Determining Control Points LO1

8/13/2019 Determining Control Points LO1

http://slidepdf.com/reader/full/determining-control-points-lo1 1/22

Surveying & SpatialInformation Services II

(Occupation and Level)

Unit of Competence: Determine Control PointsModule Title: Determining Control Points

LG Code: EIS SSI2 M06 L01-25

TTLM Code: EIS SSI2 TTLM 1112 v. 1

LO 1: Plan & Prepare

Hawassa Polytechnic College



Ethiopian TVET SystemTraining, Teaching and Learning Materials

Instruction Sheet Learning Guide 25

This learning guide is developed to provide you the necessary information regarding

the following content coverage and topics – Preparing work instructions

Safety requirement

Selecting equipment for the job

This guide will also assist you to attain the learning outcome stated in the coverpage. Specifically, upon completion of this Learning Guide, you will be able to –

Obtain work instructions including plans, specifications

Obtains Safety requirements

Identify Signage requirements

Select tools and equipment to carry out tasks

Learning Activities

1. Read the specific objectives of this Learning Guide.

2. Read the information wr itten in the “Information Sheet __ ”. Try to understandwhat are being discussed. Ask you teacher for assistance if you have hard timeunderstanding them.

3. Accomplish the “Self -check” in page __.4. If you earned a satisfactory evaluation proceed to “Operation Sheet” in page __.

However, if your rating is unsatisfactory, see your teacher for further instructionsor go back to Learning Activity #__.

5. Read the “Operation Sheet” and try to understand the procedures discussed.

6. Do the “LAP test” in page 21 (if you are ready) and show your output to yourteacher. Your teacher will evaluate your output either satisfactory orunsatisfactory. If unsatisfactory, your teacher shall advice you on additional work.But if satisfactory you can proceed to Learning Guide 26.




Information Sheet-1 Preparing Work instructions

Overview

Planning and preparing for tasks includes confirming instructions, identifying anysafety requirements and selecting the correct equipment for measuring andcalculating materials.During the planning and preparation stage of any activity it is essential to consider allaspects of the task. This may include the task requirements, communicationrequirements, safety requirements, equipment requirements and the materialrequirements.

Before starting to take measurements or make calculations, you should alwayscheck the equipment you will be using for serviceability and suitability for the tasks.

During the entire measuring and calculations phase of a task, you should alwaysremember ‘measure twice, cut once’. This adage is just as relevant with calculations,‘calculate twice, order once’. This approach ensures you measure, calculate andcomplete the tasks efficiently and effectively and avoid making mistakes that will leadto wasted time, money or materials.

Confirming and applying work instructions

At the start of any activity or task it isimportant to confirm the workinstructions. Instructions may begiven to you verbally or in writtenform. Checking instructions can bedone in a number of ways butquestioning the person who has givenyou the instruction is the easiest.Other ways could include checkingworkplace procedures, companypolicies, plans or specifications.

All tasks undertaken in the construction industry should have a variety of

documentation that can be used to confirm and apply work instructions, including:

diagrams, sketches, maps, signs, plans

instructions from internal or external personnel

manufacturer specifications and instructions

safety data sheets (SDSs)

the organisation’s work specifications, procedures and policies

regulatory and legislative requirements, and Ethiopian standards

safe work method statements (SWMSs) or procedures, job safety analysis sheets(JSAs)

work bulletins, memos or schedules.




Copies of these documents can be found in the site office or the organisation’s mainoffice. Most of this information will be included in your workplace policies andprocedures. Everyone at the worksite needs to read, understand and follow theworkplace policies and procedures to ensure all work is done safely and effectively.

Once you have confirmed the instructions and are aware of the requirements for thetask, you can then do what has been asked of you.

The Reason For Work Instructions

So what is the purpose of documented work instructions? Besides having themavailable for audit review, why do such documents exist? Work instructions aredeveloped to guide workers in four key quality areas: training, reference, problemsolving and continuous improvement.

Each of these areas can be directly related to the Deming Cycle, a cycle thatidentifies fundamental quality planning as "Plan-Do-Check-Act." It is important toestablish (plan) the instructions that your people must execute. The references mustthen be effectively implemented (do) so they are accessible to personnel.Documentation must be verified (check) so the instructions assist your problem-solving methodology. Finally, it is important to use (act) what has been defined inorder to continuously improve.

