COMPETENCY-BASED LEARNING MATERIALdocshare01.docshare.tips/files/29882/298821766.pdf ·...

COMPETENCY-BASED LEARNINGMATERIAL

Sector: Masonry

Qualification Title: Masonry NC II

Unit of Comprtency: Lay brick/block for structure

Module Title: Laying brick/block for structure

CCT-Training and Development Institute

MASONRY NCII

Laying brick/blockfor structure

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HOW TO USE THIS COMPETENCY- BASED LEARNING MATERIAL

Welcome!

The unit of competency, "Lay brick/block for structure", is one of the competencies of MASONRY NC II, a course witch comprise the knowledge, skills and attitudes required for a TVET trainer to possess.

The module, "Lay brick/block for structure", contains training materials and activity related to identify learner requirements, preparing session plan, preparing basics instructional materials and organizing learning and team activities for you to complete.

In this module Masonry, you are required to go through a series of learning activitiesin order to complete each learning outcome. In each learning outcome are InformationSheets, Self-Checks, Operation Sheets and Task/Job Sheets. Follow and perform theactivities on your own. If you have questions, do not hesitate to ask for assistance from yourfacilitator.

Remember to: • Work through all the information and complete the activities in each section.

• Read information sheets and complete the self-check. Suggested references are included tosupplement the materials provided in this module.

• Most probably, your trainer will also be your supervisor or manager. He is there to supportyou and show you the correct way to do things.

• You will be given plenty of opportunities to ask questions and practice on the job. Makesure you practice your new skills during regular work shifts. This way, you will improve yourspeed, memory and your confidence.

• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of each section totest your own progress. Use the Performance Criteria Checklist or Procedural Checklistlocated after the sheet to check your own performance.

• When you feel confident that you have had sufficient practice, ask your Trainer to evaluateyou. The results of your assessment will be recorded in your Progress Chart andAccomplishment Chart.

You need to complete this module before you can perform the next module.

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RECOGNITION OF PRIOR LEARNING (RPL)

You may already have some of the most of the knowledge and skills covered in thislearning’s guide because you have;

Been working for some time Already completed training in this area

If you can demonstrate to your trainer that you are already competent in a particularskill or skills, talk to him/her about having them formally recognized so you don’t have to dothe same training again. If you have a qualification or Certification of competency fromprevious training, show it to your trainer. If the skill you acquired is to still current andrelevant to the unit/s of the competency they may become the part of the evidence you maypresent to RPL. If you are not sure about the current of your skill, discuss with your trainer.

This module was prepared to help you achieve the required competency, in Installelectrical protection in lighting and grounding. This will be the source for you to acquireknowledge and skill into this particular trade independent and your own pace, with minimumsupervision or help from your instructor.

Talk to your trainer and agree on how you will both organize the training of this unit.Read through the module carefully. It is divided into section, which cover all skills andknowledge you need to successfully complete this module.

Work though all information and complete the activity in each section. Readinformation sheets and job sheets and complete the self check and perform the proceduralchecklist. Suggested references are including supplementing the materials in this module.

Most probably your trainer will be your supervisor or manager. He/she is there tosupport you and show you the correct way to do thing.

You trainer will tell you about the important thing you need to consider when you arecompleting activities and it is important that will listen ant take notes.

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You will be given plenty of opportunity to ask question and practice on the job. Makesure you practice your new skills during regular work shifts. This way you will improve bothyour speed and memory and also your competence.

Talk more experience workmates and ask for their guidance.

Use the self-chick question the end of each section to test you own progress.

When you are ready, ask you trainer to watch you perform the activity outcome in thismodule.

As you work though the activity, ask for written feedback on your progress. Youtrainer keeps feedback/pre assessment reports for this reason. When you have successfullycompleted each element, ask you trainer to mark on reports that you are ready for theassessment.

When you have complete this module (or several module), and feel confident that youhave had sufficient practice, your trainer will agree an appointment with registered assessorto assess you. The result of your assessment will be the record in your CompetencyAchievement Record.

