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Principles for Construction, Fifth Edition
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Printed in the United States of America

Print Number: 01 Print Year: 2019
TABLE OF
CONTENTS
Preface . .................................................... x Ethics . .................................................... 19

About this Book . ...................................... xi Common Rationalizations . .................. 20
About the Author ................................... xvi Working on a Team . ................................ 20
Acknowledgments . ................................ xvi Communication . ...................................... 20
Speaking . ............................................... 22
SECTION 1 Listening. ............................................... 22
Writing ................................................... 22
THE CONSTRUCTION INDUSTRY Reading................................................... 22
Body Language ........................................ 22
CHAPTER 1 Customer Service .................................... 23
Cell Phones. ........................................ 23
Organization of the Industry 5
Lifelong Learning.................................... 23
Glossary of Organization of the
Summary . ................................................ 24
Industry Terms . .....................................5
Review Questions .................................... 25
Construction Personnel . ............................6
Activities ................................................ 26
Unskilled or Semiskilled Labor . .................6
Skilled Trades . ..........................................6
CHAPTER 3
Technicians ................................................7
Design and Management . ...........................9 Introduction to Green Building 33
An Overall View of Design and Construction ... 9 Glossary of Introduction to Green
Forms of Ownership . ............................... 11 Building Terms .................................... 33
Sole Proprietorship . ................................ 11 Aspects of Green Building . ..................... 33
Partnership . ............................................ 11 Team Approach .................................... 34
Corporation . ........................................... 12 Site Selection, Lot Planning,
Building Codes . ...................................... 12 and Preparation . ............................. 34
Unions and Contractors’ Associations . ..... 14 House Design and Planning . ................ 35
Unions . ................................................... 14 Energy Efficiency . ............................... 35
Contractors’ Associations . ....................... 15 Best Construction Practices . ............... 36
Summary . ................................................ 16 Weather Resistance—Durability . ........ 36
Review Questions .................................... 16 Water Conservation . ............................ 36
Activities ................................................ 17 Green Product Selection . .................... 37
Indoor Air Quality . ............................. 38
CHAPTER 2 Homeowner Education and
Reference Manual . .......................... 38
Working in the Industry 19
Reduce Material Use and Manage Waste ...39
Glossary of Working in the Industry Terms ...19
iv
Table of Contents v
Green Certification Programs . ................. 39 Portable Ladders ..................................... 75

Future of Green Home Building ............... 40 Choose the Right Ladder
Summary . ................................................ 41 for the Job. ..................................... 75
Review Questions .................................... 41 Safe Climbing Habits .......................... 76
Activity . ................................................. 42 Internal Combustion Engines . ................. 77
Compressed Air . ...................................... 77
Summary . ................................................ 78
SECTION 2 Review Questions .................................... 78
Activities ................................................ 80
SAFETY
CHAPTER 4 SECTION 3
Jobsite Safe- CONSTRUCTION MATH
ty 47
Glossary of Jobsite Safety Terms ............. 47 CHAPTER 6
Accidents ................................................ 48 Whole Numbers 87
Work Practices ........................................ 48 Basic Principles . ..................................... 87
Working Conditions . ............................... 49 Addition Problems ................................... 87
Osha . ...................................................... 50 Subtraction Problems . ............................ 88
Employees’ Responsibilities . ................... 50 Multiplication Problems .......................... 89
Employers’ Responsibilities . ................... 50 Division Problems ................................... 90
Osha Standards ....................................... 50 Combined Operations . ............................. 90
Personal Protective Equipment . ............... 52
Hazard Communication Standard ............. 54
CHAPTER 7
Fire . ....................................................... 56
The Fire Triangle . ................................... 56 Decimals
The Fire Tetrahedron . .............................. 56 93
Extinguishing Fires . ................................ 57 Glossary of Decimals Terms . ................... 93
Trench Safety . ........................................ 58 Basic Principles . ..................................... 93
Material Handling ................................... 58 Addition and Subtraction of
Electricity ............................................... 59 Decimal Fractions . .............................. 93
Electrical Fundamentals . ........................ 59 Multiplication of Decimal Fractions . ....... 96
Electrical Safety . .................................... 59 Division of Decimal Fractions . ................ 98
Ground Fault Circuit Interrupters . ........... 63
Avoiding Electric Shock . ......................... 65 CHAPTER 8
Summary . ................................................ 68 Fractions 101
Review Questions .................................... 68
Glossary of Fractions Terms . ................. 101
Activities ................................................ 70
Basic Principles .................................... 101
Adding Fractions ................................... 102
CHAPTER 5 Adding Mixed Numbers ......................... 102
Safety with Scaffolds, Ladders, Subtracting Fractions . ........................... 103
and Machines 73 Multiplying Fractions . ........................... 104
Glossary of Safety with Scaffolds, Dividing Fractions . ............................... 104
Ladders, and Machines Terms .............. 73 Decimal and Common Fraction
Scaffolds . ................................................ 73 Equivalents . ...................................... 106
vi Table of Contents
CHAPTER 9 Systems of Measurement . ..................... 137

Linear Mea- Tape Measure . ....................................... 138
sure 109 Inspection and Defects . ................... 138
Rafter Square . ...................................... 139
Glossary of Linear Measure Terms . ........ 109
Inspection and Defects . ................... 139
Reading a U.S. Customary Scale . .......... 109
Stair Gauges . ........................................ 139
Nominal Dimensions . ............................ 111
Speed Square . ....................................... 139
Combining Feet and Inches . ................. 111
Metric System . ...................................... 112
Combination Square . ............................ 140
Perimeter Measure . .............................. 113
Chalk Line Reel ..................................... 140
CHAPTER 10
Percent (Percentage) 115 6-8-10 Method and Checking Diagonals .. 141
Glossary of Percent (Percentage) Terms ... 115 Spirit Level . ......................................... 141
Percent . ................................................ 115 Inspection and Defects . ................... 142
Interest ................................................ 117 Builder’s Level . ..................................... 142
Formulas . ......................................... 117 Measuring Elevations ........................ 143
Laser Level . .......................................... 144
CHAPTER 11 119 Measuring Elevations ........................ 144
Area and
Glossary of Area and Volume terms . ..... 119 Plumb Bob . .......................................... 145
Area of Squares and Rectangles . .......... 119
Volume Hammers ............................................... 146
Area of Triangles ................................... 122 Claw Hammer ........................................ 146
Area of Circles . ..................................... 123 Inspection and Defects . ....................... 146
Volume of Rectangular Solids, Bricklayer’s Hammer ............................. 146
Cubes, and Cylinders ......................... 123 Inspection and Defects . ....................... 147
Sledgehammer . .................................... 147
CHAPTER 12 Bars and Nail Pullers . ........................... 147
Right Angles 125 Inspection and Defects . ................... 147
Glossary of Right Angles terms ............. 125 Screwdrivers . ........................................ 148
Basic Principles .................................... 125 Inspection and Defects . ................... 148
6-8-10 Method ..................................... 127 Pliers . .................................................. 148
CHAPTER 13 Com- Wrenches . ............................................ 149
Socket Wrenches . ................................. 149
bined Operations 129
Open-End Wrenches .............................. 149
Basic Principles .................................... 129 Box-End Wrenches . ............................... 150
Nut Drivers . .......................................... 150
SECTION 4 Adjustable Wrenches ............................. 150
Pipe Wrenches . .................................... 150
TOOLS AND FASTENERS Basin Wrenches . ................................... 151
Inspection and Defects . ....................... 151
CHAPTER 14 SAWS . ................................................... 151
Hand Tools—Selection, Hacksaw . .......................................... 151
Use, and Care 137 Handsaw. .......................................... 151
Crosscut Saw . .................................... 152
Glossary of Hand Tools—Selection,
Rip saw . ........................................... 152
Use, and Care Terms .......................... 137
Table of Contents vii
Coping Saw..................................... 153 Nail Guns........................................... 171

Wallboard Saw.. ............................... 153 Inspection and Defects.................... 172
Utility Knife.. ..................................... 153 Using a Nail Gun............................. 172
Inspection and Defects.................... 154 Powder-Actuated Tools......................... 173
Snips................................................. 154 Torches.............................................. 173
Inspection and Defects.................... 154 Inspection and Defects.................... 174
Pipe and Tubing Cutters....................... 154 Safety with Torches......................... 174
Inspection and Defects.................... 155 Soldering a Pipe Fitting................... 174
Flaring Tool........................................ 155 Summary............................................ 175
Operating Instructions..................... 155 Review Questions.. .............................. 175
Swaging Tool...................................... 156 Activities........................................... 176
Summary............................................ 156
Review questions................................ 157 CHAPTER 16
Activities........................................... 158
Fasteners 179
Glossary of Fasteners Terms.................. 179
CHAPTER 15
Nails................................................. 180
Power Tools— Construction, Driving Nails.................................. 180
Use, and Care 161 Common Nails................................. 181
Glossary of Power Tools— Sinker Nails.................................... 182
Construction, Use, and Care Terms..... 161 Box Nails........................................ 182
Power Tool Construction.. ..................... 162 Finishing Nails.. .............................. 182
Motors........................................... 162 Casing Nails.................................... 182
Cordless Tools................................. 162 Duplex Nails................................... 182
Insulation and Grounding................. 162 Roofing Nails.. ................................ 182
Pneumatic Tools.............................. 163 Masonry Nails................................. 182
Bearings.. ....................................... 163 Staples.......................................... 182
Power Tool Safety.. .............................. 163 Brads............................................. 183
Portable Circular Saw.. ......................... 164 Nail Gun Nails.. ............................... 183
Inspection and Defects.................... 164 Screws............................................... 183
Crosscutting—Cutting Off a Wood Screws................................... 183
Piece of a Board.......................... 164 Drywall Screws................................ 183
Ripping.......................................... 165 Particleboard Screws and
Making Plunge Cuts......................... 166 Deck Screws................................ 183
Jig Saw.............................................. 166 Sheet Metal Screws.......................... 184
Inspection and Defects.................... 167 Lag Screws...................................... 184
Using a Jig Saw............................... 167 Bolts................................................. 184
Making Plunge Cuts......................... 167 Cap Screws...................................... 184
Reciprocating Saw............................... 168 Stove Bolts..................................... 185
Inspection and Defects.................... 168 Carriage Bolts................................. 185
Using a Reciprocating Saw................ 168 Washers......................................... 186
Drills................................................. 168 Anchors............................................. 186
Inspection and Defects.................... 169 Wedge Anchors.. .............................. 186
Using a Power Drill.......................... 170 Sleeve Anchors................................ 187
Using a Drill to Drive Screws............. 170 Split-Fast Anchors........................... 187
Hammer Drills.. ............................... 171 Lag Shields..................................... 187
viii Table of Contents
Concrete Screws.............................. 187 CHAPTER 18

Hammer-Drive Anchors..................... 188 Rigging 203
Split-Ribbed Plastic Anchors............. 188
Glossary of Rigging Terms.................... 203
Hollow-Wall Fasteners.. .................... 188
Slings................................................ 203
Toggle Bolts.................................... 189
Wire Rope.......................................... 204
Plastic Toggles................................ 189
Construction................................... 204
Molly Screws................................... 189
Wire Rope Cores.............................. 205
E-Z Anchors.................................... 190
Lay and Rope Design.. ...................... 205
Summary............................................ 191
Inspection of Wire Rope................... 205
Review Questions................................ 191
Web Slings......................................... 208
Activities........................................... 192
Construction................................... 208
Inspection of Synthetic Slings.......... 209
CHAPTER 17
Chain Slings....................................... 212
Adhesives and Sealants 193 General Requirements for Use of
Glossary of Adhesives and All Slings....................................... 215
Sealants Terms................................ 193 Effect of Angle on Sling
Adhesives.......................................... 193 Capacity..................................... 218
Natural Adhesives.. .......................... 194 Hardware Attachments......................... 219
Synthetic Adhesives.. ....................... 194 Hooks............................................ 219
Common Construction Adhesives........... 195 Other Sling Hardware....................... 219
Polyvinyl Acetate (PVA)................... 195 Thimbles........................................ 219
Using Pva Glue............................ 195 Wire Rope Clips.. ............................. 220
Polyurethane Glue........................... 195 Crane Operations................................ 220
Using Polyurethane Glue.. ............. 196 Summary............................................ 223
Epoxy............................................. 196 Review Questions................................ 224
Using Epoxy Adhesives................. 196 Activities........................................... 226
Construction Adhesive..................... 196
Using Construction Adhesive......... 196
Contact Cement.. ............................. 197
SECTION 5
Using Contact Cement to
PRINT READING
Adhere Plastic Laminate........... 198
Silicone......................................... 198
CHAPTER 19
Using Silicone............................. 198
Sealants............................................. 199 Views 233
Silicone......................................... 199 Glossary of Views Terms....................... 233
Water-Based Caulks......................... 199 Isometric Drawings............................. 233
Synthetic Rubber Sealants................ 199 Oblique Drawings................................ 234
Butyl Sealant.................................. 199 Orthographic Projection....................... 234
Summary............................................ 199 Summary............................................ 238
Review Questions................................ 200 Review Questions................................ 238
Activities........................................... 201 Activities........................................... 240
Table of Contents ix
CHAPTER 20 Foundation Plans ............................... 270

Scales 241 Floor Plans ........................................ 271
Building Layout.............................. 271
Glossary of Scales Terms ..................... 241
Dimensions .................................... 273
Scale Drawings ................................... 241
Other Features of Floor Plans ........... 273
Reading an Architect’s Scale ................ 241
Summary ........................................... 274
Summary ........................................... 244
Review Questions ............................... 275
Activities .......................................... 276
Activities .......................................... 246
CHAPTER 24
CHAPTER 21
Elevations 277
Alphabet of Lines 247
Glossary of Elevations Terms................ 277
Glossary of Alphabet of Lines Terms ..... 247
Orienting Elevations ........................... 277
Object Lines ...................................... 247
Information on Building Elevations ...... 280
Dashed Lines ..................................... 247
Summary ........................................... 281
Extension Lines and Dimension Lines ... 249
Centerlines ....................................... 250
Activities .......................................... 283
Leaders ............................................. 250
Cutting-Plane Lines ............................ 251
CHAPTER 25
Summary ........................................... 252
Review Questions ............................... 253 Sections and Details 285
Activities .......................................... 254 Glossary of Sections and
Details Terms ................................. 285
CHAPTER 22 Sections ............................................ 285
Other Large-Scale Details .................... 288
Use of Symbols 255
Orienting Sections and Details ............. 291
Glossary of Use of Symbols Terms......... 255 Summary ........................................... 292
Door and Window Symbols ................... 255 Review Questions ............................... 292
Material Symbols ............................... 256 Activities .......................................... 293
Electrical and Mechanical Symbols ....... 256
Reference Marks ................................ 258 Appendix A 295
Abbreviations .................................... 258
Appendix B 297
Summary ........................................... 264
Review Questions ............................... 266 Glossary 303
Activities .......................................... 267
Glosario 307
Index 311
CHAPTER 23
Plan Views 269
Glossary of Plan Views Terms ............... 269
Site Plans ......................................... 269
PREFACE
RESIDENTIAL CONSTRUCTION ACADEMY:

