the equation will be rounded using the ‘rounding
rule’.
(3) A fraction indicates a division. It can be divided to form a percent.
TRAINEE PROBLEM - 3/8 = 3 ÷ 8 = ?
(4) A fraction indicates a ratio between numbers.
(a) Example - 3 is to 8 or (3:8)
(5) A fraction has two parts called terms or members.
(a) The lower member is called the “denominator” and written below the line. It tells
how many parts the whole has been divided into.
(b) The upper member is called the “numerator” and is written above the line. Tells
how many parts have been taken from the whole.
b. Fractional forms
(1) A proper fraction is one in which the numerator is smaller than the denominator.
(2) An improper fraction is one in which the numerator is the same size or larger than the
denominator.
(3) A mixed fraction is a proper fraction combined with a whole number.
(4) Equivalent fraction
(a) The numerator and denominator of a fraction may be divided or multiplied by the
same number without changing the value of the fraction.
c. Addition of Common Fractions

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(1) The addition of common fractions is the uniting of two or more fractions into one.
The fraction or whole number or mixed number obtained is called the “sum.”
(2) The rules for addition of common fractions are:
(a) Place the fractions in a column, the same as in the addition of whole numbers.
(b) Determine the least common denominator.
1. Place all denominators in a horizontal line.
2. Divide each denominator by the largest number that will go into the greatest
number of denominators.
3. Bring down the quotients under the denominators that are divisible an exact
number of times.
4. Bring down the denominators that are not divisible.
5. Repeat until all quotients are 1.
6. Multiply all the divisors together to determine the least common denominator.
(c) Use the least common denominator and convert the original fractions to common
terms.
(d) Add the numerators and place the sum over the common denominator.
d. Subtraction of Common Fractions
(1) Rules
(a) Place fractions in a column as in the subtraction of whole numbers.
(b) Determine the least common denominator.

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(c) Subtract the numerator of the subtrahend (lower fraction) from the numerator of
the minuend (upper fraction) and place the difference over the common
denominator.
e. Multiplication of Common Fractions
(1) Rules
(a) Multiply all the numerators together, multiply all the denominators together, place
combined numerator over the combined denominator and reduce to lowest terms.
(b) If a number of fractions are to multiplied together:
1. Cancel numerators with denominators as appropriate (divide both by common

factor).
2. Then proceed to multiply as before.
f. Division of Common Fractions
(1) Basic terms;
(a) The fraction to be divided is called the dividend.
(b) The fraction used to divide is called the divisor.
(c) The result or answer is called the quotient.
(2) To divide one fraction by another:
(a) Write down the dividend.
(b) Insert the multiplication sign.
(c) Invert the divisor.
(d) Proceed as in the multiplication (cancel terms and reduce to its simplest form).

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3. Decimals
a. Definition
(1) Represent fractions in a base of ten; operations using decimals are the same as using
whole numbers.
b. Addition and Subtraction of Decimals
(1) Rules
(a) Place decimals in columns, ensuring that the decimal points stay in line.
(b) Use the same principals as regular addition and subtraction functions.
(c) Decimal points should stay lined up vertically
c. Multiplication of Decimals
(1) Rules
(a) Write the first number/decimal down and place the second number under the first,
aligning the columns from right to left.
(b) Multiply numbers as in multiplication of whole numbers.
(c) Placement of the decimal point in the answer is based on the number of decimal
places in the problem.
d. Division of Decimals
(1) Rules
(a) Place dividend under the divisor sign.
(b) Place divisor to the left of the dividend, outside of the divisor sign.
(c) Move the decimal point in the divisor to the right until it becomes a whole
number.

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(d) Move the decimal in the dividend the same number of places to the right (as
moved in the divisor). Place another point above the divisor sign in line with the
new point position.
(e) Divide the dividend by the divisor.
e. Conversion of a Decimal to a Fraction
(1) Rules
(a) Place the number that appears after the decimal point over the number “1.”
(b) Add the same number of zeros, as there are figures appearing in the numerator,
and remove the decimal point.
(c) Reduce fraction to its simplest form.
f. Conversion of a Fraction to a Decimal
(1) A common fraction is an indication of a division.
(a) By dividing the numerator by the denominator, the quotient will be the decimal
equivalent of that fraction.
(2) Basic rules / sequences:
(a) Write down the division as to divide the numerator (top number) by the
denominator (bottom number).
(b) Place the decimal point after the numerator and add the appropriate number of
zeros to carry out the division.
(c) Do the division. Establish the decimal point in the answer directly.
4. Percentages
a. Definition – A fraction with 100 fixed and understood as the denominator; a proportion
or share in relation to the whole.

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b. Conversions:
(1) From percentage to fraction:
(a) Place percentage number as the numerator and 100 as the denominator.
(b) Reduce to the lowest form.
(2) From fraction to percentage:
(a) Divide numerator by denominator
(b) Multiply quotient by 100 and insert percent sign (%)
c. Rounding Decimals
(1) Carry out decimals to the third place (thousandths) and round back to the second
place (hundredths).
(2) If the number in the thousandths column is 5 or greater, round the hundredths up one.
5. Conversions
a. From percentage to decimal
(1) Divide percentage number by 100
b. From decimal to percentage
(1) Multiply decimal by 100 and insert percentage sign (%).
c. Finding percent of numbers
(1) Convert percentage to decimal.
(2) Multiply the number by the decimal.
d. Finding the percentage of a number
(1) Divide the (# is) by the (of #)

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(2) Multiply the quotient by 100 for percentage
6. Conversion of Measurement Units
a. To / From inches, feet, and yards:
(1) Multiply or divide the number of unit(s) by appropriate conversion factor.
TRAINEE PROBLEM – 52” = ? feet and inches
TRAINEE PROBLEM – 4 yards = ? feet
b. To fractions:
(1) Place unit to be converted in numerator and unit conversion factor in denominator.
(2) Reduce fraction to lowest terms.
TRAINEE PROBLEM - 8” = ? foot

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c. From fractions
(1) Place conversion factor over 1.
(2) Multiply conversion factor by unit fraction
(3) Reduce fraction to lowest terms.
TRAINEE PROBLEM – 2/3’ = ? inches
d. To / From decimals
(1) Multiply or divide the units by the appropriate conversion factor.
TRAINEE PROBLEM – 40” = ? feet and decimal parts.
TRAINEE PROBLEM – 4.5’ = ? inches
(2) Decimals to fractions
(a) Multiply decimal by conversion factor (round if necessary) and place in the
numerator.
(b) Place conversion factor in denominator.

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(c) Reduce to lowest terms.
TRAINEE PROBLEM – 7.63” = ? inches and fraction(s) of an inch(16ths)
7. Ratio and Proportions
a. Definition of ratio
(1) A ratio is a comparison of one value with a like quantity or value.
(2) A ratio is a statement of the relationship between two things.
b. Definition of proportion
(1) A proportion sets two ratios as equals to each other
(a) EXAMPLE: 1/2 = 2/4 (one-half equals two-fourths).
(b) EXAMPLE: 1:2::2:4 (one is to two as two is to four)
(c) EXAMPLE: 1÷2 = 2÷4 (one divided by two is equal to two divided by four)
(2) Terms
(a) “Extremes” are the outer most numbers
(b) “Means” are the inner most numbers
c. Mathematical solution of a proportion
(1) In fractional form (cross multiplication):

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(a) Multiply the denominator of the one fraction times the numerator of the other
fraction.
(b) Repeat this procedure with the remaining numbers.
(c) Set the results equal to each other.
(2) In standard form:
(a) Multiply the two extremes and two means, then set the results equal to each other.
8. Powers of numbers
a. Definition
(1) A number placed to the right of and above another number which indicates the power
to which that number is raised.
TRAINEE PROBLEM – 32 = ?
9. Square roots
a. The square root of any number is equal to one number which, when multiplied by itself,
will produce the first number.
(1) EXAMPLE: The square root of 25 = 5 (5 x 5 = 25)
b. There is a special sign to indicate square root which looks like a division sign, but it has a
tail:
(1) EXAMPLE: 81 = 9 (the square root of 81 equals 9)
10. Right Triangles
a. Parts of a Right triangle:

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(1) Hypotenuse is the long side of the triangle, represented by the letter C.
(2) Altitude is the vertical side of the triangle, represented by the letter A.
(3) Base is the horizontal side of the triangle, represented by the letter B.
b. Pythagorean Theory
(1) The square of the hypotenuse is equal to the sum of the altitude squared plus the base
squared.
(a) EXAMPLE: A2 + B2 = C2
11. Area and Volume of Rectangular Objects
a. Area / Square measure
(1) Rule for finding square measure:
(a) Multiply the length times the width (L x W)
(b) The dimension of the length and width may be given in any denomination, but
both dimensions must be expressed in the same unit of measure before
multiplying.
TRAINEE PROBLEM – Find the number of square feet in a room 9 feet by 144
inches? (9’-0” x 144”)
b. Volume / Cubic measurement
(1) Finding the volume of a rectangular solid involves three dimensions:
(a) EXAMPLE: VOLUME = (Thickness)Height x Width x Length
(2) Rule for finding Cubic measure

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(a) As in square measures, these dimensions may be given in any denomination but
all must be expressed in the same unit of measure before multiplying.
(3) To find cubic feet:
(a) If the measurements are given in feet and the answer is required in feet, multiply
the three measurements.
TRAINEE PROBLEM - Find the number of cubic feet in a box that is

3’-0” deep x 4’-0” wide x 6’-0” long.
(b) If the measurements are in inches and the answer is required in feet, divide the
number of inches over 12 (inches divided by 12) to convert it to the decimal
portion of a foot, then multiply the three measurements
TRAINEE PROBLEM - Find the number of cubic feet in a slab of concrete 10”
thick by 4’-0” wide and 6’-0” long.

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(4) To find cubic yards:
(a) If the measurements are given in yards and the answer is required in yards,
multiply the three measurements.
(b) If the measurements are given in feet and the answer is required in yards, put the
number of feet over the number “3”, convert it to the decimal portion of a yard,
and multiply the three measurements.
(c) If the measurements are given in inches and the answer is required in yards,
divide the number of inches over the number “36”, convert it to the decimal
portion of a yard, and multiply the three measurements.
TRAINEE PROBLEM - Find the number of cubic yards of concrete in a wall 9”

thick, 4’-0” high and 28’-0” long.
12. Calculating Board Feet
a. A board foot is a piece of lumber that has a mass equivalent to one inch thick by twelve
inches in length and width.
(1) Computing board feet in a single piece of lumber:
(2) Thickness (in inches) times Width (in inches) times Length (in feet) divided by 12
equals Board Feet (BF)

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TxWxL
(a) Written as -
12
TRAINEE PROBLEM – Calculate the board feet in a piece of lumber that is 2” by 12” by
16’-0”.
b. Computing board feet in a number of pieces of lumber:
(1) Use the same formula and multiply by the number of pieces.
13. Area of a Right Triangle
a. Formula for finding the area of a right triangle: multiply the altitude by the base and
divide by two or multiply the altitude by one-half the base.
AltitutexBase
(1) Written as - Area = or Area = ½ [(Base)(Altitude)]
2
TRAINEE PROBLEM – Find the area of a right triangle with a base of 24’-0” and an
altitude of 30’-0”
30’-0”
24’-0”
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14. Area and Volume of Circular Objects
a. Definitions/Terms of circles
(1) A circle is a plane figure bound by a curved line called a circumference. Any point
on the circumference is equidistant to the center of the circle.
(2) The diameter is a line drawn through the center of the circle and ended on each side
of the circumference.
(3) The radius is equal to one-half the diameter
(a) Written as r = 1/2(D)
(4) The circumference of a circle is the boundary line, or the distance around it.
(a) The circumference (C) of any circle divided by its diameter (d) will always equal
the value 3.14 (correct to 2 decimal places), this value is called “pi” and is
represented by the Greek symbol “π” .
(b) Formula for finding the circumference:
1) C = π x d
C
2) D =
π
b. Area of a circle
(1) The area of a circle is the amount of square measure contained within a given
circumference of a circle
(2) Formula for the area of a circle
(3) Written as - Area= π x r

2
TRAINEE PROBLEM - Determine the area of a circle with an 11” diameter.

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c. Volume of a cylinder
(1) Formula for finding the volume of a cylinder
(a) Written as - V = π x r x h
2
TRAINEE PROBLEM – How many cubic feet are in a tank with an inside diameter
of 18” and a height of 3’-0”?
d. Lateral surface of a cylinder
(1) Roll a cylinder out on a flat surface to form a rectangle/square, the width would equal
the height of the cylinder and the length would equal the circumference of the base of
the cylinder.
(2) Formula for the lateral surface area of a cylinder:
(3) Written as - LS = π x d x h
TRAINEE PROBLEM - Find the lateral surface of a tank with a diameter of 12’ and
height of 30’.

