Professional Documents
Culture Documents
Learners Material
DRAFT
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NOT FOR SALE
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Department of Education
Republic of the Philippines
1
Technology and Livelihood Education Grade 10
Learners Material
First Edition, 2015
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.
DRAFT
Authors: Antonio Blanco Jr. Roderick C. Verano
Master Teacher I Teacher I
OlongapoCity NHS Furniture Making NC II
CommunityVocational
High School
Calapan City
Editors: Lando T. Guzman, Lynnette Duzman-Lak-Ayen,
Eugenio Masilungan, Rubie Sajise, Joseph Torrecampo,
Reviewers: Arnel C. Anonical, Joel G. Castello,
Arnold M. Mendoza, Marvin A. Mendoza,
Lino A. Olit, Atanacio D. Pagcaliwangan,
Benjie R. San Juan, Rainbee Priol, Regidor Gaboy,
Illustrator: Antonio I. Basilia
Subject Specialists: Albert Erni, James Julius M. Liquigan,
Owen S. Milambiling
ii
Table of Contents
PECs...1
Environment and
Market....17
Process and Delivery .39
Quarter 1: Introduction..39
Pre/diagnostic assessment LO1 ..40
Information sheet 1.1 Materials and Tools for Installing Formworks
Components/Form Panels .41
Self-check 1.1 Materials and Tools for Installing Formworks
Components/Form Panels ...53
Information sheet 1.2 Wood Defects ..54
Self-check 1.2 Wood Defects .59
Activity sheet 1.1 Interpretation of Plan and Details ..60
Activity sheet 1.2 Tools, Materials and Equipment used in
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formworks .... 61
Summative test ....63
Quarter II ...68
Introduction ......68
Preassessment .....69
Information sheet 2.1 Scaffold Safety Rules ...71
Self-check 2.1 Scaffold Safety Rules ........74
Information sheet 2.2 Identifying parts of a wooden scaffolding..75
Self-check 2.2 Identifying Parts of Wooden Scaffolding ...77
Activity Sheet 2.1 Assembling a Wooden Scaffolding ..78
Activity sheet 2.2 Procedure in Disassembling of Wooden
Scaffolding .....81
Summative test .....84
iii
Activity Sheet 2.3 Procedure in Assembling and Disassembling
Metal Scaffolds .............102
Summative Test .....107
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iv
Personal Entrepreneurial Competencies (PECs)
Content Standards Performance Standards
Module 1
Personal Entrepreneurial Competencies
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Introduction
In this module you will learn more about entrepreneurship
and the entrepreneurial competencies related to CARPENTRY. You
will have a first-hand experience in educational activities leading
to personal assessment of your entrepreneurial competencies
and assessment of entrepreneurial competencies of a successful
Carpenter within your province. You will also have some activities
that will align your competencies with the competencies of
successful practitioners. Moreover, this module is designed to
stimulate your mind to think about entrepreneurship, its role in the
business community in particular, and to the economic and social
development of the country in general.
Now, to start with this module, it is important to first understand
entrepreneurs and entrepreneurship.
Entrepreneurs are people with skills and capabilities that
enable them to see and evaluate business opportunities. They
are individuals who can strategically identify products or services
1
needed by the community and deliver these at the right time and
place.
Entrepreneurs are agents of economic change; they organize,
manage, and assume risks of a business. Some of the good qualities
of an entrepreneur are: being an opportunity seeker, risk taker, goal
setter, excellent planner, and a confident problem solver who is also
as a hardworking, persistent, and committed worker.
Entrepreneurship on the other hand is not just a simple
business activity. It is a strategic process of innovation and new
venture creation. Basically, entrepreneurship is both an art and a
science of converting business ideas into marketable products or
services that improve the quality of living.
Now that you have a little background knowledge of
entrepreneur and entrepreneurship, can you now walk through in
assessing your Personal Entrepreneurial Competencies (PECs)?
Always remember that Successful entrepreneurs continuously
develop and improve their PECs.