BASIC PRINCIPLES FOR CONSTRUCTION,
FIFTH EDITION
ABOUT THE RESIDENTIAL CONSTRUCTION ACADEMY SERIES
O
ne of the most pressing problems confronting the building industry today is the shortage of skilled labor.
The construction industry must recruit an estimated 185,000 new craft workers each year to meet future
needs. This shortage is expected to continue well into the next decade because of projected job growth and
a decline in the number of available workers. At the same time, the training of available labor is becoming an
increasing concern throughout the country. This lack of training opportunities has resulted in 200,000 unfilled
construction sector jobs in 2018. This challenge is affecting all the construction trades and is threatening the
ability of builders to construct quality homes.
These challenges led to the creation of the innovative Residential Construction Academy Series. The Residential
Construction Academy Series is the perfect way to introduce people of all ages to the building trades while guid-
ing them in the development of essential workplace skills, including carpentry; electrical wiring; heating, ventila-
tion, and air conditioning (HVAC); plumbing; masonry; and facilities maintenance (also referred to as building
construction technology). The products and services offered through the Residential Construction Academy are
the result of cooperative planning and rigorous joint efforts between industry and education. The program was
originally conceived by the National Association of Home Builders (NAHB)—the premier association of more than
140,000 members in partnership with the Home Builders Institute (HBI), a leading career training provider in the
residential construction industry.
For the first time, construction professionals and educators created national skills standards for the construc-
tion trades. In the summer of 2001, NAHB and HBI began the process of developing residential craft standards in
six trades: carpentry, electrical wiring, HVAC, plumbing, masonry, and facilities maintenance. Groups of employers
from across the country met with an independent research and measurement organization to begin the develop-
ment of new craft training standards. Care was taken to ensure representation of builders and remodelers, residen-
tial and light commercial, custom single family, and high production or volume builders. The guidelines from the
National Skills Standards Board were followed in developing the new standards. In addition, the process met or
exceeded American Psychological Association standards for occupational credentialing.
Next, through a partnership between HBI and Cengage Learning, learning materials—textbooks and instruc-
tor’s curriculum and teaching tools—were created to teach these standards effectively. A foundational tenet of
this series is that students learn by doing. Integrated into this colorful, highly illustrated text are Procedure
sections designed to help students apply information through hands-on, active application. A constant focus of
the Residential Construction Academy is teaching the skills needed to be successful in the construction industry
and constantly applying the learning to real-world applications.
In 2009, the Home Builders Institute enhanced the Residential Construction Academy Series by adding
industry Program Credentialing and Certification for both students and instructors. National Instructor Certification
ensures consistency in instructor teaching/training methodologies and knowledge competency when teaching to
the industry’s national skills standards. Student Certification is offered for each trade area of the Residential
Construction Academy Series in the form of rigorous testing. Instructor and Student Certification serve the basis
for Program Credentialing offered by HBI. For more information on HBI Program Credentialing and Instructor and
Student Certification, please go to www.hbi.org.
x
ABOUT
THIS BOOK
W
hether an individual chooses a career as a skilled craftsperson or is striving to become a general contractor,
Basic Principles for Construction, fifth edition, provides the necessary background for understanding the
construction industry and the basic skills for learning a specific trade.
Basic Principles for Construction, fifth edition, is an outstanding resource for new and advancing construction
students or for those considering entering a construction program. This text provides a solid foundation to learn
the major trade areas—carpentry, electrical wiring, HVAC, plumbing, and facilities maintenance. It introduces
students to the industry—explaining how it is organized and how to successfully gain employment—and also
covers the need-to-know information for the daily activities associated with working in the industry, including
safety, basic math, tools, and blueprint reading.
ORGANIZATION
This textbook is organized in a logical sequence that is easy to learn and teach and is divided into five major
sections:
• Section 1: The Construction Industry is designed to provide students with background on the industry.
It introduces students to the organization and leadership structure, as well as the importance of ethics,
teamwork, and effective communications with others to successfully complete a job. In addition, a new
chapter, on green building, introduces readers to green building principles and job site practices while they
plan and execute their work.
• Section 2: Safety covers all-important elements of safely working on a job site, including working with
electricity, hazardous materials, scaffolding, ladders, and compressed air. It also covers Occupational Safety
and Health Administration (OSHA) regulations, practical housekeeping, and personal protective equipment
to ensure safe work habits.
• Section 3: Construction Math reviews the basic math skills and how to practically apply these skills on
the job. Examples and practice problems are integrated into the chapters to increase student aptitude in
working out various construction problems. The section concludes with a chapter on combined operations,
which illustrates the necessity of having the ability to utilize several math skills in completing a single job.
• Section 4: Tools and Fasteners introduces students to the selection, use, and care of the various hand and
power tools required to complete a job, as well as different types of adhesives and fasteners. The section
also includes a chapter on the basics of rigging as it applies to residential construction.
• Section 5: Print Reading emphasizes the elements and features of basic residential blueprints and how to
accurately read them. Activities at the end of each chapter encourage students to practice their blueprint
reading skills.
NEW TO THIS EDITION

The fifth edition of Basic Principles for Construction reflects the latest practices in the industry, including:
• New chapter on adhesives and sealants. • Updated learning objectives, additional key
• New coverage of nail guns and nail-gun safety. terms, and caution content.
xi
xii Ab o u t t h i s B o o k
FEATURES
This innovative series was designed with input from educators and industry and informed by the curriculum and training
objectives established by the Standards Committee. The following features aid learning:
RY
SUCCESS STO
FABIAN LIERA
TITLE
Instructor
HBI Plumbing
EDUCATION ’s pre- apprentic

e
ders Inst itute
GED; Home Buil Job Corps Cent
er;
Fred G. Acosta
in plumbing at nistration from
A SUCCESS STORY opens each section, providing

ess admi
ee in busin
associate degr na.
ge, Tucson, Arizo
Brookline Colle
Y
CAREER HISTOR
insights, advice, and motivation from professionals
-
the verge of drop
16-year-old on
Fabian was a he enro lled in
scho ol whe n
ping out of high Cent er (JCC ).
working in a variety of construction trades and offering

ta Job Corp s
the Fred G. Acos he worked as
a
g from the JCC,
After graduatin from college and
, he graduated
an insider’s view of construction as a career.

plumber. In 1996 wholesale indu
s-
in the plum bing
went to work management.
In
his way up into
try. He worked bing supp ly store
ed a new plum ntial they have
2003 , he start know s the pote
the business impo rtantly he careers. He says
,
ood Winn elson. He sold essful in their
called Ironw industry until to become succ a
ed in the solar stud ents send me
in 2007 and work my former
ed his pres ent “I love it when hous e they just
the year he start r new truc k or
2011 . That is at the Fred G. pictu re of thei
as a plum bing teac her
posi tion he is the Plum
b- purchased.”
is proud to say
Acosta JCC. He THE JOB
CHALLENGES OF
Build ers Insti tute.
for Home and with more
ing Instructor ge each day,
Chal leng es chan onsi bilit y. He
ON THE JOB es mor e resp
students and goin
g know ledg e com care er at the
talking with his he start ed his
Fabian enjoys his students to reme mbe rs when e was
plan. He teaches JCC, sayin g, “My challeng
over the day’s something new Fred G. Acos ta es.
m goal s and learn and atten d all my class
make short-ter time
he opens the
shop to get there on job in my new
the students, I got my first
every day. With will It changed when work harder
power tools they
, inspects the was to stay safe and
and tool room one has career, then it was
and ensures that every ed that if there
be using that
day, guy.” He figur
h their projects. than the next be the last to
be
a plan and sche
dule to finis ffs, he would
going to be layo er. As a teacher,
OF THE JOB was the hardest work
BEST ASPECTS let go if he stud ents ,
to his students
.
are to moti vate his
able to relate his chal leng es
Fabian has been most
are facing, but
know s the struggles they
He
LEARNING FEATURES CHAPTER FO

UR
such as the Objectives JOBSITE SAFETY
and Glossary of Terms
set the stage for the
coming body of knowl- OB JEC TIV ES
g this chapter,
After completin
the student shou
ld be able to:
•
rd Communication
Standard, and
Explain the Haza a Safety Data Sheet (SDS).
edge and help the learner

on
and what causes find information are ignited, sustained, and
an accident is fires
• Explain what • Explain how
nistra- and
accidents. and Health Admi extinguished. ing in trenches,
pational Safety ct on construct
ion dangers of work
• Define Occu • Recognize the work safely in them.
identify key concepts and

and explain its impa
tion (OSH A) explain how to safety consider-
work ers. protective in electric shock, and list .
nal • Expla around electricity
appropriate perso work situations, and
• Iden tify the
) for common ations in working
equipment (PPE
information. These learn- explain how to

use it.
MS
SIT E SAF ETY TER
ing features serve as a GL OS SAR Y OF JOB
rule
rule the OSHA
Right to Knowevery worker has a
it interrupter that says that s
ground fault circu e that t any substance -
of measure for I) a protective
devic right to know abou might be harm
ampere the unit Also abbreviated as (GFC s the electric circuit when it nt job site that
road map throughout

on the
electric current. open lance in the amou ful to humans.
amp. senses an imba between Shee t (SDS) gives com-
that invol ves ordi- of curre nt flow Safe ty Data prod uct
class A fire a fire card- the conductors. mation about the
such as paper, ul plete infor do in the event of expo-
nary materials, . Class A fires can ical jokes and playf
each chapter and offer a

what to -
board, and wood with water. horseplay pract considered inappro- and An SDS is required to be availbe
activity that are truction site. sure. t
be extinguished tance that migh
fire that involves priate on a cons able for any subs
class B fire a are ns foun d on harmful.
s. Class B fires ls user instructio pressure that
practical resource for ref-

flammable liquid either dry chemi- labe construction products. The voltage the elect rical in
extinguished with most valuable to flow, measured
on dioxide). uct label contains causes current es abbreviated as V).
cals or CO2 (carb C prod mation. volts (sometim times called elec-
electrical fire. Class infor
class C fire an state fed-
ed with CO2 (car- OSHA refers both to the and Health Volta
ge is some
(EMF) because
it is
erence and review. fires are extinguish

bon dioxide).
conductor a mate
electricity to flow.
rial that allows
eral Occu patio nal Safety
and to state admi
Administration also stands for the
n- tromotive forcecauses electrons to
the force that also represents the
move. Voltage
istrations. OSHA y and Health Act, difference of potential, or
potential
ists of heat, fuel, Occupational Safet red by the Occu- difference, in a
circuit.
fire triangle consthree sides of the which is administe Health Admin- the things a work
er
and oxyg en (the
elements must pational Safet y and to work practices or she works—
triangle); the three . ion. OSHA generally refers does and how he to do with
a fire to burn istrat intended to keep have a lot
be present for the laws that are these practices
l) a conducting safety.
ground (electricas as the comm on workers safe. pme nt s the thing s in
body that serve an electric circuit. ctive equi working condition nt that affect
personal prote y equipment you
return path for .
has zero potential (PPE) any
safet y the work environme
A ground typically yourself from safet 47
also be used as wear to protect your work.
The earth may hazards.
a ground.
Ab o u t t h i s B o o k xiii
GLOSSARY
a thin shank like

a finishing
class C fire an
extinguished with 2
electrical fire. Class e).
CO (carbon dioxid
C fires are
A GLOSSARY and a combined
GLOSARIO GLOSARIO in the back of the
stipu lates box nail has on nail. Usu- uding part of a
ladde rs the rule head like a comm bending the protr
4:1 rule for nail, but a flat ing
ld be 1 foot away
from nt loose ning. clinch nent fastening.
that ladde rs shou against which they are ally coated to preve to make a perma
head, nail over
the vertical surfa
ce nail with a small holds adhesive
t. brad a very short property that
4 feet in heigh cohesion the
book provide a handy reference

placed for every thin parts.
used to fasten toget her.
nails. be
ted, bare steel blade that can
bright nails uncoa n blade a saw
so that combinatio utting .
A s an adhe- a nail gun set up
for ripping and crossc
property that allow bump firing using and every used
for students and instructors,

nail;
adhesion the be held depressed common type of
a surface. the trigger can s against a common nail the most
sive to stick to of the gun bump
th shank and a flat head.
time the nose has a heavy, smoo más común;
pal plus interest. surface it fires
a nail. capa ble el tipo de clavo
amount princi n one who is clavo común una cabeza
elect ric pesado y liso y
written in both English and

of meas ure for comp eten t perso ing and predi ctabl e tiene un vástago
ampere the unit viate d as amp. Many of ident ifyin g
exist y, B
abbre are unsa nitar escaleras regla
que estip- una plana.
curre nt. Also ding to the C haza rds that horizontal en
are sized accor of 3/8” work place
rous to employees
and Regla 4 a 1 para a 1 pie de fracc ión línea tiene un
power tool moto
rs
a wire rope with
a diameter dous, or dange eras deben estar barra de za grande plana
moto r. cable hazar take corre ctive ula que las escal al sobre la comú n. clavo de cabe s para aca-
Spanish.
the on to superficie vertic ón do como los clavo
amperage of who has the autho
rizati
distancia de la
fracci
to al ángulo vástago delga clavos
drive n or set or less. them . 4 pies de altura. ulo lado opues plana como los
e that can be
bolt, usually with
a hex- measures to eliminate
que se apoyan
por cada base de un triáng ser bado, pero una cabeza r
anchor a devic rial to altura. Puede tido, para evita
nry, or other mate cap screw a small a special harde
ned screw desde el cual
se mide la
comunes. Usual
ment e reves
in concrete, maso or screw. concrete screw del triángulo.
to attach a bolt agonal head. into concrete. cualquier lado que se afloje.
provide a place wood; that can be screwed directly
al types of ancho
rs. bolt for use in que se sujeta dos cabe-
There are sever ge bolt a large and a section
of
that allows electr
icity A varilla dispo sitivo a clavo con
being traine d to carria oval head a mater ial ndicu lar a la bomba de y pued e ser bombeado clavo de doble cabez puede ajust arse y
n who is has a smoo th condu ctor ctamente perpe al una
apprentice a perso trades. Apprentices at- below the head. a plomo perfe a un poste vertic abajo. Las tomas de la zas de modo tal que
square shank right to flow. hacia para su extracción.
work in the build
ing
the construc- superficie terres
tre. hacia arriba y tablones la otra quedar expuesta
work under the
supervision
used to indicate
the center
person who owns para apoyar los
tend classes and contractor the ite que un bomba se utilizan ado tiene un
vásta go
centerline a line into contracts edad que perm n los trabajadore
s.
of a skilled crafts
perso n.
of an object. tion business. Contr actors enter
n adhesión propi en los que se ubica clavo para acab a pequeña que puede
gradu- axis fied constructio a una superficie. cabez
the drill with customers to do speci adhesivo se pegue delgado y una de la supe rficie
de
a specialized ruler of a drill that holds or other sub-
architect’s scale inches, used to chuck the part s hire workers agua residual que se intro ducir se deba jo
and fractional work. Contractor the contracted
work. aguas grises cualq uier
to el agua C
ated in inches bit. ctors to complete una vivienda, excep madera.
ectural drawings. tighten a contra haya usado en superior de tiene un
measure archit speci al tool used to busin ess ownership los marcos de la parte r clavo cuyo vástago
key a a form of de los inodo ros. cabec eras sinke eño que el
inside a shape. chuck corporation involved in op- una línea las aberturas de puertas
o ventanas. clavo
mente más pequ
area the space drill chuck. e who are not ulo longitud de diámetro ligera or de la
in which peopl shares of the com- altura de un triáng de hilos de n. La parte inferi
point on the the business own uno de los cordón hecha de un clavo comú
in which every center erating by a board perpendicular a cable de acero de una cierta e afilada y la cara
de
circle a shape distance from a any is operated trazada en forma se extiende hasta ltos enrollados a está ligerament de gofres. Recubi-
B which perimeter is the same pany. The comp triáng ulo, que re envue cabez o
of bearing in lados de un alamb núcleo central. la cabeza tiene
un diseñ
ng a style of direct ors. o opues to. mane ra alrededor de un se suelte .
ball beari point. el ángul de erto para evitar que
on steel balls. involves ordin
ary
d trades. nte con un diámetro
moving parts roll fire a fire that craft see skille d de medid a de la corrie
cable metá lico sin ningún
opposite the cor- class A cardb oard, and amperio unida amp. cable clavos de acero
le the side as pape r, a partic ular craft abrev iarse como 3/8” o menos. clavos brillantes
base of a triang ured. This mate rials, such d with craft union members of eléct rica. Suele moto res de
the height is meas can be extinguishe the better- es de muchos representa revestimiento.
ner from which wood. Class A fires ized to work for Las dime nsion el llo número que
of the triangle. who are organ of the group. Union icas se clasifican según calibre del torni cuant o más alto el o de cons trucc ión
can be any side water. all the members herramient as eléctr
el grosor de un
tornil lo:
códig o mode
lo códig
ado tal como
square. flamm able ment of a requirement of
their
r. tornillo. ado a ser adopt
r arm of a rafter fire that invol ves
members pay dues as amperaje del moto e, más grueso el sugerido, destin rtirse en un
blade the longe class B fire a guished with ucirse o calibr dad de ones, y a conve
ken mes- fires are extin ership. que puede introd interiores canti está, o con revisi o gobierno.
unwritten, unspo liquids. Class B on dioxide). memb ancla dispositivo ía u otro calidad del aire en or de las código oficial de un determinad
body language we hold our icals or CO2 (carb eto, mamposter el aire en el interi
ted by the way either dry chem colocarse en concr rcionar un lugar donde contaminantes en ipales preocu- ene unido a
sage communica s on our face. propo de las princ edad que manti
expression material para s viviendas. Es una
body or by the torni llo. Existen vario n ecológica. cohesión la propi
303 colocar un perno o la const rucció
paciones de el un adhes
ivo.
tipos de anclas. ad de peso que to tipo de rodam
iento
nominal cantid carga máx- cojinete de deslizamien
de trabaj o temporarias. capacidad o para la despl azan en
andamios plataf
ormas
fabricante ha espec
ificad s móviles se
a. en el que las pieza metal liso..
s. ima en una esling de
o de 90° grado un cojinete o tubo
ángulo recto ángul rectángulo los dos
tos del
o entrenada catetos de un triángulo ngulo. trabajo los aspec
S 197 na que está siend al ángulo rectá condiciones de n el trabajo.
EALANT aprendiz perso la construc- lados que están junto l que condiciona
ES AND S la industria de llama cateto. ambiente labora
17 ADHESIV para trabajar en y trabajan A la hipotenusa no se la
CHAPTER dices toman clases te que fluya la
ción. Los apren ado. uier punto del conductor material que permi
la super visión de un oficial calific círcul o figura en la cual cualq de un
bajo ncia
a la misma dista electricidad.
dentro de una
figura. perímetro está
área el espacio punto central.
.
oficios calificados 307
artesanías ver
ls are used to spread