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LIST OF CORE COMPETENCY

NO. Unit of Competencies Module Title Code

1. Lay brick/block for structure

Laying brick/block for structure

2. Plaster concrete / masonry surface

Plastering concrete / masonry surface

3. Install pre-castbalusters and handrail

Installing pre-cast balusters andhandrail

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TABLE OF CONTENT

How to use this competency-based learning material….…...……………..………….2Recognition of prior learning…………………………………………..……….…….3List of competencies………………………………………………………………….5Table of content………………………………………………...…….………………6Module content………………………………………………..……….……………..7Learning experiences…………………………………………...…………………….9Information sheet 1.4-1 drawing symbols and sign………………………………….10Self-check 1.4-1……………………………………………………………………...20Answer key 1.4-1……………………………………………………………………21Information sheet 1.4-2 trade mathematics………………………………………….22Self-check 1.4-2……………………………………………………………………..29Answer key 1.4-2…………………………………………………………………....30Information sheet 1.4-3 technical plans and schematic diagram……………………31Job sheet1.4-3……………………………………………………………………….45Performance criteria………………………………………………………………...46Information sheet 1.4-4 symbols and abbreviation………………………………….47Self-check 1.4-4……………………………………………………………………..55Answer key 1.4-4…………………………………………………………………...56

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MODULE CONTENT

UNIT OF COMPETENCY: Lay brick/block for structure

MODULE TITLE: Laying brick/block for structure

MODULE DESCRIPTOR: This module covers the knowledge, skills and proper attitude ininstalling electrical protection system. It deals withinstallation of high/low voltage switch gear, earth leakagecircuit breaker, lightning protection and grounding system.

NOMINAL DURATION: 72 hours

LEARNING OUTCOMES:

Upon completion of this module, the trainer/ student MUST be able to:

LO1. Identify and explain the uses of tools and equipment in brick/block laying.

LO2. Identify and explain the composition, properties, uses and types of masonry materials.

LO3. Enumerate and explain the various methods and processes in masonry construction.

Lo4. Identify and interpret drawing symbols and plans.

Lo5. Perform trade mathematics and mensuration.

Lo6. Perform 5S.

Lo7. Identify and describe safe work practices and first aid regulations.

Lo8. Perform safe work practices and respond to emergency situations.

Lo9. Install/dismantle scaffold.

Lo10. Install and mark batter boards.

Lo11. Install reinforcing bar/dowel.

Lo12. Lay brick/block.

Lo13. Check for plumbness/squareness.

Lo14. Construct/cast-in place concrete structures.

Lo15. Check all brick/block and concrete works for quality.

Lo16. Clean work site and maintain tools and equipment

ASSESSMENT CRITERIA:

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1. Sign, symbol and data are identified according to job specification.2. Sign, symbols and drawing are determined according to classification or as

appropriate drawing.3. Dimension and specification are identified according to job requirements.

LEARNING OUTCOME # 4: Identify and interpret drawing and plans

CONTENTS: Drawing symbols and sign Trade mathematics Technical plans and schematic diagram Symbols and abbreviation

CONDITION:

Students/trainees must be provided with the following:

Classroom for discussion Manuals/catalogues relative to construction sector Instructional materials

METHODOLOGIES:

Classroom discussion/lecture Self-paced

ASSESMENT METHOD:

Practical exam Written test/questioning Oral exam

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LEARNING EXPERIENCES

LEARNING OUTCOME # 4

IDENTIFY AND INTERPRET DRAWING SYMBOLS AND PLANS

Learning Activities Special Instructions1. Read Information Sheet No. 1.4-1 Drawing symbols and sign

2. Answer Self-Check 1.4-1 Compare your answer to the key No: 1.4-1answers with the answer key. You are requiredto get all answers correct. If not, read theinformation sheets again to answer allquestions correctly.