Reason #1. Training (Plan). Training is the essential first step to ensuring thatpeople are competent in their duties. It is important to define, within the quality




planning activities, the type of training that each function is to receive. It is equallynecessary to ensure that the trainers are executing the plan, including improvementsmade to the instructions.

New employees should start their training with the process expert so they can

observe how the process should be performed. It is here that detailed trainingdiscussions and hands-on activities take place between the expert and the trainee.The trainer uses the work instructions so new employees understand the basis forthe tasks they are performing. The process is an opportunity for additional review ofthe work instruction content. The veteran can reaffirm the defined steps, and the newemployee can confirm the validity of the process.

Reason #2. Reference (Do). This quality activity should focus on both access andformat of the instructions. The documentation must be implemented so workers arenot wary of having to locate the information relative to their areas of responsibility.

Once employees have been trained and have demonstrated that they can beeffective performers, you must ensure that the work instructions are available in caseof questions. The instructions must be presented in an easy-to-understand format sothat access and review will not take up valuable time.

Write out how the instruction is to be performed specific to each core task. Avoiddefining why the activity is performed. There should be no need for an expertorganization to reaffirm why core tasks are needed. If the "why" information must bedefined, keep that separate from the work instructions and make the additionalinformation available as reference-only training documents.

Reason #3. Problem Solving (Check). Problem solving is a quality activity thatfocuses on ensuring that the supporting processes are properly defined to achieveproduct quality. Documentation should be referenced frequently to ensure thatrelevance is maintained.

Work instructions are key documents to reference when internal or external non-conformances are identified. Make the review of the work instructions part of thecorrective action process. Ask if the supporting instruction properly defines theprocess, then audit the instruction to confirm proper definition.

The operator/employee cannot be held fully accountable if the records of training arewritten to an inadequately defined work instruction. If the task is properly defined, themanner by which training is conducted might need to be revisited.

Reason #4. Continuous Improvement (Act). Work instructions should not bestagnant documents accessed only when auditors ask for them. Reviewing workinstructions when improvement opportunities are identified demonstrates that theyare "living documents."

Instructions can be improved upon through document reviews, audits, a disciplinedproblem-solving process and, most importantly, the input from the experts who areperforming the tasks. The current documentation should be the starting point for all




improvements. Always improve upon existing documentation before creating a newdocument. Volume does not equate to continuous improvement.

Basic Work instruction in Surveying

Taking the instrument safely to the site Setting out the instrument properly on the ground for adjusting Adjusting the instrument for working Collecting the necessary data from the field Office processing the collected data Controlling and changing to ground the processed data according its

importance




Self-Check 1 Written Test

Name: _________________________ Date: _______________

Directions: Answer all the questions listed below. Illustrations may be necessary toaid some explanations/answers.

1. What are the important aspects in planning and preparing for tasks? (3 pts.)

2. Explain the saying, “measure twice, cut once”. (2 pts.)

3. What is the purpose of documented work instructions? (2 pts.)

4. In your own words, explain each of the four key quality areas of planning with

respect to work instructions. (8 pts.)

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 pointsYou can ask you teacher for the copy of the correct answers.



TTLM : Determining ControlPoints

Date: November 2012Page 7 of 21

Author: Zerihun Muluneh/GPC


Information Sheet-2 Safety Requirement

Safety requirement

To minimize the possibility of damage always keep the accessory port doorclosed

Do not use out of the accepted rang of energy or out of the recommended rangof power which limited by the manufactured organization

Do not aims the telescope at the sun use the solar filter to avoid casing internaldamage to the instrument when observing the sun.

Protect the instrument from heavy shocks or vibration Turn the power off before removing battery Adverse use can lead to injury, malfunction and damage. The person responsible for the product must ensure that it is used in accordance

with the instruction







Proper Use of Work Equipment The suitability of work equipment – equipment must be suitable by design andconstruction for the actual work it is provided to do.

1. Maintenance of work equipment in good repair – from simple checks on handtools such as loose hammer heads to specific checks on lifts and hoists. Whenmaintenance work is carried out it should be done in safety and without risk tohealth.

