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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

LIUNA Training and Education Fund | Evaluated Learning Experience

Scaffold Builder Technology I SCAF.T1

Course Category: 
Location: 

LIUNA Pomfret, CT, and other LIUNA approved training centers

Length: 

40 hours.

Dates: 

April 2011 – Present.

Instructional delivery format: 
Traditional classroom model
Learner Outcomes: 

Upon successful completion of the course, students will be able to: state OSHA’s definition of a scaffold; describe the following scaffold systems and list at least one use for each type: frame, tube and clamp, system, adjustable masonry, suspension, shoring, rolling tower, and elevated work platform; after reviewing scenarios of scaffolding accidents, describe at least five conditions that can cause a scaffold to fail; given job scenarios involving the loading of scaffold: determine if the scaffold is a light, medium or heavy-duty scaffold and calculate the maximum intended load for each; calculate the weight of specific sized rebar placed on scaffold; calculate the maximum allowable deflection for 8', 10', and 16' scaffold planks; describe two conditions that may overload a scaffold; list five conditions or situations that may cause shock loading; list five conditions that could lead to scaffold plank failure; describe how screw jack height affects scaffold stability; describe the function of mudsills when building a scaffold on unstable ground; using a diagram of a 5' wide scaffold, show the required location of tie-in points on the diagram; explain how a cold weather enclosure can increase the lateral (sideways) forces on a scaffold; list and identify at least eight tools that may be required when building scaffolds; match scaffold building tools with a description of their use; list at least five advantages of polypropylene rope; list at least five disadvantages of manila rope; given a demonstration and practice time, properly tie the following knots: clove hitch, bowline, triple bowline, half hitch, timber hitch, and scaffold hitch; describe four practices that can help maintain a rope; list and identify at least six PPE items that may be required when building scaffolds; identify at least three uses of tube and clamp scaffolding; explain at least two advantages of tube and clamp scaffold; list and identify the four basic components of tube and clamp scaffold; explain how each of the following items is used on a tube and clamp scaffold: post, runner, bearer, right angle swivel clamps, base plate, and diagonal brace; list and identify at least six tools that may be required to build tube and clamp scaffolding; given a tape measure, pencil, and tubes and clamps, demonstrate the ability to use the 3-4-5 method of squaring by attaching a runner and a bearer to a post at a 90º angle; given the proper tools and equipment, demonstrate the installation of posts, runners, bearers, and clamps for the erection of tube and clamp scaffolding according to the guidelines in this module and the manufacturer’s instruction manual; demonstrate the dismantling of the tube and clamp scaffold according to the guidelines in this module and the manufacturer’s instruction manual; identify at least four uses of systems scaffolding; compare the advantages and disadvantages of systems scaffold to tube and clamp scaffold; list and identify the seven basic components of systems scaffolding; explain how each of the following items are used on a systems scaffold: post or standard, bearer or transom, runner or ledger, base plate with screw jack, base collar with rosette, diagonal brace, and truss or putlog; list and identify at least six tools that may be required to build systems scaffolding; given the proper tools and equipment, demonstrate installation of posts, runners, and bearers for the erection of a systems scaffold according to the guidelines in this module and the manufacturer’s instruction manual; demonstrate safe dismantling of systems scaffold according to the guidelines in this module and the manufacturer’s instruction manual; match photos or drawings of scaffold components with their proper names; explain at least two advantages of walk-through scaffold frames; list and identify the four types of coupler pins used to lock frames together; describe how couplers are used when building scaffold; describe the two primary functions of screw jacks; explain the reasons for using mudsills; describe the difference between scaffold planks and platform decks; given the proper tools and equipment, build a level frame scaffold in each of the following configurations: straight run, straight run two bucks high, inside corner, and outside corner; demonstrate “bumping” planks from one level to another; and demonstrate the proper use of personal protective equipment (PPE) needed for scaffold building.

Instruction: 

Major topics include: needs and responsibilities of a CCL responsible for building scaffolding on the job site or required to perform tasks while using scaffolding. Designed to meet the training requirements of 29 CFR Part 1926.454, the course includes frame, tube and clamp and systems scaffolding. Special emphasis is placed on following proper procedures and developing safe work habits.

Credit recommendation: 

In the associate/certificate degree category, 2 semester hours in Construction Technology (4/16).

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