PRAC_ASSESST_4018 Part A_v4
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School
TAFE NSW - Sydney Institute *
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Course
4018A
Subject
Industrial Engineering
Date
Dec 6, 2023
Type
docx
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Uploaded by MajorChinchilla3333
CPCCBC4018A: Apply site surveys and set-out
procedures to building and construction
projects:
Practical Assessment Part A
STUDENT DETAILS
Student Name: __________________________TAFE ID: ___________________
UNIT AND ASSESSMENT DETAILS
Unit Number: ___
CPCCBC4018A
Assessment No:
Practical
LA Number:
LP0xxxxx
DECLARATION
I have presented my photo ID and a teacher has sighted it.
Teacher Signature:
__________________________
I have completed all parts of the assessment that are to be submitted today.
I hereby certify that no part of this assessment or product has been or will be copied
from any other student’s work or from any other source except where due
acknowledgement is made in the assessment.
Student’s signature:
Date:
_________________________________________
_____________________________
Note: TAFE Digital has the right to reject your assessment if the above declaration has not been
completed.
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
1
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
Assessment instructions
Table 1 Assessment instructions
Assessment
details
Instructions
Delivery Mode
This unit of competency is to be delivered by TAFE Digital, Strathfield.
The intention of this program is to be undertaken by the student via
blended delivery, and therefore all assessment tasks are reflective of this
process.
Assessment
overview
The objective of this assessment is to assess the student’s knowledge and
skills as would be required to conduct basic measuring and levelling
techniques as part of the set-out procedures performed on building
projects. It includes the use of technical instruments, application of
standard procedures and performance of calculations necessary in the
set-out of construction projects.
Assessment
Event number
LP0xxxxx Practical
Instructions for
this assessment
This is a skill-based assessment and will be assessing the student on their
ability to demonstrate the skills required in the unit.
This assessment is in two parts/ten (10) tasks. Each task should be
completed,
before
moving on to the next one; ensure student carefully
reviews their work by reading through the checklists, making sure they
have met all the requirements.
Practical Tasks:
PART A
Task 1.1 – Set up a levelling instrument
Task 1.2 – Conduct a two peg test
Task 1.3 – Perform a levelling run
Task 1.4 – Set out a building
Task 1.5 – Transfer a level
Task 1.6 - Mark out a grid and record levels
Task 1.7 - Record levels (for a longitudinal section)
PART B – Complete @ Home
Task 1.8 – Draw contour plan
Task 1.9 – Draw up the longitudinal section
Task 1.10 – Answer questions
Submission
instructions
Feedback will be provided to the student upon completion of the
assessment tasks. The student will keep their booking sheets and Part B
of the assessment document but will submit the cover page, Observation
Checklist, Student Result Sheet and Part A Feedback page to the teacher.
What does the
To successfully complete this assessment, the student must complete all
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LP0, Practical Assessment, CPCCBC4018A, Edition number 5
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
Assessment
details
Instructions
student need to
do to achieve a
satisfactory
result?
sections of this assessment as outlined in the assessment instructions
and be marked satisfactory for each task, by your assessor as indicated in
checklists.
All oral questions must be answered correctly to be deemed satisfactory
in this assessment task; however, assessors may ask questions to clarify
understanding.
Reasonable
adjustment
The tasks contained in this assessment use technical language relevant to
the Building Industry. If a student needs any extra help with
understanding what is needed to complete these tasks, or more time to
answer or complete tasks within them, the assessor should be advised.
Reasonable adjustment is a process within the assessment event that
allows for fairness and flexibility to be applied to ensure the student has
the best opportunity for success without compromising the integrity of
the assessment.
Reasonable adjustment varies on a case-by-case basis. There is no need
to feel embarrassed about asking for reasonable adjustment. It exists so
that every student has the same chance to fully participate in their
learning, and the opportunity to demonstrate their performance, just like
every other student.
What does the
student need to
provide?
PPE: sun protection (sunscreen, hat, long-sleeved attire, sunglasses);
closed-in, sturdy footwear; gloves for working with splintery timber;
mask, if you prefer to wear your own; water; a photo ID for sighting by
the assessor.
What the
assessor will
provide?
Learning resources and surveying instruments. Access to a site for
undertaking the practical exercises. Pre-determined survey marks and
survey pegs for all exercises. Drawing for
the set-out activity, grid and
longitudinal run (as required). Level reduction sheets.