Notched trowe
FIGU RE 17-8
a large area.
adhesive over
to floor
ruction adhesive ENT
FIGU RE 17-6
Applying const CON TAC T CEM (like
-based adhesive ty of
is a neoprene
joist. Contact cement cement) used to bond a varie liar
er fami
a strong rubb act. The most
ntly upon cont bonding
materials insta nt in cons truction is for parts.
ceme and cabinet
use of contact
s to counter tops mely
plastic laminate most cont act ceme nt is extrewhere
e
The solv ent in it must be used in a plac of
n there is a type
flammable. Whe re is a danger, and is
mabl e natu solve nt
the flam r as the
that uses wate cement
contact cement type of contact
lamm able. Another special to a vertical surface
nonf ed
it can be appli cement
is a gel, so that (See Fig. 17-9). Contact heat
without running. water resistant but has poor
is generally quite
resistance.
cement is extre
mely
CAUTION features highlight safety issues and present
Most contact
flam mab le.
Use it in a
well -
e and never use
ventilated spac e, such as on a
near an open
flam
it
urgent safety reminders for those working with the
furnace or spac
e heater.
various tools in the industry—so that students can
avoid potential mishaps.
is cut to suit the
The tapered end
FIGU RE 17-7
application.
sives
. 17-7). Adhe
application (Fig with
proper angle for cans or buckets are appl iedavai l-
in
that are sold el (Fig . 17-8 ). Trow els are The
a notc hed trow shap es of notches.
rent sizes and to bond plastic
able with diffe l will spec ify the size and Contact cement
is used
aine r labe right FIGU RE 17-9
adhe sive cont used. Using the rage, ter tops.
notc hes to be laminate to coun
shap e of the sive, ensu res uniform cove
adhe
trow el save s best possible
bond.
and ensures the
AT H
CTION M
3 CONSTRU
104 SECTION Painters
Plumbers
Electricians 141 ⁄8 hours
Carpenters 125 ⁄6 hours
151⁄4 hours 137 ⁄8 hours
27 ⁄2 hours
1
12 ⁄6 hours
1
Monday 162 ⁄3 hours 151 ⁄3 hours

253 ⁄4 hours 131⁄4 hours
Tuesday 151⁄2 hours 77 ⁄8 hours
267 ⁄8 hours 117 ⁄8 hours
Wednesday 77 ⁄8 hours 81⁄4 hours
125 ⁄8 hours 3 hours
Thursday
EXAMPLES and PRACTICE PROBLEMS integrated into

35 ⁄6 hours
181 ⁄3 hours
Friday
and 22.
Problems 20, 21,
FIGU RE 8-3
22. In Figure
8-3, how many
carpenters work
more hours did
than the electricia
the
ns worked?
PRO BLE MS
Multiply the follo
wing quantities
:
the math chapters illustrate for students, step by step,
26. 7/16 3 3/5
the various methods of working out construction prob-

feet
feet and 45 3/4
n A uses 27 2/3 and
23. If electricia of cable that had 221 1/2 feet 27. 7/8 3 2/3
from a spool 37 1/6 feet from
the same
28. 2 3/4 3 4/5
electrician B uses cable is left on the spool?
lems. In addition, it encourages them to practice and

3 3 2/7
spool, how much is 29. 5 9/10 3
inche s long. How long 3/4 3 7 1/3
24. A motor brush
is 1 3/8 30. 3 1/2 3 4
wears away?
it after 13/16 ved from a boar
d
7 7/16 inche
wide?
needs to be remo
25. How much s wide to make a board 5 3/8
inches
Division is the
DIVIDING FRACTIO
inver
NS
se of multiplic
multiplying by
1/4. So 4 is the 4 can
by 4
ation. Dividing se
inver
r,
improve their math skills.
is the same as of 4. (Remembe
is the inverse 16/5. To
of 1/4, and 1/4 rse of 5/16 is
4/1.) The inve or (the part the other
LYING FRACTIONS writt en as
MULTIP
be invert the divis ss the
ra- divide fractions, divided by) and multiply. Expre
multiply the nume
or more fractions, ion with g
number is bein terms.
To multiply two denominators. Write as a fract of the st
tors. Multiply the numerators over the product answer in lowe
the product of
the
er in the lowe st terms. 2/3. 7/8 4 2/3
by
Express the answ EXAMPLE 12
Divide 7/8
denominators. se of 2/3 is 3/2.
)
divisor. (The inver
Multiply 1/2 3
4/5. 1. Invert the
EXAMPLE 10
6)
3 7/8 5 21/1
4/10 5 2/5 2. Multiply. (3/2 16 5 1 5/16)
1/2 3 4/5 5 d lowe st term s. (21/
fractions, mixe 3. Express in -
combination of num- ions, mixed num
To multiply any numbers, write the mixed ination of fract as
whole ions To divide any combbers, write the mixed number m-
numbers, and e numbers as fract rs. e num deno
Write the whol erato bers, and whol the whole number over the
bers as fractions. tor of 1. Multiply the num in its ion. Write iply. Expr ess the
er fract mult
with a denomina minators. Express the answ a
the divisor and
Multiply the deno inator 1. Invert terms.
st
lowest terms. answer in lowe
(3/4 4 2 1/5)
3 4 3 4/5. e 3/4 by 2 1/5.
MPL E 11 Multiply 2 1/3 EXA MPLE 13 Divid
EXA as the fraction
7/3. fraction.
d number 2 1/3 d number as a
1. Write the mixe 1. Write the mixe )
ber 4 as a fraction with a (2 1/5 5 11/5 .)
e num
2. Write the wholof 1. (4/1) inverted is 5/11
divisor. (11/5
denominator 2. Invert the 4)
3 4 3 4 5 112) 3 5/11 5 15/4
numerators. (7 3. Multiply. (3/4
3. Multiply the (3 3 1 3 5 5 15)
denominators.
4. Multiply the st terms.
answer in lowe
5. Express the 7/15)
(112/15 5 7
xiv Ab o u t t h i s B o o k
157
D CARE
, USE, AN
OLS—S ELECTION
14 HAND TO
CHAPTER
ESTIONS
REVIEW QU
.
wing questions
Answer the follo tools in Colum
n I.
in Colum n II with the
Match the uses Column II
the grain of wood
Column I a. Sawing with
mer p curves in wood
curved-claw ham b. Sawing shar
1. 16-ounce, um wallboard
2. Cat’s-paw c. Scoring gyps
square corners
3. Plumb bob d. Checking g sma ll nuts
and
teni ng and loos enin
4. Chalk line e. Tigh
bolts long
REVIEW QUESTIONS are designed to reinforce the 5. 2-foot leve

l mea surin g elevations over
and
f. Checking
l distances for driving large
6. Builder’s leve ing carpenters
g. Used by fram
information in the chapter as well as give students the 7. Rip saw
pliers
nails
h. For cutting
i. Used by finis
wire and gripp
ing parts
h carpenters for
driving nails
opportunity to think about what has been learned and 8. Electrician’s

9. 10-inch adju
10. Nut drive r
stable wrench j. Marking a
k. Checking to
strai ght line
make sure
for many feet
that a line is perfectly
what they have accomplished.

vertical
11. Crosscut saw ng on a pipe
screw-on fitti
l. Turning a
12. Coping saw m. Pulling nails er to make sure

that
straight-claw
hammer a window head
13. 24-ounce, n. Checking
it is level
re
14. Rafter squa ss a board
o. Sawing acro
large bolts
15. 18-inch pipe
wrench p. Tightening
e
16. Utility knif using laser leve
ls.
safety rules for
17. List three
a.
b.
c. crosscut
e between a
the differenc
18. Describe w.
saw and a ripsa
inches
y
are nece ssar
safe ty glas ses mer.
19. Expl ain why
when driving
nails with a ham 1 2
d in
sure men ts are indi cate
20. Wha t mea
Figure 14-52?
a.
C E
b. D B
A
c. 2 Problem 20.
FIGU RE 14-5
d.
e.
2 SAFETY
80 SECTION
ACTIVITIES
ACTIVITIES complete each chapter where applicable BUILDING A SCA

FFORD
ion are often calle
d
and are intended to provide students with a practi- attem pt to

ers in construct
Beginning work scaffolding. You should not
upon to help build olds on your own until you
build scaff
trained by a comp
etent perso n.
have
In
a
cal “hands-on” experience as it relates to the reading

been thoroughly will work in a small group to build
this activity, you the scaffold you build
not climb on
safe scaffold. Do instructor.
inspected by your
until it has been
within the text. Everything from identification of tools EQUIPMENT AND

• All parts nece
MATERIALS
ssary to build
fabricated metal
to Internet research, critical thinking, and building— scaffold two stage

• 2-foot level
s high
these activities bring the key points of the chapter to • Shovel

• 2 3 10 or 2
level base
3 8 lumber as
needed to prep
are a
prefabricated FIGU RE 5-7

Use lumber to prepare a
level base for the
life!
plan ks or
• Scaffold-grade
wood scaffold bases.
scaffold planks
the posts
frames to see that
PROCEDURE uc- 4. Check the end a level to ensure that they
d by your instr are plumb (use to the earth’s surface—see
the area designate, and inspect them are perpendicularthe horizontal pieces are level
.
1. Working in scaffold parts
tor, lay out all condition. Chapter 14) and work before
they are in good uctor check your
to ensure that
ing on bare grou nd, you may 5. Have your instr
high
2. If you are work a level base. Shovel away you proceed. olding. The planks
need to prepare low spots with 2 3 8 or 2 3 stage of scaff
up 6. Plank the first s to prevent them from slip-
spots or build a straight piece of lumber and should have cleatframe (Fig. 5-8).
10 cribbing. Use that all four corners are level ping off the end and
a level to ensu re ing does not four top corners,
5-7). If the cribb nd or if one ling pins in all top of the bottom
and solid (Fig. 7. Insert coup frames on
act with the grou set two more end
make solid cont low, fix it before you go on.
or stage. .
corner is high two end the seco nd stage
e base plates on nal bracing on
3. Place adjustabl them on the prepared base
, 8. Install diago 8 feet from the
frames, position end frames with two diagonal approximately
9. Place planking king from the first stage can
and join the two to move or ground. The plan you may choose to leave that
might be necessary
cross braces. It so that the base be moved up,
or
and place new
planking on
you prepared
adjust the base on top of the prepared sur- planking in place.
rely
plates fit squa especially important. If you the second stage
is
face. This step a solid, level
your scaffold on your base is
start building
is much easier. If ified as the
base, the rest lem will be magn
not level, the prob
scaffold goes up.
TURNKEY CURRICULUM AND TEACHING MATERIAL PACKAGE

We understand that a text is only one part of a complete, turnkey educational system. We also understand that instructors
want to spend their time on teaching, not preparing to teach. The Residential Construction Academy series is committed
to providing thorough curriculum and preparatory materials to aid instructors and alleviate some of those heavy prepara-
tion commitments. An integrated teaching solution is ensured with this text, including the MindTap, Instructor’s Resource
CD and Companion website, a printed Instructor’s Resource Guide, and Student Workbook.
Ab o u t t h i s B o o k xv
MINDTAP
MindTap is a personalized teaching experience with relevant assignments that guide students to analyze, apply, and
improve thinking, allowing you to measure skills and outcomes with ease.
• Personalize Teaching: Becomes YOURS with a Learning Path that is built with key student objectives. Control what
students see and when they see it. Match your syllabus exactly by hiding, rearranging, or adding your own content.
• Guide Students: Goes beyond the traditional “lift and shift” model by creating a unique learning path of relevant read-
ings, multimedia, and activities that move students up the learning taxonomy from basic knowledge and comprehension
to analysis and application.
• Measure Skill and Outcomes: Analytics and reports provide a snapshot of class progress, time on task, engagement, and
completion rates.
INSTRUCTOR RESOURCE CD
The Instructor Resource CD is a complete guide to classroom management. Designed as an integrated package, the CD
offers the instructor many valuable tools, including an electronic version of the print Instructor’s Resource Guide, Power-
Point presentations, Computerized Testbank in ExamView, and an Image Gallery.
INSTRUCTOR’S RESOURCE GUIDE