2. Information and instruction on use of the work equipment – including instructionsheets, manuals or warning labels from manufacturers or suppliers. Adequatetraining for the purposes of health and safety in the use of specific workequipment.

3. Dangerous parts of machinery – guarding machinery to avoid the risks arisingfrom mechanical hazards. The principal duty is to take effective measures toprevent contact with dangerous parts of machinery by providing:

a) fixed enclosing guards;b) other guards or protection devices;c) protection appliances (jigs, holders);d) information, instruction, training and supervision.

4. Protection against specified hazardsa) material falling from equipment;b) material ejected from a machine;c) parts of the equipment breaking off, e.g. grinding wheel bursting;d) parts of equipment collapsing, e.g. scaffolding; e) overheating or fire, e.g. bearing running hot, ignition by welding torch;f) explosion of equipment, e.g. failure of a pressure-relief device;

g) explosion of substance in the equipment, e.g. ignition of dust.5. High and very low temperature – prevent the risk of injury from contact with hot

(blast furnace, steam pipes) or very cold work equipment (cold store).6. Controls and control systems – starting work equipment should only be possible

by using a control and it should not be possible for it to be accidentally orinadvertently operated nor ‘operate itself’ (by vibration or failure of a springmechanism). Stop controls should bring the equipment to a safe condition in asafe manner. Emergency stop controls are intended to effect a rapid response topotentially dangerous situations and should be easily reached and activated.Common types are mushroom headed buttons bars, levers, kick plates orpressure-sensitive cables.

7. Isolation from source of energy – to allow equipment to be made safe underparticular circumstances, e.g. when maintenance is to be carried out or when anunsafe condition develops. Isolation may be achieved by simply removing a plugfrom an electrical, socket or by operating an isolating switch or valve.

8. Stability – there are many types of work equipment that might fall over, collapseor overturn unless they are fixed. Most machines used in a fixed position shouldbe bolted down. Some types or work equipment such as mobile cranes may







need counterbalance weights. Ladders should be at the correct angle (a slope offour units up to each one out from the base), correct height (at least 1 metreabove the landing place) and tied at the top or secured at the foot.

9. Lighting – if the lighting in the workplace is insufficient for detailed tasks thenadditional lighting will need to be provided, e.g. local lighting on a machine

10. Markings – there are many instances where marking of equipment is appropriatefor health and safety reasons, e.g. start/stop controls, safe working load oncranes or types of fire extinguishers.

11. Warnings – normally in the form of a permanent printed notice or similar, e.g.‘head protection must be worn’ (see page 19). Portable warnings are alsonecessary during temporary operations such as maintenance. Warning devicescan be used which may be audible, e.g. reversing alarms on heavy vehicles, orvisible, e.g. lights on a control panel. They may indicate imminent danger,development of a fault or the continued presence of a potential hazard. Theymust all be easy to see and understand, and they must be unambiguous.

These Regulations set general requirements which are listed here in four broad areas:

Work ing env i ronment1. ventilation; 2. temperature in indoor workplace;3. lighting including emergency lighting;4. room dimensions and space;5. suitability of workstations and seating.Safety

1. safe passage of pedestrians and vehicles (e.g. traffic routes, must be wideenough and marked where necessary, and there must be enough of them);

2. windows and skylights (safe opening, closing and cleaning);3. transparent or translucent surfaces in doors and partitions (use of safety

material and marking);4. doors, gates and escalators (safety devices);5. floors (construction and maintenance, obstructions and slipping and tripping

hazards);6. falling from heights and into dangerous substances;7. falling objects.Faci l i t ies

1. toilets;2. washing, eating and changing facilities;3. clothing storage;4. drinking water;5. rest areas (and arrangements to protect people from the discomfort of

tobacco smoke).Housekeeping

1. maintenance of workplace, equipment and facilities;2. cleanliness;3. removal of waste materials.







Personal Protective Equipment

PPE is defined as all equipment which is intended to be worn or held to protect againstrisk to health and safety. This includes most types of protective clothing and equipment

such as: eye, head, foot and hand protection; and protective clothing for the body.PPE should always be relied upon as a last resort to protect against risks to health andsafety.The Trainer/Facilitator inside the Workshop has duties to:

1. assess the risks and PPE intended to be issued and that it is suitable;2. maintain, clean and replace PPE;3. provide storage for PPE when it is not being used;4. ensure that PPE is properly used; and5. give training, information and instruction to employees on the use of PPE and

how to look after it.

