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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

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

ess admi
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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.

C H A P T E R 1 O r g ani z ation o f t h e I n d ustry 9
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,
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celebrate their mysteries with trembling and terror. Such appalling
accounts of these frightful regions, probably originated with the
Druids themselves, who wished to deter the multitude, by every sort
of dreadful description, from penetrating into the secrets of their
superstitious practices.
Plutarch informs us that a Roman commander named Demetrius
was sent by one of the emperors to an island of the Druids, for the
purpose of making discoveries, but that the Roman adventurers
were repulsed by a strange phenomenon. Immediately on their
arrival, says the account, the heavens grew black; the winds arose;
strange apparitions were seen in the sky; a dreadful tempest sprung
up, and the heavens were filled with fiery spouts and whirlwinds. The
Romans desisted from their attempt, in the dread of being destroyed
for their sacrilegious invasion of a consecrated spot. Probably all this
was nothing more than an ordinary thunder-storm, which the fright of
the Romans magnified into a supernatural occurrence.
The Druids were also addicted to the horrid practice of sacrificing
human victims. These were sometimes criminals who had offended
either the laws or the religious prejudices of the Druids. It often
happened that, when a man’s life was in danger, from sickness or
any other cause, the Druids undertook to secure his safety by a
human sacrifice to their false deities. When criminals could not be
found, innocent persons were taken for victims. Huge hollow piles of
osier twigs, bark or hay were erected, and filled with these unhappy
wretches; after which the whole was set on fire and consumed.
Under the guidance of the Druids, the people at their funerals burnt
the bodies of the dead, and threw into the blazing pile all their most
valuable property, and even their servants and slaves. Sometimes
the near relatives of the deceased burnt themselves with their
friends, in the manner practised at the present day by the Hindoo
widows.
The Druids extended their worship over the greater part of the
modern kingdom of France, which was then named Gaul, the
southern part of the island of Great Britain, and the island of
Hibernia, now Ireland. Their most celebrated abode was the island of
Mona, now called Anglesey, on the coast of Wales. In this island are
some remains of the Druidical superstition, consisting of immense
blocks of stone, supposed to have been altars. The celebrated
structure in the south of England, known by the name of
Stonehenge, is also considered a remnant of Druidical architecture,
though we are not positive that the Druids ever performed their
worship in temples.
From all the accounts transmitted to us by the ancient writers, it is
pretty evident that the Druids were possessed of considerable
knowledge for so barbarous an age, and that they made all possible
use of this knowledge to perpetuate their authority and keep the rest
of the people in ignorance of the true character of their religious
mysteries. Their influence, wherever they prevailed, was very great.
When the Romans invaded Britain, they found the inhabitants almost
entirely subject to their control. The Druids offered an obstinate
resistance to the Romans, and incited the Britons, on many
occasions, to revolt against them. The Romans perceived at length
that the subjugation of the island would never be effected until the
Druids were entirely extirpated. They therefore waged a war of
extermination against them, put them to death in every quarter, and
the last of the race having fled for shelter to Anglesey, the Romans
crossed over to that island, destroyed their idols, cut down their
groves, and burnt the priests to death, as they had been accustomed
to burn their victims. Such was the end of the race and religion of the
Druids.
Plain Dealing.—An impertinent fellow asked Lord Guilford, who

that plain lady was before him. “That lady,” said his lordship, “is my
wife. It is true, she is a plain woman, I am a plain man, you are a
plain dealer, and that is the plain truth.”
Hospital of the Invalides, where Napoleon’s body is now entombed.
Paris.
The Re-entombment of Napoleon.
Of all the great and remarkable men of modern times, Napoleon

Bonaparte was the most wonderful. He was a son of a lawyer of
Corsica, an island in the Mediterranean sea, belonging to France.
From a humble station he rose to be the emperor of France, and the
greatest general of modern times. He hurled kings from their
thrones, and put others in their places. He dismembered empires,
and created new ones. He made the whole earth ring with his mighty
deeds. But one thing he could not do—he could not conquer himself.
His ambition led him on from one step of injustice to another, till the
embattled armies of Europe appeared in the field against him. He
was defeated, dethroned, and taken on board a British ship to the
rocky and lonely island of St. Helena, where he died in 1821.
After being entombed for almost twenty years, the king, Louis
Philippe, sent out a ship to bring back his body to France, to be re-
entombed in the capital of the empire of which he once swayed the
sceptre. The hearts of many of the French people adore the name of
Napoleon; and the ceremony of his re-entombment, which has just
taken place at Paris, is the theme of the fallowing lines.
Sound the trumpet, roll the drum!
Come in long procession, come!
Come with sword and come with lance,
Children of heroic France;
Come from castle’s frowning wall,
Come from the ancestral hall,
Come, poor peasant, from thy shed,
Cowled monk and crowned head!
From the hamlet’s green retreat,
From the city’s crowded street,
From the proud Tuilleries’ door
Let the royal escort pour;
Duke and baron, king and queen,
Gather to the august scene;
In your purple pomp arrayed,
Haste to swell the grand parade.
Brow of snow and locks of gold,
Matron, maiden, young and old!
Sound the trumpets, roll the drum,
For Napoleon’s ashes come!
Sound the trumpet, roll the drum!

