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Full download Basic Building and Construction Skills 6th Edition Richard Moran file pdf all chapter on 2024
Full download Basic Building and Construction Skills 6th Edition Richard Moran file pdf all chapter on 2024
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Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
BASIC BUILDING &
CONSTRUCTION SKILLS
CARPENTRY & OTHER GENERAL CONSTRUCTION TRADES
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
Richard Moran
6e
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
Basic Building & Construction Skills: Carpentry & other general construction trades © 2020 Cengage Learning Australia Pty Limited
Any URLs contained in this publication were checked for currency during the For product information and technology assistance,
production process. Note, however, that the publisher cannot vouch for the ongoing in Australia call 1300 790 853;
currency of URLs. in New Zealand call 0800 449 725
Previous edition published 2016 For permission to use material from this text or product, please email
aust.permissions@cengage.com
Acknowledgements
ABCC © Commonwealth of Australia 2018. National Library of Australia Cataloguing-in-Publication Data
You must not claim or imply that there’s any connection, sponsorship or endorsement ISBN: 9780170420570
between you, your products, services and the Commonwealth of Australia (or any of A catalogue record for this book is available from the National Library of Australia
its agencies, including the ABCC), including through your use of Licenced Materials.
Cengage Learning Australia
Level 7, 80 Dorcas Street
South Melbourne, Victoria Australia 3205
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
BRIEF CONTENTS
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 v
CONTENTS
Guide to the text ix
Guide to the online resources xi
Foreword xiii
Preface xiv
Acknowledgements xv
Colour palette for technical drawings xvi
List of figures xvii
vi Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
CHAPTER 4 Conduct workplace communication 131
What is communication? 132
Gather, convey and receive through verbal communication 134
Gather, convey and receive through written communication 137
On-site meetings 140
Summary 144
References and further reading 144
Get it right 145
Worksheets 147
CONTENTS
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 vii
CHAPTER 8 Use carpentry and construction tools and equipment 267
Background 268
Planning and preparing to use tools and equipment 268
Identifying and selecting hand, power and pneumatic tools 268
Identifying, selecting and using plant and equipment 290
Using tools safely 300
Cleaning up after using tools and equipment 301
Summary 304
References and further reading 304
Get it right 305
Worksheets 307
Glossary 345
Index 349
viii CONTENTS
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 ix
x GUIDE TO THE2020
Copyright TEXTCengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 xi
xii GUIDE TO THE
Copyright ONLINE
2020 RESOURCES
Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
FOREWORD
This sixth edition of Basic Building and Construction Skills has been updated to support the
revised General Construction Training Package (CPC08 Construction, Plumbing and Services
Integrated Framework Training Package). As with previous editions, this sixth edition continues
to address the first eight units of competence contained within the Carpentry, Shopfitting and
Construction Carpentry qualifications.
Each chapter is based on the relevant competencies providing building trade apprentices,
trainees and school students undertaking VET courses with the materials required to develop a
sound understanding of the skills and knowledge required by each unit of competence.
The main aim of this text is to bestow a firm foundation for lifelong learning and will prepare
new construction workers for a long and rewarding career in the building industry. It is
anticipated that the outcomes of this learning will lead to the development of qualified
tradespersons who are able to work safely, efficiently and prolifically in the building and
construction industry for many years to come.
I would like to thank Richard Moran for his contribution of time and expertise in ensuring that
the content of this publication is current and relevant to the building industry as it stands today
and for the future of the industry.
Shayne Fagan
Head of Skills Team
Innovative Manufacturing, Robotic and Science
Western Sydney Region
TAFE New South Wales
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 xiii
PREFACE
The building and construction industry within Australia provides employment across a wide range
of vocations and services, as well as the infrastructure that enables all sectors of our community to
function. The industry can be divided into three main sectors: residential, non-residential and
engineering (civil) construction. It is one of the most diverse single industries and contributes a
large percentage to Australia’s annual GDP, helping to make this country competitive on the
global stage.
For Australian building and construction enterprises to remain competitive within both the
global and national marketplace, Australian building and construction companies need well-
trained team members. This means that the vocational education and training (VET) sector
involved in providing high quality and effective training must respond quickly and efficiently to
the ever-changing needs of these enterprises.
This text is a starting point, designed to meet the needs of the latest national training package
(CPC08) by providing information and activities that reflect basic vocational and employability
skills. The knowledge and skills derived from this text will provide a strong foundation for future
learning, and will prepare new construction workers for a long and rewarding career in the
industry.
I wish to thank all the teachers of building and construction who have contributed their time,
knowledge and expertise over many years to ensure this text remains current, and that it provides
the essential underpinning information to enhance the knowledge and skill of workers around the
country in such an important industry.
