ASSESSMENT SUMMARY / COVERSHEET
| This form is to be completed by the assessor and used a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form. |
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| Student Name: | ||||||||
| Student ID No: | ||||||||
| Final Completion Date: | ||||||||
| Course Code & Name: | CPC31020 – Certificate III in Solid Plastering | |||||||
| Unit Code: | CPCCOM2001 | |||||||
| Unit Title: | Read and interpret plans and specifications | |||||||
| Please attach the following documentation to this form: | Result
S = Satisfactory NS = Not Satisfactory |
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| Assessment 1 | Written Assessment | S | NS | |||||
| Assessment 2 | Practical Task | S | NS | |||||
| Final Assessment Result for this unit | C | NYC | ||||||
| Assessor’s Feedback | ||||||||
| Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. | Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback | |||||||
| Student Name | Assessor Name | |||||||
| Student Signature | Assessor Signature | |||||||
| Date | Date | |||||||
| Administrative use only | ||||||||
| Entered into Student Management Database | Date | Initials | ||||||
| ASSESSMENT 1 – WRITTEN ASSESSMENT | |
| Student Name: | |
| Student ID No: | |
| Final Completion Date: | |
| Student Instructions: | |
| 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 six (6) 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. |
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| Applicable conditions: | |
| · All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
· 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. |
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| 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. · For more information, please refer to the Training Organization’s Student Handbook. |
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| Note: | |
| The work you submit must be your own. Students have the responsibility to maintain the highest ethical standards of academic integrity in their work. Academic misconduct by students in examinations or in other forms of assessment is unacceptable.
Prior to submitting an assessment, each student will be required to complete an assessment cover sheet which will ask them to sign a declaration to say they have not plagiarized and that they have read and understood the OPIE Plagiarism policy. All work submitted will be checked to ensure authenticity. Students found to have plagiarized will be forced to re-submit the assessment and be required to pay the re- submission fee of $350 per unit of competency and may be subject to disciplinary action. |
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| Instructions for answering the written questions: |
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· Complete a written assessment consisting of a series of questions. · You will be required to answer all the questions correctly. · Do not start answering questions without understanding what is required. Read the questions carefully and critically analyze them for a few seconds; this will help you to identify what information is needed in the answer. · Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking. · Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality. · You must write your responses in your own words. · Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender- inclusive language should be used. · When you quote, paraphrase, summarize or copy information from other sources to write your answers or research your work, always acknowledge the source. |
| Purpose of the assessment |
| This assessment task is designed to evaluate student’s knowledge essential to read and interpret plans and specifications in a range of contexts and industry settings and knowledge regarding the following:
· Knowledge of the features and functions of different types of plans, drawings and specifications at a basic level, including: o construction plans o cross-sectional plans o dimensions and notes o illustrations o project specifications including structural detail and specification providing illustrations and dimensions o site plans o engineering plans o legends, symbols and abbreviations used on construction plans and drawings o title panels · Knowledge of the processes for: o checking amendments to plans, drawings and specifications at a basic level o orientating site plans to sites · Knowledge of the determining information from site plans, drawings and specifications, including: o site locations o key features o construction types o project dimensions, o environmental requirements o Materials types. |
| Task instructions |
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· 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. |
| 1 | Explain the key features and functions of different types of plans, drawings and drawings given in column 1 of the table in 20-50 words each. | ||||
| Features (20 words) | Functions (20 words) | ||||
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Construction plan |
The project of a construction plan is unique and may not be replicated with similar resources and tasks, which give similar results. |
The functions of the construction plan are to specify the plans and objectives of the project, which involves the scope’s delineation. Besides this also, there are some different plans like scheduling, budgeting, setting the requirements of the performance, and selecting the participants of the project |
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Cross-sectional plan |
A cross-sectional plan can be conducted usually, which is expensive and relatively faster, particularly at the time of comparing with cohort studies. |
A cross-sectional plan assesses the disease and risk factor prevalence at a similar point timely and provides a risk factor and disease “snapshot” together in a population, defined. |
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Dimensions |
The dimension is such a type of structure, which categorizes the data for enabling users to answer the questions of the business. | The dimension function’s notion is such a tool, in the fractals and metric subsets other subsets’ study. These are the simple power laws’ generalizations, which are utilized in the Hausdorff measure’s construction, s-dimensional in nature. | |||
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Notes |
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The notes automate the construction notes to place the process and create a list or table of notes. After being placed the reference symbol of the nodes, the table can be prepared from the side of the symbols.
