Building and Furniture Technology M1 Second Form

Edward P. Yorke High School

Industrial Studies Department

Building and Furniture Technology

Second Form
2020 – 2021

Mr. Sheldon Myvett

Building and Furniture Technology M1 Second Form

PREFACE

This booklet features a compilation of units in building and furniture technology that are
designed to be a part of the academic learning continuity plan at Edward P. Yorke High School.
The units in this module will provide information that will seek to ensure that students’ learning
progresses continue even amidst interruptions and disasters such as the pandemic we are
currently facing. The booklet will try to offer supportive, creative, and innovative means of
teaching and learning to allow students to remain on track with their course. The units are also
designed to facilitate asynchronous learning.

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MODULE ONE
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MATERIAL: TIMBER – 1
INTRODUCTION:

Before we begin talking about building houses, we think that students should know about where
the timber comes from; the environment in which the tree has grown, and the functions of a tree
while it is still alive.

This module has topics that teach students how a tree grows, the parts of a tree, how a tree is
converted into timber, the seasoning and shrinkage of timber, timber defects, common timber
sizes, and the names of timber used in the construction of a house.

Rationale:
This Module is designed to introduce students to the characteristics and uses of timber. It will
serve as a tool to guide and prepare the students to convey ideas and information through
personal observation and practice. This process is a basic and natural form of communication for
this course. The exercises in the module are geared to help students to recognize that Building
and Furniture Technology is a type of language that can be used to record the objects and actions
of everyday life in a manner that everyone can easily recognize and understand.

This resource covers a variety of topics/units and is suitable for inclusion in civil engineering,
architecture, building design and building courses at the university level, and a large number of
courses in the building and construction streams at the trade training level. Professional
architecture/building students need to learn about building materials, methods of construction,
and other aspects of building technology to properly design buildings.

OBJECTIVES:

1.1. Students should be able to state the names of the parts of a tree and their functions.
1.2. Students should know how a tree can be converted into the timber.
1.3. Students must be able to define "seasoning of timber" and know why it is necessary.
1.4. Students should know what happens to timber during the process of drying.
1.5. Students must be able to identify the different defects and their causes.
1.6. Students must know the commercial names and sizes of the timber used for buildings.
1.7. Students should be able to name some common timber from their area and its characteristics.
1.8. Students must be able to name all the technical names of the timber used in house
construction.

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Other Objectives include:

Students will
1. Explain how to estimate tree growth.
2. Differentiate tree structure parts and explain their function.
3. Describe how a tree grows and produces food and distributes it.
4. Demonstrate how trees protect themselves.
5. Sketch and identify conversion methods.
6. Sketch and identify seasoning methods.
7. Calculate moisture content
8. Describe the effects of shrinkage

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Units: 2

School: Edward P. Yorke High School

Form: Second Form

Class: All

Subject: Building and furniture technology

Teachers: Sheldon Myvett

Topic: Growth structure of trees, conversion of timber, seasoning and shrinkage,

Finding moisture content

Reference Text: Woodwork Technology (MOTIVATE (Macmillan Texts for Industrial

Vocational & Technical Education)) by J K N Sackey (Author)

Duration: Three months

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MATERIAL: TIMBER – 1
General objective: The student will:
1. be aware of the characteristics and uses of timber

UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION

OBJECTIVES ACTIVITIES

UNIT 1 The student will be able to: Teacher to: Students to:

GROWTH 3.1.1. Identify the cross-sectional Functions of the cross-sectional parts of Discuss how the functions performed by the draw and label the cross-sectional
parts of a tree and describe a tree: parts of a tree in its growth and development parts of a tree and state their
their characteristics and a. Bark affect its wood quality and uses in woodwork. functions.
functions. b. Bast
c. Cambium layer Use digital content/sketches or charts to explain the effects of the
d. Annual/Growth rings discuss the cross-sectional parts of a tree as characteristics of the following on
e. Medullary rays listed in the content timber: Bark, Bast, Medullary rays,
f. Sapwood Annual Growth Rings, Sapwood,
Heartwood and Pith.
g. Heartwood Illustrate with sketches and label the parts.
h. Pith
Discuss the characteristics of the cross-
sectional parts of a tree

Effects of the characteristics of the cross- sketch and label the cross-sectional
Discuss the effects that characteristics of the
3.1.2 explain how the characteristics sectional parts of a tree on its timber and parts of the tree
cross-sectional parts of a tree have on its
of the cross-sectional parts of woodwork. timber and woodwork.
a tree affect its timber and
woodwork.