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e. Cones
(1) Formula for finding the volume of a cone
πr 2 h
(a) Written as = Volume =
3
TRAINEE PROBLEM - How many cubic feet are there in a pile of sand (cone) with
the base radius of 6’-0” and a height of 4’-0” ?
15. Introduction to Metrics
a. Metric units are related by the base 10 system
b. Prefixes indicate what power of 10 the unit is in both decimal and whole numbers
c. Metric Units of Measure
(1) Meter
(a) Unit to measure length, area, and volume; represented by the symbol “m”
(2) Liter
(a) Used to measure volume of liquids, represented by the symbol “l”
(3) Weights / Temperature
(a) Grams
1) Used to measure weight; represented by the symbol “g”
(b) Celsius
1) Used to measure temperature represented by the symbol °C

TRAINEE GUIDE A-710-0010 CHANGE 9
Page 1 of 8
OUTLINE SHEET 1-2
CONSTRUCTION DRAWINGS AND SPECIFICATIONS

A. Introduction
During this lesson you will learn how to interpret lines and symbols used on construction
drawings and specifications.
2.1 INTERPRET dimensions, types, and sizes of windows and doors, and interior finish for
floors, walls and ceilings, in accordance with Engineering Aid Basic, NAVEDTRA
10696-A, Carpentry (Current Edition), Delmar
2.2 INTERPRET specifications in accordance with Engineering Aid Basic, NAVEDTRA

10696-A, Carpentry (Current Edition), Delmar
C. Topic Outline
1. Introduction
2. Construction Drawings and Specifications
a. Construction Drawings
(1) Constructions drawings are complete graphic descriptions of each phase of the
construction process
(2) The purpose is to furnish enough information for the builder to complete an entire
project
b. Specifications
(1) Specifications contain information that is not shown on drawings
(2) Specifications are written instructions which define and limit material and
fabrication to the intent of the engineer or designer
3. Elements of Construction Drawings
a. Lines – dimensions and working directions
(1) Object Lines – solid, heavy lines that outline the main borders, wall lines, plans,
sections that clearly emphasize the important areas

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(2) Hidden Lines – dashed lines, thinner than object lines, used to show a surface or
edge that is not visible from the viewing surface
(3) Dimension lines – fine, solid lines that end with an arrowhead used to indicate the
distance between points and lines
(4) Extension lines – thin, unbroken lines that show the extreme limits of the
dimensions
(5) Center line – fine, alternate long and short lines used to show the center
b. Architectural symbols – visual representation
(1) Common Material Symbols
(a) Brick
(b) Concrete
(c) Earth
(d) Glass
(e) Metal
(f) Stone
(g) Wood

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(2) Door and window symbols
(a) Doors
1) Direction of swing – in or out
2) Number of doors – single or double
(b) Windows
1) Wood or metal sash in frame wall
2) Metal or wood sash in masonry wall
3) Types – single hung, double hung, double opening out and single opening
out
(3) Reference symbols
(a) Combination of letters and numbers within various geometric figures, such as
circles and triangles
(b) Letters or numbers within a geometric figures, normally used for the following
reasons

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1) Locate doors and windows
2) Identify the type of door/window on door/window schedule
4. Construction Drawing Components
a. Title block – located in the lower right hand corner on each print. Identifies the
drawing by name, location, and number
b. Plans
(1) Site –shows boundaries, roads, utilities, and location of structures
(2) Plot Plan – shows survey marks, elevations and grading requirements
(3) Foundation Plan – plan view of the structure, revealing how the foundation will
be constructed
(4) Floor Plan – the key drawing from which most of the building is laid out
(a) Displays the layout of interior and exterior walls, placement of window/doors,
and utilities
(b) Shows dimensions for
1) Overall width and length
2) Specific areas – interior and exterior walls
(5) Framing plan – displays the size, number, and location of structural members that
make up the building frame work
(6) Elevation – front, rear and sides of a structure, as they appear projected on a
vertical plane

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c. Sectional views – provide information about the height, materials, fastening and
support systems, also concealed features of the structure (also known as cross
sections)
d. Detail drawings
(1) Are drawn in a large scale
(2) Shows more clearly the size and shapes of material
e. Schedule –general notes, grouped according to types of material
f. Notes – statements on a drawing that provides additional information
g. Revision block – located in the upper right hand corner of a print, used for recording
changes/revisions
5. Reading Construction Drawings
a. Locate overall dimensions
b. Locate partial dimensions
c. Locate reference lines
(1) Floors
(2) Walls
(3) Ceiling
d. Locate doors and windows (using symbols)
(1) Types, quantity, and dimensions
6. Specifications
a. Definition – official, written guidelines, approved by an architect /engineer giving

detailed instructions regarding materials and construction methods
b. Contents – divided into the following sections: scope of work, specifications of

material to be used, application methods and procedures, and guarantee of quality and
performance
c. Sources – all construction projects are covered by one or more specifications

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(1) Federal, Military, NAVFAC
7. Practical application of construction drawing and specifications
a. Various construction lines
(1) Object
(2) Hidden
(3) Dimension
(4) Extension
(5) Center
b. Various symbols
(1) Architectural
(2) Electrical
(3) Mechanical
(4) Door
(5) Window
(6) Reference
(a) Detail
(b) Building
(c) Section
(d) Door
(e) Window
c. Blocks
(1) Title – lower right hand corner
(2) Revision – upper right hand corner

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d. Plans
(1) Plot
(2) Site
(3) Foundation
(4) Floor
(5) Framing
(6) Electrical
(7) Mechanical
(8) Plumbing
e. Elevation
f. Section
g. Details
h. Schedules
(1) Finish
(2) Door
(3) Window
i. Notes
j. Specifications
(1) Table of contents
(2) General divisions

Page 1 of 8
OUTLINE SHEET 2-1
BUILDING MATERIALS
A. Introduction
During this lesson you will learn to identify common materials utilized in construction
3.1 IDENTIFY common building materials in accordance with Builder 3&2 Vol.1
NAVEDTRA 12520 and Carpentry (Current edition), Delmar
C. Topic Outline
1. Materials
a. Lumber - wood that has been cut to size and surfaced
(1) Sizes
(a) Nominal size - the original size of the lumber before surfacing
(b) Actual size - the size of the lumber after drying and surfacing
EXAMPLE: 2" X 4" - Nominal Size
1 1/2" X 3 1/2" - Actual Size
(c) Length - usually cut in 2 foot increments
(2) Classifications
(a) Softwood – needle bearing, such as: cedar, cypress, fir, hemlock, pine,
redwood and spruce. Not based on the actual softness of the wood
(b) Hardwood – broad leaf, deciduous trees, such as: birch, elm, mahogany, oak
and walnut
(3) Surfaces
(a) Rough - lumber which has been cut to nominal dimensions and not
surfaced/dressed
(b) Surfaced/dressed - rough lumber which has been planed on one or more
sides/edges to attain a smoothness and uniformity

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(c) Worked - surfaced/dressed lumber which has been matched such as: tongue
and groove, ship-lapped or patterned
(4) Defects and blemishes
(a) Defect - any flaw that affects the strength, durability or utility value of the
lumber
(b) Blemish - a flaw that mars only the appearance of lumber, does not affect the
durability or utility value
b. Plywood - 3 or more thin sheets (plies) of wood glued together to form a panel
(1) Advantages
(a) One of the strongest materials available for woodworking
(b) Can be worked easily; accepts nails without splitting
(c) Versatile - can be finished or left to the weather
(2) Sizes
(a) Most common size is 4' X 8'
(b) Available lengths to 12'
(c) Most common thickness range from 1/4" to 3/4", but can specially ordered in
a variety of thickness
(3) Types
(a) Interior - can withstand an occasional wetting, but should not be permanently
exposed to the elements
(b) Exterior - intended for permanent exterior use; bonded with waterproof
adhesives
(4) Grades - based on the quality of the plywood
(a) A-grade - highest standard grade; has no open defects
(b) B-grade - has a solid face, tight knots
(c) C-grade - 1" splits limited to 1/8" wide and knotholes limited to 1/4" by 1 1/2"

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(d) D-grade - poorest grade, open faces
c. Nails - most used fastening device in construction
(1) Size - the size is designated by a number and a "d", which is called "penny";
Example 2d is one inch long , 6d is two inches long, as the number increases, so
does the size/length of the nail
(2) Types and uses
(a) Common or box nail - used when appearance is not important, such as in
framing or structural construction
(b) Finishing nail - has a small, tulip shaped head that can be set below the
surface and easily puttied; used for interior finishes
(c) Duplex nail - two headed nail used for temporary construction, such as
formwork; can be easily removed
(d) Roofing nail - large head; resistant to weather; fastens flexible roofing
materials, such as rolled roofing, shingles and felt paper

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d. Wood Screws

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(1) Advantages
(a) Provide more holding power than nails
(b) Can be easily tightened to draw the items being fastened securely together
(c) Neater in appearance if properly installed
(d) Can be withdrawn without damaging the material
(2) Designated according to head style
(a) Flat head
(b) Oval head
(c) Round head
(3) Sizes - come in sizes that vary from 1/4" to 6" and vary in size of shaft. The size
number indicates the wire gauge of the body
e. Bolts - used when great strength is required or when work must be frequently
disassembled
(1) Carriage bolts
(a) Round headed and are not designed to be driven
(b) Threaded only part of the way up the shaft
(c) The upper part of the shank is designed to grip the material and keep the bolt
from turning when a nut is tightened down or removed

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(2) Machine bolts
(a) Precision made and generally applied metal to metal, where close tolerance is
desired
(b) The head may be square, hexagonal, rounded, or flat countersunk
(3) Expansion bolts - used in conjunction with an expansion shield to provide

anchorage in solid substances, such as concrete, in which a threaded fastener
alone is useless
(4) Toggle bolts - a machine bolt with a spring-action, wing-head nut that folds back
as the entire assembly is pushed through a prepared hole in a hollow wall
(5) Anchor bolts – set in concrete, has threaded end with nut to fasten metal or
wooden members

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Page 1 of 24
OUTLINE SHEET 2-2
TOOLS AND THEIR USES

A. Introduction
During this lesson you will learn to identify and use of construction tools
4.1 IDENTIFY measuring, layout, striking, cutting, and drilling tools in accordance with
Builder 3&2 Vol.1 NAVEDTRA 12520 Builder 3&2 Vol.2 NAVEDTRA12521, Use and
Care of Hand Tools and Measuring tools NAVEDTRA 12085, Structural Journeyman
Vol. 1 CDC 3E351C and Carpentry (Current edition), Delmar
4.2 DESCRIBE the maintenance pertaining to measuring, layout, striking, cutting and
drilling tools in accordance with Builder 3&2 Vol. 1 NAVEDTRA 12520 Builder 3&2
Vol. 2 NAVEDTRA 12521, Use and Care of Hand Tools and Measuring Tools
NAVEDTRA 12085 and Carpentry (Current edition), Delmar
C. Topic Outline
1. Measuring Tools
a. Steel Tape Measures
(1) Lengths vary from 6' to 300'; common lengths used by builders are 16', 25' and
30'
(2) Flexible - contained in metal or plastic cases
(3) A hook is attached to one end of the tape. The hook is used to secure the tape to
the end of an object to be measured

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OUTLINE SHEET 2-2
(4) Tapes are graduated in feet, inches and fractions down to 1/16"
(a) Tapes are usually marked/highlighted every 16" to facilitate layout in framing

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OUTLINE SHEET 2-2
(5) Taking measurements
(a) Hold the rule with the edge on the surface to be measured
(b) Read the measurement at the graduation which coincides with the distance to
be measured
1) Measurement can be read in feet, inches and fractions of an inch
(6) Maintenance
(a) Use a clean dry cloth and wipe the blade clean
(b) After the blade is clean, wipe with a light coat of machine oil
(c) Remove excessive oil with a dry clean cloth
b. Wood Folding Rule
(1) Lengths from 2' to 6'
(2) Disadvantage - cannot be

relied upon for extremely
accurate measurements
because play develops at the
joints after continuous use
(3) Advantages
(a) Very rigid - can be

extended across an
opening or used
vertically without collapsing
(b) Measurements are on both sides of the rule and graduated like steel tapes
(4) Measurements are taken much the same as with steel tapes with one exception -
care must be taken to align the end of the rule with the object to be measured
because there is no hook as with the steel tape
3. Layout Tools
a. Hand level