Let the cannon be not dumb;
Charge your black guns to the brim,
Invalides! to welcome him!
War-worn veterans, onward march
To Etoiles’ towering arch.
Let the column of Vendome,
Let the Pantheon’s soaring dome,
Champs de Mars and Elysees,
Hear the clang of arms to-day;
Let the Luxembourg once more
Hear Napoleon’s cannon roar.
Bring the eagles forth that flew
O’er the field of Waterloo,
Bring his tattered banners, red
With the blood at Jena shed,
Scorched with fire and torn with steel,
Rent by battle’s crushing heel,
When the fight o’er Moscow pealed,
And Marengo’s sanguine field;
Sound the clarion’s wildest strain,
For the conqueror comes again!
Sound a sad funereal wail

For the warrior stark and pale!
Hussar and dark cuirassier,
Lancer and fierce grenadier;
Soldiers of the Seine and Rhone,
Join the universal moan.
Conscripts who have never yet
In the front of battle met,
Join your sorrows to the grief
Of these veterans for their chief!
Veterans, raise your brows the while,
As of yore by Rhine and Nile;
Show the frequent ghastly scar
Won in following him to war;
Tell the fields where you have bled,
Left a limb, or heart’s-blood shed;
And remembering each brave year,
March on proudly by his bier——
Forth with drooping weapons come
To the rolling of the drum!
Let the city’s busy hum

Cease when rolls the muffled drum;
Let no light laugh, no rude sound,
E’er disturb the hush profound!
Only let the swinging bell
Of St. Roche peal out its knell.
Silence! on his rolling car
Comes the favored Child of war!
Not as in the olden days,
With his forehead bound with bays,
With the bright sword in his hand,
Encircled with his ancient band.
Long the sceptre and the crown
At the grave hath he laid down.
Now with coffin and with shroud
Comes the chieftain once so proud.
On his pale brow, on his cheek,
Death hath set his signet bleak,
And the dead alone doth crave
Rest and silence in the grave.
Sound the trumpet, roll the drum,
Bear his ashes to the tomb!
What is Truth?
Truth is conformity to fact, in a statement or representation. If I