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Illustrations |
· Focuses on quantity · Withholds the criticism · Welcomes the ideas, unusual in nature · Improve and combine the ideas · The ideas are great and the implementations also |
· Attracts the attraction
· This is a tool, which is used as an expression, experienced from an event · Contains the value, and esthetic of nature |
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Project specifications |
· Presents the company
· Presents the project · Sets the target · Identifies the competition · Utilizes a charter, graphic in nature · Sets the budget of the project |
· Scope of the project · Assumptions and risks of the project · Overview of the project · Requirements of the project · Configuration of the project |
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Site plans |
· Proper buffers and setbacks · Terrain and topography features · Effective space of utilization · Access to emergency vehicles and fire hydrants · Landscaping |
· To represent the land utilization technique and the surrounding areas details · To submit the reference documents to the administration to approve and check for the project’s construction |
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Floor plans |
Different types of features are there for the floor plan, which are known as scale, measurement, compass, doors, sliding doors, fixtures, and windows. | The floor plan shows the relationship between physical features, spaces, and rooms, which can be seen from above. A way of visualizing the moving technique of people via the space is provided by them. | |||
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Structural detail |
The structural design is the investigation of methodology, which involves the structure’s rigidity, strength, and stability. Its basic objective of it is to prepare a structure, which is capable to resist all the load without any failure during intending the life. | The structural detail provides information related to the properties of the general material or the requirements of the construction, which provides information regarding the design criteria also. | |||
| Structural specifications providing illustrations
and dimensions |
· Plan of the site
· Plan of the line · Plan in a detailed manner · Plan of the foundation · Plan of the landscape |
The structural design provides all the important information related to the walls, floors, foundations, roof types, material quality, and steep beams. It provides information about some other things also for ensuring that the built structure is sound and safe. | |||
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Drawings |
In the drawing, the element, most basic in nature is a line, and in the definition of most basic in nature is the thing to separate the drawing plane’s area. | A purpose can be served by the drawing, or it can exist as the artwork in the right way. These may be the preparation in the case of a more complex, durable work like a sculpture or painting. | |||
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Specifications |
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The project specification’s primary function is to deliver the information, detailed in nature about the work’s methods and materials for a construction project, specific in nature. | |||
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Engineering plan |
The engineering plan defines the problem, generates and selects among various possible solutions, models, analyzes, creates features, transforms, and extracts the features. | Some engineering plans are there, which are known as R & D, design, construction, production, operation, management, and some other different functions. | |||
| Satisfactory | Not Satisfactory | ||||
| Comments | |||||
| 2 | Explain the key features and functions of the following used on construction plans and drawings in 100 words. | ||
| a. | Legends, symbols and abbreviations | ||
| An object or a building’s graphical representation is provided by the plans, simultaneously with the basic information of structural details, dimensions, and components. The title block consists of the drawing’s title, client’s name, architect’s name, builder or the company, contracting in nature, and by whom, it has been drawn.
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| b. | Title panels | ||
| The drawing’s scale consists of the ratio, which has been used to decrease the object or building’s size, real-life nature to a size. The dimensions of the buildings are always shown in mm only, which is the only useful unit to check. Some obvious features are there like doors, windows, bathroom fixtures, and wardrobes, which are shown with the help of standardized symbols, where any explanation is not needed. | |||
| Satisfactory | Not Satisfactory | ||
| Comments | |||
| 3 | Explain the procedure for checking amendments to plans, drawings and specifications at a basic level in 100 words. | ||
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The important decisions are shaped by the blueprints, like the choice of methods of construction and technology in the case of a project. The scale is not assessed by the builders not only for the whole project but also for the project’s specific components like materials building and position in the structure. The specifications and the techniques of being different from the plans of construction have been touched upon. A coding system, standardized in nature is used by the builders, like Master Format, to make simple the specifications for all of the participants for communicating the requirements.