This Instructor’s Resource Guide, available in print, provides a step-by-step breakdown of the key points found in each
chapter, along with “Teaching Tips” and correlating PowerPoint presentation slides, creating a completely streamlined
and integrated approach to teaching. Also included are answers to the Review Questions that appear at the end of each
chapter, as well as answers to the exercises in the workbook.
INSTRUCTOR COMPANION WEBSITE

This is an educational resource that creates a truly electronic classroom. It is a website containing tools and instructional
resources that enrich your classroom and make your preparation time shorter. The elements of the Instructor Companion
Website link directly to the text and tie together to provide a unified instructional system. With the Instructor Compan-
ion Website you can spend your time teaching, not preparing to teach. The website contains the materials found on the
Instructor Resource CD, including an electronic copy of the Instructor’s Resource Guide with answers to the book and
workbook questions, PowerPoint presentations, ExamView Testbank, and Image Gallery.
WORKBOOK
Designed to accompany Residential Construction Academy: Basic Principles for Construction, fifth edition, the workbook is
an extension of the core text and provides additional review questions and problems designed to challenge and reinforce
the student’s comprehension of the content presented in the core text.
ABOUT
THE AUTHOR
M
ark Huth authored this textbook for many years, bringing a wealth of industry experience to his writing—
first working as a carpenter, contractor, building construction teacher, and then as a publisher of
construction textbooks. Mark passed away unexpectedly on September 5, 2018. True to his admirable
work ethic, he had already finished this edition’s manuscript ahead of schedule. The Cengage team and the many
whose lives were touched by his as a teacher, author, and colleague remember him gratefully.
Mark’s career allowed him to consult with hundreds of construction educators in high schools, colleges, and
universities. Basic Principles for Construction was shaped by his observations of the difficulties students have
in studying construction and by the outstanding programs offered at the best schools in the country. He also
authored several other successful construction titles, including Construction Technology, Basic Blueprint Reading
for Construction, Understanding Construction Drawings, and Practical Problems in Mathematics for Carpenters.
ACKNOWLEDGMENTS
M
any experts within the field contributed their time and expertise to the project. The National Association
of Home Builders, Home Builders Institute, Cengage, and the author extend their sincere appreciation to
John Breece Joseph Dusek

Red Rocks Community College Triton College
Lakewood, CO River Grove, IL
Shannon Brown Earl Garrick
Minico High School Pima Community College
Rupert, ID Tucson, AZ
Chloveta A. Caudill David Gehlauf
Treasure Lake Job Corps Tri-County Vocational School
Indiahoma, OK Nelsonville, OH
George Chapman Fred Hayes
Instructor support, Home Builders Institute Building Construction Technologies Instructor
Crestview, FL Highlands Youth Academy
Defuniak spring, FL Avon Park, FL
Paul Drake Sebring, FL
Red Rock Job Corps Center
Lopez, PA
xvi
Ac k n o w l e d g m e n t s xvii
Larry Kness Lee Morris

Southeast Community College Construction Education Services
Milford, NE Griffin, GA
Michael E. Long, Sr. Bruce Purdy
Little Rock Job Corps Grove City High School
Little Rock, AR Grove City, OH
Daryl Martinez Deanne Robertson
Job Corps HBI Project Coordinator
Tahlequah, OK Colorado Springs, CO
Mark Martin David Robinson
HBI Penobscot Job Corp Center LA Trade Technical College
Bangor, ME Los Angeles, CA
Waylon Mcgowin Merl Rogers
BCT instructor LA Trade Technical College
Okaloosa Youth Academy Los Angeles, CA
Crestview, FL Tony Sorensen
Milton, FL Clearfield Job Corps
Steve Miller Clearfield, UT
Construction Technology Consultant Les Stackpole
North Carolina Department of Education Eastern Maine Technical College
Raleigh, NC Bangor, ME
Jason Monroe Rod Trump
Lead Instructor BCT Program York Technical College
North Texas Job Corps Rock Hill, SC
Ed Moore Kevin Ward
York Technical College McEachern High School
Rock Hill, SC Powder Springs, GA
The publisher wishes to express a special thanks to Stephen McArthur of York Technical College in Rock Hill,
South Carolina, for his contributions to this revision, especially in light of Mark’s passing. The Cengage team is
particularly grateful for Stephen’s input and diligence, which ensured this edition stayed true to Mark’s vision.
SECTION ONE
THE CONSTRUCTION INDUSTRY

CH 1: ORGANIZATION OF THE INDUSTRY
CH 2: WORKING IN THE INDUSTRY
CH 3: INTRODUCTION TO GREEN BUILDING
SUCCESS STORY
MICHAEL E. C. SURGUY and work. If I’m not there, the work doesn’t get
done. If you get the job, you need to be there and
TITLE run the job.”
Owner, Michael E. C. Surguy Carpenter Contrac-
BEST ASPECTS
tors, Inc., New Providence, NJ
Michael has a deep commitment to his work:
EDUCATION “You really need to enjoy it and be passionate
Michael completed high school and attended about it. I don’t think it’s with every type of
vocational school studying carpentry. He later job. In carpentry, you are using your head and
obtained his associate degree in occupational your body. There’s no price to pay for the wear
studies from the State University of New York at and tear on your body. Every piece of wood you
Delhi. need to carry with passion. If you show up for
work in the morning, and you’re thinking that
HISTORY
it’s too heavy or it’s too cold outside, you won’t
After working as a carpenter and woodworker for
do it.”
a number of years, Michael established his own
business; he is the sole owner of Michael E. C. CHALLENGES
Surguy Carpenter Contractors, Inc. Michael’s com- While Michael shares that the carpentry business
pany does basic framing to complex remodeling has been good to him, he explains that building a
and additions, working on $3–$4 million homes. business is stressful: “When I started out, I lived
A recipient of the Community Builders Association at my parents’ house. I made nothing for the first
of New Jersey’s Sub-Contractor of the Year Award, three years, but my guys always got paid. I got
Surguy is one of New Jersey’s specialized carpen- my tools and paid my insurance. If I hadn’t lived
try contractors. at home, there’s no way I could have done it.”
Michael says he built his reputation doing jobs
ON THE JOB
that he thought he could do and being honest
In a typical day, Michael says, “I need to be on the
with his bids, breaking down each job, figuring
job. I don’t just set up my guys and leave. I have a
out the cost of materials and employees. At first,
tool belt on every day. People pay me to be there
he took on small jobs, which turned into bigger
jobs. He started out as sole proprietor and then
became a corporation with employees. “Now it’s
a different ballgame. You have to have liability
insurance. It’s a business,” he notes.
Michael also comments on the challenges of deal-

ing with changes in the economy: “You can’t just
frame now. There’s not enough work. Four years
ago, Surguy Construction was doing seven to
eight custom houses each year. Now we’re only
S E C T I O N 1 T h e C onstruction I n d ustry 3
doing three or four a year.” In response to the FUTURE OPPORTUNITIES

economic downturn, Michael has diversified and Michael is greatly concerned with the economy
is now doing exterior detail and cedar siding: “We and its effects on the home-building business.
reframe them, do all the exterior stuff, all the sof- He is hoping to make it through these tough
fit work, and bevel siding.” times: “In the last four years, I started making
money. Last year was a bad year, but this year
IMPORTANCE OF EDUCATION
has started off well. No one knows what is going
Michael persevered in school, committed to learn-
to happen.”
ing: “When I finished Delhi, I did a lot of studying
on my own with trigonometry. I studied a lot at WORDS OF ADVICE
night on my own and took night classes. I bought Michael recalls the advice of his favorite instructor
carpentry books and studied out of those.” When at Delhi: “You can either learn the right way, or
he was starting his business, he prepared himself you can learn the wrong way. But if you learn
to be a one-man operation: “I knew that when I the wrong way, you will always work the wrong
started out, I wouldn’t have a crew. I can probably way.” And to this he adds advice from his own
pull a five-guy job with just two guys. I kept a experience: “You have to do work to get work.
smaller crew but produced just as much work.” If you don’t do work, people won’t know you.”
CHAPTER ONE
ORGANIZATION OF THE
INDUSTRY
OBJECTIVES
After completing this chapter, the student should be able to:
• Describe five or more potential careers in • Describe the major forms of business ownership
construction. and the differences between them.
• Explain the roles of architects, engineers, city • Explain what a building code is.
building officials, and contractors. • List three things that a union or trade association
does for its members.
GLOSSARY OF ORGANIZATION OF THE INDUSTRY TERMS

apprentice a person who is being developer the person or company semiskilled labor workers with
trained to work in the building that buys undeveloped land and very limited training or skills in the
trades. Apprentices attend classes works with architects and contrac- construction trades.
and work under the supervision of a tors to develop it into more valuable skilled trades the building
skilled craftsman. property. trades—carpenters, electricians,
contractor the person who owns the journeyman a skilled craft worker plumbers, painters, and so on.
construction business. Contractors who has completed an apprenticeship These occupations require training
enter into contracts with customers or otherwise proved his or her ability and skill. The skilled trades are
to do specified construction work. in the trade. The term journeyman is often referred to as the crafts.
Contractors hire workers or other gender neutral and is used to refer to sole proprietorship a business
subcontractors to complete the con- both male and female workers. whose owner and operator are the
tracted work. laborer an unskilled or semiskilled same person.
corporation a form of business own- worker on a construction site. subcontractor a contractor who
ership in which people who are not model code a suggested building is performing work for another
involved in operating the business code, intended to be adopted as-is contractor.
own shares of the company. The or with revisions to become an offi-
company is operated by a board of technicians technicians provide a
cial code of a particular government. link between the skilled trades and
directors.
partnership a form of business in the professions by using mathematics,
craft see skilled trades. which more than one person shares computer skills, specialized equip-
craft union members of a particular the ownership and operating duties ment, and knowledge of construction.
craft who are organized to work for of a company. unskilled labor workers with no
the betterment of all members of the profession an occupation that specific training in the construction
group. Union members pay dues as a requires more than four years of col- trades. This term also applies to
requirement of their membership. lege and a license to practice. work that does not require training.
5
6 S E C T I O N 1 T h e C onstruction I n d ustry
T
he residential construction industry is a big
sector of the U.S. economy. When the economy
of the nation is weak, there is often a decline in
new home construction. This is measured by the num-
ber of housing starts. As the economy improves, hous-
ing starts increase. Recently, there has been a strong
increase in housing starts, and the U.S. Department of
Labor estimates that the growth in construction jobs
will be greater than that for the total workforce. There
are opportunities for people to work at all levels in
the construction industry, from those who handle the
tools and materials on the jobsite to the senior engi-
neers and architects who spend most of their time in
offices. Few people spend their entire lives in a single
occupation, and even fewer spend their lives working
for only one employer. You should be aware of all the
opportunities in the construction industry so that you
can make career decisions in the future, even if you
are sure of what you want to do at this time.
CONSTRUCTION PERSONNEL
The occupations in the construction industry can be
divided into four categories:
• unskilled or semiskilled labor
• skilled trades or crafts
• technicians
• design and management
UNSKILLED OR SEMISKILLED LABOR FIGURE 1-1 This construction laborer is a

mason’s tender.
Construction is labor-intensive. That means it requires
a lot of labor to produce the same dollar value of
end products by comparison with other industries, is familiar with the bricklayer’s tools. Many laborers
where labor may be a smaller part of the picture. A go on to acquire additional skills and become skilled
construction worker with limited skills is called a workers. Laborers who specialize in a particular
laborer. Laborers are sometimes assigned the tasks trade are often paid slightly more than completely
of moving materials, running errands, and working unskilled laborers.
under the close supervision of a skilled worker. Their
work is strenuous, and so construction laborers must
be in excellent physical condition. Laborers may be SKILLED TRADES
unskilled, meaning they have no skills related to the A craft or skilled trade is an occupation that involves
trade they are helping; or they may be semiskilled, working with tools and materials and building struc-
with some skills, but not enough to be considered a tures. The building trades are the crafts that deal
skilled craftsperson. most directly with building construction (Fig. 1-2).
Construction laborers are construction workers The skills required for employment in the build-
who have not reached a high level of skill in a par- ing trades can often be learned in an apprentice
ticular trade and are not registered in an appren- program. Apprenticeships are usually offered by
ticeship program. These laborers often specialize trade unions, trade associations, technical colleges,
in working with a particular trade, such as mason’s and large employers. Apprentices attend class a few
tenders or carpenter’s helpers (Fig. 1-1). Although hours a week to learn the necessary theory. The rest
the mason’s tender may not have the skill of a brick- of the week they work on a jobsite under the super-
layer, the mason’s tender knows how to mix mortar vision of a journeyman (a skilled worker who has
for particular conditions, can erect scaffolding, and completed the apprenticeship and has experience
C H A P T E R 1 O r g ani z ation o f t h e I n d ustry 7
Carpenter
not be much of a threat to a person interested in
Framing carpenter a career in the trades. The construction industry is
Finish carpenter growing at a high rate nationwide. Generally, plenty
Cabinetmaker of work is available to provide a comfortable living
Plumber for a good worker.
New construction
Maintenance and repair TECHNICIANS
Roofer
Electrician Technicians provide a link between the skilled trades
Construction electrician and the professions. Technicians often work in offices,
Maintenance electrician but their work also takes them to construction sites.
Mason Technicians use mathematics, computer skills, spe-
Bricklayer (also lays concrete blocks) cialized equipment, and knowledge of construction to
Cement finisher perform various jobs. Figure 1-3 lists several techni-
HVAC technician cal occupations.
Plasterer
Finish plaster Most technicians have some type of college edu-
Stucco plaster cation, often combined with on-the-job experience,
Tile setter to prepare them for their technical jobs. Community
Equipment operator colleges often have programs aimed at preparing
Drywall installer people to work at the technician level in construc-
Installer tion. Some community college programs are intended
Taper
especially for preparing workers for the building
Painter
trades, while others have a construction management
focus. C onstruction management courses, such as
FIGURE 1-2 Building trades. those listed in Figure 1-4, give the graduate a good
overview of the business of construction. The starting
salary for a construction technician is about the same
as for a skilled trade, but the technician can be more
on the job). The term “journeyman” has been used certain of regular work and will have better opportu-
for decades and probably will continue to be used nities for advancement.
for many more decades, but it is worth noting that
many highly skilled building trades workers are
women. Apprentices receive a much lower salary
than do journeymen, often about 50 percent of what
a journeyman receives. The apprentice wage usually Technical Career Some Common Jobs
increases as stages of the apprenticeship are suc-
cessfully completed. By the time the apprenticeship Surveyor Measures land, draws maps, lays out
building lines, and lays out roadways
is completed, the apprentice can be earning as much
as 95 percent of what a journeyman earns. Many Estimator Calculates time and materials neces-
apprentices receive college credit for their train- sary for project
ing. Some journeymen receive their training through Drafter Draws plans and construction details
school or community college and on-the-job train- in conjunction with architects and
ing. In one way or another, some classroom train- engineers
ing and some on-the-job supervised experience are
Expeditor Ensures that labor and materials are
usually necessary to reach journeyman status. Not
scheduled properly
all apprentice programs are the same, but a typical
apprenticeship lasts four or five years and requires Superintendent Supervises all activities at one or
between 100 and 200 hours per year of classroom more jobsites
training, along with 1,200–1,500 hours per year of Inspector Inspects project for compliance with
supervised work experience. local building codes at various stages
The building trades are among the highest pay- of completion
ing of all skilled occupations. However, work in the Planner Plans for best land and community
building trades can involve working in cold con- development
ditions in winter or blistering sun in the summer.
Also, job opportunities will be best in an area where
FIGURE 1-3 Technicians.
a lot of construction is being done. This should
8 S E C T I O N 1 T h e C onstruction I n d ustry
First Semester Credits
FYE101 First Year Experience 1

BCT103 Construction Hand and Power Tools 1
BCT104 Construction Safety and Equipment 1
BCT109 Framing Principles 4
BCT110 Site Preparation and Layout 2
BCT117 Construction Materials and Application I 3
CSC124 Information, Technology, and Society 3
MTH124 Technical Algebra and Trigonometry I 3
or
MTH180 College Algebra and Trigonometry I 3
TOTAL CREDITS 18
Second Semester Credits

BCT118 Construction Materials and Applications II 3
BCT107 Print Reading and Architectural Drafting 3
BCT130 Interior Finish 3
BCT135 Weather Resistant Barriers and Finishes 2
BCT140 Roof Structures 3
ENL111 English Composition I 3
FIT Fitness and Lifetime
Sports Elective 1
TOTAL CREDITS 18
Third Semester Credits
BCT234 Masonry Principles 5

BCT238 Concrete Construction 3
BCT260 Introduction to Electrical and Mechanical Systems 3
ENL201 Technical and Professional Communication 3
PHS103 Physics Survey 3
or
PHS114 Physics with Technological Applications 4
TOTAL CREDITS 17
Fourth Semester Credits

BCT255 Construction Estimating 3
BCT256 Residential Construction Planning, Scheduling and Management 3
BCT259 Trim and Millwork 5
BCT268 Construction Technology Applications 3
BCT305 Codes in Construction 1
HUM Humanities Elective 3
or
SSE Social Science Elective 3
or
ART Art Elective 3
or
FOR Foreign Language Elective 3
or
AAE Applied Arts Elective 3
or
IFE International Field Experience Elective 3
TOTAL CREDITS 18
FIGURE 1-4 Typical construction management program at a community college.

