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Carpentry NC II: Building Lines Plan

This document provides a session plan for a unit of competency in carpentry titled "Prepare/Stake-Out Building Lines". The session plan outlines three learning outcomes: 1) prepare materials for stake-out building lines, 2) set batter boards, and 3) fix stake-out building lines. For each learning outcome, the plan details the learning content, presentation methods, practice activities, feedback mechanisms, required resources, and allotted time. The overall aim is to cover the necessary knowledge, skills, and attitudes for preparing materials and fixing stake-out building lines.

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Norvie Marie Tutor Omandam
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121 views7 pages

Carpentry NC II: Building Lines Plan

This document provides a session plan for a unit of competency in carpentry titled "Prepare/Stake-Out Building Lines". The session plan outlines three learning outcomes: 1) prepare materials for stake-out building lines, 2) set batter boards, and 3) fix stake-out building lines. For each learning outcome, the plan details the learning content, presentation methods, practice activities, feedback mechanisms, required resources, and allotted time. The overall aim is to cover the necessary knowledge, skills, and attitudes for preparing materials and fixing stake-out building lines.

Uploaded by

Norvie Marie Tutor Omandam
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Session Plan

Sector : CONSTRACTION SECTOR


Qualification Title : CARPENTRY NC II
Unit of Competency :PREPARE/STAKE-OUT BUILDING LINES
Module Title :PREPARING/ STAKE-OUT BUILDING LINES

Learning Outcomes:
1 PREPARE MATERTIALS FOR STAKE-OUT BUILDING
2 SET BATTERBOARD
3 FIX STAKE-OUT BUILDING LINES
This unit covers with the outcomes required to cover the knowledge ,skill and attitude for preparing stake-out building
materials and fixing stake-out building lines.
A. Learning Activities
LO. [Link] MATERIALS FOR STAKE-OUT BUILDING LINES
Learning Content Methods Presentation Practice Feedback Resources Time
 Appropriate Read Information Sheet Answer Self- Trainee checks  CBLM
PPE Modular 1.1-1 Appropriate PPE Check 1.1-1 answers thru
the answer
key
 Interpretation Modular Answer Trainee checks  CBLM
of plans and Read Information Sheet Self-Check answers thru  Preparing
details 1,1-2 Interpretation of 1.1-2 the answer Materials for
plans and details key stake-out
Building
Lines

 Materials Answer self- Trainee checks  CBLM CBL


Specification Modular Read Information Sheet check 1.1-3 answer thru  Claw M
1,1-3 Materials the answer hammer
Specification key  Lumber Nails
Saw
Claw/Hamm
er Chalk line
Pencil Nylon
string Plumb
bob Sledge
hammer Pull
Push Role
Crew bar
Bolo Framing
Square Try
square Level
hose

LO. 2. 2.1 SET BATTERBOARD


Answer Trainee checks  CBLM
Modular / Read Information Sheet Self-Check answers thru
 Setting of Demostrati 2.2-1” 2.2-1 the answer
batter board on key

Answer Trainee checks  CBLM


Read Information Sheet Self-Check answers thru
 Bracket and Self-paced 1.2-2: “Bracket and 1.2-2 the answer
Supports learning Supports key
Trainee  CBLM
 Tube Cutter  Self Read Information Sheet evaluates own  Soft drawn 1.5
Paced 1.2-2: “Tube Cutter” output using copper Hours
 Demons the tube ½ OD
tration performance  Rag
checklist  Sand
Read Operation Sheet Perform Paper 600 5 Hours
1.2-1 on Cutting Tube Operation  Tube
Using Tube Cutter Sheet 1.2-1 cutter with
on Cutting reamer
Tube Using  Flat file
Tube Cutter  *Round
Perform Job File
Sheet1.2-2  Steel rule