3.1.3 describe the functions of the Parts of the tree and its functions its
growth and development. Use digital content/sketches or charts to
parts of a tree in its growth discuss parts of a tree as listed in the content
and development.
• Roots
• Trunk Discuss the functions of the parts of a tree in
• Crown its growth and development.
Building and Furniture Technology M1 Second Form

UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION

OBJECTIVES ACTIVITIES

UNIT 2 The student will be able to: Teacher to: Students to:

3.2.1 differentiate between Differences between hardwood and Use digital content/ chart or real objects write a report on the virtual field
CLASSIFICAT
ION hardwood and softwood softwood trees to discuss hardwoods and softwoods trip for presentation in class.
trees by seed, leaves, and Seeds:
structure. i. Covered seed plants:
• Hardwoods Discuss the differences between
• Dicotyledons (Angiosperms) hardwoods and softwoods as listed in the describe the differences between
ii. Naked seed plant): content. hardwoods and softwoods.
• Softwood – (Gymnosperms)
• conifers NB: Teachers to organize virtual field
trips to places where the softwood and
Leaves: hardwood trees and timber are, e.g.
• Broad leaves: - Hardwood Forest and
• Needle-like leaves: softwood Sawmill/Chain Saw Operators for
students to observe the differences
Structure: between hardwoods and softwoods.
• Pored: - Hardwood
• Non-Pored: - Softwood

UNIT 3
CONVERSION 3.3.1 identify and sketch the Methods of conversion: Use films, charts and discuss methods of what is meant by conversion?
methods of conversion. a. Plain/through and through/ Live conversion
sawing b. Tangential/Back/Flat/rake
sawing. Discuss the steps in the methods of discuss the advantages and
c. Quarter/radial/rift sawing conversion disadvantages of four methods of
d. Boxed-heart sawing conversion
Discuss the advantages and
disadvantages of different methods of write group report and discuss in
. conversion class

Demonstrate methods of conversion

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NB: Teacher to organize virtual visits to
saw-mills/ chain saw operator at work
for students to observe the methods of
conversion
The student will be able to: Students to:
Teacher to:

The student will be able to: Marketable sizes of timber: Log, Discuss the various marketable sizes of Identify and sketch various
UNIT 4 3.4.1 identify and sketch various Baulk, Flitch, Plank, Board, Scantling, timber marketable sizes of timber and
MARKETABL marketable sizes of timber. Strip, Batten, Square dimension them.
E SIZES NB: Teacher to organize visits to timber
markets/saw-mills/timber shed for write a group report and discuss it
students to observe. Assist students in class.
measure the various marketable sizes of
timber as listed in content.

3.5.1 demonstrate methods of Methods of seasoning: Demonstrate steps in seasoning timber explain seasoning.
UNIT 5 seasoning timber. a. Natural/Open-air seasoning using the various methods listed in the
SEASONING b. Artificial/Kiln seasoning content perform the tasks in seasoning
3.5.2 c. Water seasoning timber using the various methods.
Identify and sketch the methods d. Chemical seasoning NB: Teacher to organize VIRTUAL
of seasoning field trips to visits saw-mills to observe using the event chain, describe
the various methods of seasoning timber. three methods of seasoning timber.

write group report and discuss in

class

3.5.1.1 Definition of shrinkage Discuss the shrinkage. Explain what is shrinkage?

UNIT 5.1 Describe shrinkage FIBRE SATURATION POINT (FSP)
SHRINKAGE EQUILIBRIUM MOISTURE Describe (EMC, FSP, MC)
CONTENT (EMC)
MOISTURE CONTENT (MC)
Discuss the direction of shrinkage Identify and compare the direction
3.5.1.2 Identify the direction of Direction of shrinkage of shrinkage
shrinkage Tangential
Radial

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3.5.1.3 Describe the effects of Effect of shrinkage Discuss the effects of shrinkage Identify and site the real-life effect
shrinkage of shrinkage.