say that London is the largest city in the world, my statement
conforms to fact, and is therefore true. If I say that Boston has more
inhabitants than New York, my statement does not conform to fact,
and therefore is not true. There is one thing more to be considered,
which is, that the statement must conform to fact in the sense in
which it is meant to be understood. If I say a thing which is literally
true, but which is not true in the sense in which I mean it to be
understood, then I am guilty of falsehood, because I intend to
deceive. The following story will illustrate this.
Two boys, who had been studying geography, were walking
together one evening, when one of them exclaimed, “How bright the
sun shines!” The other boy immediately replied that, as it was
evening, the sun did not shine. The first boy insisted that it did shine;
whereupon a dispute arose, one of the boys insisting that the sun did
shine, the other that it did not. At last, they agreed to leave the point
to their father, and accordingly they went to him and stated the case.
They both agreed that it was nine o’clock at night; that the stars were
glittering in the sky; that the sun had been down for nearly two hours;
and yet John, the elder of the boys, maintained that, at that moment,
the sun was shining as bright as at noon-day.
When his father demanded an explanation, John said that the
geography he had just been studying, stated that when it was night
here, it was day in China—“and now,” said he, “of course the sun is
shining there, though it is night here. I said that the sun shines, and
so it does.”
To this the father replied as follows: “What you say now, John, is
true, but still, what you said to James was a falsehood. You knew
that he understood you to say that the sun shone here—you meant
that he should so understand you; you meant to convey a statement
to his mind that did not conform to fact, and which was therefore
untrue. You had a reservation in your own mind, which you withheld
from James. You did not say to him that you restricted your
statement to China—that was no part of your assertion. Truth
requires us not only to watch over our words, but the ideas we
communicate. If we intentionally communicate ideas which are false,
then we are guilty of falsehood. Now you said to James that which
was untrue, according to the sense in which you knew he would, and
in which you intended he should, receive it, and therefore you meant
to violate the truth. I must accordingly decide against John, and in
favor of James. John was wrong, and James is right. The sun did not
shine as John said it did, and as James understood him to say it
did.”
There are many other cases which illustrate this “truth to the letter
and lie to the sense.” Some years since, during the laws against
travelling on the Sabbath, a man was riding on horseback near
Worcester, in Massachusetts. It chanced to be of a Sunday morning,
and the traveller was soon stopped by a tythingman, who demanded
his reason for riding on the Lord’s day, and thus violating the law.
“My father lies dead in Sutton,” said the other, “and I hope you will
not detain me.”
“Certainly not,” said the tythingman, “under these circumstances;”
and accordingly he allowed the man to proceed. About two days
after, the traveller was returning, and happened to meet the
tythingman in the road. The two persons recognised each other, and
accordingly the following conversation ensued:
“You passed here on Sunday morning, I think, sir,” said the
tythingman.
“Yes, sir,” said the traveller.
“And you told me you were going to your father’s funeral—pray
when did he die?”
“I did not say I was going to my father’s funeral—I said he lay
dead in Sutton, and so he did; but he has been dead for fifteen
years.”
Thus you perceive that while the words of the traveller were
literally true, they conveyed an intentional falsehood to the
tythingman, and therefore the traveller was guilty of deception. I
know that people sometimes think these tricks very witty, but they
are very wicked. Truth would be of no value, if it might be used for
the purposes of deception; it is because truth forbids all deception,
and requires open dealing, that it is so much prized. It is always a
poor bargain to give away truth for the sake of a momentary
advantage, or for the purpose of playing off an ingenious trick. To
barter truth for fun or mischief is giving away gold for dross. Every
time a person tells a lie, or practises a deception, he inflicts an injury
upon his mind, not visible to the eye of man, but as plain to the eye
of God as a scar upon the flesh. By repeated falsehoods, a person
may scar over his whole soul, so as to make it offensive in the sight
of that Being, whose love and favor we should seek, for his
friendship is the greatest of all blessings.
Varieties.
A Child’s Affection for a Kitten.—A short time since, a little

girl, daughter of Mr. Alexander Rice, lost her life through her affection
for a kitten. She had followed a small boy to the river, weeping
bitterly because he was about to drown a kitten for which she had
formed a strong attachment; and no sooner was it tossed into the
water, than the agonized child took off its shoes, and, raising its
clothes, walked into the river with a firm and determined step,
towards the object of her affection; but, before reaching it, she
suddenly sank into deep water, and her gentle spirit returned to the
God who gave it.
A Musical Mouse. —One evening, as some officers on board a

British man-of-war were seated round the fire, one of them began to
play a plaintive air on a violin. He had scarcely played ten minutes,
when a mouse, apparently frantic, made its appearance in the centre
of the floor. The strange gestures of the little animal strongly excited
the attention of the officers, who, with one consent, resolved to let it
continue its singular actions unmolested. Its exertions now appeared
to be greater every moment; it shook its head, leaped about the
table, and exhibited signs of the most ecstatic delight. It was
observed, that in proportion to the gradation of the tones to the soft
point, the feelings of the animal appeared to be increased. After
performing actions, which so diminutive an animal would, at first
sight, seem incapable of, the little creature, to the astonishment of
the spectators, suddenly ceased to move, fell down, and expired,
without any symptoms of pain.
Travelling Cats.—A lady residing in Glasgow, Scotland, had a

handsome cat sent to her from Edinburgh. It was conveyed to her in
a close basket, and in a carriage. She was carefully watched for two
months, but, having produced a pair of young ones at the end of that
time, she was left at her own discretion, which she very soon
employed in disappearing with both her kittens. The lady at Glasgow
wrote to her friend in Edinburgh, deploring her loss; and the cat was
supposed to have formed some new attachment, with as little
reflection as men and women sometimes do.
About a fortnight, however, after her disappearance at Glasgow,
her well-known mew was heard at the street-door of her old mistress
in Edinburgh, and there she was, with both her kittens! they in the
best state, but she very thin. It is clear, that she could carry only one
kitten at a time. The distance from Glasgow to Edinburgh is forty
miles; so that, if she brought one kitten part of the way, and then
went back for the other, and thus conveyed them alternately, she
must have travelled one hundred and twenty miles at least. Her
prudence must likewise have suggested the necessity of journeying
in the night, with many other precautions for the safety of her young.
A Musical Pigeon.—Bertoni, a famous instructor in music, while