To begin with, first try to find out the competencies you will
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master after finishing this module.
OBJECTIVES
2
PRE ASSESSMENT
As part of your initial activity, you will be challenged to dig deeper
into your knowledge and previous experiences on the topic. Try to
diagnose/assess what you know about personal entrepreneurial
competencies by answering Task 1.
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____2. Profit-oriented b. displays strategic thinking and
setting of goals
____3. Discipline c. showing trust in ones ability
____4. Decision Making d. adaptable to change
____5. Peoples Skill e. innovative minded to enable
one to have an edge over other
competitors
____6. Planner f. showing solid dedication
____7. Self-confidence g. skillful in record keeping
____8. Hardworking h. always sticking to the plan
____9. Ability to accept i. working diligently
change
____10. Committed j shows effective and efficient
communication, and relation with
people
k. always looking for income
3
Task 2: Guide Questions
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must possess in order to be successful in running your chosen
business?
E. Name successful entrepreneurs from your province whose
business are related to CARPENTRY. Be able to share with
the class their PECs that made them successful.
4
LEARNING GOALS AND TARGET
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READING RESOURCES AND INSTRUCTIONAL ACTIVITIES
After setting your own personal goals and targets to achieve
the objectives of this module, check first your inherent knowledge of
PECs. Try to answer the following guide questions with the help of
your classmates.
5
_________________________________________________
__________________________________________
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_________________________________________________
__________________________________________
6
_________________________________________________
_________________________________________________
_________________________________________________
__________________________________________
How was your experience in answering the guide
questions with your classmates? Were you able to benefit
from them? What were the insights that you have realized?
Now, youre going to study the different topics that
will enrich your knowledge of PECs. Read carefully all the
important details about the succeeding topic.
Assessment of Personal Entrepreneurial Competencies (PECs)
and skills vis--vis a practicing entrepreneur/employee in a
province.
The entrepreneurial competencies refer to the important
characteristics that should be possessed by an individual in order
to perform entrepreneurial functions effectively. In this module, you
will learn some of the most important characteristics, attributes,
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lifestyle, skills, and traits of a successful entrepreneur in order to be
successful in a chosen career.
Below are few important characteristics/traits/attributes
of a successfull entrepreneur:
Hardworking: One of the important characteristics of
a good entrepreneur is being hardworking. This means
habitually working diligently for long period of hours.
Hardworking people keep on improving their performance
to produce good products and/or provide good services.
7
Committed: A good entrepreneur accepts full responsibility
for everything in his/her business. He/she gives full
commitment and solid dedication to make the business
successful.
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of the business.
9
Table 1: PECs Checklist
Personal Assessment in
Personal Entrepreneurial terms of:
Strength Development
Competencies of an Entrepreneur Areas
Hardworking
Working diligently
Self-confident
Being confident in ones ability
Disciplined
Always sticking to the plan
Committed
Solidly dedicated
Ability to accept change
Adaptable to change
Creative
Innovative to have edge over
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other competitors
Profit-oriented
Always looking for income
Planner
Strategic thinking and setting of
goals
People Skill
Having Effective and efficient
communication in relation to
people
Decision Making
Making a wise decision towards
the achievement of set
objectives
TOTAL
10
Interpretation/Insights:
_____________________________________________________
_____________________________________________________
__________________________________________ __________
_____________________________________________________
_____________________________________________________
_____________________________________________________
________.
Task 5: Interview
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Directions: Interview a successful CARPENTER or entrepreneur
in your province whose type of business is related to CARPENTRY.
Focus your interview on PECs and other business-related attributes
that helped them become successful. Analyze the result of the
interview and reflect on the similarities and/or differences. Write
your answer on a separate sheet of paper.
Sample Interview Guide
Name of Proprietor/Practitioner:
________________________________________________
Age: __________ Number of Years in Business: ______________
Business Name:
_________________________________________________
Business Address:
__________________________________________________
11
1. What are your preparations before you engaged in this type
of business or job?
