The Layher SpeedyScaf

8/12/2019 The Layher SpeedyScaf

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The Layher SpeedyScaf

The simply and unbeatably quick-to-assemble insertion frame scaffolding. The perfect solution

for any faade. With just five basic elementsassembly frame, scaffold deck, guardrail,diagonal brace and base platethis Layher classic guarantees speedy assembly. Numerous

additional components for any demand, such as couplers or brackets, round off the product line.

The Layher Allround Scaffolding

The original. The Layher Allround Scaffolding has become established in the market as asynonym for modular scaffold. With its unique connection method, the Allround scaffolding

connection has taken the place of conventional scaffolding technology. Whether it is used as

work scaffolding, birdcage scaffolding, protective scaffolding, faade scaffolding or supportingstructure, as interior scaffolding, rolling tower and ceiling scaffoldthe Layher Allround

Scaffolding offers unsurpassed flexibility.


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The Layher Protective Systems

The extensive product range of the Layher protective systems offer the optimal solution for all

kinds of weather, environmental, pedestrian and noise protection. Three different roof systemsthe cassette roof, the light cassette roof and the keder roofoffer optimal weather protection to

ensure continuous cooperation in spite of roofing works. The innovative Protect system is

available for pedestrian, environmental and noise protection. Due to its dust-proof quality, it is

perfectly suited for asbestos abatement. There is no simpler way to encase a scaffold. The entireLayher Protect system product range can be combined with both the Allround Scaffolding

system and the SpeedyScaf. More versatility is impossible!

The Layher Event System

Whether as a grandstand, stage, camera towers, exhibition booth or PA wingswith the Layher

Event system, based on the Allround Scaffolding, you are always braced for everything.


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Layher Ladders and Rolling Towers

Superior qualityeconomical without compromise. That is the main feature of Layher ladders

and rolling towers. The optimal solution for all working heights and any location. The Layherladders and rolling towers correspond to the latest safety regulationsthis means upwards insafety for you.

Instructional scaffoldingis a learning process designed to promote a deeper learning.

Scaffolding is the support given during the learning process which is tailored to the needs of the

student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006).

Instructional scaffolding is the provision of sufficient support to promotelearningwhenconcepts

andskillsare being first introduced to students. These supports may include the following:

Resources A compelling task Templates and guides Guidance on the development ofcognitiveandsocial skills

Use of instructional scaffolding in various contexts:

Modeling a task Giving advice Providing coaching
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These supports are gradually removed as students developautonomouslearning strategies, thus

promoting their owncognitive, affectiveandpsychomotorlearning skills and knowledge.

Teachers help the students master a task or a concept by providing support. The support can takemany forms such as outlines, recommended documents, storyboards, or key questions.

Contents

1 Effective Scaffolding 2 Theory of Scaffolding 3 Levels and types of scaffolding in the educational setting 4 Scaffolding and problem-based learning in the educational setting 5 Promoting Better Learning: Scaffolding 6 See also 7 Notes 8 References 9 External links

Effective Scaffolding

The best and most effective use of instructional scaffolding helps the learner figure out the task

at hand on their own. It is best to think of the use of instructional scaffolding in an effectivelearning environment as one would think of the importance of scaffolding in the support of the

construction of a new building. Instructional scaffolding is most effective when it contributes to

the learning environment. In an effective learning environment, scaffolding is gradually added,

then modified, and finally removed according to the needs of the learner. Eventually,

instructional scaffolding will fade away. This learning process should never be in placepermanently. Eventually, the goal should be to no longer need the instructional scaffolding.

Theory of Scaffolding

Scaffolding Theorywas first introduced in the late 1950s byJerome Bruner,acognitivepsychologist.He used the term to describe young children's orallanguage acquisition.Helped by

their parents when they first start learning to speak, young children are provided with instinctive

structures to learn a language. Bed-time stories and read alouds are classic examples (Daniels,

1994). Scaffolding comes from Vygotsky's (1978) concept of an expert assisting a novice, or anapprentice. Wood, Bruner, and Ross's (1976) idea of scaffolding parallels the work of Vygotsky.