3. Read Information Sheet No. 1.4-2 Trade mathematics

4. Answer Self-Check 1.4-2 Compare your answer to the key No: 1.-2answers with the answer key. You are requiredto get all answers correct. If not, read theinformation sheets again to answer allquestions correctly.

5.Read Information Sheet No. 1.4-3 Technical plans and schematic diagram

6. Perform job sheet 1.4-3 Technical plans and schematic diagram

Trainee evaluate output using performance criteria checklist job sheet no 1.4-3

7. Read Information Sheet No.1.4-4Symbols and abbreviations

8. answer self-check 1.4-4 Compare your answer to the key No: 1.4-4answers with the answer key. You are requiredto get all answers correct. If not, read theinformation sheets again to answer allquestions correctly.

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INFORMATION SHEET 1.4-1

DRAWING SYMBOLS AND SIGN

Learning Objectives: After reading this information sheet, you must able to:

1. Identify the drawing symbols for masonry2. Identify the different sign of masonry

Blueprint Symbols

Blueprints

Blueprints are those rolls of blue paper that construction engineers and architects carry

around and pore over at job sites, during technical meetings etc. They are actually white-on-

blue reproductions of technical drawings of engineering or architecture designs made using a

contact print process on light-sensitive paper, sometimes linen, Mylar or imitation vellum.

Reading blueprints need some degree of getting used to especially for non-engineers or

architects. Hundreds of blueprint symbols are used and without any strict international

standards, there may be some minor variations to some of them depending on geographical

location.

A complete set of blueprints for an entire construction project includes but is not limited to

the following types:

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Architectural – indicates the master view and details of floor plans

Civil – shows topographic views of all exterior surroundings

Landscaping – shows landscaping views and irrigation. This is sometimes included in

the civil drawings.

Structural – indicates dimensions and sizing of structural design with details for steel,

joists, concrete, footings, shafts, beams etc.

Mechanical – indicates locations, sizes and specs for HVAC ducts, piping and other

equipment.

Plumbing – indicates locations, sizes and specs for all plumbing fixtures, piping and

equipment.

Electrical – indicates locations, circuits and specs for all electrical equipment and

fixtures.

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Landscaping Orientation Symbols

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HVAC Symbols

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Structural Symbols

Architectural Floor Plan SymbolsThe symbols below are used in architectural floor plans. Every office has their own standard, but most

symbols should be similar to those shown on this page.

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Building Section

Top Line = Drawing Number

Bottom Line = Sheet Number

Wall Section



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Detail Section



Exterior or Building Elevation



Plan Detail Call Out



Column Grid Call Out

Horizontal Lines = Letters

Vertical Lines = Numbers

Revision Cloud

Number = Revision on this sheet

Wall or Partition Tag

Number = Partition type

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Interior Elevations



Letters = Sub-drawing Number

SIM = Similar & OPH = Opposite Hand

North Arrow

Door Tag

The number is relative to the room that the doorleads to.

Window or Glazing Tag

The number identifies the windowtype or the glass type

Room ID

Top Lines = Room Name

Inside Box = Room Number

Note: All the doors and windows shown below are marked with numbers such as "3068". These numbers specify the width and height for the door and window. "3068"for a door means that the door is 3'0" wide by 6'8" high.

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Plumbing, Piping and Valves Symbols

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Electrical Symbols

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Self-check 1.4-1Multiple choice:

1. Shows topographic views of all exterior surroundingsA. civil B. architectural C. electrical D. plumbing

2. Indicates the master view and details of floor plansA. civil B. architectural C. plumbing D. electrical

3. shows landscaping views and irrigation. This is sometimes included in the civil drawings.A. civil B. architectural C. pluming D. landscaping

4. Indicates locations, sizes and specs for HVAC ducts, piping and other equipment.A. plumbing B. mechanical C. landscaping D. plumbing

5. Indicates dimensions and sizing of structural design with details for steel, joists, concrete,footings, shafts, beams etc.

A. plumbing B. electrical C. civil D. structural6. Indicates locations, sizes and specs for all plumbing fixtures, piping and equipment.