DESIGN AND MANAGEMENT management. For this reason, many successful con-
tractors attend college and get a degree in construc-
Architecture, engineering, and contracting are design
tion management. Most states require contractors
and management professions. A profession is an occu-
to have a license to do contracting in their state.
pation that requires four or more years of college and a
Requirements vary from state to state, but a contrac-
license to practice. Many contractors have fewer than
tor’s license usually requires several years of experi-
four years of college, but they often operate at a high
ence in the trade and a test on both trade information
level of business, influencing millions of d ollars, and
and the contracting business.
so they are included with the professions here. Many
construction professionals spend most of their time in
offices and are not frequently seen on the jobsite.
Architects usually have a strong background in AN OVERALL VIEW OF DESIGN AND
art, so they are well prepared to design attractive,
functional buildings. A typical architect’s educa- CONSTRUCTION
tion includes a four-year degree in fine art, followed To understand the relationships between some of the
by a master’s degree in architecture. Most of their design and construction occupations, we shall look
construction education comes during the final years at a typical housing development. The first people
of work on the architecture degree. to be involved are the community planners and the
Engineers generally have more background in real estate developer. The real estate developer has
mathematics and science, so they are prepared to ana- identified a 300-acre tract on which he would like
lyze conditions and calculate structural characteristics. to build nearly 1,000 homes, which he will later sell
There are many specialties within engineering, but at a profit. The developer must work with the city
civil engineers are the ones most commonly found in planners to ensure that the purpose for which he has
construction. Some civil engineers are mostly involved planned is acceptable to the city. The city planner
in road layout and building work. Other civil engi- is responsible for ensuring that all buildings in the
neers work mostly with structures. They are sometimes city fit the city’s development plan and zoning ordi-
referred to as structural engineers. nances. On such a big project, the developer might
even bring in a planner of his own to help decide
A contractor is the person who owns the where parks and community buildings should be
construction business, who does most of the build- located and how much parking space they will need.
ing. In some cases, the company itself is consid-
ered the contractor, because it is the company that As the plans for development begin to take shape,
enters into a contract for the work. In larger con- it becomes necessary to plan streets and to start
struction firms, the principal (the owner) may be designing houses to be built throughout the devel-
more c oncerned with running the business than opment. A civil engineer is hired to plan and design
with supervising construction. Some contractors are the streets. The civil engineer will first work with the
referred to as general contractors and others as the developer and planners to lay out the locations of the
subcontractor (Fig. 1-5). The general contractor streets, their widths, and drainage provisions to get
is the principal construction company hired by the rid of storm water. (Did you ever consider how much
owner to construct the building. A general contrac- water falls on a one-mile-long by 32-foot-wide street
tor might have only a skeleton crew, relying on sub- when an inch of rain falls? More than 105,000 gal-
contractors for most of the actual construction. The lons! Where does that water go?) The civil engineer
general contractor’s superintendent coordinates the also considers soil conditions and expected traffic to
work of all the subcontractors. design the foundation for the roadway.
It is quite common for a successful journeyman to An architectural firm, or perhaps a single architect,
start his or her own business as a contractor, spe- will design the houses. Typically, several stock plans are
cializing in the field in which he or she is a journey- used throughout a development, but many homeown-
man. These are subcontractors who sign on to do a ers wish to pay extra to have a custom home designed
specific part of the construction, such as framing or and built. In a custom home, everything is designed for
plumbing. As the contractor’s company grows and the that particular house. Usually, the homeowner, who will
company works on several projects at one time, the eventually live in the house, works with the architect
skilled workers with the best ability to lead others to specify the sizes, shapes, and locations of rooms;
may become foremen. A foreman is a working super- interior and exterior trim; type of roof; built-in cabi-
visor of a small crew of workers in a specific trade. nets and appliances; use of o utdoor spaces; and other
All contractors have to be concerned with business special features. Architects specialize in use of space,
1 0 S E C T I O N 1 T h e C onstruction I n d ustry
MONEY AND NEED
OWNER
CITY BUILDING
DEPARTMENT, BUILDING
CODES, AND SO ON
ARCHITECT
ENGINEER
GENERAL CONTRACTOR
ESTIMATOR
SUPERINTENDENT
SUBCONTRACTORS
FACTORY
FOREMAN FOREMAN FOREMAN
BUILDING TRADES
MATERIAL
BUILDING
FIGURE 1-5 Organization of the construction industry.

aesthetics (attractive appearance), and livability fea-

tures. Most architectural features do not involve special FORMS OF OWNERSHIP
structural considerations, but when they do, a struc- Construction companies vary in size from small,
tural engineer is employed to analyze the structural one-person companies to very large international
requirements and help ensure that the structure will organizations that do many kinds of construction.
adequately support the architectural features. However, the size of the company does not necessar-
One part of construction that involves an engi- ily indicate the form of ownership.
neer is the design of roof trusses. Roof trusses are
the assemblies that make up the frame of the roof SOLE PROPRIETORSHIP
(Fig. 1-6). Trusses are made up of the top chords, The sole proprietorship is the easiest form of
bottom chords, web members, and gussets (Fig. 1-7). ownership to understand. The two words of the term
The engineer considers the weight of the fram- describe it clearly. Sole means only one or single. The
ing materials, the weight of the roof covering, the proprietor of a business is the owner and operator. So
anticipated weight of any snow that will fall on the a sole proprietorship is a business whose owner and
roof in winter, and the span (the distance between operator are the same person. Sole proprietor con-
supports) of the truss to design trusses for a par- struction companies are usually small companies in
ticular purpose. The architect usually hires an which the owner is one of the main workers.
engineer for this work, and so the end product is Entrepreneurs are often sole proprietors. An entre-
one set of construction drawings that includes all preneur is someone who starts a small business, often
the architectural and engineering requirements for taking considerable financial risk. Small entrepre-
the building. Even though the drawings are some- neurs started many of the largest, most successful
times referred to as architectural drawings, they businesses in the world today. The keys to successful
include work done by architects, engineers, and entrepreneurship are understanding (not necessarily
their technicians. Building codes require an archi- eliminating) the risks and doing thorough planning.
tect’s seal on the drawings before work can begin.
The architect will require an engineer to certify Each form of business ownership has its own
certain aspects of the drawings before putting the advantages and disadvantages. The advantages of the
architect’s seal on them. sole proprietorship are that the owner has complete
control over the business and that there is a minimum
of government regulation. If the company is success-
ful, the owner receives high profits. However, if the
business goes into debt, the owner is responsible for
that debt. The owner can be sued for the company,
and the owner suffers all the losses of the company.
PARTNERSHIP
A partnership is similar to a sole proprietorship, but
there are two or more owners rather than just one. In
a general partnership, each partner shares the prof-
its and losses of the company in proportion to the
partner’s share of investment in the company. Gen-
eral partnerships are common among engineering
and architectural companies where each partner is an
expert in a different specialty.
FIGURE 1-6 Trusses are designed by engineers.
In a general partnership, each partner can be held
responsible for all the debts of the company. The
advantage of this form of ownership is that the part-
GUSSETS ners share the expense of starting the business. Also,
WEB MEMBERS
TOP CHORD partnerships, like sole proprietorships, are not con-
trolled by extensive government regulations.
A variation of the general partnership is the limited
BOTTOM CHORD liability partnership (LLP). A limited liability partner is
one who invests in the business and receives a propor-
FIGURE 1-7 Parts of a roof truss.
tional share of the profit or loss but has limited liability.
In other words, a limited liability partner can only lose of the company is the responsibility of the president,
his or her investment. Every LLP must have one or more who is named by the directors.
general partners who run the business. The general part- In a corporation, no person has unlimited liability.
ners in an LLP have unlimited liability. They can be per- The owners can only lose the amount of money they
sonally sued for any debts of the company. invested in stock. The owners of a corporation are not
responsible for the debts of the corporation. The cor-
CORPORATION poration itself is the legal body and is responsible for
In a corporation, a group of people own the company. its own debts. This protection against personal liabil-
Another, usually smaller, group of people manage the ity is one of the greatest advantages of a corporation.
business. The owners buy shares of stock (Fig. 1-8). A Of course, each person is personally responsible for
share of stock is a share or a part of the business. The obeying the law. The shield of a corporation cannot
value of each share increases or decreases a ccording protect a dishonest person who breaks the law in an
to the success of the company. The stocks of many effort to falsely control the finances of even a large
large corporations are bought and sold (traded) in corporation.
public stock exchanges. Anybody can buy one or more Because there is no person who can be held
shares of publicly traded stock and be a part owner accountable for the actions of the company, the gov-
of that business. Most small corporations and many ernment has stricter regulations for corporations than
large corporations are privately held. A privately held for the other forms of ownership. Also, corporations
corporation is one in which stock is owned only by a are more expensive to form and to operate than are
select group of investors. Privately held stock cannot proprietorships and partnerships.
be bought and sold through public stock exchanges.
A corporation is managed by its board of direc-
tors (Fig. 1-9). The stockholders appoint the board BUILDING CODES
of directors at an annual meeting of the stockhold- Most towns, cities, and counties have building codes.
ers. In some small corporations, all the owners are on A building code is a set of regulations (usually in the
the board of directors. The directors meet regularly form of a book) that ensure that all the buildings in
to decide the policies and major operating procedures that jurisdiction (area covered by a certain govern-
of the company. Managing the day-to-day operations ment agency) are of safe construction. Building codes
© Blumberg Excelsior Copproate Services, Inc., www.blumberg.com
FIGURE 1-8 Owners of corporations have shares of stock in the corporation.

INVEST IN
SHARES OF
THE COMPANY
STOCKHOLDERS
ELECTED BY
STOCKHOLDERS
BOARD OF DIRECTORS
DAY-TO-DAY
MANAGEMENT
OF THE COMPANY
PRESIDENT
(CHIEF EXECUTIVE OFFICER)
EXECUTIVE STAFF WORKERS

INCLUDING CHIEF
FINANCIAL OFFICER
FIGURE 1-9 Structure of a corporation.
specify such things as minimum size and spacing United States. By themselves, model codes have no
of lumber for wall framing, steepness of stairs, and authority. They are simply a model that a government
fire rating of critical components. The local building agency can choose to adopt as their own or modify as
department enforces the local building codes. States they see fit. In 2003, the International Code Council
usually have their own building codes, and state published a new model code called the International
codes often require local building codes to be at least Building Code (Fig. 1-10). They also published the
as strict as the state code. Most small cities and coun- International Residential Code to cover home con-
ties adopt the state code as their own, meaning that struction. Since publication of the first International
the state building code is the one enforced by the Building Code, states have increasingly adopted it as
local building department. their building code. Today, all 50 states have adopted
Before 2003, there were three major model codes some form of the International Residential Code.
that were published by independent organizations. Other than the building code, there are many codes
(A model code is a suggested building code that that govern the safe construction of buildings. There
is intended to be adopted as is or with revisions to are plumbing codes, fire protection codes, and electri-
become a government’s official code.) Each model cal codes. Most workers on the jobsite do not need to
code was widely used in a different region of the refer to the codes much during construction. It is the
UNIONS
A craft union, usually just called a “union,” is an orga-
nization of workers in a particular building trade. Work-
ers’ unions were first formed in the 1800s when factory
workers were being forced to work extreme hours under
unsafe conditions—and for very low wages. Although
working conditions in both factories and construction
have improved dramatically, unions continue to serve a
valuable role in the construction industry. Figure 1-11
lists several national construction craft unions.
Union members pay dues to be members of the
union. Dues money pays for the benefits the union pro-
vides for its members. Most unions have an apprentice-
ship program that includes both classroom instruction
and on-the-job supervised work experience. Some of
International Association of Bridge, Structural, Ornamental

and Reinforcing Iron Workers (www.ironworkers.org/)
© International Code Council
International Association of Heat and Frost Insulators

and Allied Workers (www.insulators.org/)
International Brotherhood of Boilermakers, Iron Ship
Builders, Blacksmiths, Forgers and Helpers
(www.boilermakers.org/)
International Brotherhood of Electrical Workers
(www.ibew.org/)
FIGURE 1-10 International Building Code.
International Brotherhood of Teamsters
(www.teamster.org/)
International Union of Bricklayers and Allied Craftworkers
architects and engineers who design the buildings and (www.bacweb.org/)
usually see that the code requirements are covered by
International Union of Elevator Constructors
their designs. Plumbers and electricians do, however, (www.iuec.org/)
need to refer to their respective codes frequently. Espe-
International Union of Operating Engineers
cially in residential construction, it is common for the
(www.iuoe.org/)
plans to indicate where electrical fixtures and outlets
are to be located, but the plumbers and electricians International Union of Painters and Allied Trades
(www.iupat.org/)
must calculate loads and plan their work so that it
meets the requirements of the codes. The electrical and Laborers’ International Union of North America
plumbing codes are updated frequently, so the workers (www.liuna.org/)
in those trades spend a certain amount of their time Operative Plasterers’ and Cement Masons’ International
just learning what is new in their respective codes. Association of the United States and Canada
(www.opcmia.org/)
International Association of Sheet Metal, Air, Rail and
Transportation Workers (smart-union.org)
UNIONS AND CONTRACTORS’ United Association: Union of Plumbers, Fitters, Welders,
ASSOCIATIONS and Service Techs (www.ua.org)
United Brotherhood of Carpenters and Joiners of America
In the construction industry, there are thousands of (www.carpenters.org/)
organizations of people with common interests and United Union of Roofers, Waterproofers and Allied Workers
goals. Whole directories of these organizations are (www.unionroofers.com/)
available in libraries and on the Internet. Two cate- Utility Workers Union of America (www.uwua.net/)
gories of construction organizations are of particular
importance to construction students: craft unions and
FIGURE 1-11 Construction craft unions.
contractors’ associations.
the members’ dues pay for instructors, classroom space, Air Conditioning Contractors of America
and training supplies. Unions usually provide a pension (www.acca.org)
for members who have worked in the trade. Because
they represent a large block of members, unions can Air-Conditioning Heating and Refrigeration Institute
(www.ahrinet.org/)
be a powerful force in influencing government to do
such things as pass worker safety laws, encourage more Associated Builders and Contractors Inc.
construction, and support technology that is good for (www.abc.org)
construction. Unions negotiate with employers (con- National Association of Home Builders
tractors) to establish both a pay rate and working con- (www.nahb.org)
ditions for their members. It is quite typical to find
that union members enjoy a higher hourly pay rate Home Builder's Institute (www.hbi.org)
than nonunion workers in the same trade. Independent Electrical Contractors (www.ieci.org)
CONTRACTORS’ ASSOCIATIONS National Electrical Contractors Association