They described scaffolding as the support given to a younger learner by an older, more

experienced adult. This concept has been further developed byJesper Hoffmeyeras 'semiotic

scaffolding'. Though the term was never used by Vygotsky, interactional support and the processby which adults mediate a childs attempts to take on new learning has come to be termed

scaffolding. Scaffolding represents the helpful interactions between adult and child that enable

the child to do something beyond his or her independent efforts. A scaffold is a temporaryframework that is put up for support and access to meaning and taken away as needed when the

child secures control of success with a task. Cazden (1983) defined a scaffold as a temporary
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framework for construction in progress (p.6). For example, parents seem to know intuitively

how to scaffold their childrens attempts at negotiating meaning through oral language. The

construction of a scaffold occurs at a time where the child may not be able to articulate orexplore learning independently. The scaffolds provided by the tutor do not change the nature or

difficulty level of the task; instead, the scaffolds provided allow the student to successfully

complete the task.

In writing instruction, typically support is presented in verbal form (discourse). The writing tutor

engages the learners attention, calibrates the task, motivates the student, identifies relevant taskfeatures, controls for frustration, and demonstrates as needed (Rodgers, 2004). Through joint

activities, the teacher scaffolds conversation to maximize the development of a childs

intrapsychological functioning. In this process, the adult controls the elements of the task that are

beyond the childs ability all the while increasing the expectations of what the child is able to do.Speech, a critical tool to scaffold thinking and responding, plays a crucial role in the

development of higher psychological processes (Luria, 1979) because it enables thinking to be

more abstract, flexible, and independent (Bodrova & Leong, 1996). From a Vygotskian

perspective, talk and action work together with the sociocultural fabric of the writing event toshape a childs construction of awareness and performance (Dorn, 1996). Dialogue may range

from casual talk to deliberate explanations about features of written language. The talkembedded in the actions of the literacy event shapes the childs learning as the tutor regulates herlanguage to conform to the childs degrees of understanding. Clay (2005) shows that what may

seem like casual conversational exchanges between tutor and student actually offer many

opportunities for fostering cognitive development, language learning, story composition forwriting, and reading comprehension. Conversations facilitate generative, constructive,

experimental, and developmental speech and writing in the development of new ideas

(Smagorinsky, 2007).

Children use oral language as a vehicle for discovering and negotiating emergent written

language and understandings for getting meaning on paper (Cox, 1994; Dyson, 1983, 1991).

Writing and speech as tools can lead to discovery of new thinking. The teacher offers levels ofverbal and non-verbal demonstrations and directions as the child observes, mimics, or shares the

writing task. With increased understanding and control, the child needs less assistance. The

teachers level and type of support change over time from direction, to suggestion, toencouragement, to observation. Optimum scaffolds adapt to the childs tempo, moving from

other-regulation to self-regulation. The child eventually provides self-scaffolding through

internal thought (Wertsch, 1985). Within these scaffolding events, teaching and learning - bothinseparable components - emphasize both the childs personal construction of literacy and theadults contributions to the childs developing understandings of print. The child contributes

what she can and the adult contributes so as to sustain the task (Teale & Sulzby, 1986).

Using a Vygotskian theoretical framework, Wertsch and Stone (1984) examine scaffolded

instruction in a one-to-one remedial clinic setting with a learning-disabled child. The researchers

show how adult language directs the child to strategically monitor actions. Analysis ofcommunicative patterns shows a transition and progression in the source of strategic

responsibility from teacher or other-regulated to child or self-regulated behaviors. In Vygotskys


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words, what the child is able to do in collaboration today he will be able to do independently

tomorrow (Vygotsky, 1987, p.211).

Some ingredients of scaffolding are predictability, playfulness, focus on meaning, role reversal,

modeling, and nomenclature. Daniels, H. (1994). Literature Circles: Voice and choice in the

student-centered classroom. Markham: Pembroke Publishers Ltd.

Levels and types of scaffolding in the educational setting

According to Saye and Brush, there are two levels of scaffolding: soft and hard (2002). An

example of soft scaffolding in the classroom would be when a teacher circulates the room and

converses with his or her students (Simon and Klein, 2007). The teacher may question their

approach to a difficult problem and provide constructive feedback. According to Van Lier, thistype of scaffolding can also be referred to as contingent scaffolding. The type and amount of

support needed is dependent on the needs of the students during the time of instruction (Van

Lier, 1996). Unfortunately, applying scaffolding correctly and consistently can be difficult when

the classroom is large and students have various needs (Gallagher, 1997). Scaffolding can beapplied to a majority of the students, but the teacher is left with the responsibility to identify

additional scaffolding.