A. plumbing B. electrical C. civil D. structural7. Indicates locations, circuits and specs for all electrical equipment and fixtures.

A. plumbing B. electrical C. civil D. structural

.

Answer key 1.4-1

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1. A2. B3. D4. B5. D6. A7. B

Information sheet 1.4-2

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Trade mathematics

Mathematics in Construction Introduction:In the real world of building construction there are many rich problems which canbe used to build sense making and reasoning skills for students. The website “PBS for Teachers” offers ready to use lessons based on NTCMstandards as an example. Some activities on this site include How many Shingles, Pricing aDeck, and Fencing the Yard. The Pythagorean Theorem is used extensively in designing and building structures,especially roofs.Gable roofs, for example, are made by placing two right triangles together.Specialized terms help to explain the triangle relationships in roof construction. Terminology The span is the length from the outside wall to the outside wall of a building.Because construction is often made up of multiple layers of wood, building plansoften provided detailed descriptions to make clear where to begin or endmeasurements. The RUN is one-half the span. Units of run are typically based on 12 inches.

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http://www.pbs.org/teachers/mathline/concepts/outdoors/activity3.shtm




Carpenters do not refer to the angle of a roof as 300 or 600, but prefer to use thepitch of the roof. The pitch is a ratio of vertical to horizontal measurements.If a plan calls for a 6/12 pitch roof, then the architect wants the slope of the roof togo up six inches for every 12 inches of horizontal run. Carpenters prefer to usePitch in calculations instead of rise and run.

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Key Formulas:

Length of rafter = Suppose a roof has a rise of 18 inches and a run of 15 feet. How long is the rafter?

Length of rafter = Only very simple tools are needed to cut r roof rafters such as a saw, framingsquare (or carpenters square) and a tape measure. The framing square is made up of two legs joined at the heel to form a right angle.The longer leg of the framing square is called the body and the shorter one leg iscalled the tongue. To measure a 10/20 roof pitch, place the 10 on the tongue andthe 20 on the body. When a piece of lumber is added to a carpenter’s square, itbecomes a right triangle.

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Math Application A Gable is a triangle formed by a sloping roof. A building may be front-gabled orside-gabled. Consider structures where two roofs intersect as shown here.

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When two roofs intersect, a valley rafter is formed.

The valley formed from the two common rafters and can be thought of as thediagonal in a rectangular solid.

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From geometry we know that right triangles are similartherefore the sides of one triangle is proportional to the sides of the other. Whenthe Pitch of the two intersecting roofs are not the same, see Gable picture, then thevalley rafter calculation will involve a proportion.

Other formulas needed to work with Roofs are as follows:

Slope Factor = Fnd the length of the valley rafter given the following measurements.

L1=8 feet, L2=10 feet, Pitch 1 = 1, Pitch 2 = 0.8,

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Length of Valley rafter= A Geometry Sketchpad showing intersecting roofs with different pitches isattached. Included in the sketch is the placement of the Rectangular Solid whosediagonal forms the roof valley. Click here. The next diagram can be used to create a paper version of intersecting roofs andcorresponding valley rafter.

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http://jwilson.coe.uga.edu/EMAT6680Su09/King/Roofing/Valley%20Roofs%20with%20Rectangular%20Solid.gsp

Self-check 1.4-2

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Answer key 1.4-2

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Information sheet 1.4-3Technical plans and schematic diagram

Calculating Scale FactorTo convert an architectural drawing scale to a scale factor:

1. Select the desired scale. 1/8" = 1'-0"2. Invert the fraction and multiply by 12. 8/1 x 12 = Scale Factor 96

To convert an engineering drawing scale to a scale factor:

1. Select the desired scale. 1" = 20'2. Multiply the feet by 12. 20 x 12 = Scale Factor 240

Architectural ScalesDRAWINGSCALE

SCALEFACTOR

VIEWPORTSCALE

DECIMALSCALE

1/16" = 1'-0" 192 1/192xp .0625" = 1'-0"