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| Satisfactory | Not Satisfactory | ||
| Comments | |||
| 4 | Discuss the processes for orientating site plans to site in 100 words. | ||
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For a good site plan, some things are required, which are known as directions, abbreviations, notes, the data of the project, and a map, of which is vicinity. There is a need of showing the power lines, fence lines, and utility on the site map. The property’s parts are shown by the construction limits, where the construction work happens. It shows the site near areas, the space is needed there for parking and storage of equipment. The parking dimensions are shown by the site plan, which includes the parking spaces and turning around areas, especially in high-traffic and urban areas. |
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| Satisfactory | Not Satisfactory | ||
| Comments | |||
Page 6 of 33
| 5 | Answer the following questions: | ||
| 5.1 | How can we determine the site locations and key features from the site plans? Write your answers in 100 words. | ||
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There is a need to present a representation of the home, with the proposed plans. The property lines are considered as the site’s perimeter and the potential design’s limit. In order to understand truly and get the site’s grasp, looking beyond the lines’ boundaries is pivotal, which is presented by the property. Another relevant component is the situation of traffic, around and through the site. In the case of existing in a commercial place or heavy traffic area of the site, the parking situation should be figured out, which is quite tricky. In the case of the driveway’s width or a curb cut’s dimensions, different code requirements are there to control the access points’ design aspects to the site. |
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| 5.2 | How can we determine construction types for a building project from construction drawings and specifications? Write your answer in 50 words. | ||
| Different drawing types are utilized in the construction like structural, architectural, finishing, plumbing, and electrical drawings. The construction details and layout plans of the building’s every part are provided by the drawings. Drawing plays a significant role, in the field of construction for conveying the designer’s perspectives and ideologies to the layman on the site.
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| 5.3 | Discuss how to determine project dimensions from the site plans and drawing in 50 words. | ||
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An accurate plan of the site gives important information, which is needed for processing rapidly the permit applicasome steps, which help to prepare a plan of the site and involve the plan’s drawings. |
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| Satisfactory | Not Satisfactory | ||
| Comments | |||
| 6 | Answer the following questions: | ||
| 6.1 | Explain the procedure to determine the material types from project specifications in 50 words. | ||
| The meaning of material specification is the material’s description, which involves the tolerances, requirements, specifications, suppliers, safety data, and shell life. Also, it covers the specifications, impurity profile, data, descriptions, and requirements of the handling and shipping and the material. The detailed and specific information about the shipping, composition, storage guidelines, handling, and other necessary information to manufacture properly. | |||
| 6.2 | How should the environmental issues be addressed at the worksite? Write your answer in 30 words. | ||
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There are mainly five ways to address the issues of the environment, which are known as the replacement of reusable disposable items. Paper passing, conservation of electricity and water, supporting the environment locally and environment-friendly, and recycling. |
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| 6.3 | How can you identify the environmental requirements from construction plans? Write your answer in a single sentence. | ||
| The management plan of the construction environment’s purpose is for outlining the technique of avoiding the construction project, and minimizing or mitigating the environmental and attached area’s effects | |||
| Satisfactory | Not Satisfactory | ||
| Comments | |||
| END OF WRITTEN ASSESSMENT
Before you hand in your assessment, make sure that you: 1. Have you re-checked your answers to make sure you are happy with your responses? 2. Have written/type your Name, Date Completed on the front page? 3. Have you completed the student declaration section below? |
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Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. |
Student Name | |||||||||
| Student Signature | ||||||||||
| Date | ||||||||||
| ASSESSOR USE ONLY | ||||||||||
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Results |
Satisfactory | |||||||||
| Not Satisfactory | ||||||||||
| Comments | ||||||||||
| Assessor Declaration: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback | Assessor Name | |||||||||
| Assessor Signature | ||||||||||
| Date | ||||||||||
| Administrative use only | ||||||||||
| Entered onto Student Management Database | Date | Initial | ||||||||
| In the written assessment, did the student: | Satisfactory: | |||||||||
| Did the student answer all questions correctly? (Please note which questions were answered incorrectly, if applicable). | Yes | No | ||||||||
| Comments | ||||||||||
| In the written assessment, did the student: | Satisfactory: | |||||||||
| If ‘no’ to the above, did you identify gaps in the student’s understanding and knowledge? | Yes | No | ||||||||
| Comments | ||||||||||