The student will be able to: Teacher to: Student to:

Discuss reasons for determining the

3.6.1 demonstrate oven and Methods of determining the moisture moisture content of timber outline the steps in one of the
UNIT 6 moisture meter methods of content of timber: methods of determining the
DETERMINATIO determining the moisture content a. oven Discuss the steps in using each method. moisture content of timber.
N OF MOISTURE of timber. b. moisture meter
CONTENT Discuss the advantages and
disadvantages of each method.

Demonstrate the methods for

determining the moisture content of
timber.

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Learning Unit 1 and 2 Title

• Growth (Trees)
• Classification

Curricular Areas

• Growth structure of a tree

• Trees and tree health

Background/Summary

Trees are living organisms with many specialized structures – leaves, roots, wood, and living
cells that connect them. Understanding how trees are constructed and grow is essential to care for
trees and calculate the benefits that trees provide. History has shown us the risk of planting too
many of the same species in the urban forest. Cities and forests have lost millions of trees to
foreign or species-specific diseases and insect pests. Exotic tree species can sometimes invade
our forest landscapes and crowd out native species. This module examines timber as an integral
part of a tree. It looks at how the tree lays down the cells that become timber in the standing
trunk and how a trunk gets bigger. The oldest part of the tree is right at the center at the base of
the trunk. The module also looks at the cell structure of timber and the origin of growth rings.

Knowledge Requirement:
Requirement

1. Demonstrate basic knowledge of trees.

2. Identify the different types of trees

3. Demonstrate knowledge of the function of the parts of the trees.

Standards

Furniture making level 1 CVQ - Furniture making level 1 - LMFFMK0222A Select timbers for
furniture production

Performance Requirement

1. Prepare an accident report, identify and explain the importance of safety.

Attitude Requirements

1. Work in a safe and clean environment

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2. Adopt to challenges

3. Diligent and cooperative worker

Assessment Requirement

All the requirements for the knowledge required will be met. The teacher will ensure that all
other critical areas are covered. Evidence of this coverage will be required as a part of the final
assessment.

Prerequisites

1. Basic background in safety, reading, and comprehension.

MODULE TIME: 4 hours

General workplace and safety requirements

1. Provide classroom and workshop

2. Personal armchair

3. Blackboard

4. Projector

5. Clean classroom

6. Good hygiene

General attitude requirements to be emphasized during training

1. Trainees are expected to be responsible.

2. Trainees are expected to be punctual and have ethical behavior

3. Good maintenance of equipment and facilities.

4. Dependability and a keen interest in performing tasks.

Resources

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• Tree Parts handout • Tree Cross Sections handout

• Trees of Texas, How Trees Grow
http://texastreeid.tamu.edu/content/howTreesGrow/
• KidZone Science, Tree outline and tree cross-section
• Tree structure and function slide show, (teacher note)
• How a tree grows YouTube video
https://www.youtube.com/watch?v=SWPqQxz-7gg
• Photosynthesis YouTube video
https://www.youtube.com/watch?v=UPBMG5EYydo

Materials
• Tablet(s) or computer(s) with internet access
• Projector and screen • Whiteboard or chart paper and markers
• Paper Plates for each student (10 -12 in.)
• Bulletin Board paper, construction paper, and other paper with different textures and
markers for students
• Tree Trails Portfolio, Tree Trails Data Sheet
• (Optional) Small sticky notes
• (Optional) Cameras or camera phones

Assessment
• https://quizlet.com/334891517/types-of-trees-and-parts-of-tree-diagram/

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PARTS OF A TREE

All trees have three main parts: Crown, Trunk, Roots.

Crown
The tree’s crown is made up of Branches, Leaves, Flowers & Fruit

The branches support and spread the leaves allowing them to gather sunlight, which the
tree needs to make its food.

Trunk
The trunk of the tree supports its crown. It also allows minerals and water to be
transported inside the tree. Timber is produced from the trunk.

Roots
The roots anchor the tree in the ground. They also absorb water and minerals, which the tree
needs to grow.

softwood (coniferous) trees

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TYPES OF TREES

Trees are the largest type of plant, some reaching a height of 400 feet. Some live for centuries.
Trees take carbon dioxide out of the air and produce oxygen. Trees also produce timber and fruits
Trees can be divided into two main types: Coniferous and Broadleaf.