Page 4 of 24
OUTLINE SHEET 2-2
(1) Designed to prove whether a surface is true horizontal (level) or true vertical
(plumb)
(2) Common lengths are 2' and 4'
(3) Parts
(a) Frame - may be aluminum, magnesium, wood, or iron
(b) Glass vials/tubes
1) Filled with a non-freezing liquid. Small amount of air is trapped, and

sealed to create an air bubble
2) Tube is slightly curved, causing the bubble

to always seek the highest point
3) Outside of the tube has two sets of

graduation lines separated by a space,
when the bubble is centered between these
lines, the surface is level or plumb
4) Depending on the length, a level may have

one or more tubes
(4) Do not drop or handle a level roughly (will cause

damage and loss of accuracy)
(5) To prevent damage, store hanging, in a tool box, or

other suitable place when not in use
b. Plumb bob
(1) A pointed, tapered brass or bronze weight suspended from a cord or string
(a) Tips are usually detachable, so that when they become damaged, they can be
easily replaced
(2) Precision instrument used to establish a true vertical line and or transfer line from
a reference point
(3) Common weights are 6, 8, 10, 12, 14,16, 18 and 24 ounces
(4) Safety precautions

Page 5 of 24
OUTLINE SHEET 2-2
(a) Never swing the plumb bob on the

string. If the string breaks, the
plumb bob becomes a dangerous
missile hazard
(b) The tip can be extremely sharp and

will pierce the hardhat or skull of
someone if accidentally dropped
1) Keep people clear from underneath a plumb bob when it is suspended

above head height
(c) If struck on a hard surface or allowed to free fall, the tip may become
damaged or break off
c. Chalk line reel/box
(1) A spool of string or twine enclosed in a

metal/plastic case filled with powdered,
colored chalk
(2) Used to strike a straight reference line

between two points or to check alignment
between two points
d. Squares
(1) Used during building layout and erection
(2) Squares have a rule marked on the edge and may be used for measuring
(3) Types
(a) Combination
1) Equipped with a movable head, called a square head, that may be adjusted
to any position along the rule and then clamped securely in place
2) Two faces of the head are ground at right angles to each other; a third face
is at 45 degrees

Page 6 of 24
OUTLINE SHEET 2-2
3) A small spirit level is built in to check surfaces for plumb or level
4) A small scribe is housed in the end of the head for scratching layout lines
5) Uses
a) As a
depth/height
gauge
b) To square a
line on stock
c) Laying out
45 degree angles
d) Drawing parallel lines
e) As a ruler
[1] Graduated to 1/32”
(b) Speed/Pocket Square
1) Purpose and uses - designed to provide a quick, accurate and repeatable

means for laying out and cutting various cuts
2) Uses
a) To square line on stock
b) Laying out 45 degree

angles on stock
c) Laying out various

roofing members
d) As a saw guide

Page 7 of 24
OUTLINE SHEET 2-2
(c) Framing Square
1) Used for laying out building, rafters, and stairs
2) Parts
a) Blade (Body) - 2" wide, 24" length
b) Tongue - 1 1/2" wide, 16” length
c) Heel - the corner where

the blade and tongue
meet at the outer edge
d) Face - identified by
manufacture’s name
3) Scales on the square (inner

and outer edges)
a) Inches in sixteenths
b) Inches in eighths
c) Inches in twelfths
d) Inches in tenths
4) Octagon scale
a) Used to layout eight - sided objects
5) Tables on the framing square
a) Rafter framing table
b) Brace table
c) Essex board measure table
4. Striking tools
a. Carpenter's Hammer
(1) Curved claw

Page 8 of 24
OUTLINE SHEET 2-2
(a) Used to drive or pull finish and common nails in finish carpentry
(b) Weight of steel head determines size (7 to 20 oz.)
(2) Straight claw
(a) Used for ripping and framing
(b) Common weights are 20, 22 and 28 oz.
b. Sledge hammer
(1) Steel headed, heavy duty driving tool
(2) Head weights range from 2 to 20 lbs.
(a) Lightweight (up to 10 lbs.) - used to drive bolts, drift pins, large nails (20d)
and spikes

Page 9 of 24
OUTLINE SHEET 2-2
(b) Heavyweight (10 lbs. and up) - used to drive large drift pins, bolts, large
spikes, and stakes; long handles
(3) Handles vary in length from 15 to 36

inches
c. Safety Precautions for Striking Tools
(1) Hammers and sledges should be cleaned

and repaired as necessary after each use
(2) Heads should be dressed as necessary to

remove any mushroomed or chipped edges
(3) Handles should be tight in the head. If

loose the head may fly off and cause injury
(4) Handles should be inspected regularly and

replaced at any sign of splits, cracks, or rot
(a) Do not repair handles with string, wire

or tape
(5) Do not strike a hardened steel surface with

a steel hammer, chips may break and fly
off causing injuries
(6) Grasp the hammer firmly on the handle near the end. Do not hold the handle too
close to the head (known as "choking"). This reduces the force and accuracy of
the blow resulting in damaged work and bruised fingers
(7) Hit the object squarely and avoid angled blows
5. Cutting Tools
a. Handsaws
(1) Parts
(a) Handle
(b) Heel

Page 10 of 24
OUTLINE SHEET 2-2
(c) Blade
1) Fewer points - rougher, faster cut
2) More points - finer, slower cut
(d) Toe
(e) Teeth
1) Point
2) Pitch (Hook)
3) Set
4) Kerf
(2) Types
(a) Rip - teeth are chisel shaped; used

for cutting with the grain
1) Teeth cuts like chisels

Page 11 of 24
OUTLINE SHEET 2-2
(b) Crosscut - teeth are beveled and knife-like; used for cutting across the grain
1) Teeth cut like knife
(3) Use procedures
(a) Place board on sawhorse or other suitable firm surface
(b) Cut at 60 degree angle to the work for ripping and 45 degree angle for
crosscutting
(c) Cut on the waste side of the line, leaving the line on measured length
1) Sawing on the line or wrong side of the line makes the stock too short and
/or leaves the opening too large
(d) Start the cut by placing the heel on mark, and using the thumb for a guide, pull
the blade towards you
1) Keep thumb above teeth to prevent injury
(e) Begin with light short strokes, increasing the length of strokes, using the full
length of the blade
(f) Use one hand to operate and do not force or jerk blade
(4) Saw safety precautions
(a) Do not pile tools on the blade, this causes distortion
(b) Before sawing, check for nails or other objects in line of cut to prevent
damage to the saw
(c) Do not place fingers in the path of the saw cut

Page 12 of 24
OUTLINE SHEET 2-2
(5) Maintenance: cover blade with a light coat of machine oil (to prevent rust)
b. Coping Saw
(1) Narrow blade, single cut saw
(2) Used to cut along curved lines and odd shapes
(a) Cut molding and trim to fit inside corners (known as coping a joint)
c. Utility Knife
(1) Used to cut cardboard, paper,

sheetrock, string and other materials;
also used to sharpen pencils
(2) Has a metal handle which contains

extra blades with a retracting blade
mechanism
(a) Ensure that the blade is retractable
1) Do not carry open knives in your pocket or leave them where they could
cause injury
(b) Always cut away from the body

Page 13 of 24
OUTLINE SHEET 2-2
(c) Replace blades when they become dull or broken
d. Portable Electric Saws
(1) Circular Saw
(a) Reduces the amount of time required to perform a given task
(b) Components
1) Base - can be raised or lowered; using the depth scale and depth lock knob
a) Can be adjusted for various angles using bevel angle scale and tilt lock
knob
2) Blade – sizes ranging from 4 ½” to 16” in diameter
a) Types - crosscut; combination; other types for plywood, masonry, etc.
b) Safety guard (retractable guard) - pushed back by working piece,

returns automatically (if not, do not use the saw)
IMPORTANT: Always leave

the guards in place and
functioning, DO NOT jam, tie
back safety guards
3) Rip fence (guide)
4) Attachment slot
5) Power trigger
(c) Removing and installing blade
1) Ensure that the power cord is

unplugged
2) Use a box wrench or wrench provided with the saw (not an adjustable
wrench)
3) Remove bolt, washer, and tension ring (if any) and slip blade out
4) Select proper blade size and type

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OUTLINE SHEET 2-2
5) Install new blade in reverse order and tighten blade to manufacturer's

specifications
6) Install new blade so rotation is upward and towards you.
7) Blade will not always have a diagram on it to follow.
(d) Adjust blade depth
1) Ensure the power cord is unplugged
2) Adjust base plate until blade teeth project beyond the work piece 1/8" -
1/4"
3) Tighten depth lock knob
4) Check depth against work piece
(2) Power Miter Saw
(a) Makes precision square and miter cuts
(b) Components
1) Base - has miter scale that can be adjusted from 0 degree to 45 degrees,
left or right
(3) Miter saw operation
(a) Remove nails or other obstruction

from saw path
(b) Line the blade up with cutting

line. Make sure that the blade is
clear of work prior to starting saw
(c) Firmly guide saw through the cut,

do not force it
(d) The blade will bind if excessive

force is used
1) Release the power switch and

wait until the blade stops
before carefully removing stock

Page 15 of 24
OUTLINE SHEET 2-2
(4) Frame and trim saw
(a) Makes precision square and miter cuts to include compound miter
(b) Capable of cutting stock up to 16” wide on cross cuts and 12” wide on 45º
miter cuts
(c) Saw comes complete with table and stand, The saw itself is mounted above
the table and is supported by a pair of shafts/guides that it slides back and
forth on
(a) Wear safety glasses during operation
(b) Ensure blade guards are in place and operating correctly
(c) Ensure the saw is locked into position at the proper angle of cut
(d) Hold lumber firmly against fence
(e) Keep hands and all objects clear of the cut path
(6) Reciprocating saw

Page 16 of 24
OUTLINE SHEET 2-2
(a) Designed to make cuts in any direction
1) Blade moves in line with the body of the saw
2) Blades come in a variety of lengths and types
(b) Safety precautions
1) Properly ground
the saw (GFI)
2) Wear face shield

or goggles and
hearing protection
at all times
3) Remove tie, rings, jewelry, etc.
4) Roll up sleeves
5) With the saw off and disconnected from power source, ensure the blade is
of proper type, in good condition and tight
6) Ensure that the base or shoe is held firmly against the material being cut
7) Keep electric cord clear of operation
8) Make sure that material to be cut is firmly supported and free of

obstructions
9) When saw has reached full speed, advance it firmly through the stock
10) Never reach underneath or in front of material while it is being cut or

while the saw is running
11) Stay out of line of cut
6. Drilling Tools
a. Auger bits
(1) Used for boring holes in wood

and as an aid in mortising

Page 17 of 24
OUTLINE SHEET 2-2
(2) Size is stamped on the tang, number indicates sixteenths of an inch
b. Ratchet brace – used to turn auger bits, counter sinks and screw driver bits.
(1) Use of brace and bit
(a) Select correct size of bit
(b) Loosen brace chuck jaws with screw

sleeve
(c) Insert bit into chuck jaws and tighten

with screw sleeve - bit must fit in jaw
V grooves
(d) Place bit screw at center of hole to be bored
(e) Align bit square with surface of work
(f) Hold brace steady against your body
(g) Turn handle - if handle cannot be turned full circle, adjust cam ring for ratchet
action
(h) To avoid splitting wood where bit comes through, do one of the following:
1) Clamp scrap wood to back of work
2) Once auger tip pierces under side, drill from opposite side.
c. Portable Electric Drill
(1) Size of a drill is determined by the maximum bit capacity of the chuck
(2) Designed for drilling, however, by adding various accessories it can be adapted
for different jobs:
(a) Sanding
(b) Sawing
(c) Buffing
(d) Grinding

Page 18 of 24
OUTLINE SHEET 2-2
d. Ladders
(1) Always check ladder before use. Check for broken or loose rungs and cracks in
ladder rails
(2) Legs of stepladders should be fully opened
(3) Ensure that the base of the ladder will not slip
(4) Never leave tools on ladders, unless tool holders are provided
(5) Never use the top of the ladder as a working platform
(6) Always face the ladder when ascending or descending
(7) Never over extend
(8) When using an extension ladder, always place the base one-fourth the ladder
length from the vertical plane. The top of the ladder must extend a minimum of
three feet above the edge of the building roofline. Example: 8’ ladder ÷ 1/4 = 2’
from vertical plane
e. Scaffolding
(1) Ensure all bracing is crack free and secured
(2) Use scaffold grade lumber for planks. Lumber for scaffolding (other than
planking) shall be equivalent to “select lumber”
(3) Keep trip hazards off of walkways
(4) To hinder tools or materials from falling, install toe boards along the edges
(5) Ensure all scaffolding posts are on solid footing, level and securely braced
(6) Safety scaffolding that is manufactured after 1 January 2000; top rail will be
installed between 38” and 45” above platform surface. If manufactured and
placed in service before 1 January 2000 where both guardrail and personal fall
arrest system are required, the rail shall be between 36” and 45”. When a mid-
rail is installed, it shall be approximately midway between the top edge of the
guardrail system and the platform surface. Duplex nails should not be used for
attaching rails or other service areas where projection might catch on workers
clothing