Richard Moran
Teacher – Carpentry and Joinery, Building and Construction
TAFE New South Wales
xiv Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
ACKNOWLEDGEMENTS
Cengage would like to thank the many reviewers whose incisive feedback helped shape this new
edition:
n Nicole Aleckson – Australian Trade Training Colleges
n Timm Alchin – Ranges TEC
n Mark Baker – South Regional TAFE
n Sharon Blackwell – TAFE NSW
n Andrew Blimka – TAFE Western
n Rabih Chamma – Trades College Australia
n Geoff Chant – Gimbal Training
n George Dragovic – TAFE NSW
n Peter Foresingdal – Gold Coast School of Construction
n Josef Fritzer – TAFE NSW
n Alfred Harper – CDU
n David Harris – TAFE NSW
n Tristin Howison – TAFE NSW
n Adam Laxton – Chisholm
n Richard Twist – TAFE NSW
n Mark Wyborn – TAFE NSW
Richard Moran would like to thank colleagues at Miller TAFE for their feedback and input
towards this edition.
Cengage would like to extend special thanks to Edward Hawkins for his numerous contributed
photos, as well as to Shayne Fagan and Paul Kubisch from South Western Sydney Institute for
their numerous contributions to this exciting new edition.
Every attempt has been made to trace and acknowledge copyright holders. Where the attempt has
been unsuccessful, the publishers welcome information that would redress the situation.
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 xv
COLOUR PALETTE FOR TECHNICAL DRAWINGS
Colour name Colour Material
Light Chrome Yellow Cut end of sawn timber
Crimson Lake
Prussian Blue
Emerald Green
Sepia Earth
Very Light Raw Umber Medium Density Fibreboard (MDF), Veneered MDF
xvi Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
LIST OF FIGURES
1.1 Typical code of practice – ‘How to safely 1.41 PPE that must be worn when removing
remove asbestos’ (front cover) 5 non-friable asbestos sheeting 25
1.2 Construction Induction Card sample as 1.42 Asbestos removal signage 25
issued in Victoria (post 1 July 2008) 6 1.43 Asbestos warning sign and tools
1.3 White Card sample as issued in not to use on ACM 25
Queensland 6 1.44 Typical SWMS format (This template
1.4 White Card sample as issued in New South should be used in conjunction with
Wales 6 WorkSafe Victoria’s publication Information
1.5 White Card sample as issued in South about Safe Work Method Statements) 27
Australia 6 1.45 Evacuation diagram 30
1.6 The risk management process 7 1.46 Type B first aid kit 31
1.7 Risk matrix diagram 8 1.47 Stored contents of the kit 32
1.8 Hazard categories and subgroups 9 1.48 The elements necessary for a fire 32
1.9 Hierarchy of hazard controls 10 1.49 Portable fire extinguisher guide 33
1.10 Circular saw fitted with a guard 11 1.50 Using a fire extinguisher – PASS 34
1.11 Safety helmet 12 1.51 A typical fire blanket packet 35
1.12 Fabric sun brim accessory for a safety cap 1.52 A fire blanket in use 35
and bucket hat 12 1.53 Hose reel 35
1.13 Clear wide-vision goggles 12 1.54 Sample accident report form 36
1.14 Clear-framed spectacles 13 2.1 Home under construction 64
1.15 Full-face welding mask 13 2.2 Factory unit under construction 64
1.16 Face shield 13 2.3 Roadway under construction 65
1.17 Hearing protection 13 2.4 Early road-making in Canberra — Keystone
1.18 Mini dust mask warning: For nuisance steam shovel with horse and dray 66
dust only 14 2.5 Modern-day excavator 66
1.19 P1 and P2 disposable masks 14 2.6 Waffle pod slab construction 66
1.20 Half-face respirator with P2 class dust 2.7 Sydney Harbour Bridge under
filters fitted 14 construction 67
1.21 Gloves 14 2.8 Melbourne’s Eureka Tower – The tallest
1.22 Barrier cream 15 building in Australia to roof (2006) 67
1.23 Foot protection 15 2.9 Sydney Opera House – designed by
1.24 Picture signs – smoking prohibited 16 Danish architect Jørn Utzon and built
1.25 Word-only messages 16 from 1959 to 1973 68
1.26 Combined picture and word signs 16 2.10 Concrete being collected for testing 69
1.27 Digging prohibited 16 2.11 Work site toilet 73
1.28 No pedestrian access 16 2.12 Sample evacuation plan 73
1.29 Eye protection must be worn 16 2.13 Typical Gantt or bar chart for a brick
1.30 Hearing protection must be worn 18 veneer cottage on a concrete slab 74
1.31 Fire hazard warning signs 18 2.14 Hierarchy chart showing on-site
1.32 Toxic hazard 18 organisation 77
1.33 Electric shock hazard 18 2.15 Two working as one 77
1.34 Danger signs 18 2.16 Toolbox talk record sheet 80
1.35 First aid 18 2.17 Aspects of sustainability 85