In contrast with contingent or soft scaffolding, embedded or hard scaffolding is planned in

advance to help students with a learning task that is known in advance to be difficult (Saye and

Brush, 2002). For example, when students are discovering the formula for the PythagoreanTheorem in math class, the teacher may identify hints or cues to help the student reach an even

higher level of thinking. In both situations, the idea of "expert scaffolding" is being implemented

(Holton and Clarke, 2006): the teacher in the classroom is considered the expert and isresponsible for providing scaffolding for the students.

Reciprocal scaffolding, a method first coined by Holton and Thomas, is a method that involves agroup of two or more collaboratively working together. In this situation, the group can learn

from each other's experiences and knowledge. The scaffolding is shared by each member and

changes constantly as the group works on a task (Holton and Clarke, 2006). According toVygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult

expert or with a peer of higher capabilities (Stone, 1998). Conversely, Piaget believes that

students discard their ideas when paired with an adult or student of more expertise (Piaget,1928). Instead, students should be paired with others who have different perspectives. Conflicts

would then take place between students allowing them to think constructively at a higher level.

Technical scaffolding is a newer approach in which computers replace the teachers as the expertsor guides, and students can be guided with web links, online tutorials, or help pages (Yelland and

Masters, 2007). Educational software can help students follow a clear structure and allows

students to plan properly (Lai and Law, 2006).


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Scaffolding in the ancient world

TheBerlin Foundry Cupdepicts scaffolding inancient Greece(early 5th century BC). The

ancient Egyptians,Nubiansand Chinese are also recorded as having used scaffolding-likestructures to build tall buildings.

Scaffolding in the modern day

This European Standard specifies performance requirements and methods of structural and

general design for access and working scaffolds. Requirements given are for scaffold structuresthat rely on the adjacent structures for stability. In general these requirements also apply to other

types of working scaffolds.

The purpose of a working scaffold is to provide a safe place of work with safe access suitable forthe work being done. This document sets out performance requirements for working scaffolds.

These are substantially independent of the materials of which the scaffold is made. The standardis intended to be used as the basis for enquiry and design.

Thus the requirements of BS EN 12811-1. TG20 is largely based on BS 5973 with extracts taken

directly from the old code, it also uses permissible stress design method. However, TG20received a mixed response from the UK industry and as a result TG20 is being re-written and the

new version is due for release sometime in 2008. This is the reason for the 'limbo' situation. Until

the release of the revised TG20 the HSE continue to allow scaffold to be built in accordance withBS 5973.

Materials

The basic components of scaffolding are tubes, couplers and boards.

Extensive scaffolding on a building in downtownCincinnati, Ohio.
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Assembly of bamboo scaffolding cantilevered over a Hong Kong street

The basic lightweight tube scaffolding that became the standard and revolutionized scaffolding,

becoming the baseline for decades, was invented and marketed in the mid-1950s. With one basic

24 pound unit a scaffold of various sizes and heights could be assembled easily by a couple of

labourers without the nuts or bolts previously needed.[2]

Tubes are usually made either ofsteeloraluminium,although there iscompositescaffolding,which uses filament-wound tubes ofglass fibrein anylonorpolyestermatrix, because of the

high cost of composite tube, it is usually only used when there is a risk from overhead electric

cables that cannot be isolated. If steel, they are either 'black' or galvanised. The tubes come in a

variety of lengths and a standarddiameterof 48.3 mm. (1.5NPSpipe). The chief differencebetween the two types of metal tubes is the lower weight of aluminium tubes (1.7 kg/m as

opposed to 4.4 kg/m) and also their greater flexibility and so their lower resistance to force.

Tubes are generally bought in 6.3 m lengths and can then be cut down to certain typical sizes.

Most large companies will brand their tubes with their name and address in order to deter theft.

Boards provide a working surface for scaffold users. They are seasonedwoodand come in threethicknesses (38 mm (usual), 50 mm and 63 mm) are a standard width (225 mm) and are a

maximum of 3.9 m long. The board ends are protected either by metal plates called hoop irons or

sometimes nail plates, which often have the company name stamped into them. Timber scaffoldboards in the UK should comply with the requirements of BS 2482. As well as timber, steel or

aluminium decking is used, as well aslaminateboards. In addition to the boards for the working

platform, there are sole boards which are placed beneath the scaffolding if the surface is soft or

otherwise suspect, although ordinary boards can also be used. Another solution, called ascaffpad, is made from a rubber base with a base plate moulded inside; these are desirable for use

on uneven ground since they adapt, whereas sole boards may split and have to be replaced.
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A short section of steel scaffold tube.