Page 19 of 24
OUTLINE SHEET 2-2
NOTE: USE OF THIS RULE IS MANDATORY WHEN WORKING AT HEIGHTS

OF 10 FEET OR HIGHER.
f. Pneumatic nailers and staplers
(1) Portable tool that is operated by compressed air and is designed to drive nails and
staples
(a) A variety of types and sizes are

available
1) Nailers: brad, finish, roofing, and

framing
2) Staplers: by width of crown and

length of staple (crown 1/4, 7/16,
1/2, etc)
(b) Safety Precautions
1) Follow the manufacturer’s operating directions carefully
NOTE: These tools can be extremely dangerous if safety precautions are not followed.
g. Laser Level
1) Portable to developed to provide for more efficient layout work in the

construction industry
a) Mounted on a tripod or solid surface and leveled (some models are

self-leveling)
b) Emits a revolving laser that rotates 360 degrees stabilizing elevation

points throughout the entire work site
c) Can be used for vertical or horizontal layout
d) Safety
[1] Warning labels must be attached to all laser levels
[2] All operations must be properly trained before operating
[3] Never stare directly into the laser beam (serious eye damage could
occur

Page 20 of 24
OUTLINE SHEET 2-2
[4] Try to set the laser up above or below eye level when possible
[5] Turn the laser off when the unit is not in use
[6] Never point the laser at

anyone
7. Powder Actuated Fastening Tools
a. Designed to do two things:
(1) To drive studs, pins, or nails into concrete or steel
(2) To drive studs, pins, or nails through materials into concrete or steel
b. Selection of fastener

Page 21 of 24
OUTLINE SHEET 2-2
(1) Using a fastener and hammer, pre-punch test the material to determine whether it is
suitable for forced entry fastening
(a) If the material shows a clear fastener point impression and the fastener point is not
blunted, proceed with the first test fastening
(b) If the fastener point is blunted, the material is too hard
(c) If the material cracks or shatters, the material is too brittle
(d) If the fastener sinks into the material with the average hammer blow, the material
is too soft
(2) The shank length of the fastener depends upon the receiving materials and the
thickness of the material being fastened
(a) To determine the length of the fastener add the thickness of the material to be
fastened to the required penetration
(b) The penetration guide and a chart of the popular pins is available from the
manufacturer.
c. Selection of boosters
(1) A Powder Actuated tool uses a rim fire short crimped cartridge. The boosters are
color coded to the different power levels.
(2) The selection of the booster depends upon the material being penetrated. When in
question - don't guess. Start with the red booster and the lowest power regulation
setting and work up in power until the proper fastening is made.
(3) Do not start with the extra heavy booster and/or high power setting and work down.
(4) If a person cannot readily distinguish booster colors, it is essential that he take extra
precautions in identifying and handling them.

Page 22 of 24
OUTLINE SHEET 2-2
(a) Boosters should always be kept in their original containers, which have the power
levels and catalog numbers labeled on them.
(b) It is important that the operator understand the power levels for the booster.
(c) An operator should use the booster from only one container at a time.
(d) If the operator is unsure of the power level of a booster or a container of boosters,
they should not be used.
d. General safety - the following safety standards apply to powder actuated tools set by the
Occupational Safety and Health Act (OSHA) and American National Standards Institute
(ANSI). OSHA and ANSI provide minimum safety standards that must be adhered to.
(1) Only properly trained and qualified operators will operate powder-actuated tools.
(2) The operator must have in his possession a card, which is certificate of competency.
(3) Qualified operators must be able to disassemble, clean and reassemble the tool
correctly, explain the functions of each part, demonstrate ability to use tool safely
under varying conditions and explain the manufacturer's rules for operation and care.

Page 23 of 24
OUTLINE SHEET 2-2
(4) Never attempt to operate a powder-assisted tool without reading and understanding
the operator's manual.
(5) Leave tool unloaded until ready to use.
(6) Never leave a loaded tool unattended.

Page 24 of 24
OUTLINE SHEET 2-2
NOTES

Page 1 of 14
OUTLINE SHEET 2-3-1
WOODWORKING
A. Introduction
During this lesson you will learn to safely operate shop machines and fabricate woodworking
joints.
5.1 IDENTIFY technical publications used during maintenance and troubleshooting

operations in accordance with Builder 3&2 Vol. 1 NAVEDTRA 12520 and Use and
Care of Hand Tools and Measuring Tools NAVEDTRA12085, and Carpentry
(Current edition), Delmar
5.2 SQUARE lumber with the use of shop equipment/machines and hand tools, in
accordance with Builder 3&2 Vol. 1 NAVEDTRA 12520 and Use and Care of Hand
Tools and Measuring Tools NAVEDTRA12085, and Carpentry (Current edition),
Delmar
5.3 FABRICATE the following joints/splices, with the use of shop machines and hand
tool: corner lap, cross lap, miter, dado, in accordance with Builder 3&2 Vol. 1
NAVEDTRA 12520 and Use and Care of Hand Tools and Measuring Tools
NAVEDTRA 12085, and Carpentry (Current edition), Delmar
5.4 IDENTIFY the tools and components utilized in the fabrication of woodworking
joints, in accordance with builder 3&2 Vol. 1 NAVEDTRA 12520 and Use and Care
of Hand Tools and Measuring Tools NAVEDTRA12085, and Carpentry (Current
edition), Delmar
5.5 IDENTIFY the safety precautions applicable to the use of shop machines in
accordance with applicable instructions
C. Topic Outline
1. Woodworking
a. Purpose - fabricate products, such as interior trim, doors, windows, cabinets,

furniture, etc.
b. Characteristics of wood
(1) Easily worked
(2) Durable and beautiful

Page 2 of 14
OUTLINE SHEET 2-3-1
(3) Light in weight
(4) Adaptable to a variety of uses
2. Wood Joints
a. The process of joining two pieces

of wood together to form tight,
strong joints
b. To provide structural strength
c. Types;
(1) Simple - used mostly in

rough or finish carpentry,
may be used occasionally in
millwork and furniture
(2) Butt - made by placing two

pieces of stock together with
the end of one piece firmly against the side or edge of the other then nailed or
glued together
(3) Miter -- ends/edges of members are cut to one-half of the angle that will be
formed by the joined members. Maybe joined by one of the following
methods:
a) Nailed and/or glued
b) Corrugated fastener - strip of metal driven into members at right angles to

the joint; mars the appearance of the surface; used on the backs of picture
frames, etc.
c) Slip feather - thin piece of wood or veneer that is glued into a saw-kerf cut
in the thickest dimension of the joint
d) Spline - piece of wood that extends across the joint into grooves cut in the
abutting surface
(4) Lap - members are matched and crossed with one or both faces flush; may be
glued and/or nailed
a) Plain lap

Page 3 of 14
OUTLINE SHEET 2-3-1
b) Cross half lap
c) End butt half lap
d) Corner half lap
(5) Complex - used in making furniture, cabinets and millwork
a) Dado - a three sided recess (cross grain)
1) Stopped dado (groove) - does not extend all the way across the wood;
also known as a "gain"
[a] Rabbet - a two-sided recess running along an edge
[b] Mortise and Tenon - one member has an opening or mortise,

which receives the tenon of the other member; frequently used in
furniture and
cabinet work
[c] Dovetail -
strongest of all
woodworking
joints; used
principally for
joining the sides
and ends of
drawers; one
member has
"pins", which are
cut at a 10 degree
angle and then
inserted into the
"tail" of the other
[d] Edge joints - used

for furniture,
cabinets, flooring
and all types of
woodworking
[e] Dowel - round,

wooden pieces
that are inserted

Page 4 of 14
OUTLINE SHEET 2-3-1
into matching holes in adjoining pieces of stock; prevents

slippage and provides alignment
[f] Tongue and groove - a tongue or projection on one member

which fits into a groove or slot on the other member
3. Fabricating Joints
a. Three major steps
(1) Squaring the stock
a) All surfaces must be true and straight prior to layout to ensure that a true
dimension is achieved
1) May be done by hand or machine method
(2) Layout a joint
a) Layout on the ends, edges and faces of the members
b) Layout instruments include:
1) Try square
2) Combination square
3) Sliding T-bevel

Page 5 of 14
OUTLINE SHEET 2-3-1
4) Marking or mortising gauge
5) Scratch awl
6) Sharp pencil
7) Knife
c) Cutting members
1) Always cut to the waste side of the line to ensure tight fitting joints
2) Members may be cut by hand or machine
4. General Safety Precautions
a. Without the proper tools and the knowledge of how to use them, time is wasted,
efficiency is reduced and injuries occur
(1) While using hand and power tools, the builder must be safety conscious at all
times
(2) The high speed and sharp edges on these tools can cause severe and sometimes
fatal injuries
(3) The electricity that powers tools may cause additional hazards
b. To avoid accidents:
(1) Obtain authorization from the instructor or shop supervisor before operating
any equipment in the shop
(2) ALWAYS wear safety glasses and/or face shields and hearing protection when
operating any equipment
(3) Push sticks, safety guards and all safety equipment MUST be used when
operating equipment
(4) To prevent damage to the machine or operator, check all lumber for nails, dirt,
paint, or loose knots before running it through a machine
(5) Keep your mind and eyes on the job and refrain from talking to anyone while
operating power tools
(6) Do not talk or touch anyone operating equipment or a tool

Page 6 of 14
OUTLINE SHEET 2-3-1
(7) Always keep the work area clean and clear of scrap lumber
(8) Observe the three foot safety area around all equipment
(9) Know the position of fire extinguisher(s) before operating tools/equipment
(10) Always secure power supply and or disconnect the cord before adjusting,
inspecting, or leaving the tool. Hardwired equipment must have power supply
secured prior to adjusting, inspecting, or leaving
(11) Secure the power supply immediately if there is a change in the sound of the
motor
(12) Prior to performing maintenance, refer to manufactures publications
5. Shop Equipment
NOTE: Prior To Operation of the Equipment, Shop Manuals Shall Be Reviewed
a. Tilt-Arbor Table Bench Saw

Page 7 of 14
OUTLINE SHEET 2-3-1
(1) Used for ripping, crosscutting, miter or square cutting. The arbor can be tilted
for cutting bevels.
(2) Parts
a) Table - supports the work; has slot (throat) through which the saw blade
extends
1) Throat plate - small, removable section of the table used to gain access
to the saw blade
b) Blade guard - has anti-kickback fingers to prevent work from being thrown
back at the operator, causing bodily harm
c) Miter gauge - removable; used for cutting angles
d) Rip fence - metal bar used to guide the stock parallel to the saw blade
e) Adjustment - adjusts fence according to dimension of work
1) Lock - secures the fence in position
f) Blade height control - adjust vertical position of the blade
g) Blade tilt control - controls the angle of the saw blade
h) On/off switch
(3) Blades
a) Crosscut - for cutting across the grain
b) Rip - for cutting with the grain
c) Combination - for both ripping and crosscutting; eliminates the need for
constant change
d) Dado - for cutting grooves and consists of:
1) Two outside cutter blades (similar to combination blades)
2) Chippers - chisel-type cutters placed between the cutter blades to obtain

the desired groove thickness
(4) Safe operating procedures

Page 8 of 14
OUTLINE SHEET 2-3-1
a) Adjust the saw blade 1/8" to 1/4" above the stock
b) Always use a push stick to push pieces between the saw blade and the fence
c) Stand to one side of the blade -- not in line with it
d) Never reach over the blade to obtain material from the other side
e) Keep material from accumulating on the saw table and in the immediate
work area
f) When cutting, do not feed wood into the saw blade faster than it will cut
freely and cleanly
b. Radial Arm Saw (See illustration on next page)
(1) Very versatile - can be used for all types of construction in the shop or on the
job
a) Is different from a table saw in that the material is stationary and the blade
moves on an extended arm, which allows flexibility in the type of cut that
can be made

Page 9 of 14
OUTLINE SHEET 2-3-1
b) Can be used for the following types of cuts:
1) Crosscutting
2) Ripping -- both straight and bevel
3) Mitering -- regular and compound
4) Dadoing
5) Ploughing (plowing)
6) Rabbeting

Page 10 of 14
OUTLINE SHEET 2-3-1
7) Shaping
(2) Parts
a) On/off switch
b) Radial arm -- allows the saw to swing, tilt, raise and lower the blade
c) Blade height control -- adjusts vertical elevation of the arm
d) Miter lock -- secures the setting for angled cuts
e) Yoke swivel control -- controls position of the yoke
f) Motor and arbor tilt -- adjustable, locks the blade in position
g) Guide fence -- holds the material firmly in position
h) Column -- supports the radial arm assembly
i) Sawdust port -- vacuum system
j) Table -- supports the work
a) Make all adjustments, blade changes, and inspections before connecting the
power supply
b) Ensure the material to be cut rest solidly against the fence
c) Turn on power and allow blade to come to full speed before starting the cut
d) Pull rather than push the blade through the material while keeping a firm
grip on the handle (do not force the saw)
e) Keep the work area clean and clear of all scrap lumber and tools
c. Trailer-Mounted Field Saw
(1) Self-contained unit designed to operate under adverse climatic conditions,

especially in remote locations
(2) Can perform the same functions as the radial arm saw