(www.necanet.org)
There are associations of contractors that include just
National Utility Contractors Association
about every imaginable type of construction contrac-
(www.nuca.com)
tor. Figure 1-12 lists only a small number of the larg-
est associations that have apprenticeship programs. Plumbing-Heating-Cooling Contractors Association
Some contractors’ associations are formed to repre- (www.phccweb.org)
sent only nonunion contractors; a few represent only The Associated General Contractors (AGC) of America
union contractors; and others represent both. Many (www.agc.org)
associations of nonunion contractors were originally
formed because the contractor members felt a need
FIGURE 1-12 These are only a few of the largest
to work together to provide some of the benefits that
construction associations.
union contractors receive—such as apprentice train-
ing and a lobbying voice in Washington, D.C.
SUMMARY
The construction industry makes up a large part of the U.S. economy and uses a large part of our workforce.
As such, construction provides rewarding opportunities for people with all types of interests and all levels
of education and training, ranging from unskilled laborers to architects and engineers with more than four
years of college. Training and education for construction employees is provided in vocational high schools,
community colleges, four-year colleges and universities, industry-sponsored apprenticeships, and on the job.
Many trade-specific subcontractors are sole proprietorships or partnerships. Very large construction com-
panies are usually corporations in which the stockholders are the owners and the company is run by managers
and executives they hire. It is quite common for trades people to start their own businesses, so it is wise for
everyone to learn something about the principles of business ownership and management.
REVIEW QUESTIONS
Answer the following questions.
1. Briefly describe the four levels of construc- 9. In which form of ownership is the risk the
tion industry workers and give an example of greatest?
each.
10. What is the advantage of a corporation to the
2. What are two ways of getting the training business owner?
and developing the skills necessary to work
in a building trade? 11. Which of the following might be covered by a
building code?
3. Where might you get the knowledge neces- a. Minimum size of floor framing materials
sary to work as a surveyor?
b. Type of building allowed in a certain area
4. Describe one job that might be done by an c. Distance from road or street to front of
engineer in the home-building industry. building
5. What construction occupation is most apt to d. All of these choices are correct.
be concerned with the arrangement of rooms
and the flow of traffic in a house? 12. Which trade does work that is commonly cov-
ered by a code?
6. Describe the relationship between general a. Electricians
contractors and subcontractors.
b. Carpenters
7. Whose seal must appear on the drawings c. Plumbers
before work can begin on a house?
d. All of these choices are correct.
8. Briefly describe each of the following forms
of business ownership: 13. List three things a union does for its
members.
a. Sole proprietorship
b. Limited liability partnership 14. List three places one might go for training in
a building trade.
c. Corporation
ACTIVITIES
CONSTRUCTION OCCUPATIONS CONSTRUCTION CONTACTS

There are many professions and trades involved in This will be an ongoing activity throughout your
the planning and construction of a new home. This career in the construction industry. The people
activity will help you examine the roles of the occu- you come into contact with in various occupations
pations involved in the construction of a home. can be a valuable resource as you are job hunting,
when you have questions about new materials and
MATERIALS techniques, or to help you solve a tricky problem.
• Posterboard MATERIALS
• Rubber cement or library glue
• Notebook and pen or pencil
• Notebook and pencil
PROCEDURE
PROCEDURE
1. Make a list of all of the people you know who
Using the Internet and magazines, make a collec-
are in some way involved in construction plan-
tion of all of the pictures you can find that show
ning, design, building, teaching, etc. Your
people involved in various stages of a new home,
teacher will be on your list. You probably know
from early planning to the final finish. For this
at least a few people who work in building
activity, you will show as many careers as possi-
materials sales, building construction, or other
ble on a poster with a brief description of what
related careers.
is going on in the picture and where it fits in the
process. Your poster will be a timeline of the entire 2. Allow several lines for each name as you copy
process from start to finish. them into your notebook. Include the follow-
ing information and anything else that seems
STEPS: important as you enter your contacts into your
notebook:
1. Collect as many occupational pictures as possi- • Name
ble. Search the Internet to find occupations.
2. Draw a dummy poster on plain white paper to • Date
help you plan your finished poster. • How do you know or how did you meet the
3. Decide which pictures belong where on your person?
timeline. • His or her job
4. Write a short paragraph to go with each • Other Important facts
picture.
3. As you meet new people in the industry, add
5. Assemble the pictures and paragraphs on your their names to your notebook.
finished poster.
6. Make a presentation to your class about your
poster.
CHAPTER TWO
WORKING IN THE
INDUSTRY
OBJECTIVES
After completing this chapter, the student should be able to:
• Discuss ethical issues in the workplace. • Describe what makes for good speech in team
• Describe six traits that make a good team member. communication.
• Explain the value of lifelong learning.
GLOSSARY OF WORKING IN THE INDUSTRY TERMS

body language unwritten, unspoken ethics the discipline dealing with values what we believe is right and
message communicated by the what is good and bad and with moral wrong.
way we hold our body or by the duty and obligation.
expressions on our face.
S
uccess in a career often depends more on how ethics in matters pertaining to work. Work ethic is
people act or how they present themselves to the quality of putting your full effort into your job
the world than it does on how skilled they are at and striving to do the best job you can. A person
their job. Most employers would prefer to have a per- with a strong work ethic has the qualities listed in
son with modest skills but a great work ethic than a Figure 2-1. Good work ethics become habits, and
person with great skills but a weak work ethic. In this the easiest way to develop good work ethics is to
chapter, we examine some of the nonskill issues that consciously practice them.
will be most important to you in your career.
A person with a strong work ethic:
ETHICS shows up to work a few minutes early instead of a few
minutes late.
Ethics are principles of conduct that determine which
looks for a job to do as soon as the previous one is done.
behaviors are right and wrong. There are two aspects (This person is sometimes described as a self-starter.)
of ethics: values and actions. Values have to do with does every job as well as possible.
what we believe to be right or wrong. We can have a stays with a task until it is completely finished.
very strong sense of values, knowing the difference looks for opportunities to learn more about the job.
between right and wrong, but may not act on those cooperates with others on the job.
values. If we know what is right but we act otherwise, is honest with the employer’s materials, time, and
we lack ethics. To be ethical, we must have good val- resources.
ues and act accordingly.
We often hear that someone has a great work FIGURE 2-1 Characteristics of a person having a good
ethic. That simply means that the person has good work ethic.
19
2 0 S E C T I O N 1 T H E C O N S T R U C T I O N I N D U S T R Y
COMMON RATIONALIZATIONS pass were thrown, who would catch it? There would
be chaos on the field. A construction project with-
We judge ourselves by our best intentions and our out teamwork would have the same kinds of problems.
best actions. Others judge us by our last worst act. One carpenter’s work would not match up with that of
Conscientious people who want to do their jobs well another. There would be too much of some materials
sometimes fail to consider their behavior at work. and not enough of others. Walls would be enclosed
They tend to compartmentalize ethics into two parts: before the electricians ran the wiring in them.
private and occupational. As a result, good people
may think it is okay to do things at work that they Teamwork is very important on a construction site,
know would be wrong outside of work. They forget but what does being a team player on a construction
that everyone’s first job is to be a good person. Peo- team mean? Effective team members have the best
ple can easily fall prey to rationalizations when they interests of the whole team at heart. Each team mem-
are trying to support a good cause. “It is all for a ber has to carry his or her own workload, but effective
good cause” is an attractive rationale that changes teamwork goes beyond that. Sometimes a team mem-
how we see deception, concealment, conflicts of ber might have to carry more than his or her own load
interest, favoritism, and violations of established just because that is what is best for the team. If you
rules and procedures. In making tough decisions, do are installing electrical boxes and the plumber says
not be distracted by rationalizations. one of your boxes is in the way of a pipe, you might
have to move the electric box in the best interests of
There are great benefits to having good work eth- the project. That would mean you would have to undo
ics. As little children, most of us learned the difference the work you had just completed and then redo it. It
between right and wrong. As adults, when we do what is, after all, a lot easier to relocate an outlet box than
we know is right, we feel good about ourselves and to reroute a sink drain.
what we are doing. On the other hand, doing what we
know is wrong is depressing. Although we might think The following are six traits of an effective team:
we are getting something for nothing, in that part • Listening Team members listen to one another’s
of us that was programmed as a child, we know that ideas. They build on teammates’ ideas.
we have done wrong. We lose respect for ourselves,
knowing that what we have done is not something we • Questioning Team members ask one another sincere
would want others to do to us. If we make it a habit questions.
to do what we know in our hearts not to be right, • Respecting Team members respect one another’s
we develop a general feeling about life and our job. opinions. They encourage and support the ideas
The days seem to go very slowly, and we are happy of others.
less often. But if we develop a habit of always trying • Helping Team members help one another.
to do our best, we know that we are doing what is
right. Life seems to be fun, and we look forward to • Sharing Team members offer ideas to one
what will come next. Employers recognize people with another and tell one another what they have
a good work ethic. These people always do something learned.
productive, their work turns out better, and they seem • Participating Team members contribute ideas,
to be cheerful most of the time. Which person do you discuss them, and play an active role together in
think an employer will give the most opportunities to: projects.
a person who is always busy and whose work is usually
well done or a person who seems to be glum and must
always be told what to do next? COMMUNICATION
Remember that football team. How could players
function as a team without communication? Good
WORKING ON A TEAM communication is one of the most important skills
Constructing a building is not a job for one person for success in any career. Employers want work-
acting alone (Figs. 2-2A, 2-2B, 2-2C, and 2-2D). ers who can communicate effectively, but more
Work at the site requires cooperative effort by car- important, you must be able to communicate with
penters, masons, plumbers, painters, electricians, and others to do your job well and to be a good team
others. There are usually several workers from each member. Look back at the six traits of an effec-
of these trades. Can you imagine a football game in tive team, and ask yourself which traits require
which each player tries to do it all, without involv- communication.
ing his teammates? There would be no blocking, or There are many forms of communication, but the
if there were, it would be in the wrong place. If a most basic ones are speaking, listening, writing,
C H A P T E R 2 W or k in g in the I ndustry 21
(C)
Skills USA
(A)
(B) (D)
FIGURE 2-2 Work on the job requires cooperative effort by individuals from different trade areas.
reading, and body language. If you master these understand or of asking if the person understands
five forms of communication, then you will probably what you communicate. That means you really have
succeed in your career. to consider your reader. If you are giving instructions,
keep them as simple as possible. If you are report-
SPEAKING ing something to a supervisor, make your report
complete, but do not take up his or her time with
To communicate well through speech, you need a rea- unrelated trivia. Penmanship, spelling, and grammar
sonably good vocabulary. However, it is not necessary, count. Always use good grammar to ensure that you
or even desirable, to fill your speech with a lot of are s aying what you intend to say and that your
flowery words that do not say much or that you do not reader will take you seriously.
really understand. What is necessary is to know the
words that convey what you want the listener to hear, Use standard penmanship, and make it as neat as
and it is equally necessary to use good enough gram- possible. Do not invent new ways of forming letters,
mar so those words can be communicated properly. and do not try to make your penmanship ornate.
You will only make it harder to read. If you are
Using a wrong word or using a word improperly unsure of how to spell a word, look it up in a dic-
can cause two serious problems: First, if you use the tionary. Next time, you will know the word and will
wrong word, you will not be saying what you intended not have to look it up. After you write something,
to say. Second, using a poor choice of words or using read it, thinking about how your intended reader
bad grammar gives the listener the impression that will take it. Make changes if necessary. Your writing
you are poorly educated or that maybe you just do is important! Sole proprietors have to demonstrate
not care about good communication skills. As a busi- good writing skills in proposals and contracts. If
nessperson, you will find that communication is crit- either of these is poorly written, it can cost the
ical to earning respect as a professional as well as to business a lot of money.
gaining people’s business. Look your listeners in the
eye. Ask yourself if you think they understand what READING
you are saying. If it is important, ask them if they
understand. If they do not understand, try a differ- You will have to read at work. That is a fact no mat-
ent approach. The best way to develop good speaking ter what your occupation is. You will have to read
skills is by practicing them—even when you are just building specifications, instructions for use of mate-
with your friends. And your friends will be much more rials and tools, safety notices, and notes from the
impressed with your effort to speak well than they boss. To develop your reading skills, find something
would be with your ability to speak poorly. you are interested in and spend at least 10 or 15
minutes every day reading it. You might read the
sports section of the newspaper, books about your
LISTENING hobby, hunting and fishing magazines, or anything
Good listening is an important skill. Have you ever else that is interesting to you. What is important is
had people say something to you, and after they were that you read. Practicing reading will make you a
finished and gone, you wondered what they said or better reader. It will also make you a better writer
thought perhaps you missed some of the details? Per- and a better speaker. When you do not know the
haps they were giving you directions or telling you pronunciation or meaning of a word, look it up in
about a school assignment. If only you could listen to a dictionary or ask someone for help. You will find
them again! If possible, try paraphrasing. Paraphras- that you learn pronunciation and meaning very
ing means to repeat what they said but in different quickly, and your communication skills will improve
words. If someone gives you directions, wait until the faster than you expect. In practically no time, you
person is finished. Then repeat the directions to that will not need help very often.
person, so he or she can tell you if you are correct.
Look at the speaker and form a mental picture of what BODY LANGUAGE
the speaker is saying. Make what the speaker is saying
important to you. Good listening can mean hearing Body language is an important form of communica-
and acting on a detail of a job that will result in giv- tion. How you position your body and what you do
ing a competitive edge in bidding. with your hands, face, and eyes all convey a lot of
information to the person you are communicating
with (Fig. 2-3). Whole books are written about how
WRITING body language is used to communicate and how to
Writing is a lot like speaking, except that you do not read body language. We will only discuss a couple of
have the advantage of seeing if the person seems to key points here.
customers are happy with you and your job. On the