2. What are your special skills/characteristics that are related to
your business or job?
3. How did you solve business-related problems during the
early years of your business operation?
4. Did you follow the tips from a successful businessman or
practitioner before you got engaged in your business?
5. What are your best business practices that you can share
with aspiring students?
6. What are the salient characteristics, attributes, lifestyle, skills,
and traits that made you successful in your business/job?
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Competencies
Successful
Entrepreneur in
the province
My PECs
Using the information from the table above, analyze, and reflect on
the similarities and differences in your answers. Put your reflection
on the table below. Write your conclusions on the spaces provided
below.
12
Personal
Entrepreneurial Similarities Differences
Competencies
Characteristics
Attributes
Lifestyles
Skills
Traits
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Conclusion:
________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____.
13
Task 6: Preparation of a Plan of Actions
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CARPENTRY.
Skills
Attributes
Traits
14
Task 7: Essential Questions
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________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
____.
3. What plan of action would you do to address your development
areas?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
____.
15
ANSWER KEY
Pre/Post Assessment
1. E
2. K
3. H
4. A
5. J
6. B
7. C
8. I
9. D
10. F
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16
ENVIRONMENT AND MARKET (EM)
Content Standards Performance Standards
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Needs and wants of the people in a certain area that are not met
may be considered as business opportunities. Identifying the needs
of the community, its resources, available raw materials, skills, and
appropriate technology can help a new entrepreneur in seizing a
business opportunity.
To be successful in any kind of business venture, potential
entrepreneurs should always look closely at the environment and
market. They should always be watchful on the existing opportunities
and constraints. The opportunities in the business environment are
those factors that provide possibilities for a business to expand
and make more profits. Constraints, on the other hand, are those
factors that limit the ability to grow, hence reduces the chance of
generating profit. One of the best ways to evaluate the opportunities
and constraints is to conduct SWOT (Strengths, Weakness,
Opportunities, and Threats) Analysis.
17
SWOT analysis is a managerial tool to assess the environment.
This gathers important information, which in turn is used in strategic
planning. Strengths and weaknesses are internal in an organization.
Basically, they relate to resources owned by an organization, things
that one can have control over, as well as the extent of its marketing.
Opportunities and threats exist in the external environment.
Opportunities relate to the market, the development of new
technologies, and external factors such as government policies,
climate, and trends. Threats relate to what the competition is doing
as well as legal and other constraints.
Now that you have read some of the important considerations
to look into to be successful in any business, you are now ready to
explore more about the environment and market.
To begin with, first try to find out the competencies that you
will master after finishing this module.
DRAFT OBJECTIVES
Now that you have an idea about the things you will learn, try to take
the first challenge in this module-- the preassessment.
18
PREASSESSMENT
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customers.
A. Product analysis C. product development
B. Product conceptualization D. product implementation
3. These are luxuries, advantages, and desires that every
individual considers beyond necessary.
A. wants C. requirements
B. desires D. needs
4. This is the factor or consideration presented by a seller as the
reason that one product or service is different from and better
than that of the competition.
A. unique selling plan C. unique pricing policy
B. unique selling proposition D. finding value-added
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5. In this stage, the needs of the target market are identified,
review and evaluated.
A. concept development C. project development
B. economic analysis D. refine specification
6. This is the introduction of new idea to make the product
and services more attractive and saleable to the target
customers.
A. new Idea C. product development
B. creativity D. innovation
7. A managerial tool used to assess the environment to gather
important information used for strategic planning.
A. Environmental scanning C. WOTS analysis
B. SWOT analysis D. Survey analysis
8. A marketing practice of creating name, symbol or designs
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that identifies and differentiate a product from the other
products.
A. product naming C. hranding
B. unique selling proposition D. 6agline
9. This is a meaningful and unforgettable statement that
captures the essence of your brand.