| In the written assessment, did the student: | Satisfactory: | |||||||||
| If ‘yes’ to the above, what arrangements have been made for reassessment? | Yes | No | ||||||||
| Comments | ||||||||||
| Please add any further comments about this assessment on the Assessment Cover Sheet. | ||||||||||
| ASSESSMENT 2 – STUDENT INFORMATION |
| 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. |
| Assessment task description:
· This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency. · This assessment task is a Skills Test. · This assessment task consists of three (3) practical demonstration activities. o Activity 1: Explain features and functions of plans /drawings and specifications. o Activity 2: Locate key features on a site from the site plan/drawings. o Activity 3: Identify project requirements from plans/drawings and specifications. · You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available. · You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task. Applicable conditions: · This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test). · You will be assessed independently on this assessment task. · 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 skills, techniques and knowledge to your trainer/assessor. · Your trainer/assessor may ask you relevant questions during this assessment task 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. · For more information, please refer to the Training Organization’s Student Handbook. |
| Location:
· This assessment task may be completed in: o a classroom o learning management system (i.e. Moodle), o workplace, o Or an independent learning environment. · Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task. Purpose of the assessment The purpose of this assessment task is to assess the student’s knowledge and skills essential to read and interpret plans and specifications in a range of contexts and industry settings. · Skills to explain the key features and functions of each of the major types of construction plans/drawings. · Skills to locate and explain the purpose of the legend on construction industry plans/drawings. · Skills to explain the meaning of construction symbols and abbreviations used on construction plans/drawings. · Skills to check the title panels on plans/drawings and specifications for the most recent amendments and report any inconsistencies. · Skills to personal protective equipment (PPE) required for entry into a proposed construction site should be chosen and used. · Skills to orient the site plan with respect to the site. · Skills to using the site plan and associated drawings, locate existing services, key features, and the site’s boundaries. · Skills to determine construction types, project dimensions, and designated locations using project plans/drawings and specifications. · Skills to environmental plans, project plans/drawings, and specifications should be used to identify environmental requirements, controls, and locations. · Skills to determine work standards, finishes, and tolerances from project plans/drawings and specifications. · Skills to determine the materials needed based on project plans/drawings and specifications. Task instructions · This is an individual assessment. · The purpose of this assessment task is to assess the students’ knowledge essential to reading and interpreting plans, specifications and drawings for two different carpentry projects. · The student must select and wear appropriate PPE when conducting site review. · You must assess the performance as per the performance criteria and checklist provided. |
| Assessment 2 – Skills Test |
| Skills Test |
| This assessment task requires the student to read, interpret and describe, at a basic level, the requirements for a proposed construction project from a set of plans/drawings and specifications.
All work must be performed to the standard required in the workplace and must comply with work health and safety (WHS) requirements. For each project, the student will be required to complete the following activities: · Activity 1: Explain features and functions of plans /drawings and specifications. · Activity 2: Locate key features on a site from the site plan/drawings. · Activity 3: Identify project requirements from plans/drawings and specifications. Instructions for trainer/assessor: · The trainer/assessor must assign a supervisor to each student or take on the role of Supervisor. · The trainer/assessor must arrange a worksite for the student to carry out the specified projects. · The workplace must be: o An actual workplace o A close simulation of the workplace environment provided that simulated or project-based assessment techniques replicate construction workplace conditions, materials, activities, responsibilities and procedures Note: The requirements for a simulated workplace environment are given below. The Supervisor or trainer/assessor must ensure that the simulated workplace environment requirements. · The role of the Supervisor (trainer/assessor) is to allocate the tasks, activities and responsibilities that you will be required to undertake to complete these assessments. · The worksite must meet the requirements given in the ‘Simulated workplace environment requirements’ section given below. · The trainer/assessor must provide the student with the plans, specifications and drawings. The plans, specifications and drawings for reference purposes are provided along with this unit. · The trainer will supervise/observe the work by standing near the working location and evaluate your performance based on performance checklist benchmarks. · The trainer/assessor must use realistic tasks or simulated tasks, relevant specifications and work instructions, standard work practices, safety requirements and environmental constraints present on the worksite. Instructions for the student: · The student will be required to bring all necessary PPEs required to complete this activity. · The student must follow the instructions provided by the Supervisor. · The student must complete the activities specified. |