Coniferous Trees
Most coniferous trees have needle-like or scaly leaves and produce woody cones that contain their
seeds. Many are pyramid-shaped and almost all are evergreen - this means they keep their leaves
all year round.
EXCEPTION: The Larch Tree

The wood from these types of trees is usually called softwood. Coniferous trees are also
known as evergreen and softwood trees. Label
simple diagram for hardwoodduous)
or softwood
(coniferous)
trees

Needle-like leaves and seed-

bearing cones

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Broadleaf Trees
Most broadleaved trees have flat wide leaves.
They produce flowers and fruits containing
seeds.
They have an irregular shape and almost all are
deciduous.
This means they lose their leaves in winter
EXCEPTION: The Holly Tree
The wood from these types of trees is usually
called hardwood.
Broadleaf trees are also known as deciduous
and hardwood trees.

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BROADLEAF TREES
Oak
Where from Wood Used for

Europe Hard & heavy, very strong For superior joinery,

& durable external woodwork,
furniture, flooring, boat
building

Beech
Where from Wood Used for

Europe Hard & heavy, liable to insect Furniture, tools, bent work,
attack, not durable if exposed turning

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Horse Chestnut
(The tree with conkers)

Where from Wood Used for

Europe Light & soft, not durable Turning, packing cases &
pallets

Ash
Where from Wood Used for

Europe Very tough, elastic, liable to Sports equipment, hurleys,

insect attack, not durable if tool handles, furniture, veneer
exposed

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CONIFEROUS TREES

Scots Pine (Red Deal)

Where from Wood Used for

Northern Europe Soft, fairly strong, durable, Furniture, door frames, roof
easily treated frames, flooring,

Larch
(Only conifer that does lose its leaves in winter)

Where from Wood Used for

Europe Fairly hard, heavy, strong, Doors, windows, floors,

durable, tough furniture, fencing

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Yew

Where from Wood Used for

Europe, Asia Hard, heavy, strong, durable, Brushes, woodware, parquet

tough, elastic, finishes well, floors, bows, small furniture
and acquires a natural polish.

Sitka Spruce (White Deal)

(Most planted tree in Ireland)

Where from Wood Used for

Canada, USA Soft,(easily damaged), light, Musical instruments, paper,

strong, not durable outdoors, boats, roofing, floor & ceiling
decays easily joists, pallets

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HOW A TREE GROWS

When the seed of a tree germinates in the soil it grows into a seedling, then a sapling or young
tree.
The sapling needs food to grow - like all living things.
The roots of the tree draw water and minerals (as sap) from the ground up to the leaves.
Sunlight and carbon dioxide reacts with the water and minerals in the leaves to form glucose.
The tree needs glucose to grow. This chemical reaction is called photosynthesis.
This takes place when sunlight and carbon dioxide are absorbed by the green leaves.
The food or glucose then travels through the branches to the growing cells just below the bark.
Oxygen is also made during the process and it is needed by animals and humans to live.
We breathe in oxygen and breathe out carbon dioxide. This process also helps to reduce the
greenhouse effect.

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STRUCTURE OF A TREE

Pith
The pith is the dead center of the tree around which all growth takes place. It is the very
first part of the tree to grow, during the sapling stage.
Bark
This outer layer protects the tree from external damage.
Bast (Phloem vessels) 
A thin layer under the bark in which the food the tree has made is carried down from the
leaves to all growing parts of the tree.
Cambium Layer (Xylem cells) 
This is where growth takes place. These cells carry water and minerals from the ground
up the trunk to the leaves.
Sapwood
This is the new layer or ring of growth that is formed each year just under the bark. It is
the living part of the tree. Mature sapwood becomes heartwood as the
tree expands and grows.
Heartwood
The heartwood is the inner and older part of the tree. It contains no
living cells. It gives the tree rigidity and strength; it is also the main
supply of timber.
Annual Rings
These are formed as the tree grows and expands during its lifetime. Annual rings are
made up of two bands, one from spring growth and the other from autumn growth.
Counting the annual rings will give the age of the tree.

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