A. product naming C. branding
B. unique selling proposition D. tagline
10. These are the things that people cannot live without.
A. wants C. requirements
B. desires D. needs
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Task 2: Guide Questions:
Direction: Read and study the guide questions below. You may
use a separate sheet of paper to write your responses to
the guide questions.
1. How does one determine the product or services to be
produced, offered and delivered to the target customers?
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5. How can one effectively respond to the needs of the target
customer?
21
LEARNING GOALS AND TARGET
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READING RESOURCES AND INSTRUCTIONAL ACTIVITIES
After setting your own personal goals and targets to achieve
the objectives of this module, you will have the opportunity to read
and learn more about environment and market. You too, will be
given a chance to do practical exercises and activities to deepen
your understanding of the topic.
Product Development
Product development refers to a process of making a new
product to be sold by a business or enterprise to its customers. It
may involvemodificationof an existing product, itspresentation,
or formulation of an entirelynew product that satisfies a newly
defined customersneeds or wantsanda market place.
The term developmentin this module refers collectively to the
entire process of identifying a market opportunity, creating a product
that appeals to the identified market, and finally, testing, modifying,
and refining the product until this will be ready for production. This
product can be any item to be sold to the consumers.
22
There are basic, yet vital questions that you can ask yourself
about, such as the follonw:
1. For whom are the product and services?
2. What benefit will the customers expect from it?
3. How will the product differ from the existing brand or from their
competitor?
When you find acceptable answers to these, you may now say
that you are ready to develop a product and render the expected
service.
Likewise, needs and wants of the people within the area should
also be taken into primary consideration. Everyone has his or her
own needs and wants. However, people have different concepts
of needs and wants. Needs in business are important things that
every individual cannot do without in a society. These include:
1. basic commodities for consumption
2. clothing and other personal belongings
3. shelter, sanitation and health
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4. education
Basic needs are essential to every individual so he or she may
be able to live with dignity and pride in the community. These needs
can obviously help one generate business ideas and subsequently
develop product.
Wants are desires, luxury and extravagance that signify wealth
and an expensive way of living. Wants or desires are considered
above all the basic necessities of life. Some examples are the
eagerness or the passion of every individual which are non- basic
needs like fashion accessories, shoes, clothes, travelling around the
world, eating in an exclusive restaurant, watching movies, concerts,
and plays, having luxurious cars, wearing expensive jewelry, and
perfume, living in impressive homes, and others.
Needs and wants of people are the basic indicators of the kind
of business that you may engage into because it can serve as the
measure of your success. Some other good points that you might
consider in business undertakings are the kind of people, their needs,
wants, lifestyle, culture and tradition, and social orientation that they
23
have, in summary, product development entirely depends on the
needs and wants of the customers. Another important issue to deal
with is the key concepts of developing a product. The succeeding
topic shall enlighten you about the procedure in coming up with a
product.
Product Concepts Development
Concept development is a very critical phase in the development
of a product. From this stage, the needs of the target market are
identified and competitive products are reviewed before the product
specifications are defined. The product concept is selected along
with an economic analysis to come up with an outline of how a
product is being developed. Below is a figure that shows the stages
of concept development of a product.
DRAFT Analyze
Competitive
Products
Perform
economic
analysis
Plan
remaining
developmen
t project
Concept Development
24
gathered here are product specifications (performance, taste,
size, color, shape, life span of the product, etc.). This stage is
very important because this would determine the quality of the
product to be produced or provided.
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technically feasible and would best meet the requirements of the
target specifications.
25
H. Plan the remaining development project - In this final stage of
concept development, you may prepare a detailed development
plan which includes a list of activities, the necessary resources
and expenses, and a development schedule with milestones for
tracking progress.
Finding Value
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you are asking for. Value is created by fulfilling deep desires and
solving deep problems. This is what gets the people moving, and
what gets them spending for your product and service.
Innovation
Innovation is the introduction of something new in your product
or services. This may be a new idea, a new method or a device.
If you want to increase your sales and profit you must innovate.