1.36 Emergency (safety) eye wash 18 2.18 Energy rating label 85
1.37 Fire alarm call point 19 2.19 Rainwater tanks 86
1.38 Electrical safety signs and tags 19 2.20 Waste minimisation hierarchy diagram 87
1.39 Page 1 of a sample SDS 20 2.21 A simple erosion and sediment
1.40 Location of asbestos in a 1970s home 24 control plan 90
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 xvii
2.22 Sediment fence 91 5.11 Example 2: Find the total linear metres of
2.23 Stabilised entry/exit point 91 screed boarding for circular paving 163
2.24 Stockpiled material 92 5.12 Example 6: Calculate the area of
2.25 Grass filter strip 92 a gable roof 164
3.1 Result of poor planning 108 5.13 Example 7: Calculate the area of paving
3.2 Writing down key points 109 for a triangle-shaped courtyard 164
3.3 Typical chain wire fence type – Type A 5.14 Example 8: Calculate the total area that
hoarding 110 needs to be painted 164
3.4 Plastic water-filled barrier 110 5.15 Trapezoid 165
3.5 Board and trestle barricade 110 5.16 Quadrilateral 165
3.6 Plan, south elevation and north elevation 5.17 Irregular polygon 165
of a small shed 111 5.18 Polygon 166
3.7 East elevation and west elevation of 5.19 Polygon 166
a small shed 112 5.20 Irregular-shaped concrete slab 168
3.8 Identify material placement on the site plan 112 5.21 Single skin of brickwork 169
3.9 Transporting materials to and around the site 112 6.1 Plans and specifications 184
3.10 Double-check details before you start 113 6.2 A typical site or contour plan 184
3.11 A building is like a huge jigsaw puzzle 114 6.3 Perspective views: (a) 1-point,
3.12 Clean the work area daily 115 (b) 2-point, (c) 3-point 185
3.13 Clean, maintain and store tools and 6.4 Pictorial representation 185
equipment 115 6.5 Isometric projection 185
3.14 Australia total waste generation by waste 6.6 Oblique projection 185
stream, management and jurisdiction 6.7 Typical site plan 186
(excluding ACT), 2010–11 115 6.8 Typical floor plan 187
3.15 Good and accurate formwork – resulting 6.9 Typical details of elevations 187
in good and accurate concrete finish 117 6.10 Typical section taken through kitchen
3.16 Poor formwork – resulting formwork and living/dining areas 187
collapses, concrete is wasted 117 6.11 Slab edge detail 187
3.17 Preparing the wall frame ready for the 6.12 Common reduction scales 188
brick veneer 118 6.13 Examples of dimension lines 188
3.18 Rough-in the services before fitting linings 118 6.14 Typical title block showing required
4.1 Communicating by talking 132 information 189
4.2 Communicating = creating understanding 133 6.15 Symbols for sections in-ground 190
4.3 The feedback process 134 6.16 Symbolic representations of windows for
4.4 The communication process 134 elevations 190
4.5 Communication using facial expressions 135 6.17 Graphics for use on site plans 191
4.6 Communication through body posture 135 6.18 Symbolic representations for floor plans
4.7 Mobile phone in use 136 and details 191
4.8 Communicating by sketching a detail 139 6.19 Symbolic representations of fixtures and
4.9 Typical team meeting 141 fittings 192
4.10 Typical example of a meeting agenda 141 6.20 Symbolic representation of doors for
4.11 Typical examples of meeting documents – elevation 193
(i) Formal agenda, (ii) Minutes of the 6.21 Symbolic representation for sections (a) 193
meeting 142 6.22 Symbolic representation for sections (b) 193
4.12 An example of an informal meeting in 6.23 Symbolic representations for floor plans
progress 142 and horizontal sections 193
5.1 Accurate measuring and marking is critical 157 6.24 Symbolic representations for floor plans
5.2 2 m folding rule 157 and horizontal sections 193
5.3 A typical scale rule 157 6.25 Site plan 195
5.4 The four-fold rule 158 6.26 Extract from a standard Department of
5.5 A typical retractable tape 158 Housing specification 196
5.6 Open reel and closed-case long tapes 158 6.27 Cavity brick cottage 198
5.7 A trundle wheel 159 6.28 Typical detail of a reinforced concrete
5.8 A laser distance-measuring device 159 strip footing 199
5.9 A calculator 162 6.29 Slab edge detail in stable soil 199
5.10 Example 1: Fencing an enclosed site 162 6.30 Typical waffle-pod slab system 199
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCNLIST OF FIGURES
02-200-202 xix
Another random document with
no related content on Scribd:
Abb. 105. Puppen aus Wachs. ¹⁄₁. Chané. Rio
Parapiti.