job site, your customer might be a crew chief, a
foreman, a subcontractor, or a contractor. If you
are a contractor or subcontractor, the customer will
be whoever hired you. It does not actually matter
who hired you, though—your role will always be to
do the very best job you can for whomever you are
working.
Good customer service also includes providing a
good value for your fees, being honest, communicat-
ing clearly, being cooperative, and providing the best
possible experience your customer can have in work-
ing with you. Just as when you practice good eth-
ics, when you provide great customer service, you will
FIGURE 2-3 Body language is an important form enjoy your job much more. You will be proud of your
of communication. work, others will want to hire you more often, and
your career will be much easier to build. Think about
how you like to be treated when you are a customer—
When you look happy and confident, the message and always try to treat your customers as you would
you convey is that you are honest (you have nothing want to be treated.
to hide or to worry about) and you probably know what
you are talking about. If you look unhappy, unsure of CELL PHONES
yourself, or uninterested, your body language tells the
other person to be wary of what you are saying—some- It does not seem possible that just a few years
thing is wrong. The following are a few rules for body ago most people did not have a cell phone. Today,
language that will help you convey a favorable message: most active people rely on their cell phones. A cell
phone is a great tool, allowing us to stay in touch
• Look the other person in the eye. Looking toward with others, browse the Web, and send and receive
the floor makes you look untrustworthy. Looking important information via email or text messages.
into space makes you seem uninterested in the Cell phones can also be a great distraction. Employ-
other person. ers do not want their workers to give so much atten-
• Keep your hands out of your pockets, and do not tion to their cell phones that it affects the quality
wring your hands. Just let your hands rest at your of their work or that they are distracting to other
sides or on your lap if you are sitting. An occa- workers. Do not make or receive personal calls while
sional hand gesture is okay, but do not overdo it. you are at work. Some construction workers send
and receive important information about the job on
• Dress neatly. Even if you are wearing work clothes,
their cell phones or use them to order materials. If
you can be neat. Faddish clothes, extra baggy or
you must use your cell phone on the jobsite, move
extra tight-fitting clothes, and T-shirts with offen-
to an area where others will not be distracted and
sive messages on them all distract from the real you.
speak softly enough so as not to be an annoyance.
• Speak up. How loudly you speak might not seem Do not text at work. Most people assume that when
like body language, but it has a lot to do with you are texting, it is just a social thing and has
how people react to you. If they have to strain nothing to do with work.
to hear what you are saying, they will think that
either you are not confident in what you are say-
ing or you are angry and not to be trusted. If you
see your listeners straining to hear you or if they
LIFELONG LEARNING
frequently ask you to repeat what you are saying, “Lifelong learning” refers to the idea that all of us
speak a little louder. need to continuously learn throughout our entire
lives. Not so long ago, people who were fortunate
enough to get a formal education started it in ele-
CUSTOMER SERVICE mentary school; if they did well and their families
did not need them to help with work and support,
In any industry, you will only be as successful as they went to high school. In their teens, most men
you are good at building your reputation for doing went to work or started an apprenticeship and most
quality work and for the degree to which your women either worked in low-paying jobs or did
housework. Only the wealthy and very fortunate went To keep up with new information and develop
on to college. An apprentice worked alongside a new skills for the changing workplace, everyone
skilled craftsman and learned a skilled trade. Appren- must continue to learn throughout his or her life.
tices were generally indentured, meaning that in Some high school graduates still choose the time-
return for learning a trade with a journeyman, they tested route of entering college immediately after
were committed to working for that journeyman for high school graduation. Others enlist in the mili-
a specified number of years. Those great craftspeople tary or begin an apprenticeship. All these graduates
of the past usually spent their entire working lives in are continuing to learn so that they will be better
the same job. prepared to work in the modern, changing world.
We have greater opportunities to learn and move Are they finished learning after college or the mil-
up a career ladder today. Our lives are filled with itary or when they complete their apprenticeship?
technology, innovative materials, and new opportu- No, the worker is no more finished with the need to
nities. People change not only jobs but entire careers learn than the world is finished changing. Compa-
as well several times during their working life. Work- nies today send their employees to special classes
ers who do not understand the new technology in that pertain to their jobs or to possible future jobs.
the workplace, along with those who do not keep up Many adult workers, often people in their 40s and
with the changes in how their company is managed, 50s, fill college classrooms. It is not uncommon
are destined to fall behind—not stay even but actu- for an engineer or a doctor to attend classes at a
ally fall behind economically. In the fast-paced com- community college with the intention of starting a
pany of this century, there is little room for a person new career. The organizations that train large num-
whose knowledge and skills are not growing as fast bers of apprentices (unions, trade associations, very
as the company. If all you know are the techniques, large employers, etc.) frequently list more courses
equipment, and materials that were current 10 or 15 for journeymen than they do for apprentices; that
years ago, and if you have not made any attempt to is because those journeymen recognize the impor-
learn the skills necessary to move up in the manage- tance of continuing to learn throughout their
ment of the company, you will not be nearly as valu- careers. Throughout this textbook, there are pro-
able to the company as you were when those skills files of construction workers, most of whom have
were the state of the art. continued their education by formal or informal
studies during their careers.
SUMMARY
Perhaps the greatest key to success in any endeavor is attitude. To succeed in construction, pay atten-
tion to others, especially those with experience in the industry and in life. Remind yourself that you
are an important part of your construction team and then act like you are a team member. Listen and
sincerely pay attention to those who speak to you. If you do not understand what someone says to you,
tell them. Speak clearly, looking the person to whom you are speaking in the eye. Keep yourself clean
and neat; even when you are working at a dirty job, you can make an effort to look like you have pride
in your appearance.
Be a person of good ethics. A person who has self-respect is generally a person with good moral
ethics and good work ethics. This type of person is the one who gets ahead in the world of work. Pride
yourself in always doing the right thing, and that attitude will reward you with better jobs, higher pay,
and better friends.
REVIEW QUESTIONS
Answer the following questions.
1. Who has the primary responsibility for mak- 9. How can you verify that you understand what
ing decisions about your education and someone else is saying to you?
training for work?
10. List four things that will help you communi-
2. Which is likely to have the greatest impact cate better in writing.
on your success in the career you have
chosen: use of proper English, your attitude, 11. Describe three things a construction worker
or your skill in the work you do? would have to read. Describe situations that
require reading a paragraph or more.
3. How would you define “ethics”?
12. Describe how people could use body language
4. What benefits are there for doing what is to communicate that they are interested in
ethically right? what someone else is saying to them.
5. Explain one reason why people suffer from 13. Describe what the term “lifelong learning”
their own unethical behavior. means.
6. Describe the characteristics of a good team 14. Why has lifelong learning become increas-
member. ingly important in the construction industry?
7. List five forms of communication.
8. How can you know if people understand you
when you are speaking to them?
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that bright young sister in her arms again she might not disgrace the welcome
by crying outright. Who would have supposed that the months of separation
would have stretched themselves out so! Louise was to have gone home
certainly in a year from the date of her departure, and yet she didn't. It often
happens in this world that, with all our planning, our lives move in exactly
different lines from what we have prepared. So Louise had really never looked
upon the face of her beautiful young sister since that morning when she
became a bride. It is surely not much wonder that her heart beat hard at the
sound of carriage-wheels, and it seemed to her, for a moment, that she could
not get down the stairs.
It was not until just as daylight was fading that John came to be introduced to
the new-comer. He had planned differently; but unexpected business had
detained him at the village until a late hour, then he had taken his supper
alone, and came to the piazza to meet Estelle, just as they were about
adjourning to the house.
"Come," Louise said; "these insects must be shut out and you must be shut in.
Oh, here comes John."
At that moment Dorothy brought the large lamp, and the glow of it fell full on
Estelle's face. John had decidedly dreaded this ordeal. His life had been spent
so much in shadow that there were certain creations before whom he was
unreasonably timid—among these were young ladies; and to meet one, too,
whom he was expected to help was formidable. Still, John's strong point was
decision of character. What had to be done was to be done promptly, and with
as little appearance of shrinking as possible. So he advanced boldly and
raised his eyes to Estelle's fair, bright face. But instead of the greeting, in
every way cordial, which he had planned, he gave Estelle the benefit of a
prolonged astonished stare; and at last the words, uttered in an explosive
tone, as by one from whom they were forced by astonishment, were,—
"You are the very one!"
"Of course," said Estelle, mischief shining in every line of her beautiful face;
and, nothing daunted by this strange greeting, she held out her hand cordially,
while Louise looked on amazed. "Did you think I was somebody else? Shake
hands, won't you?"
"Is it possible that you remember me?" John said at last slowly, as one
awakening from a dream, and then looking from her to Louise, then back
again to her, studying the two faces like one who had been puzzled, but who
had just found the answer to his riddle.
"Not in the least," Estelle said promptly. "I don't think I ever saw you before in
my life; but since you seem to be acquainted with me, I thought I would be
friendly."
"You have seen me before," John said, recovering his natural manner, and
giving the small white hand a cordial grasp; "and it is your resemblance to
Louise which gave me such a vivid impression of your face and so strange a
feeling of having seen you before somewhere."
Then Estelle laughed. "What an idea!" she said gaily. "I don't look the least in
the world like Louise, and never did; and, what is more trying, I am not in the
least like her, as you will find to your sorrow. Where did you see the being
whom you think I am? I'd like to have a glimpse of her."
Nothing but bright, thoughtless mischief in voice or manner; but John was still
earnest and eager.
"Louise," he said, turning to her for sympathy, "isn't it strange that it should
happen so? She is the very young lady who gave me that card on that
miserable and memorable night, and invited me to the meeting."
A vivid blush overspread Estelle's face. She had given some curious thoughts
to the forlorn specimen of humanity whom she had invited to the meeting; it
was the only attempt she had ever made at evangelistic effort, and it stood out
in her memory. She had commented upon his appearance to her mother; she
had given a laughing description of him to her young friends. Now it seemed a
most improbable thing that this well-dressed, nice looking young man and her
forlorn tramp were one and the same!
"Are you an adept at masquerades?" she asked at last. "You certainly played
the character of a woe-begone street wanderer to perfection; or else you are
doing the well-dressed young man very well. Which is the assumed
character?"
Viewing it from John's standpoint, there was no comical side to this episode in
his life. He answered her with intense gravity,—
"The street wanderer was a real, and certainly a sufficiently dreary, wanderer;
he thought himself a hopeless case; but he will never cease to thank God for
sending you to put out a rescuing hand that night."
The flush that had been fading from Estelle's face became vivid again; how
was she going to jest with one who took matters so solemnly? She did not
know what to say to him, and turned away embarrassed. Now indeed was
John roused. Intensity was a part of his nature; what he did at all, he did with
all his might. Louise, looking on, anxious as to what this revelation would
effect, was presently satisfied that it had roused his interest in her as nothing
else could have done. The fact that the one who had been the direct means of
bringing him into the light of Christ was herself walking in darkness filled him
with pain.
From that hour he fixed upon her as the subject for his constant prayer; he
brought her before his Master only as one can who has learned the
sweetness of being a servant of Christ, and who longs to call in others. Now
and then a word with her, as opportunity offered, but the most of his strength
spent on his knees.
It chanced that on the way to the district prayer-meeting, which, by the way,
had been started, and which had flourished. John was Estelle's companion. It
was really the first time he had seen her alone. He had not to waste time in
trying to make up his mind to speak to her on the subject; he was eager to
speak.
"I was so surprised," he said. "I had been so accustomed to pray for the one
who gave me that card as one would for a saint almost. I had not thought of
the possibility of your not being a Christian."
"And now all those prayers have been lost—so much wasted strength! What a
pity!" Estelle did not really mean to be wicked, although her tone was mischief
itself. She had accustomed herself to parrying personalities on this subject in
some such jesting way; the usual effect was to shock into silence the person
addressing her, and so give her freedom for the time being. She did not even
mean irreverence; she meant simply fun, and to be let alone. John, however,
was not used to sparkling nonsense in conversation. Since he began to
converse at all, he had talked nearly always with earnest people, and been
tremendously in earnest himself. So he answered her as if the remark had
been made in all gravity.
"No, I don't think that; for of course God know just where you were, and he
accepted the spirit of the prayer. But isn't it strange that with Louise for a sister
you have lived so many years without Christ?"
Louise was a person about whom Estelle did not jest; she could be flippant to
her, but not about her, so to this sentence she had no answer at first but
silence; then she rallied.
"Come now, isn't it strange that with Lewis for a brother, and Mrs. Morgan for a
mother, you lived so many years without paying any attention to these things?
Didn't you ever hear that people who live in glass houses shouldn't throw
stones?"
"Ah, but," said John eagerly, "I didn't believe in it; I didn't think there was any
such thing as conversion, nor any reality in religion. I was a fool, to be sure,
but I was an honest one; I really didn't believe in these things. But you had a
different bringing up. My mother is a young Christian, you know. You had no
such doubts to trammel you, had you?"
"No," said Estelle slowly, reluctantly obliged to be truthful before this truthful
young man; thinking of her mother, of her father, of her sister Louise, she must
say, "No."
"Then why haven't you been a Christian these many years?"
"I don't know."
"Then why don't you be one now?"
"I don't know."
John was betrayed into an exclamation not unlike the half sneer with which he
used to express his entire disapproval of an act, and his tones were very
significant as he said, "Seems to me if I were you I'd find out."
Estelle was silent; this to her was an entirely new way of approaching the
subject. This grave young man gave her some thinking to do. She had had
her bit of scepticism to struggle with, albeit she did not know it by that name.
In her heart she had believed that some persons were by nature religious in
their youth; mamma was, and Louise was like her. Mamma said that Louise,
when just a baby, would lie quiet by the hour to be read to from the Bible;
while she, Estelle, never lay quiet at any time for anything but sleep. She was
not by nature religious, she argued; some time, when she was old and gray-
haired, it would become natural to her to think about these things. Some
people were called in their youth, and some in later life; it must be that she
was designed for a middle-aged Christian. Into the face of this theory came
John—young, keen, intense, fierce by nature, as irreligious by nature as a
man could be, as far-away from even outward respect for the cause as a
scoffer could be. Louise, whose intuition had shown her somewhat of this
reasoning, had taken pains to explain in detail John's past life and John's
intense nature. Here was a problem that Estelle must work out for herself; that
she had begun to work at it was evidenced by her grave, sincere answer, "I
don't know."
CHAPTER XXIX.
THE OLD AND THE NEW.
IT is not because there is not much concerning the Morgan family which would
be pleasant to me to tell that I pass in silence a stretch of years. It is simply
that the lengthening chapters remind me it is high time to have done with
them; and yet there are certain things that I must tell. Therefore it is that I drop
you into the midst of June roses again, after a lapse of five busy, earnest
years. Back at the old farmhouse, which really was not the old farmhouse at
all; and yet it was—that is, it was in a new dress. A corner had been put on
here, a bay-window there, a piazza at the south side, and a wide old-
fashioned porch at the east, until really the house would not have recognized
itself. Within, not a single room, from the yellow painted kitchen onward,
remained the same. Was this the new house, planned years before? Well, not
exactly. The new house was built, and built with the bricks and mortar, just as
it had been planned on paper, and a gem of a house it proved to be; but its
location was next to the church, in the village, and Dorothy and the minister
were the occupants.
"It isn't exactly a parsonage," Father Morgan said, "and yet it is; at least the
minister lives in it, and is welcome to, of course, for it belongs to his wife; but if
another minister should come in his place, why then I suppose it couldn't be
called a parsonage."
At present there is no prospect that another minister will come in Mr. Butler's
place. The people like both him and his wife. That is a strange statement, I am
aware—almost an unnatural story; and yet every one knows that there are a
few parishes left in which the people continue to stand by a faithful pastor
even after a lapse of years. Dorothy had certain advantages. To be sure, Mr.
Butler had done what is supposed to be an unwise thing—married the
daughter of one of his parishioners; but it will be remembered that in her early
girlhood she had almost no acquaintances with the people of the village. She
had not mingled with them in any capacity. They knew no more of her
character, and almost as little of her life, as they would have done had she
lived a thousand miles away; and, somehow, the one whom they used, on
rare occasions, to speak of as "that Morgan girl," seemed to the people an
entirely different person from their minister's wife, as in truth she was. So, as if
to verify the promise about "all things working together for good," the very
obscurity in which Dorothy had spent her girlhood worked well for her in her
present sphere. So Dorothy reigned in the new house, and ruled it well, and
her mother had grown used to looking upon her as a married woman and a
housekeeper, ay, and a mother.
Lewis Morgan had not a little to do with the successful ministrations of his
brother-in-law. When he, after his period of mental depression and
discouragement, rallied at the time of Dorothy's conversion, and tasted anew
the joy of working for Christ, he took what perhaps I may reverently term a
new lease of spiritual life, and gave himself up to joyful service, since which
time he had been eagerly busy for the Master, the refrain of his song still
being, "How sweet the work has been!" Imagine what such a wide-awake,
prudent, faithful Christian could be to a pastor. Imagine the alert eyes he could
have to the needs, and the wishes, and the whims of the people. Imagine the
kind suggestions he could offer to a pastor younger than himself, who not only
thoroughly respected, but loved him as a brother. Certainly Lewis Morgan,
heavy though the cross had been to give up what is called active work for
Christ, was yet as active in his way, and perhaps fully as successful, as
though he were from the pulpit preaching the gospel. I make that distinction
because Lewis Morgan, in his class, in the prayer-meeting, in his daily life,
was assuredly preaching the gospel.
The renovated farmhouse was still large enough for the two families. Yet the
new house—the other new house—was in process of building. Louise's plan
again. One of the prettiest of houses; but that too was in the village, and it was
planned with special reference to the needs of Dr. John Morgan. Yes, he was
going to settle down in the little village. No, I forget; the word "little" really does
not apply to it very well. It had, during these years in which I remember I have
said almost nothing about it, sprung into life and growth, aided by the junction
of another railroad, and a large machine-shop; and Dr. John had accepted a
partnership with the gray-haired physician who had held the practice in village
and on hillside for miles around during the space of forty years. Just as soon
as the new house was finished and furnished (and it was nearly done), he was
going to begin housekeeping.
Every cheery, sweet-smelling room in the Morgan farmhouse had a sort of
gala look on this afternoon of which I write. They were such pretty rooms! I
wish I could describe them to you—simple, quiet-toned, in keeping with the
wide-stretching green fields and the glowing flowers, and so pretty! Bright,
clear carpets, in tasteful hues and graceful patterns; muslin curtains, looped
with ribbons to match the carpets; easy-chairs, nearly every one of them of a
pattern peculiar to itself; wide, low couches, with luxurious pillows, inviting you
to lounge among them; books and papers and pictures in profusion; Louise's
piano and Louise's guitar in convenient positions, and Louise's tasteful finger-
touches everywhere. Who can describe a simple, pretty room? It is easy to tell
the colour of the carpet, and the position of the furniture; but where is the
language in which to describe that nameless grace, speaking of comfort and
ease and home, that hovers over some rooms, and is utterly lacking in others?
Upstairs, in the room that was once Louise's, and which she had vacated now
for the more sunny side of the house, special care had been exercised. It was
a fair pink and white abode; the carpet was a sprinkling of pink moss-rose
buds on a mossy ground; the white curtains were looped with pink ribbons;
the cool, gray furniture, of that peculiar tint of gray that suggests white, was
adorned with delicate touches of Louise's skill, in the shape of moss-rose
buds that matched the carpet; the toilet-stand was a mass of delicate white
drapery, through whose thinness a suspicion of pink glowed; and the very
china had been deftly painted in the same pattern; easy-chairs and large old-
fashioned rockers occupied cosy nooks, and Louise, her face aglow with
merry satisfaction, had adorned them with the veritable tidies which she had
brought from home as a bride, or with others made after a like pattern, to look
like the identical ones. She was arranging real roses with unsparing hand in
the mantel vases, on the little toilet-table, wherever she could find a spot for a
vase to stand. Then came Nellie and stood in the door—herself a vision of
beauty—in flowing curls, and spotless white garments, made after the latest
and most approved fashion for young misses of thirteen, and with a flutter of
blue ribbons about her, from the knot fastened in some deft way among the
curls to the dainty bows perched on her slippers. She made a little
exclamation, indicative of her happy satisfaction in the appearance of all about
her, and Louise turned.
"Will this do for a bride?" she asked, her smiling eyes taking in Nellie as a very
satisfactory part of the picture.
"It is too lovely for anything," Nellie said in genuine girl parlance; "and it looks
just exactly like Estelle."
Louise laughed; she had been thinking something very like that herself. Don't
imagine that I think I have startled you now with a bit of news; I have given
you credit for penetration enough to have surmised, long ago, that the gala
day was in honour of a coming bride, and the bride none other than Estelle
herself. I did not propose to say much about that; such things are so
constantly occurring in all well-regulated families that you would have been
stupid, indeed, not to have foreseen it.
Louise did not, however; she had been as blind as a bat about it, though the
old story was lived right before her very eyes. Glad eyes they were, however,
when they took in the facts. Louise loved her brother John. Was he not the
one whom God used at last to bring her darling Estelle to a knowledge of his
love?
"Louise," said Nellie, coming back to commonplaces as soon as the eyes had
taken in all the beauty, "mother wants you. She wants you to see if you think
the table looks overloaded, and whether you think the turkey platters haven't
too much dark meat on them, and half-a-dozen other things that I have
forgotten; won't you come right away?"
"In three minutes," said Louise; but she had hardly time to attend in person to
all these important matters when Nellie's voice shouted through the house,—
"There they come! There's the carriage; it has just driven through the archway.
Oh, I wonder what John thought of the archway!"
When I tell that it was decorated with evergreen, on which there glowed, in
roses arranged by Nellie's own fair hands, the words, "Welcome Home!" you
will be sure that John liked it. Then the family gathered on that south piazza to
greet the bride and groom. The aroma of coffee was stealing through the
house, and the spacious dining-table, spread its entire length in the large
dining-room, did almost look burdened with its weight of dishes for the
wedding-feast.
Mother Morgan tarried to cover a cake-basket before she hurried to the