Page 11 of 14
OUTLINE SHEET 2-3-1
(3) Contains a generator set which provides power for floodlights and other small
tools
d. Jointer
(1) Used for to plane stock on the faces, edges and ends; size is determined by the
width, in inches, of the cutter head; sizes range from 4" to 36"
a) The only piece of shop equipment that can be used to true warped stock.
(2) Parts
a) Cutter head -- revolving member

equipped with two or more knives;
knives should be sharp and evenly
balanced
b) Cutter head guard ("leg of lamb") --

safety guard which covers the blades;
must snap back automatically; should
be in contact with material at all times
c) Fence -- used to guide the material

through the blades; adjustable to cut
various angles or bevels
d) Depth of cut adjustment -- adjusts the

vertical elevation of the in-feed table
e) In-feed table -- where the material is placed to begin the cut, then fed
through the cutter head
1) Table is set below the surface

of the out-feed table an
amount equal to desired depth
of the cut
f) Out-feed table – supports the

material after passing through the
cutter head
1) Surface must be level with the highest point reached by the knife edge

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OUTLINE SHEET 2-3-1
[a] If the table is too high, the cut will become progressively more
shallow as the piece is fed through
[b] If the table is too low, the piece will drop downward, and THE
CUT WILL BE DEEPER AT THE END
a) Always plane with the grain to avoid kickbacks; place the material with the
grain running towards the in-feed table, since the cutter head cuts toward
the in-feed table
b) Ensure that the guard is in place and working before turning the power on
c) When machining piece shorter than 18", use a push stick/block
d) NEVER place hands directly over the cutter head, a kickback/slip could
cause hands to drop on the blades
e) NEVER feed a piece of stock with your thumb and/or fingers against the
end of the stock; keep hands on top of the stock at all times
f) Keep the jointer table and floor around clear of scraps, chips and shavings
e. Single Surfacer/Planer

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OUTLINE SHEET 2-3-1
(1) Used to surface stock on one face (the upper face) only; designed for surfacing
only, and not for truing warped stock
a) If a piece goes in warped, it will come out warped
b) If the face that goes down in the surfacer is true, the surfacer will plane the
other face true
(2) Parts
a) Feed bed - where the material is placed for feeding through the machine
1) Adjustment by depth adjustment wheel (may have electronic controls):

initial depth set is based on the actual thickness of the material; raised
by increments after each pass until desired thickness is obtained
b) Cutter head - similar to the one on the jointer, except it is located above,
instead of below the drive rollers; should be covered by metal guards
c) Chip breakers - located ahead of the cutter head; holds the material down
against the feed bed
1) Pressure bar -- located just behind the cutter head
d) Feed rollers - keep the material moving through the machine; upper in-feed
roller is corrugated; lower in-feed and out-feed rollers are smooth; should
be guarded by a hood or semi-cylindrical guard
1) Speed control - controls the speed of the feed rollers
e) Vacuum system - receives the sawdust/shavings from the feed bed
a) Ensure the vacuum system is on
b) Do not adjust the machine during operation
c) If a piece of stock gets stuck, turn off the surfacer and lower the feed bed
d) Never force stock through the machine

Page 14 of 14
OUTLINE SHEET 2-3-1
NOTES

Page 1 of 16
OUTLINE SHEET 3-1-1
FORMING AND REINFORCING

A. Introduction
Upon completion this topic you will be able to set batter boards, construct forms, set screeds
and place reinforcing fabric and steel.
6.1 DESCRIBE site preparation, in accordance with Builder 3&2 Vol. 1 NAVEDTRA
12520, and Carpentry (Current edition), Delmar
6.2 ERECT batter boards for site preparations in accordance with Builder 3&2 Vol. 1
NAVEDTRA 12520, and Carpentry (Current edition), Delmar
6.3 DESCRIBE the forming procedures for steps, ramps, footings, wall column and
overhead form construction in accordance with Builder 3&2 Vol. 1 NAVEDTRA
12520, and Carpentry (Current edition), Delmar
6.4 CONSTRUCT concrete formwork within +/- 1/8” of specifications in accordance

Delmar
6.5 PLACE concrete forms and screed, within +/- 1/8” of specifications in accordance
Delmar
6.6 IDENTIFY the components utilized in forming and reinforcing in accordance with
Builder 3&2 Vol. 1 NAVEDTRA 12520, Carpentry (Current edition), Delmar and
Steelworker Vol. 2 NAVEDTRA 12530
6.7 INSTALL reinforcing steel in accordance with Builder 3&2 Vol. 1 NAVEDTRA
12520, Carpentry (Current edition), Delmar and Steelworker Vol. 2 NAVEDTRA
12530
6.8 OBSERVE all safety precautions during forming operations in accordance with
applicable instructions
C. Topic Outline
1. Basic Formwork
a. Formwork holds concrete until concrete sets, this produces desired shape.

Page 2 of 16
OUTLINE SHEET 3-1-1
b. Purpose - to mold and retain the concrete into a shape outlined by the forms
c. Materials used for formwork
(1) Earth - can be used when the soil is stable
(2) Wood - most widely used material for formwork
(3) Metal - is used when added strength is needed or when the construction will be
duplicated
d. Basic formwork design considerations
(1) Must be practical and economical to manufacture and use
(2) Strong enough to withstand the pressure of the concrete and to maintain its shape
while concrete is in a plastic state
(3) Simple to build
(4) Easy to handle on the job
(5) Constructed so that they can be lifted easily into place and transported from one
job to another
(6) Constructed so that they can be easily removed when the concrete has
set/hardened
3. Types of Formwork
a. Footing - part of the foundation that rests on the earth and distributes the load over a
larger surface area (this prevents the structure from settling into the earth)
(1) Common Types
(a) "L" shaped - used where a

building is placed against
another building or close
to the property line
(b) Inverted "T" - most

common, can be placed
monolithically or
separately utilizing a
keyway

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OUTLINE SHEET 3-1-1
(2) Constructing footing formwork
(a) If earth is stable, a trench is excavated to the proper dimensions and concrete
is poured in the trench
(b) If the earth is not stable/firm, formwork must be constructed
(3) Site/Sub-grade preparation for constructing footing formwork
(a) Establish the exact location and outside dimensions of the building
1) Stake out the building, marking the corner locations
a) Establish a baseline by locating the front corners of the building.

Drive in a stake at each corner and place a nail in the top of each stake
to reference the exact corner points
b) Locate the rear stakes by measuring back the width of the building.
Drive nails on the top of each stake
2) Lay out the building. Next check to make sure the building is square
3) Squaring corners
a) Pythagorean Theorem (A2 + B2 = C2) first measures the length of the

building (distance from the front two stakes) to determine “A”. Next
measure the width of the building “B”. Apply the formula to
determine the measurement of “C”. Using two tape measurers, hold
the tabs of each on both of the front corner stakes. Hold one tape
perpendicular marking the width of the building. Hold the other tape
diagonally marking the measurement obtained by “C”. Where these
two tapes intersect at those two measurements is the next corner
location. Repeat process for the last corner.
b) 3-4-5 Method; applies the principle that any triangle with sides in
proportion of 3-4-5 is a right triangle. Can be used in multiples such
as 30:40:50. From on corner, measure 3' down the reference line.
From the same corner, measure up 4’. Hold another tape from the 3’
mark and stretch to the 4’ mark. A 90-degree angle will be formed
when the 5’ mark intersects the 4’ mark.
c) Diagonal method – measure diagonally from each corner. If the

measurements obtained are the same, the building is square. Adjust as
necessary until all measurements are equal.

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OUTLINE SHEET 3-1-1
(b) Erect batter boards
1) Purpose - to preserve the corner locations and provide a reference for

prescribed elevation
2) Erection procedures
a) Drive stakes Three 2” x 4” stakes 3’ to 4’ outside each of the four

corners
b) Nail boards (ledgers) to the stakes at the four corners at a specific

elevation, usually the same height as the foundation wall. The ledgers
should be fastened to keep the line from moving.
c) Stretch masonry line from each batter board directly over the nail
heads. When lines are in the exact location, cut a saw kerf on the
topside edge of each ledger to keep the line from moving.
(c) Excavation begins after boundaries have been determined
1) Purpose of excavation - removal of the required amount of earth to prepare

the site for footings. Footing must be located below the frost line (the
point below the surface of the ground that freezes).
2) Never take out more earth than is necessary
3) For excavations over 4' shoring is required
a) Purpose of shoring - restricts lateral movements and prevents cave-ins
b) Shoring consists of vertical and horizontal bracing materials of wood

and metal

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OUTLINE SHEET 3-1-1
b. Wall Forms (Double Waler System) (Illustrated on the following page)
(1) General considerations for constructing formwork
(a) Forms must be tight enough to prevent leakage through the joints
(b) If the forms are not tight, ridges are formed on the concrete surface, making
form difficult to strip and causing extra work when finishing concrete
(c) Inspect forms for defects or weakness before placing concrete
(2) Typical form members and their functions
(a) Sheathing - forms a watertight, smooth enclosure to shape and retain the
concrete until it sets
(b) Stud - vertical members that support and add rigidity to the sheathing
(c) Waler - horizontal member used to align and brace concrete wall forms
(d) Braces
1) Knee-braces - angular member that stiffens and strengthens the formwork
2) Kicker - brace placed at the bottom to prevent the formwork from moving
(e) Stake - gives nailing support for the braces, the point of the stake should
always be driven away from the form
(f) Deadman - may be utilized instead of stakes
(g) Snap ties - holds the form the proper distance apart and prevents them from
spreading apart under pressure
(h) Wedges - steel wedges placed over the end of the snap ties for
tightening

Page 6 of 16
OUTLINE SHEET 3-1-1
(3) Pre-fabrication of forms
(a) Wall forms are usually constructed as separate panels

Page 7 of 16
OUTLINE SHEET 3-1-1
(b) The panels are then set in place, aligned, joined and secured
c. Column formwork
(1) Column forms are made of wood, steel or cardboard impregnated with a
waterproofing compound
(2) Yokes (short wales) are installed around outside of column forms to prevent
spreading during concrete
placement
(a) Column formwork is

subject to great
pressure near the
bottom. Because of
this pressure, yokes
are placed closer
together near the
bottom in order to
strengthen the
formwork
d. Overhead formwork – a mold

for concrete being placed in
beams, girders, and floor slabs
above the first floor level.
(See illustration on page 9 of
15)
(1) Typical form members

and their functions
(a) Sleeper –Plate resting on the slab
(b) Mud sill – pate resting on the ground
(c) “T” shore – consists of the following members:
1) Stringers- horizontal supports for the joists, usually 4” x 4”
2) Post – vertical members that support the stringers
3) Bracing – used to keep the post and stringers at 90 degrees to each other

Page 8 of 16
OUTLINE SHEET 3-1-1
4) Scab – interlocks the post to the stringer
(d) Wedge – tapered piece of wood that secures the post to the sleeper and
provides tension
(e) Joist – horizontal timber forming the support for the soffit, haunch boards and
decking
(f) Soffit – underside of the flat surface of a beam
(g) Haunch board (sheathing) – side boards of a beam
(h) Knee brace (kicker) – bracing for the safety rail
(i) Stud/cleats – connects formwork members together
(j) Top and bottom plates – horizontal members that cap the top and bottom of
the studs; adds rigidity to the top and bottom of the launch boards
(k) Diagonal bracing – 1x 6 material bracing transversely and longitudinally
(l) Decking – ¾” plywood sheathing on which the concrete is poured to form the
floor or overhead ceiling
(m) Canopy (cat walk) access walk way
(n) Slab stop – marks the outer edge of the slab
(o) Drip cap molding that allows the water to run off

Page 9 of 16
OUTLINE SHEET 3-1-1
(p) Chamfer strip – short strips of wood with beveled edges installed at the top of
the joints t make a smooth surface

Page 10 of 16
OUTLINE SHEET 3-1-1
e. Slab formwork
(1) Normally constructed with 2 by material (2 X 4, 2 X 6, etc.) set on edge and

braced by stakes driven firmly into the ground behind them
(a) Form boards are nailed to the stakes at the desired elevation
(b) Before placing concrete, ensure formwork is square using either the diagonal
method or the triangulation method
(c) Intermediate screeds are used when pouring large slabs
1) Intermediate screeds are normally set 12 to 16 feet apart to enable the

crew to screed the surface
f. Ramp Formwork
(1) Designed to move heavy objects up an incline, to make elevated areas accessible
for handicapped personnel
(a) Rule of thumb is that every 12” of rise should have at least 6’ of run
(b) When constructing handicapped accessible ramps consult Americans

Disability Act to acquire specifications
(c) Forms are constructed the same as wall form
1) At the beginning of the ramp, ensure that the concrete is at least 2 inches
thick for light traffic and 4 inches for heavy traffic
g. Step Forms (See illustration on next page)
(1) Designed to transfer from one elevation to another
(a) Enter a building that is built above grade elevation
(b) To obtain access from first floor to the second floor
1) Built directly on the slope of the ground, or supported at the top and
bottom with an open space under the steps
(c) Formed and poured in place
1) Erect wall panels on each side. Lay out the locations of each riser and
tread on the panels.