| Workplace Scenario
You are working as a construction worker in a construction company. You have received a project to construct a house. Before actually performing the work, you must read, interpret and describe, at a basic level, the requirements for a proposed construction project from a set of plans/drawings and specifications. Simulated workplace environment requirements The trainer/assessor or training organization is required to provide a workplace or a close simulation of the workplace environment to replicate construction workplace conditions and standards, materials, activities, responsibilities, procedures, safety requirements and environmental considerations to each student. The training organization will take you to the location of the construction worksite. Further, the training organization must ensure the construction site must meet the requirements given in the table below. · The training organization must arrange a worksite for the student. · The training organization must assign a Supervisor to each student or take on the role of Supervisor. · The worksite must have realistic tasks or simulated tasks, relevant specifications and work instructions, standard work practices, safety requirements and environmental constraints. · The training organization must provide the student with the plans, specifications and drawings of the worksite. · The site and its surroundings are accessible and clear of hazards, so far as reasonably practicable. · The site must have realistic workplace conditions, standards, materials, activities, responsibilities, procedures, safety requirements, and environmental considerations. · An experienced employee is available to provide adequate guidance and supervision to less experienced employees. · The students have the clothing and footwear required. In addition, the clothing and footwear are in good condition and suitable for the task. Tools, materials and documents required: · Marking equipment · Personal Protective equipment · Measuring tape and rules · Spirit levels and straight edges · Calculator · Notebook and pen · Specifications and drawings of the worksite. |
| Task responsibilities:
You need to demonstrate skills for reading and interpreting plans and specifications relevant to construction operations at a basic level. You will be required to demonstrate your skills and knowledge in the following areas: · Explain the key features and functions of each of the major types of construction plans/drawings. · Locate and explain the purpose of the legend on construction industry plans/drawings. · Explain the meaning of construction symbols and abbreviations used on construction plans/drawings. · Check the title panels on plans/drawings and specifications for the most recent amendments and report any inconsistencies. · Personal protective equipment (PPE) required for entry into a proposed construction site should be chosen and used. · Orient the site plan with respect to the site. · Using the site plan and associated drawings, locate existing services, key features, and the site’s boundaries. · Determine construction types, project dimensions, and designated locations using project plans/drawings and specifications. · Environmental plans, project plans/drawings, and specifications should be used to identify environmental requirements, controls, and locations. · Determine work standards, finishes, and tolerances from project plans/drawings and specifications. · Determine the materials needed based on project plans/drawings and specifications. Roles and responsibilities (Supervisor): The Supervisor must: • Ensure that the student is clear about the task requirements. • Supervise the student performing the task. • Assess them against the observation checklist provided after each activity. Task: This assessment task requires the student to read, interpret and describe, at a basic level, the requirements for a proposed construction project from a set of plans/drawings and specifications. All work must be performed to the standard required in the workplace and must comply with work health and safety (WHS) requirements. For each project, the student will be required to complete the following activities: · Activity 1: Explain features and functions of plans /drawings and specifications. · Activity 2: Locate key features on a site from the site plan/drawings. · Activity 3: Identify project requirements from plans/drawings and specifications. |
| Activity 1: Explain features and functions of plans /drawings and specifications. |
| This activity requires you to explain the features and functions of plans /drawings and specifications for a construction project.
To complete this activity, you are required to: • Complete the steps given in the ‘Checklist 1’ provided. • Comply with work health and safety (WHS) requirements. • Wear PPE appropriate for the job. While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after completing each step. |
| Checklist 1: Explain features and functions of plans /drawings and specifications. | ||||
| Steps | Project 1 | |||
| Step 1: Explain the key features and functions of each of the main types of plans/drawings used in the construction industry.
Instructions: • Obtain plans and specifications for the construction site from the Supervisor. • Determine two (2) key features and functions of each of the following main types of plans/drawings used in the construction industry and document using Template 1. o Site plan o Roof plan o Floor plan o Elevation plan |
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| Step 2: Locate and explain the purpose of the legend on plans/drawings used in the construction industry.