Due date and
time allowed
Due to online/blended delivery, students work to their Individual
Learning Plan that is provided to them at enrolment. Teachers will discuss
the assessment requirements and due dates based on when the student
has enrolled. Students will then review assessment due dates with the
teacher and will sign off to confirm they understand the Individual
Learning Plan. Teacher support is available Monday to Friday day by
phone or email.
Due dates are structured based on the individual student’s enrolment
commencement date, with an automatic prompt for submission date
generated throughout their enrolment period via the OLS (Online
Learning System) as outlined in their ILP (Individual Learning Plan).
To complete this assessment, students should expect to take 1 day (at the
practical session) plus 2 hours to complete all tasks outlined in this
document. Task 1 to 7 (Part A) results are to be performed on the day
(and a summary sheet submitted with the assessment) and completed
tasks 6 to 10 (Part B) are to be submitted online within the following
week. (Note that completion of the exercises is weather dependent and
all or part of the practical session may need to be postponed should the
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
3
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
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Assessment
details
Instructions
weather become unfavourable)
Assessment
feedback, review
or appeals
Appeals are addressed in accordance with
Every Students Guide to
Assessment
.
Specific task instructions
To complete this assessment, you are required to complete a number of tasks that are
detailed in this document. Use the assessment checklist to check you have fully completed
each part of the task.
4
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
Practical Tasks
Background
The activities to be undertaken relate to the measuring and levelling techniques of building
setting out. It includes the use of technical instruments, application of standard procedures
and performance of calculations necessary in the set-out of construction projects.
time
Activity
Detail
8:00
Introduction, WHS and
COVID
WHS requirements for performing surveying exercises
and COVID protocol. Principles of surveying; importance
of accuracy; how to achieve competency in this unit.
8:15
Demonstration of setting
up an automatic level
Automatic level set up; plus how to read the staff and
book readings
9:15
Conduct Two peg test
Demonstration of two peg test; students to carry out
two peg test
10:20
Short levelling run
Students to perform a short levelling run to confirm
correct use, reading and booking
11:30
Grid exercise
Set out a 5 m x 5 m grid on a designated 10 x 20 m lot
and
record spot levels. Reduce the levels and draw a
contour plan (this is to be
done at home and sent in
within 1 week after the practical session)
12:15
Longitudinal section
Use recorded levels at designated chainages for a
proposed pipe run. Reduce the levels, draw a
longitudinal section and determine grades (as ratio,
percentage and angle) and clearances as required
(
reductions and section is to b
e at home and sent in
within 1 week)
1:00
Lunch break
1:30
Set out a building on an
allotment
From boundary corner pegs, students are to set out,
using profiles and stringlines, the corners of a proposed
building on the lot. Setbacks and building dimensions
are provided on a plan. Set out is to be performed to
acceptable accuracy
and using surveying and levelling
devices.
3:40
Transfer of specified RL to
a site peg
Using an automatic level and a benchmark with a
known RL, mark the FFL (RL provided by assessor) on a
peg adjacent to the building footprint.
4:00
Review
Discussion of activities/finalising reductions/relevant
issues
4:30-
5:00
Finish
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
5
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
Observation Checklist for assessors
The Assessment Checklist will be used to assess your performance in the activities. The assessor will use this
Checklist to record the skills you demonstrate. This Checklist addresses the Performance Criteria, Performance
Evidence and Assessment Conditions. All the criteria must be met.
Task
#
Task/Activity Performed
S
U/S
Observation checklist
(Describe what needs to be observed to demonstrate the
required skills and knowledge)
1.1
Set up a levelling instrument –
correctly and safely set up the
levelling instrument
Did the student set up the tripod correctly
(stable, leg points firmed in, approximately level
tripod head)?
Did the student correctly attach the levelling
instrument?
Did the student ‘level’ the instrument to within
acceptable limits?
Did
the student
use safe procedures?
1.2
Two peg test –
Correctly perform test
Apply measurements and
calculations correctly
Determine the instrument
error
Did the student take readings to two equidistant
points?
Did the student re-set up correctly, adjacent to
one of the points?
Did the student take readings to the two points?
Did the student read correctly (4 readings)?
Did the student correctly determine the error
(collimation error) for the instrument?
1.3
Short levelling run –
Correctly and accurately
perform levelling run to within
allowable error
Did the student correctly set up the instrument
at each set-up point (change point)?
Did the student read correctly to all points?
Did the student complete the booking of the
levelling run correctly?
Was the error within acceptable tolerances?