Page 11 of 16
OUTLINE SHEET 3-1-1
2) Nail short strips of wood (cleats) to each riser location minus the thickness
of the riser board
3) Rip planks the width that corresponds to the height of the riser, ensuring
bottom edge of each plank is beveled to allow finishing of the entire tread
area
4) Brace forms starting at the bottom riser and work up.
NOTE: Stringers with a sloping wood platform maybe used for stairs under 3’
in width.
4. Identification of Reinforcing Steel
a. Plain bars
(1) Smooth, round bars without deformations, not considered to be reinforcing bars
(a) Used for dowels at expansion joints
(2) Comes in a variety of sizes and grades
b. Deformed bars
(1) Standard reinforcing bar in the U. S.
(2) Each steel mill rolls its own pattern on the bars

Page 12 of 16
OUTLINE SHEET 3-1-1
c. Bar sizes
(1) Deformed bars always are designated by numbers
(2) Ten standard sizes, #2 through #11
(3) The number denotes approximately the diameter of the rebar. The rebar is
graduated in eighths of an inch
(a) #5 bar equals 5/8"
(b) #9 bar equals 1 1/8"
NOTE: Measurements Do Not Include Deformations
5. Identification of Welded Wire Fabric (WWF)
a. Wire spaced equally in both directions
b. Four numbers used to designate wire spacing and gauge of wire
EXAMPLE: 6 X 6 (spacing) - 8/8 (wire gauge) or 6 x 6 x 8 x 8
NOTE: The higher the number the smaller the wire gauge
c. Welded wire fabric comes in rolls or sheets
6. Cutting Reinforcing Bars
a. Oxy-Acetylene Gas Cutting Torch
(1) Torch may be used if specifications do not indicate otherwise
b. Iron Master
(1) Hydraulic shears
c. Before any rebar or reinforcing steel (RST) is cut to size:
(1) Using prints and specifications make a cut schedule to identify lengths and size,
include allowance for bends and laps
(2) Make a cut table and set up a stop block to avoid re-measuring each length of
rebar

Page 13 of 16
OUTLINE SHEET 3-1-1
(a) Check measurements after the first cut and then periodically to ensure stop
block hasn't moved
7. Bending Reinforcing Bars
a. Bending Methods
(1) Bending table
(2) Bending tool
(3) Iron Master Hydraulic bender / Shear
b. Bending Techniques
(1) For smooth sharp bends,

when bending large rods
slip a cheater pipe over the
rod
(a) Gives you a better hold
(b) Makes bending

operation smoother
(2) Heating
(a) Heating is usually not

allowed by
specifications due to
extreme loss of strength
8. Placing rebar
a. Place rebar in accordance with construction drawings and specifications
b. Splices must conform to drawings and specifications
(1) If no other standards are available, lap all splices at least 30 times bar diameter
but not less than 12 inches
c. Splice only when called for in drawing
d. Splicing may be done with arc welding if permitted in specifications

Page 14 of 16
OUTLINE SHEET 3-1-1
e. Thickness of concrete covering the rebar
(1) Footing exposed directly to the ground or the weather shall have at least 3" of
concrete coverage on all sides
(2) Exterior walls exposed to the weather or in contact with the ground shall have 2"
concrete coverage for bars larger than #5 and 1 1/2" for #5 bars and smaller
(3) Columns, beams and girders should have 1 1/2" concrete coverage on all sides
(4) Walls, joists and slabs not exposed to the weather or ground shall have 3/4"
concrete coverage for #11 or smaller
rebar
9. Importance of proper placement
a. The strength of any concrete member can be affected by the improper positioning of
rebar
EXAMPLE: Raising the bottom bars in a 6" slab by 1/2" more than specified could
reduce the load carrying capacity by 20%
b. Failures due to misplacement
(1) Damage to property
(2) Could cost lives
(3) Rework, costing money and time
10. Rebar Support
a. High chair - supports top bars in slabs, joists, and beams
b. Slab bolster - supports bottom slab bars
c. Beam bolster - support bottom beam bars

Page 15 of 16
OUTLINE SHEET 3-1-1
11. Tying Rebar
a. Tie wire
(1) Usually #16 gauge black, soft

annealed
b. Types of ties
(1) Simple tie or snap tie
(2) Wall tie
(3) Double strand single tie
(4) Saddle tie
(5) Saddle tie with twist
(6) Cross tie or figure-eight tie
12. Placing Welded Wire Fabric
a. End lap - overlap one full mesh and tie 18" on center
b. Side lap - overlap one full mesh and tie 3' on center

Page 16 of 16
OUTLINE SHEET 3-1-1
NOTES

CHANGE 9
Page 1 of 18
OUTLINE SHEET 3-2-1
CONCRETE
A. Introduction
During this lesson you will learn to calculate the amount of dry ingredients for a concrete
slab and to mix, place and finish concrete.
7.1 CALCULATE the amount of dry ingredients for a concrete slab in accordance with
Builder 3&2 Vol.1 NAVEDTRA 12520, and Carpentry (Current edition), Delmar
7.2 MIX concrete by hand or machine, to a specified slump in accordance with Builder
3&2 Vol.1 NAVEDTRA 12520, and Carpentry (Current edition), Delmar
7.3 PERFORM concrete operations, place, segregate, screed, float, finish with minimal
irregularities in accordance with Builder 3&2 Vol.1 NAVEDTRA 12520, and
7.4 REMOVE formwork without damaging the concrete in accordance with Builder 3&2
Vol.1 NAVEDTRA 12520, and Carpentry (Current edition), Delmar
7.5 OBSERVE all safety precautions during concrete operations in accordance with
7.6 DESRIBE the procedures for concrete mixing, placing, and finishing and
identification/repair of defects in accordance with Builder 3&2 Vol.1 NAVEDTRA
12520, and Carpentry (Current edition, Delmar
7.7 IDENTIFY concrete ingredients and tools used in mixing, placing and finishing
operations in accordance with Builder 3&2 Vol.1 NAVEDTRA 12520, and Carpentry
C. Topic Outline
1. Introduction
2. Concrete
a. Definition -- a sturdy synthetic construction material used for foundations, slabs,

freeways, and other projects
b. Ingredients

CHANGE 9
Page 2 of 18
OUTLINE SHEET 3-2-1
(1) Cement
(2) Fine aggregate or sand
(3) Coarse aggregate or gravel
(4) Water
3. Ingredients
a. Cement – The type of construction, chemical composition of the soil, economy, and
requirements for use of finished concrete are factors that influence the selection of the
kind of cement to be used
(1) Type I - Normal
(a) All purpose cement suitable for all types of general construction projects such
as slabs, pavement, bridges and building
(2) Type II – Modified
(a) Generates less heat sets at a slower rate than type I
(3) Type III – High Early
(a) Causes concrete to set and gain strength quickly. Attains normal 28 day
strength in only 7 days
(4) Type IV – Low Heat
(a) Generates low heat during hydration and develops strength at a slower rate.
Used extensively in large structures such as dams
(5) Type V – Sulfate Resistant
(a) Used in structures that will be exposed to soil or ground water with and
extremely high amount of sulfate content
b. Aggregates – makes up 60 to 80 percent of concrete volume. It increases the strength

of the concrete and is used as an economical filler
(1) Fine (sand)
(a) Should be clean (no beach sand due to salt)

CHANGE 9
Page 3 of 18
OUTLINE SHEET 3-2-1
(b) Should be able to pass through a No. 4 sieve
(2) Coarse (gravel)
(a) 3/8” to 1 1/2” in diameter (graduated mix of sizes)
c. Water – the two principle functions of water are to effect hydration (process which
causes concrete to harden) and improve workability
(1) Potable or fit to drink
(2) Rule of thumb 5-7 gallons per cubic foot of cement
(a) When using a 1-2-4 mix design
(3) Water / Cement ratio: determines the strength, durability, and water tightness of
hardened concrete
4. Concrete Mix Design
a. Definition -- specifications that indicate the proportion of ingredients used
b. Example: 1-2-4 Mix Rule of Thumb “Carpenters Mix”
(1) First number (1) represents the proportion of cement used
(2) Second number (2) represents the proportion of fine aggregate used
(3) Third number (4) represents the proportion of coarse aggregate used
5. Calculating the amount of dry ingredients
a. Givens needed before calculating
(1) The dimensions of the slab to be poured
(2) Average size of the coarse aggregate to be used
(3) The design mix to be used
b. Rules used
(1) Rule 41 -- used when the average size of the coarse aggregate is 1" or less (1"-)

CHANGE 9
Page 4 of 18
OUTLINE SHEET 3-2-1
(2) Rule 42 -- used when the average size of the coarse aggregate is greater than 1"
but not over 2 1/2" (1"+)
c. Material estimates
(1) Determine which rule of thumb to use
(2) Determine how much of each ingredient is required for one cubic yard of concrete
(3) Determine how much of each ingredient is required for the entire slab
d. EXAMPLE 1: You have been told by your supervisor to calculate the amount of dry
ingredients required to pour a slab 12’ x 10’ x 4”. The average size of the course
aggregate is greater than 1” (not to exceed 2 ½”) and you will be using a 1-2-4 mix
(1) Determine which rule of thumb to use
Rule 42—1” +
(2) Determine how much of each ingredient is required for one cubic yard of concrete
(a) Add the numbers in the design mix:
1 + 2 + 4 = 7 (factor)
(b) Divide the rule number by the factor
42 ÷ 7 = 6 (prime factor)
(c) Multiply each figure in the mix design by the prime factor
1 x 6 = 6 cubic feet cement
2 x 6 = 12 cubic feet sand
4 x 6 = 24 cubic feet gravel
It will take 6 cubic feet of cement, 12 cubic feet of sand and 24 cubic feet
of gravel to make one cubic yard of concrete
(3) Determine how much of each ingredient is required for the entire slab
(a) Determine the total number of cubic yards required:

CHANGE 9
Page 5 of 18
OUTLINE SHEET 3-2-1
1) 12’ x 10' x .33' = 39.6 cubic feet
2) 39.6 ÷ 27 = 1.47 cubic yards
b) Multiply the total number of cubic yards required by the amount of each
ingredient required for one cubic yard of concrete
6 x 1.47 = 8.82 = 9 cubic feet cement
12 x 1.47 = 17.64 = 18 cubic feet sand
24 x 1.47 - 35.28 = 36 cubic feet gravel
e. EXAMPLE 2:
Given: Slab dimensions -- 15' x 15' x 7"
Coarse aggregate size -- less than 1"
Mix design -- 1-2-3
(1) Calculate the amount of ingredients for this project
Q.1 Which rule of thumb will be used and why?
Q.2 What is the factor?
Q.3 What is the prime factor?
Q.4 How many cubic feet of each ingredient are required to make one cubic
yard of concrete?
Q.5 How many cubic yards of concrete are required?