Instructions: • Analyze the plans/drawings provided. • Locate the legend on the site plan and floor plan and determine the following information from the legends: o The scale of the drawing o Title and name of the drawing o Drawing number o Tolerance or material notes • Determine the purpose of each identified information on the legend. Further, document the following using Template 1. • The following information regarding the site plan and floor plan: o The scale of the drawing o Title and name of the drawing o Drawing number o Tolerance or material notes Purpose of each identified information on the legend. |
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| Step 3: Explain the meaning of construction symbols and abbreviations used on plans/drawings in the construction industry given in column 1 of the table below. | ||||
| Construction symbols and abbreviations | Meaning | |||
| Construction abbreviations | ||||
| FB | FACE BRICK | |||
| FCL | FINISHED CEILING LEVEL | |||
| FFL | FINISHED FLOOR LEVEL | |||
| FL | FLOOR LEVEL | |||
| BV | Brick Veneer | |||
| CBD/CPD | Continuing Professional Development | |||
| Construction symbols | ||||
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Length |
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| Direction based length |
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| Angle based lengths |
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| Length distribution |
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| Doors |
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| Step 4: Check title panels on plans/drawings and specifications to verify latest amendments are included and report inconsistencies.
Instructions: • Analyze the construction drawings provided. • Check title panels on the construction drawings and specifications. • Check the amendments section and determine the latest amendments. • Check for inconsistencies and report them to the Supervisor. Further, document the following using Template 1. • Latest amendments • Any inconsistencies |
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| Sign off | Date | ||||
| Template 1 – Features and functions of plans /drawings and specifications | ||||
| Features and functions of plans /drawings and specifications | ||||
| Client Name: | Worker name: | |||
| Phone Number: | Date(dd/mm/yyyy) | |||
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Address |
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| Job Details: | Features and functions of plans /drawings and specifications | Worker signature: | ||
| Two (2) key features and functions of each of the following main types of plans/drawings used in the construction industry
• Site plan • Roof plan • Floor plan • Elevation plan |
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| • The following information regarding the site plan and floor plan:
o The scale of the drawing o Title and name of the drawing o Drawing number o Tolerance or material notes • Purpose of each identified information on the legend. (50words) |
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• Latest amendments • Any inconsistencies (30 words) |
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| Sign off | Date | ||
| Performance Criteria/Assessor Checklist: Activity 1 | ||||||
| Student Name: | ||||||
| Student ID No: | ||||||
| Final Completion Date: | ||||||
| This task must address the following performance criteria/ performance checklist. | ||||||
| To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence | ||||||
| Explained the key features and functions of each of the main types of plans/drawings used in the construction industry. | ||||||
| Obtained plans and specifications for the construction site from the Supervisor. | Yes | No | ||||
| Determined two (2) key features and functions of each of the following main types of plans/drawings used in the construction industry.
· Site plan · Roof plan · Floor plan · Elevation plan |
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Yes |
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No |
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| Located and explained the purpose of the legend on plans/drawings used in the construction industry. | ||||||
| Analyzed the plans/drawings provided. | Yes | No | ||||
| Located the legend on the site plan and floor plan and determined the following information from the legends:
· The scale of the drawing · Title and name of the drawing · Drawing number · Tolerance or material notes |
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Yes |
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No |
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| Determined the purpose of each identified information on the legend. | Yes | No | ||||
| Explained the meaning of construction symbols and abbreviations used on plans/drawings in the construction industry. | Yes | No | ||||
| Checked title panels on plans/drawings and specifications to verify the latest amendments are included and report inconsistencies. | ||||||
| Analyzed the construction drawings provided. | Yes | No | ||||
| Checked title panels on the construction drawings and specifications. | Yes | No | ||||
| Checked the amendments section and determine the latest amendments. | Yes | No | ||||
| Checked for inconsistencies and report them to the Supervisor. | Yes | No | ||||
| Comments | ||||||
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Results |
Satisfactory | |||
| Not Satisfactory | ||||
| Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. | Student Name | |||
| Student Signature | ||||
| Date | ||||
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Assessor Declaration: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback |
Assessor Name | |||
| Assessor Signature | ||||
| Date | ||||
| Activity 2: Locate key features on a site from the site plan/drawings. |
| This activity requires you to locate key features on a site from the site plan/drawings for a construction project. To complete this activity, you are required to:
• Complete the steps given in the ‘Checklist 2’ provided. • Comply with work health and safety (WHS) requirements. • Wear PPE appropriate for the job. While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after completing each step. |
| Checklist 2: Locate key features on a site from the site plan/drawings. | ||||
| Steps | Project 1 | |||
| Step 1: Select and use personal protective equipment (PPE) required to enter a proposed construction site.
