Student Pack1student And Trainer Detailsstudent Detailsfull ✓ Solved
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1. Student and trainer details:
Student details:
Full name:
Student ID:
Contact number:
Email address:
Trainer details:
2. Qualification and unit of competency:
Qualification/Course/Program Details:
Code:
Name:
Unit of competency Code: CPCCCM2006
Name: Apply basic levelling procedures
Releases: 1.0
Release date: 09/Sep/
Assessment Submission Method:
☠By hand to trainer/assessor
☠By email to trainer/assessor
☠Online submission via Learning Management System (LMS)
☠Any other method _________________________________________________ (Please describe here)
4. Student declaration:
· I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
· I certify that the work submitted for this assessment pack is my own.
I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
· I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;
· For the purposes of assessment, I give the trainer/assessor permission to:
· Reproduce this assessment and provide a copy to another member of staff; and
· Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________ Date: ____/_____/______________
5. Assessment Plan:
The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number:
Assessment method/ Type of evidence/ Task name:
Sufficient evidence recorded/Outcome:
Assessment task 1 Knowledge Test (KT) S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 2 Skills Test (ST) S / NS (First Attempt) S / NS (Second Attempt)
Outcome C ☠NYC ☠Date assessed:
Trainer signature:
6. Completion of the Assessment Plan:
Your trainer is required to fill out the Assessment Plan Outcome records above, when:
· You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.
· Your work has been reviewed and assessed by your trainer/assessor.
· You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.
· You have been provided with relevant and detailed feedback.
7. Unit Requirements:
You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.
Pre-Assessment Checklist: Task 1 - Knowledge Test:
The purpose of this checklist The pre-assessment checklist helps students determine if they are ready for assessment.
The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students:
☠Make sure you have completed the necessary prior learning before attempting this assessment.
☠Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
☠Make sure you understand what evidence is required to be collected and how.
☠Make sure you know your rights and the Complaints and Appeal process.
☠Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment.
☠Make sure that you have access to a computer and the internet if you prefer to type the answers.
☠Make sure that you have all the required resources needed to complete this assessment task.
☠The due date of this assessment task is in accordance with your timetable.
☠In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
☠The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments:
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided.
Declaration (Student to complete):
☠I confirm that the purpose and procedure of this assessment task has been clearly explained to me.
☠I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
☠I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
☠I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
☠I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
☠I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines:
Knowledge Test Assessment type: Written Questions.
Assessment task description:
· This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
· The Knowledge Test is comprised of nine (9) written questions.
· You must respond to all questions and submit them to your Trainer/Assessor.
· You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task.
· You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions:
· All knowledge tests are untimed and are conducted as open book assessment.
· You must read and respond to all questions.
· You may handwrite/use a computer to answer the questions.
· You must complete the task independently.
· No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
· As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
· Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
· The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
Task instructions:
This is an individual assessment.
To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.
Assessment Task 1: Knowledge Test:
Provide your response to each question in the box below.
Q1: Discuss two (2) characteristics, two (2) technical capabilities and two (2) limitations of levelling devices given in column 1 of the table below:
Levelling devices Characteristics (two (2)) Technical capabilities (two (2)) Limitations (two (2))
Laser levelling devices
Optical levelling devices
Alternative levelling devices
Satisfactory response Yes No
Q2: Answer the following questions related to methods of performing calculations associated with levelling:
2.1. What are the two (2) methods of calculating the reduced level of measurement readings taken along a traverse?
2.2. Write four (4) characteristics for each of the following calculation methods used for levelling: Collimation method, Rise and fall method
Satisfactory response Yes No
Q3: Answer the following:
3.1. How can you establish the building line and ensure it is square and level? Prepare a list of six (6) steps.
3.2. What is ‘level’? Why is it required to identify levels throughout the construction process? Write your answer in 50-70 words.
3.3. Explain the application of plumb bobs. Discuss its one limitation. Write your answer in 50-70 words.
Satisfactory response Yes No
Q4: Answer the following questions related to site and equipment safety requirements relevant to basic levelling procedures:
4.1. What levelling procedures should you follow for maintaining site and equipment safety requirements when using the rise and fall method?
4.2. What levelling procedures should you follow for maintaining site and equipment safety requirements when using the height of the instrument method?
Satisfactory response Yes No
Q5: Answer the following questions related to symbols and construction terminology used when interpreting construction plans:
5.1. Explain the following construction symbols and terminology relevant to levelling procedures: Contour lines, Datum, Reduced level (R.L.).
5.2 List six (6) basic elements used in the set of construction plans.
Satisfactory response Yes No
Q6: Answer the following questions related to techniques used when applying basic levelling procedures:
6.1. What is differential levelling? When should differential levelling be used?
6.2. Explain Trigonometric levelling.
Satisfactory response Yes No
Q7: Answer the following questions related to contents of and terms used in job safety analysis (JSA) and safe work method statements (SWMS) and the use of this documentation when levelling:
7.1. What is Job Safety Analysis (JSA)? What are its’ three (3) elements?
7.2. What are the minimum requirements for a Safe Work Method Statement (SWMS)? List any three (3).
Satisfactory response Yes No
Q8: Explain the following techniques and associated mathematical formulas of setting out construction tasks relating to levelling operations: Height of instrument method, Rise and fall method.
Satisfactory response Yes No
Q9: Describe the following processes for checking operation and tolerances:
Two peg tests for automatic level, Reverse readings for a spirit level.