CHANGE 9
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OUTLINE SHEET 3-2-1
Q.6 What is the total amount of each ingredient required?
f. PROBLEM Number 1:
(1) Given: Slab dimensions -- 16' x 13' x 4"
(2) Aggregate size less than 1"
(3) 1-2-5 design mix
(4) Calculate the amount of ingredients required for this slab
g. PROBLEM Number 2:
(1) Given: Slab dimensions -- 12' x 12' x 6"
(2) Aggregate size is greater than 1”
(3) 1-2-3 mix
(4) Calculate the amount of ingredients required for this slab

CHANGE 9
Page 7 of 18
OUTLINE SHEET 3-2-1
6. Tools
a. Bolt cutters – used for cutting welded wire fabric
b. One cubic foot measuring box -- use for measuring and

loading sand and gravel
c. Screed -- used to bring the concrete surfaces to the

required elevation by striking off the excess concrete,
filling voids
(1) Hand and Mechanical (power)

CHANGE 9
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OUTLINE SHEET 3-2-1
d. Jitterbug/Roller-bug -- used to force coarse aggregate slightly below the surface
e. Floats -- used to embed aggregate particles just beneath the surface, to remove high or
low spots, and to compact the concrete at the surface
(1) Bull-float
(2) Darby

CHANGE 9
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OUTLINE SHEET 3-2-1
(3) Hand float
f. Steel trowel -- used to smooth the surface
g. Knee boards -- used to protect the surfaces of the slab from damage caused by the
weight of the worker
h. Edger -- used to dress the corners and to round or bevel

the edges to prevent chipping and to improve appearance
i. Jointer/Groover -- used to form a control joint in fresh

concrete
j. Spade or Puddling Stick -- used for manual

consolidation of concrete after placing

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OUTLINE SHEET 3-2-1
k. Mechanical Vibrator -- used for mechanical consolidation of concrete; placed at 18 "

intervals for 5 to 15 seconds
l. Pressure Sprayer -- used to spray curing compound
m. Anchor bolts – Vary in size and shape according to

application
(1) Designed to hold equipment and structures in

place
(2) Positioned prior to the placement of concrete using

hanger/templates

CHANGE 9
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OUTLINE SHEET 3-2-1
7. Equipment
a. 11-S Concrete Mixer
(1) Capable of mixing 11 cubic feet of concrete

(plus 10 percent overload) equals 12.1 cubic
feet
(2) Consists of a frame equipped with a towing

tongue, an engine, a power loaded skip,
mixing drum, water tank, and an auxiliary
water pump
(3) Must have a pre-start check completed prior to

operation
(4) Must be cleaned daily. If the outside of the mixer is kept coated with oil, the
cleaning process will be faster and easier
b. 12-S Concrete Mixer
(1) Consists of a frame equipped with a towing tongue, an engine and mixing drum
(2) Dry weight of 897 lbs.
(3) Capable of mixing 12 cubic feet of concrete
(4) Dump by releasing tilt lock and turning the drum wheel
(5) Operating Instructions
(6) Must have a pre-start check completed prior to operation
(a) Open fuel valve
(b) Apply choke
(c) Open throttle half-way
(d) Pull rope until started
(e) Adjust throttle
(7) Shut down procedures

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OUTLINE SHEET 3-2-1
(a) Slow engine down
(b) Depress ground switch until engine stops
(c) Close fuel valve
c. Must be cleaned daily. If the outside of the mixer is kept coated with oil, the cleaning
process will be faster and easier
d. Concrete Saw
(1) Used to cut longitudinal and transverse joints

in finished concrete
(2) Must have a pre-start check completed prior to

operation
(3) Diamond blade is recommended
(4) Operating procedures vary with each saw; read

operating manual before using.
e. Mechanical troweling machine
(1) Used to finish/float on a flat slabs
(2) Concrete must be set enough to support the

weight of the machine and the operator
(3) Much faster than hand finishing
(4) Refer to the manufacturer's manual for the

operation and maintenance of the machine
you are using
8. Concrete Construction
a. Mixing concrete
(1) By hand
(a) Place 1/2 of the sand in the mortar boat at one end
(b) Place the required amount of cement on top of the sand

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OUTLINE SHEET 3-2-1
(c) Then cover the cement with the remaining 1/2 of the sand
(d) Use the hoe in a chopping motion to pull the mix to the other end of the
mortar boat
(e) Repeat this process until the mix is uniform in color
(f) Level out the mix, add the coarse aggregate, and mix using the same turning
method
(g) Place the pile in the center, add water, and finish mixing by turning the dry
materials into the water
(2) By Machine
(a) Conduct proper pre-start checks on the mixer before loading material.
(b) Start with a little water in the mixing drum
(c) Place the dry ingredients in the mixing drum/skip in the specified order
1) Coarse aggregate, first
2) Cement, second
3) Fine aggregate, third
(d) Add the correct amount of water based on the cubic feet of cement
(e) Allow at least three minutes mixing time
b. Slump testing -- used as a means of measuring the consistency of the concrete
(1) Procedures
(2) Use a metal mold in the shape of a cone.
(a) 8" bottom diameter
(b) 4" top diameter
(c) 12" high
(3) Fill mold in three equal lifts by VOLUME

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OUTLINE SHEET 3-2-1
(4) Rod each lift 25 times using a tamping rod
(a) 5/8" diameter
(b) 24" length
(c) Smooth and bullet-pointed
(5) Remove the mold immediately and measure the amount the concrete settles from
the top of the cone
(a) The result will give the slump in

inches
1) The higher the slump, the

higher the water content
(6) Adjust mix as necessary to meet

specifications (if slump is to high or to
low then concrete will not meet
specifications)
c. Placing concrete
(1) Begin placing at the farthest corner

away from the concrete mixer
(2) Place concrete as close as possible to its final resting place, concrete should never
fall more than 4’
(3) Consolidate concrete as required by working it around reinforcement and

imbedded fixtures, into the corners and against the sides of the forms
(4) Screed concrete until it reaches proper elevation. Use a back and forth sawing
motion and move the screed forward at least an inch with each motion.

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OUTLINE SHEET 3-2-1
(5) Jitterbug/roller bug - in a direction perpendicular to the screed direction
d. Finishing concrete
(1) If a smoother surface in needed than that obtained from screeding, the surface
should be worked sparingly with a bull float. Over working the concrete while it
is still plastic will bring excess water and paste to the surface. To avoid cracking
or dusting of the surface, bull floating should begin as the water sheen disappears
from the concrete surface
(2) As the sheen of water begins to leave the surface, edging should begin
(3) Work the surface sparingly with a wood or magnesium float, ensuring you knock
down the ridges left by the edger
(4) If a dense, smooth finish is desired, steel toweling should follow floating. Begin
toweling when the concrete has hardened enough to ensure fine particles and
water will not be worked to the surface, this can be checked by using the thumb
print test. A second toweling should immediately follow the first to obtain a hard
steel toweled finish and a ringing sound can be heard as the trowel passes over the
surface

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OUTLINE SHEET 3-2-1
(5) Broom the slab (if specified) in a direction perpendicular to the flow of traffic
(6) Cure slab or concrete as required
NOTE: The hardening process is caused by hydration of cement by water, not the drying out of
ingredients (will harden under water as well as in the air)
e. Concrete joints
(1) Purpose -- to help control stresses caused by shrinkage and differential movement
of the concrete
(2) Types
(a) Isolation -- used to separate adjacent structural members; allows for

differential movement (both vertical and horizontal)
1) Extends completely through the concrete leaving an opening which is

filled with various type of expansion material
(b) Control -- used to help control cracking caused by shrinkage by inducing

cracks at designated points in the slab

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OUTLINE SHEET 3-2-1
1) Joints are tooled during the finish phase of concrete or cut in after concrete
is cured. They do not extend through the concrete.
(c) Construction -- used to bond new concrete to existing concrete or as a

stopping point in the work
f. Repairing Concrete
(1) Inspect concrete for rock pockets (honeycomb), ridges at the form joints, bolt
holes, snap tie holes, and form-removal damage

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OUTLINE SHEET 3-2-1
(a) Repairs will bond better and be more durable when repairs are made as soon
as forms are removed
(b) Remove any ridges or bulges by rubbing them with a stone or by grinding
(c) Chip out defective areas to solid concrete
(d) Use bonding agent with a mixture of sand and cement to perform repairs
1) Prior to placing mixture, moisten area for better bond
(e) Fast-fix cement: Self-bonding, fast set, chemical resistance, and non-shrink
patch
(f) Epoxy fillers: used to patch small areas, repair concrete floors, pavement, and
walls of structural elements, recommended thickness 1/8” to ½”
9. Safety precaution
a. Always wear a face shield when handling cement
b. Always wear hearing protection when working near equipment
c. Always wear a face shield when operating the mixer or saw
d. Ensure that the water hose is positioned so as not to be a tripping hazard
e. Never allow the skip on the mixer to be lowered quickly
f. Never place hands in/on moving parts of the equipment
g. Never fill the ‘Georgia’ buggy or wheelbarrow more than 2/3 full of concrete
h. Never lift a box of dry ingredients without help

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OUTLINE SHEET 4-1-1
MASONRY
A. Introduction
During this lesson you will learn to calculate mortar mix, lay corner leads, and lay block in a
wall
8.1 CALCULATE concrete masonry unit requirements in accordance with Builder 3&2
Vol.1 NAVEDTRA 12520 and Carpentry (Current edition), Delmar
8.2 IDENTIFY the tools, equipment and materials utilized in masonry construction and
repair in accordance with Builder 3&2 Vol.1 NAVEDTRA 12520 and Carpentry
8.3 CALCULATE the amount of dry ingredients required for a specified mortar mix
design in accordance with Builder 3&2 Vol.1 NAVEDTRA 12520 and Carpentry
8.4 ESTABLISH building lines for masonry foundation walls in accordance with Builder
3&2 Vol.1 NAVEDTRA 12520 and Carpentry (Current edition), Delmar
8.5 CHASE out the bonds using concrete masonry units (CMU) in accordance with
Builder 3&2 Vol.1 NAVEDTRA 12520 and Carpentry (Current edition), Delmar
8.6 PERFORM pre-start check on mortar mixer prior to use in accordance with Builder
3&2 Vol.1 NAVEDTRA 12520 and Carpentry (Current edition), Delmar
8.7 MIX mortar by hand or machine. Mortar must be of correct consistency and free of
lumps in accordance with Builder 3&2 Vol.1 NAVEDTRA 12520 and Carpentry
8.8 PLACE concrete block to within +/- 1/8" of specified location maintaining 3/8"
mortar joints in accordance with Builder 3&2 Vol.1 NAVEDTRA 12520 and
8.9 INSTALL reinforcement and anchor bolts in concrete masonry wall in accordance
with Builder 3&2 Vol.1 NAVEDTRA 12520 and Carpentry (Current edition), Delmar
8.10 OBSERVE all safety precautions during masonry operations in accordance


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OUTLINE SHEET 4-1-1
C. Topic Outline
1. Masonry Construction
a. Definition -- prefabricated masonry units, such as concrete block, structural clay, tile
or brick, laid in various ways and joined together with mortar
b. Terms
(1) Concrete Masonry Unit (CMU) -- prefabricated concrete molded block of various
sizes and shapes
(2) Bond -- how the masonry units interlock or tie together into a single structural
unit
(3) Joints -- the joining of concrete masonry units (CMU) together or with another
object by the use of mortar
(a) Head joints are vertical
(b) Bed joints are horizontal
(c) Control joints are continuous vertical joints built into concrete masonry walls
to control cracking resulting from unusual stresses
(4) Course -- the horizontal layout of blocks (rows)
2. Concrete Masonry Unit
c. Shapes -- comes in many shapes, the most common are:
(1) Stretcher block -- block laid with its length parallel to the face of the wall;
recessed on each end
(2) Corner block -- block laid at the corner with only one recessed end and three
smooth shells
(3) Lintel block -- U-shaped block installed above door and window openings
(4) Pier / Double corner block -- has no recessed end shells, used to build
columns/piers. May be used as a stretcher or corner block
d. Sizes -- comes in many sizes, the commonly used sized is

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OUTLINE SHEET 4-1-1
(1) Actual -- 7 5/8" x 7 5/8" x 15 5/8"
(2) Nominal -- 8" x 8" x 16"
(a) A 3/8" mortar joint is added to the actual dimensions to obtain nominal
dimensions
(3) Half block – can be ½ size in length, height or both
e. Parts
(1) Shell -- sides and ends of block
(a) Face shell -- long sides of the block
(b) End shell -- ends of the block
1) May be smooth or recessed
(c) Cores -- holes in block
(d) Web -- partitions between the cores
1) The web(s) are thicker on top and must

be laid with this side up

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OUTLINE SHEET 4-1-1
(e) End or ear
3. Precast concrete lintels and sills
f. Installed above and below door and window openings, utilized instead of CMU
lintel/sill block
(1) Precast on job site or procured
(2) Utilized to save construction time
4. Estimating the number of CMUs required
g. Modular planning
(1) Makes maximum use of full and half length units
(2) Minimizes cutting and fitting
h. Estimating by ratio and proportion
(1) Estimate CMUs needed per course
(a) Givens needed
1) Size of CMUs: nominal length
2) Length of wall or structure
(b) Use of ratio 3:4 (16" block)
1) Relationships: 3 CMUs with nominal length of 16" = 48" or 4'
(c) Example:
Provided: Nominal length of CMUs - 16"
Length of wall - 12'
Find the number of CMUs per course (row)
1) Set up proportion
3:4::X:12

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OUTLINE SHEET 4-1-1
2) Solve by multiplying extremes
3 x 12 = 36
3) Divide by the product of the means
36 ÷ 4 = 9 CMUs to cover 12 feet
(2) Estimate number of courses for a given height
(a) Must be provided
1) Size of CMU: nominal height
2) Height of wall or structure
(b) Use ratio 3:2 (8" block)
1) Relationships: 3 CMUs with nominal height of 8" = 24" or 2'
(c) Example
Givens: Nominal height of CMU - 8"
Height of wall - 6'
Find the number of courses
1) Set up proportion
3:2::X:6
2) Solve by multiplying extremes
3 x 6 = 18
3) Divide by the product of the means
18 ÷ 2 = 9 courses
4) Find total number of CMU blocks for the project
5. Masonry Mortar