Instructions: • Select the personal protective equipment (PPE) to enter a proposed construction site. • Confirm the PPE with the Supervisor and document using Template 2. |
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| Step 2: Orientate the site plan with the site. Instructions:
• Orientation is usually in the form of a little compass. • Check the orientation of the site plan. • Orient the site plan with the site. Further, document the procedure implemented to orientate the site plan using Template 2. |
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| Step 3: Locate existing services, key features and boundaries of the site from the site plan and associated drawings.
Instructions: • Gain access to the site. • Locate existing services. • Determine the following key features and boundaries of the site from the site plan and associated drawings. o Main features o Contours o Datum o Boundaries of the site. • Mark them on the site plan and associated drawings. Further, document the procedures implemented to locate existing services, key features and boundaries of the site from the site plan and associated drawings using Template 2. |
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| Sign off | Date | |||
| Template 2 – Key features on a site from the site plan/drawings | ||||
| Key features on a site from the site plan/drawings | ||||
| Client Name: | Worker name: | |||
| Phone Number: | Date(dd/mm/yyyy) | |||
| Address | ||||
| Job Details: | Key features on a site from the site plan/drawings | Worker signature: | ||
| Personal protective equipment (PPE) | PPE is one kind of dress designed to minimize external hazards and shocks. It is very useful when it comes to some situations such as construction and damage control based scenarios. Personal protection equipment’s are mainly design by evaluating the final consequences of any activity. This helps to bring down the damage and control the overall control. | |||
| Procedure implemented to orientate the site plan (50 words) | Some steps need to be considered while completing the site plan. Thus, it can be said that proper implementations of each task, should be completed to develop a proper site plan. | |||
| Procedures implemented to locate existing services, key features and boundaries of the site from the site plan and associated drawings (50 words) | Literature of research has been done to address all requirements and fulfill the given criteria wisely. | ||
| Sign off | Date | ||
| Performance Criteria/Assessor Checklist: Activity 2 | |||||||
| Student Name: | |||||||
| Student ID No: | |||||||
| Final Completion Date: | |||||||
| This task must address the following performance criteria/ performance checklist. | |||||||
| To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence | |||||||
| Selected and used personal protective equipment (PPE) required to enter a proposed construction site. | |||||||
| Selected the personal protective equipment (PPE) to enter a proposed construction site. | Yes | No | |||||
| Confirmed the PPE with the Supervisor. | Yes | No | |||||
| Orientated the site plan with the site. | |||||||
| Orientation is usually in the form of a little compass. | Yes | No | |||||
| Check the orientation of the site plan. | Yes | No | |||||
| Orient the site plan with the site. | Yes | No | |||||
| Located existing services, key features and boundaries of the site from the site plan and associated drawings. | |||||||
| Gained access to the site. | Yes | No | |||||
| Located existing services. | Yes | No | |||||
| Determined the following key features and boundaries of the site from the site plan and associated drawings.
· Main features · Contours · Datum · Boundaries of the site. |
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Yes |
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No |
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| Marked them on the site plan and associated drawings. | Yes | No | |||||
| Comments | |||||||
| Results | Satisfactory | ||||||
| Not Satisfactory | |||||||
| Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. | Student Name | |
| Student Signature | ||
| Date | ||
| Assessor Declaration: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback | Assessor Name | |
| Assessor Signature | ||
| Date |
| Activity 3: Identify project requirements from plans/drawings and specifications |
| This activity requires you to identify project requirements from plans/drawings and specifications for a construction project.
To complete this activity, you are required to: • Complete the steps given in the ‘Checklist 3’ provided. • Comply with work health and safety (WHS) requirements. • Wear PPE appropriate for the job. While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after completing each step. |
| Checklist 3: Project requirements from plans/drawings and specifications | ||||
| Steps | Project 1 | |||
| Step 1: Identify construction types, project dimensions and nominated locations from project plans/drawings and specifications.
Instructions: • Analyze the project plans/drawings and specifications. o Identify the class of building o Identify the rise in storeys • Determine project dimensions and nominated locations from project plans/drawings and specifications. Further, document the following using Template 3. • Class of the building. • Rise in storeys • Project dimensions and nominated locations. |
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| Step 2: Identify environmental requirements, controls and locations from environmental plans, project plans/drawings and specifications.