3/32" = 1'-0" 128 1/128xp .09375" = 1'-0"

1/8" = 1'-0" 96 1/96xp .125" = 1'-0"

3/16" = 1'-0" 64 1/64xp .1875" = 1'-0"

1/4" = 1'-0" 48 1/48xp .25" = 1'-0"

3/8" = 1'-0" 32 1/32xp .375" = 1'-0"

1/2" = 1'-0" 24 1/24xp .50" = 1'-0"

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DRAWINGSCALE

SCALEFACTOR

VIEWPORTSCALE

DECIMALSCALE

3/4" = 1'-0" 16 1/16xp .75" = 1'-0"

1" = 1'-0" 12 1/12xp 1" = 1'-0"

1 1/2" = 1'-0" 8 1/8xp 1.5" = 1'-0"

3" = 1'-0" 4 1/4xp 3" = 1'-0"

Ad - Article Continues Below

Engineering ScalesDRAWING SCALE SCALE FACTOR VIEWPORT SCALE

1" = 10'-0" 120 1/120xp

1" = 20'-0" 240 1/240xp

1" = 30'-0" 360 1/360xp

1" = 40'-0" 480 1/480xp

1" = 50'-0" 600 1/600xp

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DRAWING SCALE SCALE FACTOR VIEWPORT SCALE

1"= 60'-0" 720 1/720xp

1" = 70'-0" 840 1/840xp

1" = 80'-0" 960 1/960xp

1" = 90'-0" 1080 1/1080xp

1" = 100'-0" 1200 1/1200xp

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If you have two or three children, a 2,000 sq. ft. home might be perfectly comfortable and inexpensive to build.

Gambrel style homes make sense. Most people still call them barn style houses. Here area few small house plans that are really popular right now:

Here are a few small houseplans that are also very popular. Personally, I thinka small house plan should be designed by the owners.

Plans theinspector will

need

Foundation Plan

Floor Plan

Elevations

Details

Sections

Interior Elevations

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http://www.make-my-own-house.com/barn-house-plans.html

Foundation Plan -This plan shows how the foundation should be built according to the information from the soil sample. It shows how deep into the ground the footings will go and it gives the dimensions of the footings. It also shows the dimensions of the foundation wall and any columns or blocks used in the foundation. It also shows the size of floor joists and how they are spaced. Finally, it needs to show the vent locations in thefoundation walls.

Floor Plan -This is what most people are familiar with when they are designing a home. It is sometimes called a home blue print. It is the layout of the exterior and interior walls.

The floor plan house blueprints also needs to include the dimensions for walls, rooms, wall thickness, windows and doors, kitchen and bath layouts, electrical and plumbing layouts, stairs, ceilings, and flooring.

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http://www.make-my-own-house.com/foundation-plan.html

http://www.make-my-own-house.com/foundation-plan.html

Elevations-This part of the plans help the inspectors understand the height of the outside of the house. It also shows the shape and size of windows, doors, trim, roof material and slope, and anything else that can help describe the outside building designs of the house.

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Details -this is a plan for some of the smaller things that have special instructions to build. This is more for the carpenters so they can get a good idea of what the architect has designed,but inspectors also like to know what's going on. Some of the details might include how a fireplace should look, stairs and handrails, molding and trim or just anything that is different from normal houses. The details sheet is part of the house-blueprints and is as many pages as needed.

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Sections -This part of the house-blueprints just show how the parts of a building fit together.Most of it is common sense, but sometimes walls, stairs, and things like fireplaces need a little extra explaining to get the clear picture. Like detail plans, the sections plans are more for the builder than the inspector, but they like to be kept in the loop. House-blueprints need to fit together seamlessly.

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Interior elevations-This is a plan of the important interior items that need special consideration. The usual items are kitchens, bathrooms and fireplaces. Most house blueprints will include specialty interior items like these.