 Flaring Tool  Self paced Read Information Sheet Trainee


1.2-3 on “Flaring Tool” evaluates own
output using  BLM
the
performance  Soft drawn
 Demonstra  Read Operation Sheet Perform checklist copper
tion 1.2-2 on “Perform Operation tube ½ OD
Flaring” Sheet 1.2-2  Rag
on “Perform  Sand
Flaring” Paper 600
 Swaging • Self paced  Read Information Sheet Trainee  Flaring
Procedure 1.2-4 on “Swaging evaluates own block
Procedure” output using  Swaging 1 hr
the punch 3/8
 Demonstra  Read Operation Sheet Perform performance  Ball peen
tion 1.2-3 on “Perform Operation checklist hammer
Flaring” Sheet 1.2-2  Tube
on “Perform cutter with 3hrs
Flaring” reamer
 Flat file

 Tube  Self-paced •Read Operation Sheet  Perform Trainee  Flaring 3hrs


Bending 1.2-4 on “Perform Operation evaluates own block
 Demonstra Flaring” Sheet 1.2- output using  Swaging
tion 3 on the punch 3/8
“Perform performance  Ball peen
Flaring” checklist hammer
 Tube
cutter with
reamer
 Flat file

 Oxyacetylen • Self-paced  Read Information  Operation


e Sheet 1.2-5 on “Oxy sheet
 Demonstrati Acetylene”  Oxyacetyle
on ne
 Read Operation • Do  Trainee equipment 5hrs
Sheet 1.2-4 on “Oxy Operation evaluate
Acetylene” Sheet s own
1.2-4 on output
“Oxy using
Acetylene the
” perform
 Perform ance
Job sheet checklist 5hrs
1.2-5
“Perform
Brazing
and
Soldering”

LO. 3 Install PACU electrical systems

 Electrical  Self Read Information Sheet Answer Trainee checks 2.5


Conductors paced 1.3-1 on Assignment answers thru  CBLM Hours
and learning “Electrical Conductors Sheet the answer
Insulators and Insulators” 1.3-1 key

 Overcurrent  Self Read Information Sheet Answer Trainee checks  CBLM 2.5
paced 1.3-2on “Overcurrent Self-Check answers thru Hours
Protection
learning Protection” 1.3-1 the answer
key

 Load Center  Self paced Read Information Sheet Answer Self Trainee checks  CBLM 3 Hours
and Safety  Demonstrat 1.3-3 on “Load Center Check 1.3-2 answers thru
Switch ion and Safety Switch the answer
Enclosures Enclosures” key

 Liquid tight  Self  Read Information  Answer Trainee checks  CBLM 3 Hours
Flexible paced Sheet 1.3-4 on “Liquid Self Check answers thru  Pencil or
Nonmetallic tight Flexible 1.3-3 the answer Chalk
Conduit Nonmetallic Conduit” key  Installatio
n plan or
working
 Demonst  Read Job Sheet 1.3-1  Read Job • Trainee drawing
ration on “Installing Power Sheet 1.3- evaluates own  Flat head 5 hours
Circuit of Commercial 1 on output using screw, ¾
Refrigeration “Installing the in X 10
Equipment Using Power performance  *Fisher, #
Liquid Tight Flexible Circuit of checklist 6 (Tox)
Nonmetallic Tubin” Commerci  Flexible
al nonmetalli
Refrigerati c tubing
on  Mica tube,
Equipment ¼ in. dia.
Using  Stranded
Liquid wire, 2.0
Tight mm2 TW
Flexible  Safety
Nonmetalli switch, 30
c Tubing” A

LO. 4 Install indoor and outdoor unit and accessories


 Self ” Read Information Sheet Answer Trainee checks  CBLM 2.5
 Refrigerant paced LO1.4-1: “Refrigerant Self-Check answers thru Hours
lines learning lines” 1.4.1 the answer
key

 Overview  Self Read Information Sheet Answer Trainee checks  CBLM 2.5
(CRE) paced 1.4-2 “OVERVIEW (CRE)” Self-Check answers thru Hours
learning 1.4.2 the answer
key