Instructions: • Analyze environmental plans, project plans/drawings and specifications. • Determine the environmental requirements, controls and locations from environmental plans, project plans/drawings and specifications from the following and document using Template 3. o Management of storm water o Dust control and erosion. o Noise and vibration o Waste management o Hazardous goods |
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| Step 3: Identify standards of work, finishes and tolerances from project plans/drawings and specifications.
Instructions: • Analyze project plans/drawings and specifications. • Identify the following from project plans/drawings and specifications and document using Template 3. o Standards of work o Finishes and tolerances from project plans/drawings and specifications. |
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| Step 4: Identify required materials from project plans/drawings and specifications.
Instructions: • Analyze project plans/drawings and specifications. • Identify the required materials from project plans/drawings and specifications and document using Template 3. |
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| Sign off | Date | |||
| Template 3 – Project requirements from plans/drawings and specifications | ||||
| Project requirements from plans/drawings and specifications | ||||
| Client Name: | Worker name: | |||
| Phone Number: | Date(dd/mm/yyyy) | |||
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Address |
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| Job Details: | Project requirements from plans/drawings and specifications | Worker signature: | ||
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• Class of the building. • Rise in storeys • Project dimensions and nominated locations. |
Following the assesment it has been seen that the buildng is the residential building, and the building is one stroreyed. The project is developed for the purpose of living. | |||
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Environmental requirements, controls and locations from environmental plans, project plans/drawings and specifications for the following. • Management of storm water • Dust control and erosion. • Noise and vibration • Waste management • Hazardous goods (150 words) |
The plan of the building has been formulated taking various environmental requiremnts in mind. Various environmental hazards has been identified and the plan has been prepared preventing the environmental hazards. The hazards such as the strom water can be managed by planning the gate and the window which can prevent the strom water. The location has been also coosen as the dust and erosion is the big issue the location has been identified where there is no dust. The building plan has bee prepared as the noise and vibration can be also prevented. The waste management has been also done by planning the proper drainage system. Hazardous goods has been avoided inside the house and in the interior of the house. | |||
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• Standards of work • Finishes and tolerances from project plans/drawings and specifications. |
The project has been prepared following all the guidelines and all the safety measures has been also taen before sarting the design. The building has been planned for the residential use and the bulding is one storeyd. The tolerance and the stress on the building has been also checked before the implementation. | ||
| Materials from project plans/drawings and specifications | For the purpose of drawing or the formulation of the bulding plan there are some aspect that is neede to be collected before the start of the design these are the basic requiremnet. The requirements are the proper measurement of the place where the building is going to be formulated and the proper brief by which the building is going to be built. | ||
| Sign off | Date | ||
| Performance Criteria/Performance Checklist: Activity 3 | |||||
| Student Name: | |||||
| Student ID No: | |||||
| Final Completion Date: | |||||
| This task must address the following performance criteria/ performance checklist. | |||||
| To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence | |||||
| Identified construction types, project dimensions and nominated locations from project plans / drawings and specifications. | |||||
| Analyzed the project plans/drawings and specifications.
· Identify the class of building · Identify the rise in storeys |
Yes |
No |
|||
| Determined project dimensions and nominated locations from project plans/drawings and specifications. | Yes | No | |||
| Identified environmental requirements, controls and locations from environmental plans, project plans/drawings and specifications. | |||||
| Analyzed environmental plans, project plans/drawings and specifications. | Yes | No | |||
| Determined the environmental requirements, controls and locations from environmental plans, project plans/drawings and specifications from the following.
· Management of storm water · Dust control and erosion. · Noise and vibration · Waste management · Hazardous goods |
|
Yes |
|
No |
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| Identified standards of work, finishes and tolerances from project plans/drawings and specifications. | |||||
| Analyzed project plans/drawings and specifications. | Yes | No | |||
| Identify the following from project plans/drawings and specifications.
· Standards of work · Finishes and tolerances from project plans/drawings and specifications. |
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Yes |
|
No |
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| Identified required materials from project plans/drawings and specifications. | |||||
| Analyzed project plans/drawings and specifications. | Yes | No | |||
| Identified the required materials from project plans/drawings and specifications. | Yes | No | |||
| Comments | ||||
| Results | Satisfactory | |||
| Not Satisfactory | ||||
| Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. | Student Name | |||
| Student Signature | ||||
| Date | ||||
| Assessor Declaration: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback | Assessor Name | |||
| Assessor Signature | ||||
| Date | ||||