Kinds of PPE

Eye protection: Serves as a guard againstthe hazards of impact, splashes fromchemicals or molten metal, liquid droplets(chemical mists and sprays), dust, gasesand welding arcs. Eye protectors includesafety spectacles, eye-shields, goggles,welding filters, face shields and hoods







Head protection: Includes industrial safety helmets to protect against falling objects orimpact with fixed objects; industrial scalp protectors to protect against striking fixedobstacles, scalping or entanglement and caps and hairnets to protect against scalpingand entanglement.

Foot protection: Includes safety boots or shoes with steel toe caps; foundry boots withsteel toe caps, which are heat resistance and designed to keep out molten metal;wellington boots to protect against water and wet conditions and anti-static footwear toprevent the build-up of static electricity on the wearer.

Hand protection: Gloves of various design provide protection against a range ofhazards including cuts and abrasions; extremes of temperature (hot and cold); skinirritation and dermatitis and contact with toxic or corrosive liquids. Barrier creams maysometimes be used as an aid to skin hygiene in situations where gloves cannot beused.

Protective clothing: Types of clothing used for body protection include coveralls,overalls and aprons to protect against chemicals and other hazardous substances;outfits to protect against cold, heat and bad weather; and clothing to protect againstmachinery such as chain saws. Types of clothing worn on the body to protect theperson include high-visibility clothing; life-jackets and buoyancy aids.







Using chemicals and other hazardous substances at work can put people’s health atrisk. So the law requires employers to control exposure to hazardous substances toprevent ill health.Effects from hazardous substances include:

skin irritation or dermatitis as a result of skin contact; asthma as a result of developing allergy to substances used at work; losing consciousness as a result of being overcome by toxic fumes; Cancer, which may appear long after exposure to the substances which caused

it.Hazardous substances include: substances used directly in work activities, e.g. adhesives, paints and cleaning

agents; substances generated during work activities, e.g. fumes from soldering or

welding; naturally occurring substances, e.g. wood dust.Eight basic measures must take to comply to avoid Hazard

1. Assess the risks to health arising from hazardous substances present in theirworkplace.2. Decide the precautions needed to avoid exposing anyone to hazardous substances.3. Prevent or adequately control exposure of anyone to hazardous substances.4. Ensure that control measures are used and maintained.5. Monitor the exposure of anyone to hazardous substances if necessary.6. Carry out appropriate health surveillance where there are sets for specific

requirements.7. Prepare plans and procedures to deal with accidents, incidents and emergencies.8. Ensure that all are properly informed, trained and supervised.Trainers and Trainees must make full and proper use of any control measure; personal

protective equipment (PPE) or any facility provided and report any defects found inthese. Follow all instructions and safety information provided and only use anddisposes of substances in the recommended manner. You should know the warningsymbols and pay particular attention to any container bearing any of the symbols.







Electrical Hazard

Electrical equipment of some kind is used in every factory. Electricity should be treatedwith respect – it cannot be seen or heard, but it can kill. Even if it is not fatal, seriousdisablement can result through shock and burns. Also, a great deal of damage toproperty and goods can be caused, usually through fire or explosion as a result of faultywiring or faulty equipment.







Safety Signs

Colours play an essential safety role in giving information for use in the prevention ofaccidents, for warning of health hazards, to identify contents of gas cylinders, pipelineand services, the identification and safe use of cables and components in electronic and

electrical installations as well as the correct use of fire-fighting equipment.

The purpose of a system of safety colours and safety signs is to draw attention toobjects and situations which affect or could affect health and safety. The use of asystem of safety colours and safety signs does not replace the need for appropriateaccident prevention measures.

Information Sheet-2 Safety requirement







First Aid

The minimum first aid provision for any workplace is1. a suitably stocked first aid box2. an appointed person to take charge of first aid arrangements.

An appointed person is someone the employer chooses to

1. take charge when someone is injured or falls ill, including calling an ambulance ifrequired.

2. look after the first aid equipment, e.g. restocking the first aid box.

3. Appointed persons should not attempt to give first aid for which they have notbeen trained. Depending on the category of risk and the number of peopleemployed, it may be necessary to appoint a first aider.