Alltagskleidung.
In den Dörfern, wo der Einfluß der Weißen nicht die alten
Trachten verdrängt hat, tragen die Chané- und Chiriguanofrauen ein
sackförmiges Kleidungsstück, „tiru“ (Abb. 106). Dieses kann, wie aus
den Photographien ersichtlich, auf verschiedene Weise getragen
werden. Früher scheint der Tiru nicht die jetzige Form gehabt zu
haben. Viedma[72] sagt, die Chiriguanofrauen hatten nur ein Stück
Zeug um die Hüften. Sicher hat sich die Tracht unter dem Einfluß der
„moralischen“ Christen so entwickelt, daß sie „anständiger“
geworden ist.
Abb. 106. Chanéfrau von Rio Parapiti, in „Tiru“
gekleidet.
Von einheimischen Schmucksachen sieht man Halsketten aus
Türkis- und Chrysocolperlen und aus schwarzen Körnern.
Nach eigenen Angaben finden die Indianer die Steinperlen in der
Erde, wo alte Wohnplätze und Gräber sind. Die Mestizen im Tarijatal,
die in ihren Feldern eine große Menge dieser Perlen finden,
verkaufen sie den Chiriguanos und Chanés zu hohen Preisen.
Früher wurde eine Halskette aus diesen Perlen mit einem Pferd
bezahlt.
Das Haar tragen die Chané- und Chiriguanofrauen halblang,
mitten auf der Stirn gescheitelt und manchmal im Nacken oder auf
dem Kopf mit einem Band zusammengebunden.
Reinlichkeit.
Die Chanés und Chiriguanos sind sehr reinlich. Sie beginnen, wie
schon erwähnt, den Morgen mit einem Bad, und baden dann oft
mehrmals im Laufe des Tages. Diese Reinlichkeit ist bei Stämmen,
die oft in Gegenden wohnen, wo, wie z. B. im Chipipendital, großer
Wassermangel herrscht, merkwürdig. In der Trockenzeit können sie
dort niemals ein Bad nehmen, wenigstens die Frauen waschen aber
ihren Körper jeden Morgen gründlich ab.
Der Gegensatz, der sich hier in dem Reinlichkeitseifer der
verschiedenen Stämme zeigt, läßt sich, meiner Ansicht nach, durch
ihre Wanderungen erklären. Die Chorotis, Ashluslays und Matacos,
welche sich noch teilweise in Pelzmäntel kleiden, scheinen mir, wie
die Feuerländer und Patagonier, aus den kalten Pampas im Süden,
wo ein Waschen höchst unangenehm war, nach dem Chaco
eingewandert zu sein, während die Chiriguanos und Chanés vom
Norden, aus den feuchtwarmen Urwäldern, von den großen Flüssen
kommen, wo das Baden immer schön und erfrischend war. Nun, wo
sie unter denselben klimatischen Verhältnissen leben, haben die
ersteren ihren Schmutz, die letzteren ihre Reinlichkeit bewahrt.
Abb. 109. Kämme zum Kämmen des Haares, nicht zur Befestigung in dasselbe.
A. von den Chanés. B, C, D von den Chiriguanos.
Im Thurn[73] berichtet, daß die Indianer in Guayana sofort nach
dem Essen baden, ohne daß ihnen dies schlecht bekommt.
Dasselbe habe ich hier oft beobachtet.
Den Kopf schampunieren die Chiriguanos und verschiedene
Chanés mit den Samen von „nyantéra“, die sie mahlen. Zu
demselben Zweck benutzen die Chanés am Rio Parapiti die Rinde
des Mistol, „yúag“. Auch die Nägel, und nicht zum wenigsten die
Zehennägel, werden sauber gepflegt. Zum Kämmen wenden sie in
Holz geschnittene oder aus Rohrstäbchen zusammengebundene
Kämme an.
Ihre Bedürfnisse verrichten die Chanés und Chiriguanos niemals
ganz nahe den Hütten. Besondere Abtritte habe ich aber niemals bei
irgend welchen Indianern, und auch nicht bei vielen Weißen in
Bolivia, gesehen.
Die Chanés und Chiriguanos gehen mit ihren Kleidern sehr
sorgfältig um. Sie halten sie rein und flicken sie, wenn es nötig ist.
Jedes Geschlecht wäscht und flickt seine Sachen selbst. Der Mann
näht hier vollkommen ebenso gut wie die Frau.
Ich habe hier von dem Alltagsleben bei diesen Indianern
gesprochen. Nun will ich die wichtigsten Ereignisse in ihrem Leben,
in ihrem Gemeinwesen, ihre Feste, ihre Industrie usw. schildern, um
zuletzt zu ihren Sagen und ihrer Religion überzugehen.
Chiriguanoindianer (Forts.).