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JOB SHEET 1.4-3

Title: Technical plans and schematic diagramPerformance objectives: given the necessary supply you should be able to follow the following steps for making schematic diargam Supplies: bond paper, ball pen, pencil, rulerTools:Equipment:Steps/procedures:

1. Draw the following line for the dimension of the house2. Making scale for drawing line3. Draw the symbols 4. Write the legend of the building

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PERFORMANCE CRITERIA CHECKLIST

Technical plans and schematic diagram

Trainee,s Name______________________________________Date_____________

Criteria Yes No

Did you………

*draw the line dimension

*put a scale on your line

*put a plan symbols

*write the legend of the building

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Information sheet 1.4-4Symbols and abbreviations

Architectural AbbreviationsThe list of abbreviations used in a set of architectural drawings varies from office to

office. Be sure to check the front section of the drawing set for the abbreviations

used within.

# Pound OR Number

& And

@ At

ACT Acoustic Ceiling Tile

AD Area Drain

AFF Above Finished Floor

ALUM Aluminum

ANOD Anodized

BSMT Basement

BYND Beyond

BOT Bottom

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CIP Cast In Place

CHNL Channel

CJ Control Joint

CLG Ceiling

CLR Clear

CMU Concrete Masonry Unit

COL Column

COMPR Compressible

CONC Concrete

CONT Continuous

CPT Carpet

CT Ceramic Tile

CTYD Courtyard

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DBL Double

DEMO Demolish or Demolition

DIA Diameter

DIM Dimension

DIMS Dimensions

DN Down

DR Door

DWG Drawing

EA Each

EJ Expansion Joint

EL Elevation

ELEC Electrical

ELEV Elevator or Elevation

EPDM Ethylene Propylene Diene M-Class (Roofing)

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EQ Equal

EXIST Existing

EXP JT Expansion Joint

EXT Exterior

FD Floor Drain or Fire Department

FEC Fire Extinguisher Cabinet

FIXT Fixture

FLR Floor

FM Filled Metal

FO Face Of

FND Foundation

GA Gauge

GALV Galvanized

GWB Gypsum Wall Board

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HC Hollow Core

HI High

HM Hollow Metal

HP High Point

HR Hour

HVAC Heating, Ventilating, And Air Conditioning

IRGWB Impact Resistant Gypsum Wall Board

ILO In Lieu Of

INSUL Insulated or Insulation

INT Interior

LO Low

MAX Maximum

MO Masonry Opening

MECH Mechanical

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MEMBR Membrane

MIN Minimum

MRGWB Moisture-Resistant Gypsum Wall Board

MTL Metal

NIC Not In Contract

NO Number

NOM Nominal

OC On Center

OH Opposite Hand

OZ Ounce

PCC Pre-Cast Concrete

PLUMB Plumbing

PLYD Plywood

PT Pressure Treated

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PNT Paint or Painted

PVC Polyvinyl Chloride

RBR Rubber

RCP Reflected Ceiling Plan

RD Roof Drain

REQD Required

RM Room

SIM Similar

SPEC Specified OR Specification

SPK Sprinkler or Speaker

SSTL Stainless Steel

STC Sound Transmission Coefficient

STL Steel

STRUCT Structure or Structural

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T&G Tongue And Groove

TELE Telephone

TLT Toilet

TO Top Of

TOC Top Of Concrete

TOS Top Of Steel

TPD Toilet Paper Dispenser

T/D Telephone/Data

TYP Typical

UNO Unless Noted Otherwise

U/S Underside

VIF Verify In Field

VP Vision Panel

W/ With

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WD Wood

Self-check 1.4-4

Fill in the blanks:Write the correct symbols abbreviations.

_____1. TLT_____2. TOC_____3. SSTL_____4. RM_____5. PVC_____6. NOM_____7. MTL_____8. INT_____9. GA_____10. EXT

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Answer key 1.4-4

8. TOILET9. TOP OF CONCRETE10. STAINLESS STEEL11. ROOM12. POLYVINYL CHLORIDE13. NOMINAL14. METAL15. INTERIOR16. GAUGE17. EXTERIOR

MASONRY NCII


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Jr.

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