 Surveying/S  Self Read Information Sheet Answer Trainee checks  CBLM 2 Hours
electing an Paced 1.4-3 “• Self-Check answers thru
Area for 1.4.3 the answer
Installation Surveying/Selecting an key
Area for Installation”
 Prepare for  Self Read Information Sheet Answer Trainee checks  CBLM 2 Hours
Installation Paced 1.4-4 “Prepare for Self-Check answers thru
of PACU Installation of PACU” 1.4.4 the answer
key

 Guidelines  Self  Read Information Trainee checks  CBLM 10


to be Paced Sheet 1.4-5 answers thru  Set of Hours
“Prepare for the answer oxyacetylene
Considere key
Installation of  Scaffold
d in PACU” equipmen
Installing  PPE
PACU/CR  Read Job sheet  Perfor Trainee
E 1.4-1 m Job evaluates own
Sheet output using
the
performance
checklist

C. Assessment Plan:

Performance assessment: Trainee/s will be assessed while giving a demo on providing housekeeping services to guests .

D. Trainer’s Self- Reflection of the Session

Prepared by : EUGENE R. VALDEZ


HVAC TRAINER

Common questions

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The learning approach for preparing materials for stake-out building lines in carpentry training is modular and includes reading information sheets followed by self-check activities where the trainee checks their answers against a provided key. This approach promotes self-paced learning and allows trainees to evaluate their understanding independently, enabling them to pinpoint areas that need improvement .

Job sheets are an effective learning tool for trainee electricians as they provide structured guidance and specific instructions for tasks such as installing power circuits of commercial refrigeration equipment. By encouraging hands-on practice and self-assessment using performance checklists, job sheets facilitate experiential learning and reinforce theoretical knowledge .

Batter boards play a crucial role in construction by serving as temporary guide structures which outline the building's perimeter. They are effectively set through understanding the interpretation of plans and details, ensuring the boards are sturdy using brackets and supports, and marking the correct alignment with a chalk line and levels. The process involves a precise setup to avoid discrepancies, as they are used to guide the placement of corners and angles for foundations .

Performance checklists enhance the skill development of HVAC trainees by structuring the learning process into clear and measurable tasks, allowing trainees to evaluate their competencies systematically. This method helps maintain focus on key skill aspects, ensures consistency in training outcomes, and provides immediate feedback on areas that require improvement .

The preparation for installing indoor and outdoor HVAC units and accessories requires consideration of safety guidelines by ensuring the use of PPE, scaffolding equipment, and specific tools like the set of oxyacetylene for certain procedures. The guidelines to be considered involve surveying/selecting an area for installation and preparing an installation plan that adheres to safety standards .

The essential tools and materials required for setting up stake-out building lines include a claw hammer, saw, chalk line, pencil, nylon string, plumb bob, sledgehammer, pull push rule, crowbar, framing square, try square, level hose, and the appropriate personal protective equipment (PPE).

Self-paced learning in the electrical installation component of HVAC systems is crucial as it allows trainees to absorb complex information like electrical conductors, insulators, overcurrent protection, and safety switch installations at their own speed. This approach helps ensure thorough comprehension and retention, enabling learners to develop practical skills needed for effective installation and troubleshooting .

The systematic approach for setting up liquid-tight flexible nonmetallic conduit involves reading information sheets on conduit characteristics, followed by job sheets detailing the installation process for power circuits in refrigeration equipment. Trainees apply the knowledge by following step-by-step procedures, ensuring correct installation and testing their setup using performance checklists .

The interpretation of plans and details contributes to effective preparation of materials by ensuring that all construction materials and dimensions align precisely with the project's design specifications. This understanding allows for accurate ordering and cutting of materials, preventing wastage and ensuring that structural elements fit together as intended, subsequently impacting overall project quality and efficiency .

Performing flaring in HVAC systems involves using tools such as a flaring block, swaging punch, ball peen hammer, tube cutter with reamer, and flat file. The procedures include preparing the tube end by cutting, deburring, and using the flaring block to form the flare, ensuring a tight fit for pipe connections .

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