Couplers are the fittings which hold the tubes together. The most common are called scaffold

couplers, and there are three basic types: right-angle couplers,putlog couplersandswivel

couplers. To join tubes end-to-endjoint pins(also called spigots) orsleeve couplersare used, or

both may be used together. Only right angle couplers and swivel couplers can be used to fix tubein a 'load-bearing connection'. Single couplers are not load-bearing couplers and have no design

capacity.

Other common scaffolding components lnclude base plates,ladders,ropes,anchor ties, reveal

ties, gin wheels, sheeting, etc. Most companies will adopt a specific color to paint the scaffolding

with, in order that quick visual identification can be made in case of theft. All components thatare made from metal can be painted but items that are wooden should never be painted as this

could hide defects. Despite the metric measurements given, many scaffolders measure tubes and

boards in imperial units, with tubes from 21 feet down and boards from 13 ft down.

Bamboo scaffolding is widely used inHong Kong,withnylonstraps tied into knots as

couplers.[3]

Basic scaffolding

The key elements of a scaffold arestandards, ledgersand transoms. The standards, also called

uprights, are the vertical tubes that transfer the entire mass of the structure to the ground wherethey rest on a square base plateto spread the load. The base plate has a shank in its centre to hold

the tube and is sometimes pinned to asole board. Ledgers are horizontal tubes which connect

between the standards. Transoms rest upon the ledgers at right angles.Main transomsare placed

next to the standards, they hold the standards in place and provide support for boards;

intermediate transomsare those placed between the main transoms to provide extra support for

boards. In Canada this style is referred to as "English". "American" has the transoms attached to

the standards and is used less but has certain advantages in some situations. Since scaffolding is

a physical structure, it is possible to go in and come out of scaffolding.
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Scaffolding inTretyakovsky Proyezd,Moscow

As well as the tubes at right angles there are cross bracesto increase rigidity, these are placed

diagonally from ledger to ledger, next to the standards to which they are fitted. If the braces arefitted to the ledgers they are called ledger braces. To limit sway afacade braceis fitted to theface of the scaffold every 30 metres or so at an angle of 35-55 running right from the base to

the top of the scaffold and fixed at every level.

Of the couplers previously mentioned, right-angle couplers join ledgers or transoms to standards,

putlog or single couplers join board bearing transoms to ledgers - Non-board bearing transoms

should be fixed using a right-angle coupler. Swivel couplers are to connect tubes at any otherangle. The actual joints are staggered to avoid occurring at the same level in neighbouring

standards.

Basic scaffold dimensioning terms. No boards, bracing or couplers shown
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The spacings of the basic elements in the scaffold are fairly standard. For a general purposescaffold the maximum bay length is 2.1 m, for heavier work the bay size is reduced to 2 or even

1.8 m while for inspection a bay width of up to 2.7 m is allowed.

The scaffolding width is determined by the width of the boards, the minimum width

allowed

[where?]

is 600 mm but a more typical four-board scaffold would be 870 mm wide fromstandard to standard. More heavy-duty scaffolding can require 5, 6 or even up to 8 boards width.

Often an inside boardis added to reduce the gap between the inner standard and the structure.

The lift height, the spacing between ledgers, is 2 m, although the base lift can be up to 2.7 m.

The diagram above also shows a kicker lift, which is just 150 mm or so above the ground.

Transom spacing is determined by the thickness of the boards supported, 38 mm boards require a

transom spacing of no more than 1.2 m while a 50 mm board can stand a transom spacing of 2.6

m and 63 mm boards can have a maximum span of 3.25 m. The minimum overhang for allboards is 50 mm and the maximum overhang is no more than 4x the thickness of the board.

Foundations

Good foundations are essential. Often scaffold frameworks will require more than simple base

plates to safely carry and spread the load. Scaffolding can be used without base plates onconcrete or similar hard surfaces, although base plates are always recommended. For surfaces

like pavements or tarmac base plates are necessary. For softer or more doubtful surfaces sole

boards must be used, beneath a single standard a sole board should be at least 1,000 cm with nodimension less than 220 mm, the thickness must be at least 35 mm. For heavier duty scaffold

much more substantial baulks set in concrete can be required. On uneven ground steps must be

cut for the base plates, a minimum step size of around 450 mm is recommended. A working

platform requires certain other elements to be safe. They must be close-boarded, have doubleguard rails and toe and stop boards. Safe and secure access must also be provided.
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Scaffolding showing required protection of a working platform with maximum dimensions. Butt-board

not visible. No couplers shown

Ties

The Holy Trinity Church inVladimir,with scaffolding wrapped in safety mesh.