piazza. Give one moment's time to her. Her face had grown younger; it was
smooth and fair, and set in calmness. Her dress was a holiday one of soft,
neutral-tinted silk, and her white lace cap, which Louise's fingers had
fashioned, was wonderfully becoming to her pleasant face. Dorothy had
seated herself, matronly fashion, in one of the large easy-chairs with which the
piazza abounded, for the fair bundle of muslin and lace bobbing around in her
lap was too restless to admit of a standing position, although admonished
thus: "Do, little Miss Louise, sit still, and receive your new auntie with
becoming dignity."
Little Miss Louise's papa had just dropped her ladyship out of his arms, and
gone forward to open the gate for the family carriage, which, with Lewis for
driver, was just emerging from the shade of the evergreens. At this moment
came Father Morgan from the small room at the right of the piazza, with a
pompous specimen of three-year-old boyhood perched serenely on his
shoulder. He was John Morgan, junior, and liked no place so well as his
grandfather's shoulder. The carriage wound around the lawn, and drew up
before the piazza door, and they all—father, mother, sisters, and baby—went
down to meet it. And as Estelle's bright and beautiful face, a little matured
since we first knew her, but rarely beautiful still, appeared in view, and her
eager arms were thrown around Mother Morgan's neck, that lady, as she
heartily gave back loving kisses, said, in a voice which I am not sure you
would recognize, so little have you known of her in these latter days,—
"Welcome home, my daughter!"
I wonder if I have told you that the carriage contained others beside the bride
and groom? Louise had not forgotten it, for her own father and mother were
actually come to pay the long-promised visit. It had been arranged that they
should meet the young couple returning from their wedding trip and travel with
them homeward. Louise had been home several times in the last five years,
but father and mother were just fulfilling a long-made promise to visit her; and
here at last were they all gathered under the Morgan roof, the two families
unbroken.
They went to the spacious dining-room, and sat them down to the bountiful
wedding-feast; and among them all only two had vivid recollections just then
of the contrast between that home-coming and the greeting that was given
Louise and Lewis on that winter night. Mrs. Dorothy Butler remembered it, it is
true; but such important matters had filled Mrs. Dorothy's mind in the
intervening years, and everything was so utterly changed to her, that she
much doubted sometimes whether she really had not dreamed all those
strange earlier experiences, and only lived through these later years. To
Estelle the house was new, of course, and really handsome, and everything
was delightfully improved. But Estelle did not know that hearts and faces had
greatly improved. She could not imagine Mother Morgan in her straight calico
without a collar; she could not see John in his shirt-sleeves, his pants tucked
within his boots, as Louise saw him in imagination at that moment.
Ah! There were sweeter contrasts than those. When the bright evening drew
to its close, Nellie wheeled the little centre-table close to her father's chair, and
set the student lamp on it. And Farmer Morgan opened the large old Bible
which always had its place of honour on that centre-table, and read: "Bless
the Lord, O my soul; and all that is within me, bless his holy name. Bless the
Lord, O my soul, and forget not all his benefits: who forgiveth all thine
iniquities; who healeth all thy diseases; who redeemeth thy life from
destruction; who crowneth thee with loving kindness and tender mercies." And
then Farmer Morgan said, with reverent voice, "Let us pray," and the two
families, brought together by ties that reach into eternity, bowed together, and
Father Morgan commended them all to the care of the God whom at last he
and his house served.
They talked about old times just a little, the next morning, both upstairs and
down. Louise, lingering in Estelle's room, listening well pleased to her lavish
praise of all its adorning, said suddenly,—
"Do you remember this, Estelle?"
"Yes; indeed I do. The very tidy that Fannie Brooks made for your wedding
present; and there is that white one I made. O Louise, isn't it funny? Do you
remember my asking you what you were going to do with all those tidies?"
"Yes, dear. I told you I would find use for them, and you see I have. Do you
remember, also, that you assured me that morning how impossible it would be
for you ever to leave papa and mamma and go away with a stranger as I was
doing?"
"Well," said Estelle, with an amused, half-ashamed little laugh, "I didn't go
away with a stranger; I came with John. You see I didn't know him then."
And again Louise wondered what she would have said of him if she had.
Downstairs, an hour or so afterward, she lingered in the sitting-room to say a

few loving words to her own dear mother, and while there Mother Morgan
passed the piazza windows, young John by the hand, he loudly discoursing to
her as to the beauties of a certain insect which she was being dragged by his
eager hand to see.
"Mother spoils him," Louise said, with a complacent laugh, as the boy's shrill
voice floated back to them. "She will go anywhere and do anything that he
coaxes her to."
"The idea of mother SPOILING anybody!" said Dr. John, with incredulous
voice and laughing eyes.
"Well, she certainly does. I suppose all grandmothers do."
Then she went about the pretty task of straightening the books and papers,
and restoring the sitting-room to its yesterday's freshness.
"I am glad mothers don't spoil their children," her mother said, satisfaction in
her voice, as she watched Louise moving among the disordered elements,
bringing order out of confusion.
"I didn't spoil her, did I, Lewis? What a lovely home you have had here all
these years! I am glad you have demonstrated the folly of the saying that no
house is large enough for two families. How could anything be better than the
arrangement which you have here? Mrs. Morgan was telling me this morning
that when you talked for a time of going to housekeeping it almost made her
sick. I'm very glad you didn't. Little John gives Louise care enough without the
responsibilities of housekeeping; though your mother says, Lewis, that she
takes a great deal of care from her. I think she has rather an exaggerated
opinion of you, Louise; perhaps she is trying to spoil you."
"She is a remarkable little woman, you will have to admit," Lewis said, in a
half-laughing tone, but regarding his wife with eyes in which she saw
earnestness and tender feeling. "I am glad you brought her up so well,
mother; there are not many who would have succeeded with the problem of
two families in one house as she has done."
"Yes," said the mother emphatically; "and then there is another thing to be
taken into consideration. She had unusual surroundings. Anybody can see
that your mother is an unusual woman. Probably Louise's experience has
been exceptional. I really believe at heart that there are not many houses
large enough for two families. I trembled for Louise. I used to watch every
letter critically for signs of failure. You see I did not know your father and
mother. I did not feel so anxious about the father; they always get along well
with daughters-in-law if the mothers do. But I worried a good deal,
unnecessarily I can see now. Still it is, after all, an exceptional case. Don't you
think so?"
Lewis turned slowly round from the mantel against which he had been leaning
and regarded his wife with a curious look—eyes that were brimming with a
mischievous light, and yet had behind the light a suggestion even of tears. His
voice, when he spoke, had also that curious hint of pent-up feeling.
"Yes, it is an exceptional case. Very few daughters-in-law have such
experiences. I do consider my mother an unusual woman, and my wife an
unusual wife. And I tell you in all honesty, mother, that we of the Morgan family
thank God every day of our lives for the vine from your branch that was
grafted into ours."
THE END.
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Residential Construction Academy:

Basic Principles for Construction -

Marketing Manager: Scott Chrysler ISBN: 978-1-337-91382-9

Cengage products are represented in Canada by Nelson Education, Ltd.

To learn more about Cengage platforms and services, visit www.

Notice to the Reader

Printed in the United States of America

Preface . .................................................... x Ethics . .................................................... 19

Green Certification Programs . ................. 39 Portable Ladders ..................................... 75

CHAPTER 9 Systems of Measurement . ..................... 137

Coping Saw..................................... 153 Nail Guns........................................... 171

Concrete Screws.............................. 187 CHAPTER 18

CHAPTER 20 Foundation Plans ............................... 270

RESIDENTIAL CONSTRUCTION ACADEMY:

ABOUT THE RESIDENTIAL CONSTRUCTION ACADEMY SERIES

NEW TO THIS EDITION

EDUCATION ’s pre- apprentic

A SUCCESS STORY opens each section, providing

working in a variety of construction trades and offering

an insider’s view of construction as a career.

LEARNING FEATURES CHAPTER FO

edge and help the learner

identify key concepts and

information. These learn- explain how to

road map throughout

each chapter and offer a

practical resource for ref-

erence and review. fires are extinguish

a thin shank like

book provide a handy reference

for students and instructors,

written in both English and

ls are used to spread

Monday 162 ⁄3 hours 151 ⁄3 hours

EXAMPLES and PRACTICE PROBLEMS integrated into

the various methods of working out construction prob-

lems. In addition, it encourages them to practice and

REVIEW QUESTIONS are designed to reinforce the 5. 2-foot leve

information in the chapter as well as give students the 7. Rip saw

opportunity to think about what has been learned and 8. Electrician’s

what they have accomplished.

12. Coping saw m. Pulling nails er to make sure

ACTIVITIES complete each chapter where applicable BUILDING A SCA

and are intended to provide students with a practi- attem pt to

cal “hands-on” experience as it relates to the reading

within the text. Everything from identification of tools EQUIPMENT AND

to Internet research, critical thinking, and building— scaffold two stage

these activities bring the key points of the chapter to • Shovel

prefabricated FIGU RE 5-7

TURNKEY CURRICULUM AND TEACHING MATERIAL PACKAGE

INSTRUCTOR’S RESOURCE GUIDE

INSTRUCTOR COMPANION WEBSITE

John Breece Joseph Dusek

Larry Kness Lee Morris

THE CONSTRUCTION INDUSTRY

Michael also comments on the challenges of deal-

doing three or four a year.” In response to the FUTURE OPPORTUNITIES

GLOSSARY OF ORGANIZATION OF THE INDUSTRY TERMS