1.4
Building set out –
Apply measurements and
calculations to accurately set
out a building to within
acceptable error
Did the student:
identify corner pegs and building location,
correctly set out offset from boundary,
6
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© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
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Task
#
Task/Activity Performed
S
U/S
Observation checklist
(Describe what needs to be observed to demonstrate the
required skills and knowledge)
Offsets accurately string-lined
Corners accurately marked
Diagonals to within acceptable
error
correctly set up profiles,
use stringlines to set out building,
set out to within acceptable error
1.5
Transfer a level to a site peg –
attention to detail
transfer to acceptable error
Did the student transfer a level to a site peg:
Correctly,
Accurately.
1.6
Set out a grid, then record
spot levels correctly.
Did the student correctly set out the grid?
Did the student correctly book the levels?
CA1
Comply with OHS and
organisational quality
procedures and process within
the context of this unit of
competency
Did the student comply with WHS and
organisational quality procedures and process
within the context of this unit of competency?
CA3
Identify typical faults and
problems and necessary
action taken to rectify such
faults
Identify errors in distances due
to site characteristics and
measurement methods
Was the student able to identify faults and
problems and necessary action to rectify? (e.g.
sag in tape gives incorrect measure of
horizontal dimension, slope of site…,etc.)
NOTE: You must submit:
the front page of the student’s assessment with the declaration of own
work AND the sighting of ID
the Student Result Sheet
Observation Checklist
the Assessment Feedback Sheet
exercises (contour plan and longitudinal section) to be sent in within one
week after the practical session
You must submit a result sheet summarising the outcomes of the
exercises/tasks
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
7
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
8
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
NOTE: This is a competency-based assessment. You will receive a result of
Competent
or
Not Yet Competent
. This means that you must satisfactorily complete each task to
meet the competency requirements set out in the training package. If you do not meet the
competency requirements, you will need to redo the tasks and resubmit your assessment
results until competency is achieved.
Task 1.2
Booking Sheet for Two Peg Test
BS
IS
FS
Rise
Fall
RL
Remarks
Demonstration
– instrument # ____
Lower peg
Upper peg
Lower peg
Collimation error is
Student result
– instrument # ____
BS
IS
FS
Rise
Fall
RL
Remarks
Lower peg
Upper peg
Lower peg
Collimation error is
Transfer of a level – RL 17.500
BS
IS
FS
Rise
Fall
RL
Remarks
17.630
BM Pink
RL of BM Pink
17.630
RL of BM Yellow
17.567
RL of BM Orange
18.178
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
9
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
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Demonstration of Short Levelling Run
BS
IS
FS
Rise
Fall
RL
Remarks
BM
CP1
CP2
Pink trip hazard
CP3
BM
Task 1.3
Short Levelling Run
BS
IS
FS
Rise
Fall
RL
Remarks
BM
CP1
CP2
Pink trip hazard
CP3
BM
RL of BM Pink
17.630
RL of BM Yellow
17.567
RL of BM Orange
18.178
10
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
STUDENT RESULT SHEET
Student No. _____________
NAME:
_______________________________
DATE:
________________
Please note: This summary sheet needs to be completed by you, signed by you and
your teacher at the end of the practical, and then submitted to your teacher.
Task/ Activity
Please enter answers to nearest mm
Result
Checked
(assessor’s
initials)
PART A
Task 1.2 Two Peg Test
Instrument no.
2 Peg Test result (collimation error)
Task 1.3 Short Levelling Run
Benchmark RL
R.L. of designated UNKNOWN point (in garden bed)
R.L. of designated point on path (INTERMEDIATE sight)
Misclose of Short Level Run
Task 1.4 Building Set Out
Measurement of diagonal 1
Measurement of diagonal 2
Optional: measurement corner of lot to corner of building
Task 1.5 Transfer of specified RL
Note the RL that was transferred
Checked
(Initials)
Booking sheet assessed:
I DECLARE THE ABOVE RESULTS TO BE MY OWN WORK.
Student……………………………………..
(signature)
Date:
/
/
THE ABOVE STUDENT HAS DEMONSTRATED COMPETENCE IN ALL THE ACTIVITIES.
Teacher…………………………………….
(signature)
Date:
/
/
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
11
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
Assessment Feedback
NOTE: This section
must
have the assessor signature and student signature to complete the
feedback.
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Assessor Feedback
☐
Was assessment event Part A successfully completed?
☐
If no, was the resubmission/re-assessment successfully completed?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name, signature and date:
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
12
LP0, Practical Assessment, CPCCBC4018A, Edition number 5
© New South Wales Technical and Further Education Commission, 2020 (TAFE NSW), Version 4, May 2022
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