Satisfactory response Yes No
Assessment Results Sheet Outcome:
First attempt:
Outcome:
Satisfactory (S) ☠or Not Satisfactory (NS) â˜
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Second attempt:
Outcome:
Satisfactory (S) ☠or Not Satisfactory (NS) â˜
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Student Declaration:
· I declare that the answers I have provided are my own work.
· Where I have accessed information from other sources, I have provided references and/or links to my sources.
· I have kept a copy of all relevant notes and reference material that I used as part of my submission.
· I have provided references for all sources where the information is not my own.
I understand the consequences of falsifying documentation and plagiarism.
I understand how the assessment is structured.
I accept that the work I submit may be subject to verification to establish that it is my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration:
I hold:
☠Vocational competencies at least to the level being delivered.
☠Current relevant industry skills.
Trainer/Assessor Signature Date.
Paper For Above Instructions
The Knowledge Test is an essential component of the assessment for the unit of competency CPCCCM2006, which focuses on applying basic levelling procedures. This unit is crucial for individuals in the construction industry as it lays the groundwork for accurate and effective building practices.
First, let's address the characteristics, technical capabilities, and limitations of levelling devices. Levelling devices such as laser levelling devices, optical levelling devices, and alternative levelling devices each have unique characteristics. For instance, laser levelling devices are known for their precision and ability to project a straight line over long distances. They are also highly portable and easy to operate, making them advantageous for various construction tasks. However, they can be affected by environmental conditions such as sunlight, which can lead to inaccuracies.
On the other hand, optical levelling devices use a telescope to achieve precise measurements and are favored for their reliability in outdoor settings. Nonetheless, they require a clear line of sight and can be cumbersome to transport compared to laser units.
The technical capabilities of both laser and optical levels allow users to perform complex measurements, including determining elevations and slopes critical to construction projects. The primary limitation of these devices often lies in their dependency on external factors such as visibility and battery lifespan, particularly for electronic devices.
In addressing the methods of calculating reduced levels, two predominant methods are used in construction: the collimation method and the rise and fall method. The collimation method is generally employed for its straightforward nature, allowing users to establish a line between points to gauge elevation accurately. In contrast, the rise and fall method provides a systematic approach to calculating elevation change over a series of points, which is crucial in complex terrains.
Moreover, establishing building lines and ensuring they are square and level involves precise steps: setting corner pins at the building footprint, measuring diagonal distances to confirm square alignment, and using a water level to ensure vertical accuracy. Identifying 'level' throughout construction plays a critical role because it ensures that all structures maintain integrity and function effectively. If levels are not consistent, it can lead to structural failure or increased wear over time.
Plumb bobs serve an essential function in construction by providing a direct vertical reference point, which is indispensable for tasks such as installing new walls or ensuring cabinets are straight. However, their limitation lies in their dependence on gravity, which can introduce error if wind or other variable environmental conditions disturb them.
Site and equipment safety during levelling procedures is paramount. When employing the rise and fall method, workers should ensure that all equipment is secure and stable before beginning measurements. Any equipment used must be regularly inspected to prevent accidents caused by failures or miscalculations. Similarly, when using the height of the instrument method, the instrument must be positioned securely, and the area should be clear of obstacles that could interfere with the reading.
Construction plans incorporate symbols and terminologies that are key in levelling, including contour lines and datums, which provide critical information regarding the site's topography and measurements relative to sea level. Understanding these symbols allows for accurate interpretation of plans and ensures that relevant construction practices adhere to safety regulations.
In terms of techniques used when applying basic levelling procedures, differential levelling and trigonometric levelling stand out. Differential levelling is typically utilized when establishing points over varying elevations. It is critical to verify that instruments are level before taking readings to ensure accuracy, while trigonometric levelling employs angles and distances calculated through trigonometric functions to find elevations indirectly, making it suitable for inaccessible points.
Job Safety Analysis (JSA) provides a framework for assessing risks associated with specific tasks, identifying potential hazards, and ensuring safe practices in the workplace. Key elements of JSA include defining the job, identifying hazards, and recommending solutions. Safe Work Method Statements (SWMS) are also essential, outlining safe procedures before commencing work and ensuring compliance with safety regulations.
Finally, techniques for checking operation and tolerances, such as two-peg tests for automatic levels and reverse readings for spirit levels, enhance accuracy. These methods help establish whether equipment is functioning properly and whether readings are within acceptable ranges.
References
- Harris, R. (2019). Construction Safety Management. New York: Wiley.
- Smith, J. (2021). Building Design: A Practical Guide. Boston: Cengage Learning.
- Brown, T. & Green, A. (2020). Principles of Levelling. London: Routledge.
- Johnson, L. (2018). Safety in Construction. Chicago: McGraw-Hill.
- White, P. (2022). Measurement in Construction. Los Angeles: Sage Publications.
- Thornton, J. (2020). The Essentials of Construction Site Management. Melbourne: Cambridge University Press.
- Ellis, M. (2019). Surveying: Principles and Applications. Philadelphia: Pearson.
- Adams, R. (2021). Building Codes Illustrated for Residential Construction. Indianapolis: Wiley.
- Lee, K. (2018). Introduction to Construction Technology. Toronto: Wiley.
- Martinez, S. (2020). Safety Standards in Construction. Miami: CRC Press.
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