Scaffolds are only rarely independent structures. To provide stability for a scaffolding (at left)framework ties are generally fixed to the adjacent building/fabric/steelwork.
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General practice is to attach a tie every 4m on alternate lifts (traditional scaffolding).

Prefabricated System scaffolds require structural connections at all frames - ie.2-3m centres (tie

patterns must be provided by the System manufacturer/supplier). The ties are coupled to thescaffold as close to the junction of standard and ledger (node point) as possible. Due to recent

regulation changes, scaffolding ties must support +/- loads (tie/butt loads) and lateral (shear)

loads.

Due to the different nature of structures there is a variety of different ties to take advantage of the

opportunities.

Through tiesare put through structure openings such as windows. A vertical inside tube crossing

the opening is attached to the scaffold by a transom and a crossing horizontal tube on the outsidecalled a bridle tube. The gaps between the tubes and the structure surfaces are packed or wedged

with timber sections to ensure a solid fit.

Box tiesare used to attach the scaffold to suitable pillars or comparable features. Two additional

transoms are put across from the lift on each side of the feature and are joined on both sides withshorter tubes called tie tubes. When a complete box tie is impossible a l-shaped lip tiecan be

used to hook the scaffold to the structure, to limit inward movement an additional transom, a butttransom, is place hard against the outside face of the structure.

Sometimes it is possible to use anchor ties(also called bolt ties), these are ties fitted into holesdrilled in the structure. A common type is a ring bolt with an expanding wedge which is then tied

to a node point.

The least 'invasive' tie is a reveal tie. These use an opening in the structure but use a tube wedgedhorizontally in the opening. The reveal tube is usually held in place by a reveal screw pin (an

adjustable threaded bar) and protective packing at either end. A transom tie tube links the reveal

tube to the scaffold. Reveal ties are not well regarded, they rely solely on friction and needregular checking so it is not recommended that more than half of all ties be reveal ties.
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If it is not possible to use a safe number of ties rakerscan be used. These are single tubes

attached to a ledger extending out from the scaffold at an angle of less than 75 and securely

founded. A transom at the base then completes a triangle back to the base of the main scaffold.

Specialty scaffolding

Putlog scaffold

In addition to the putlog couplers (discussedabove,there are also putlog tubes. These have aflattened end or have been fitted with a blade. This feature allows the end of the tube to be

inserted into or rest upon the brickwork of the structure.

A putlog scaffold may also be called a bricklayer's scaffold. As such, the scaffold consists onlyof a single row of standards with a single ledger. The putlogs are transoms - attached to the

ledger at one end but integrated into the bricks at the other.

Spacing is the same on a putlog scaffold as on a general purpose scaffold, and ties are stillrequired. In recent years a number of new innovations have meant an increased scope of use for

scaffolding, such as ladderbeams for spanning spaces that cannot accomodate standards and theincreased used of sheeting and structure to create temporary roofs.

Pump-jack

A pump-jack is type of portable scaffolding system. The scaffold rests on supports attached totwo or more vertical posts. The user raises the scaffolding by pumping the foot pedals on thesupports, like an automobilejack.For U.S. requirements and guidelines on pump-jacks

including a diagramsee theU.S. Department of Labor website.
http://en.wikipedia.org/wiki/Scaffolding#Materialshttp://en.wikipedia.org/wiki/Scaffolding#Materialshttp://en.wikipedia.org/wiki/Scaffolding#Materialshttp://en.wikipedia.org/wiki/Jack_%28device%29http://en.wikipedia.org/wiki/Jack_%28device%29http://en.wikipedia.org/wiki/Jack_%28device%29http://www.osha.gov/SLTC/etools/scaffolding/supported/pumpjack.htmlhttp://www.osha.gov/SLTC/etools/scaffolding/supported/pumpjack.htmlhttp://www.osha.gov/SLTC/etools/scaffolding/supported/pumpjack.htmlhttp://www.osha.gov/SLTC/etools/scaffolding/supported/pumpjack.htmlhttp://en.wikipedia.org/wiki/Jack_%28device%29http://en.wikipedia.org/wiki/Scaffolding#Materials

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