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OUTLINE SHEET 4-1-1
i. Ingredients
(1) Portland cement -- packaged in bags/sacks containing one cubic foot, which
weighs 94 pounds
(2) Hydrated lime -- packaged in bags/sacks containing one cubic foot, which weighs
50 pounds
(3) Masonry cement (Portland cement and lime)- packaged in bags/sacks containing
one cubic foot. May be used in place of Portland cement and lime
(4) Sand -- must be clean and well graded, must pass thru a # 4 sieve
(5) Water -- used to obtain proper consistency and must be potable
j. Types -- classified according to proportions, properties and usage.
(1) Type M – high-strength- below ground
(2) Type S – medium-high-strength - where high resistant to lateral force
(3) Type N – medium-strength - above ground
(4) Type O – low –strength – interior non-bearing partitions
k. Mix design
(1) Mix design may have two or three ingredients, depending on whether masonry
cement (which already contains lime) is used or Portland cement and lime must
be added separately
(2) Examples
(a) 1:6 mix
1) 1 part masonry cement
2) 6 parts sand
(b) 1:1:6 mix
1) 1 part Portland cement
2) 1 part hydrated lime

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OUTLINE SHEET 4-1-1
3) 6 parts sand
6. Calculating Mortar Ingredient Amounts
l. Determine total amount of mortar for the job
(1) Givens needed
(a) Size of block
(b) Average concrete masonry units and mortar per 100 sq. ft. of wall Table 1,
which gives the average amount of CMUs and mortar required per 100 square
feet of wall
(c) Wall or structure dimensions
Table 1 Average CMU’s and Mortar per 100 Square Feet of Wall
Description/Size of Thickness Wall Number of Units per Mortar (ft3)
2
Block (inches) (inches) 100 ft of Wall Area
8 x 8 x 16 8 110 3.25
8 x 8 x 12 8 146 3.5
8 x 3 x 12 3 146 3.5
8 x 4 x 16 4 110 3.25
8 x 4 x 12 4 146 4
8 x 6 x 16 6 110 3.25
(2) Example
Givens: Block size -- 8" x 8" x 16"
Wall dimensions -- 6' x 25'
Calculate total amount of mortar
(a) Using table 4-1, find block size and move right to Mortar, cu ft column and
read 3.25
(b) Calculate square footage of wall
6' x 25' = 150 square feet

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OUTLINE SHEET 4-1-1
(c) Convert to fractions of 100's
150 ÷ 100 = 1.5 (100 square feet units of wall)
(d) Multiply 1.5 x 3.25 = 4.875 = 4.88 cubic feet of mortar
(e) Convert to cubic yards
4.88 ÷ 27 = .18 cubic yards of mortar
m. Calculate the quantities of the required raw materials
(1) Rule 38 -- it takes about 38 cubic feet of raw materials to make 1 cubic yard of
mortar
(a) Divide rule number (38) by the sum of the quantities in mix to yield the
quantity for 1 part of the mix
(b) Example
Givens: 1:3 mix
1) Add the quantities of the mix
1 + 3 = 4 (factor)
2) Divide rule number by the factor
38 ÷ 4 = 9.5 (prime factor)
3) Multiply mix design by the prime factor
1 x 9.5 = 9.5 cubic feet of masonry cement
3 x 9.5 = 28.5 cubic feet of sand
4) Multiply each ingredient by cubic yards of mortar
Situation 1:
Given: 100' x 10' wall

8" x 8" x 16" CMUs
1:6 mix

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OUTLINE SHEET 4-1-1
c. Calculate the amount of ingredients for the job
(1) Calculate square feet of the wall
100' x 10' = 1000 square feet
(2) Divide 1000/100= 10 (10 square feet per units of wall or one square)
(3) Obtain mortar needed per 100 square feet from Table 1
(4) Multiply 10 x 3.25 for total mortar - 32.5 cubic feet
(5) Convert to cubic yards
32.5 ÷ 27 = 1.20 cubic yards
(6) Use rule 38
1+6=7
38 ÷ 7 = 5.43 (prime factor)
1 x 5.43 = 5.43 cubic feet of masonry cement
6 x 5.43 = 32.58 cubic feet of sand
(7) Multiply each ingredient by cubic yards of mortar
5.43 x 1.20 = 6.52 cubic feet (sack) of masonry cement or 7 sacks
32.58 x 1.20 = 39.1 cubic feet of sand or 40 cubic feet of sand
7. Mixing Mortar
a. Machine mixing
(1) If more than 6 cubic feet of mortar is required, it should be mixed by machine
(2) First add a small amount of water to the drum, this will prevent the mixture from
caking up on the machine paddles
(3) Next add dry ingredients and water until desired consistency is obtained
(4) Mixing time should be at least 3 minutes

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OUTLINE SHEET 4-1-1
b. Hand mixing
(1) If a small amount (less than 6 cubic feet) of mortar is required, hand mixing is
recommended
(2) With the use of a mortar hoe, combine dry ingredients in a mortar boat
(3) Add water and cut dry mixture into it
(4) Continue to add water until the desired consistency is obtained
8. Laying CMUs
a. Terms
(1) Chasing the bond -- the process of stringing out

block of the first course, without mortar, to
ensure proper and modular layout, insure proper
joint used.
(2) Buttering -- the process of spreading mortar on

the end shell or face shell before laying the block
(3) Tooling joints -- the process of finishing joints,

which produces a watertight joint of neat appearance
(a) Tooling is performed when mortar is thumbprint hard
(b) Horizontal joints are tooled first, followed by the striking of vertical joints

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OUTLINE SHEET 4-1-1
(c) Concave joints are the most common and watertight
b. Masonry tools and equipment
(1) Line block/holder -- used to secure a masonry line to masonry units
(2) Mortar boat (box) -- a container used for hand mixing of mortar
(3) Mortar board -- flat surface used to hold mortar while laying block (usually
plywood)

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OUTLINE SHEET 4-1-1
(4) Mason's trowels
(a) Brick trowel -- used to pick up mortar, spread mortar, and tap unit down into
bed
(b) Buttering trowel -- used for spreading mortar on a unit before it is placed
(c) Pointing trowel -- used to point and strike joints
(5) Mason's hammer -- used to split and rough-break masonry units

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OUTLINE SHEET 4-1-1
(6) Brick chisel/bolster -- used to cut masonry units into parts
(7) Mason's level – 42” to 48" long, used to check level (horizontal) and plumb
(vertical). May also be used to check alignment.

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OUTLINE SHEET 4-1-1
(8) Jointers
(a) Sled runner -- used to tool horizontal joints
(b) S-shaped -- used to tool vertical joints
(9) Story pole -- used to check the height of each course

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OUTLINE SHEET 4-1-1
(10) Masonry saw -- electric powered and used for precise cutting of CMUs
c. Reinforcement
(1) Vertical -- done by placing rebar into the cores at the specified spacing and filling
the cores with relatively high slump of concrete
(a) Should be spaced a maximum of 32" on center in walls
(b) Should be place at each corner and at both sides of an opening
(c) Where splices are required, the bars should be lapped 40 times the diameter.
(2) Horizontal joint reinforcing -- helps control cracking and wall flexibility

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OUTLINE SHEET 4-1-1
(a) Should consist of not less than two deformed longitudinal No. 9 or heavier
cold-drawn steel wires. Truss-type cross wires should be 1/8 inch diameter
(or heavier) of the same quality.
d. Laying CMUs -- for steps of procedure see Job Sheet
9. Anchor bolts
a. Purpose -- used to bolt sill plate to the CMU foundation
b. Size -- 1/2 inch diameter by 18 inches, with 15 inches or more embedded into the
wall
c. Spacing -- maximum spacing is 4 feet on center, with not less than two bolts in each
sill piece
(1) End bolts should be not more than 1 foot from the ends of each sill piece

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OUTLINE SHEET 4-1-1
d. Installation -- for steps of procedures see Job Sheet
10. Repairing Masonry Units
a. Original mortar wears away due to the effects of rain, wind, heat and freezing
weather.
b. Repairing mortar joints
(1) Two methods recommended
(a) Re-pointing joint
1) Remove ¼” loose mortar from damaged joint using thin chisel, scraping
tool, or tuck-point grinder
(b) Replacing damaged CMU
1) Remove all mortar using cold chisel or circular saw using a carborundum
blade
(2) Replacing mortar in joints
(a) Wet immediate areas to be repaired for better bonding
(b) Replace mortar (sand and masonry cement mixer) using a long thin trowel
(caulking or tuck point trowel)
(c) Strike joints to match the original appearance
11. Safety practices and precautions
a. Safe handling of materials
(1) Do not store bags of cement on pallets higher than 10 bags
(2) Store lime and cement is dry place
(3) When removing bags from a pile, keep top of pile as level as possible
(4) Stacked piles of CMUs should be limited to 6 feet high
b. Personal safety

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OUTLINE SHEET 4-1-1
(1) Personnel handling cement or lime bags should wear goggles, face shield,
respirator (if required), and snug fitting neck and wrist bands
(2) A face shield must be worn while operating the masonry saw
(3) Lift properly -- use arm and leg muscles and keep your back straight
(4) Be alert for tripping and slipping hazards

Phase A of Bu School

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Phase A of Bu School

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Naval Construction Training Center

Gulfport, MS 39501-5003 OCTOBER 2009

PUBLISHED BY THE DIRECTION OF THE CHIEF OF NAVAL EDUCATION AND TRAINING

Accrediting Commission of the Council on Occupational Education

INTERSERVICE BUILDING APPRENTICE TRAINING

A-710-0010 (Navy) (Change 9)

CENTER FOR SEABEES AND FACILITIES ENGINEERING

Number and Description of Change Entered by Date

Course Title: INTERSERVICE BUILDER "A" SCHOOL

Course Identification Number: A-710-0010

1. The Lesson Plan and its associated Trainee Guide and

3. This curriculum supersedes all previous curricula for the

THIS PAGE INTENTIONALLY LEFT BLANK

CHANGE RECORD ........................................................................................................................2

SECURITY AWARENESS NOTICE .............................................................................................7

SAFETY/HAZARD AWARENESS NOTICE ................................................................................8

HOW TO USE YOUR TRAINEE GUIDE ...................................................................................12

TERMINAL OBJECTIVES ..........................................................................................................13

UNIT 0 – ORIENTATION & INTRODUCTION

Lesson Topic 0.1: Orientation/Introduction

Outline Sheet 0-1-1

Lesson Topic 0.2: Safety Practices

Outline Sheet 0-2-1

UNIT 1 –CONSTRUCTION MATHEMATICS, DRAWINGS & SPECIFICATIONS

Lesson Topic 1.1: Construction Mathematics

Outline Sheet 1-1-1 Construction Mathematics

Assignment Sheet 1-1-2 Addition / Subtraction

Assignment Sheet 1-1-3 Multiplication / Division

Lesson Topic 1.2: Construction Drawings & Specifications

Outline Sheet 1-2-1 Construction Drawings and Specifications

UNIT 2 –WOODWORKING TOOLS AND BUILDING MATERIALS

Lesson Topic 2.1 Building Materials

Outline Sheet 2-1-1 Building Materials

Lesson Topic 2.2 Tools and Their Uses

Outline Sheet 2-2-1 Tools and their Uses

Lesson Topic 2.3 Woodworking

Outline Sheet 2-3-1 Woodworking

UNIT 3 – CONCRETE CONSTRUCTION

Lesson Topic 3.1 Forming & Reinforcing

Outline Sheet 3-1-1 Forming & Reinforcing

Lesson Topic 3.2 Concrete

Outline Sheet 3-2-1 Concrete

UNIT 4 – MASONRY CONSTRUCTION

Lesson Topic 4.1 Masonry

Outline Sheet 4-1-1 Masonry

Diagram Sheet 4-1-3 Doll-house Drawings

SECURITY AWARENESS NOTICE

This course does not contain any classified material

SAFETY/HAZARD AWARENESS NOTICE

TRAINING TIME OUT POLICY (TTO)

ALL STUDENTS MUST BE BRIEFED ON "TRAINING TIME OUT" POLICY BEFORE

TRAINING TIME OUT

SAFETY PRE-MISHAP PLAN

All personnel must have a comprehensive knowledge of emergency procedures, which

TERMS AND DEFINITIONS

Medical/Ambulance Located at Building Number

In the event of a mishap notify the following persons as soon as practical:

Division Officer Located at Building Number

NAME AND RATE

TYPE OF INJURY - BRIEF AND TO THE POINT

WHERE THE MISHAP OCCURRED

WHAT TYPE OF ACTIVITY THE VICTIM WAS ENGAGED IN

(1) Monday through Friday to .

(2) Lunch to __