residing in Venice, took a pigeon for his companion, and, being very
fond of birds, made a great pet of it. The pigeon, by being constantly
in his master’s company, obtained so perfect an ear for music, that
no one who saw his behavior could doubt for a moment of the
pleasure the bird took in hearing him play and sing.
Swiftness of Birds.—A vulture can fly at the rate of one

hundred and fifty miles an hour. Observations on the coast of
Labrador convinced Major Arkwright, that wild geese could travel at
the rate of ninety miles an hour. The common crow can fly twenty-
five miles, and swallows ninety-two miles, an hour. It is said, that a
falcon, belonging to Henry the Fourth, was discovered at Malta,
twenty-four hours after its departure from Fontainebleau. If true, this
bird must have flown, for twenty-four hours, at the rate of fifty-seven
miles an hour, not allowing him to rest a moment during the whole
time.
A Brave Irishman.—An Irishman, who was a soldier of the
Revolution, and of Warren’s brigade, was suddenly stopped near
Boston by a party, during a dark night; a horseman’s pistol was
presented to his breast, and he was asked to which side he
belonged. The supposition that it might be a British party, rendered
his situation extremely critical. He replied, “I think it would be more in
the way of civility, just to drop a hint which side you are pleased to
favor.” “No,” testily said the first speaker; “declare your sentiments,
or die!” “Then I will not die with a lie in my mouth. American, to
extremity! Do your worst, you spalpeen!” The officer replied, “We are
your friends; and I rejoice to meet with a man so faithful to the cause
of his country.”
Searching for hidden Gold.—Kidd was a famous sea robber

on the American coast, and many people believe that he buried large
pots or chests of gold, somewhere along the shore. A number of
laborers, believers of this legend, at work in a field, accidentally
discovered, upon the top of a large stone, an inscription in ancient
characters, which, on deciphering, read as follows:
“Take me up, and I will tell you more.”
Eager for the money, and entertaining no doubt of their being
close upon it, they immediately set about raising the stone. After
tugging and toiling several hours, they finally succeeded, and with
some difficulty read on the bottom,
“Lay me down as I was before.”
Ready Wit.—A countryman the other day, for information, asked

an Hibernian, who was busily engaged in the street driving down
stones, “Pat, when will you get this street done?” “How did you know
my name was Pat?” inquired the Irishman. “Why, I guessed as
much.” “Then,” replied Pat, “since you are good at guessing, you
may guess when the street will be finished.”
Monument of Affection.—There is a monument near
Copenhagen, erected by Count Schimmelman, called “The Weeping
Eye.” That nobleman’s grief for the death of his wife was so
excessive, that he caused a statue to be erected over a spring, and
made the water spout from the eye, as a continual flood of tears.
JACK FROST, A SONG
the words and music composed for
merry’s museum.
Andante.
Who hath killed the pretty flow’rs,

Born and bred in summer bowers;
Who hath ta’en away their bloom
Who hath swept them to the tomb?
Jack Frost, Jack Frost.
Who hath chased the birds so gay,

Lark and linnet, all away?
Who hath hushed their joyous breath,
And made the woodland still as death?
Jack Frost—Jack Frost.
Who hath chilled the laughing river?

Who doth make the old oak shiver?
Who hath wrapped the world in snow?
Who doth make the wild winds blow?
Who doth ride on snowy drift

When the night wind’s keen and swift—
O’er the land and o’er the sea—
Bent on mischief—who is he?
Who doth strike with icy dart,

The way-worn traveller to the heart?
Who doth make the ocean-wave—
The seaman’s home—the seaman’s grave?
Who doth prowl at midnight hour

Like a thief around the door,
Through each crack and crevice creeping,
Through the very key-hole peeping?
7
Who doth pinch the traveller’s toes?
Who doth wring the school-boy’s nose?
Who doth make your fingers tingle?
Who doth make the sleigh bells jingle?
ROBERT MERRY’S MUSEUM.

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Residential Construction Academy:

Basic Principles for Construction 5th

Math for Machinists 1st Edition Mark W. Huth

Principles and practices of commercial construction

Optimal Lightweight Construction Principles Federico

BASICS Construction Concrete Construction Katrin Hanses

Handbook of Steel Construction 11th Edition Canadian

Building Construction Methods and Systems: Principles,

The multinational construction industry Seymour

Principles of Electron Optics Basic Geometrical Optics

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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

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