4. A first aider is someone who has undergone a training course, approved by theHealth and Safety Executive, in administering first aid at work and holds a currentfirst aid at work certificate.

5. Employees must be informed of all first aid arrangements. Putting up notices,telling staff who and where the first aiders or appointed persons are, and wherethe first aid box is situated, will usually be sufficient.







Name: _________________________ Date: _______________

Directions: Answer all the questions listed below. Illustrations may be necessary to aidsome explanations/answers.

1. What is a personal protective equipment (PPE)? (1 pt.)2. Give five (5) duties of the trainer in the workshop. (5 pts.)3. List down five (5) examples of PPE for the eye protection. (5 pts.)4. List down three (3) kinds of head PPE’s. (3 pts.) 5. What are the protective clothing commonly used in the workshop? (3 pts.)6. Why do we need to use hand gloves? (3 pts.)

7. Where can we find the instructions on how to use the equipments? (3 pts.)8. How can we guard ourselves from dangerous parts of a machinery? (4 pts.)

9. What is the best thing to do when lighting is not sufficient in the workshop whileworking in an equipment? (1 pt.)

10. Give two (2) ways on how to maintain good housekeeping in the workshop. (2 pts.)

Note: Satisfactory rating -10 points Unsatisfactory - below _10_ pointsYou can ask you teacher for the copy of the correct answers.








Information Sheet-3 Selecting Equipment For The Job

Selecting Equipment For The Job Before starting any surveying work the surveyor should select measuring and

calculating equipment to carry out tasks be consistent with the requirements ofthe job, checked for serviceability and any faults are rectified or reported

Surveying Equipments

1. A Transit is a surveying instrument having a horizontalcircle divided into degrees, minutes, and seconds. It has avertical circle or arc. Transits are used to measure horizontaland vertical angles. The graduated circles (plates) are on

the outside of the instrument and angles have to be read byusing a vernier.

2. A Theodolite is a precision surveying instrument;

consisting of an alidade with a telescope and an accuratelygraduated circle; and equipped with the necessary levelsand optical-reading circles. The glass horizontal and verticalcircles, optical-reading system, and all mechanical parts areenclosed in an alidade section along with 3 leveling screwscontained in a detachable base or tribrach







3. Staff is used for measuring distances vertically aboveor below points on which it is held relatively to a line ofcollimation as defined by the level. Many types of staffare in current use and marking can take different forms,but the E type staff face is the most common

4. Leveling instrument is used for determining the heightor difference in height. above the ground form a horizontalreference surface.

5. GPS provides specially coded satellite signals that can beprocessed in a GPS receivers, enabling the receiver to computeposition, velocity and time.







Name: _________________________ Date: _______________

Directions: Answer all the questions listed below. Illustrations may be necessary to aidsome explanations/answers.

1. Why is it necessary to select the instruments prior to the job (4 points)

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

___

2. What is the use of GPS (2 points) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

3. What is the difference between theodolite & leveling instrument ?(4points)

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

Note: Satisfactory rating -10 points Unsatisfactory - below 10 pointsYou can ask you teacher for the copy of the correct answers.








Operation Sheet _1 Field Equipment Checklist

Important – make sure you speak to a teacher or supervisor before you begin.

Equipment list Check Equipment list Check

Documentation Safety equipment

Site plan First aid kit

Appropriate area maps Sunscreen/sunglasses

Field sheets Drinking water

Chain of custody Mobile phone/communicationequipment

Pens PPE – wide-brimmed hat

Equipment - overcoat

Theodolite – waders/rubber boots

Tripod – boots

Measuring Tape – long pants/sleeved shirt

Ranging Rod

Hammer

Fixers & Binders

Antiseptic hand wash

GPS with full accessories







LAP Test Practical Demonstration

Name: _____________________________ Date: ______________________Time started: ________________________ Time finished: ________________

Instruct ions:

You are required to perform the following:

1. Prepare a simple field equipment checklist.2. List down the equipments necessary for field work and their uses.

3. Request your teacher for evaluation and feedback

Date post:	04-Jun-2018
Category:	Documents
Upload:	gideoncavida
View:	218 times
Download:	0 times

Determining Control Points LO1

Documents