Some of the possible innovations in your products are change of
packaging, improved taste, color, size, shape and perhaps price.
Some of the possible innovations in providing services are the
application of new improved methods, additional featured services,
and possibly freebees.
26
Unique Selling Proposition (USP)
Unique selling proposition is the factor or consideration
presented by a seller as the reason that one product or service is
different from and better than that of the competators. Before you
can begin to sell your product or service to your target customers,
you have to sell yourself for it. This is especially important when
your product or service is similar to those around you.
USP would require careful analysis of other businesses ads and
marketing messages. If you analyze what they say or what they
sell, involving not just their product or service characteristics, you
can learn a great deal about how companies distinguish themselves
from competitors.
Heres how to discover your USP and use it to increase your
sales and profit:
Use empathy: Put yourself in the shoes of your
customers.Always focus on the needs of the target customers
and forget falling in love with your own product or services.
DRAFT
Always remember, you are making this product or providing
for the target customers to eventually increase sales and
earn profit, and not just making this product or services for
yourself. An essential question is what could make them
come back again and again and ignore competition. Most
possible answers will be focused on the quality, availability,
convenience, cleanliness, reliability, and friendliness ot the
product or service.
27
always improve his or her products and services to provide
satisfaction and of course retention of customers. As your
business grows, you should always consider the process of
asking your customers important information and question
that you can use to improve your product and services.
Task 3: Interview
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1. How do you identify your customers?
28
6. What creative and innovative techniques did you adopt
for your product or services? What was the effect of the
innovative techniques to the sales and profits of your
business?
In order to deepen your understanding of the lesson, perform
the following tasks:
1. Browse the internet on topics related to:
a. Customers needs and wants;
b. Techniques in identifying customers needs and wants;
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c. Creativity and innovations in products and services;
d. Unique selling proposition; and
e. Product development.
2. Prepare a short narrative report about the aforementioned
topics. You may highlight the aspect that intensifies your
knowledge of product development.
29
1. Identify
customers
7. Prepare a need
2. Target
Development specification
Plan - s
- - -
- -
6. Refine 3. -Analyze a
product
- - competitive
-
specification product
- -
- -
- -
- 5. Select A 4. Generate -
- -
- product product -
- concept concept -
- -
- - - -
- -
_____________________________________________________
_____________________________________________________
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____________________________________________________.
30
1. Examine the existing goods and services. Are you satisfied
with the product? What do other people who use the product
say about it? How can it be improved? Are there many ways of
improving a product from the way it is made to the way it is packed
and sold? You can also improve the materials used in crafting
the product. In addition, you introduce new ways of using the
product, making it more useful and adaptable to the customers
many needs. When you are improving the product or enhancing
it, you are doing an innovation. You can also do an invention by
introducing an entirely new product to replace the old one.
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that obvious because they can only be felt in the future, in the
event of certain developments in the community. For example, a
province will have its electrification facility in the next six months.
Only by that time will the entrepreneur could think of electrically-
powered or generated business such as photo copier, computer
service, digital printing, etc.
3. Examine how the needs are being satisfied. Needs for the
products and services are referred to as market demand. To
satisfy these needs is to supply the products and services that
meet the demands of the market. The term market refers to
whoever will use or buy the products or service, and these may be
people or institutions such as other businesses, establishments,
organizations, or government agencies.
There is a very good business opportunity when there is
absolutely no supply to a pressing market demand.
Businesses or industries in the locality also have needs
for goods and services. Their needs for raw materials,
31
maintenance, and other services such as selling and
distribution are good sources of ideas for business.
4. Examine the available resources around you. Observe what
materials or skills are available in abundance in your area. A
business can be started out of available raw materials by selling
them in raw form and by processing and manufacturing them into
finished products. For example, scaffolding needs coco lumber
or goo lumber. This may be replaced by bamboo. Nails may be
replaced by rattan strings.
A group of people in your neighborhood may have some
special skills that can be harnessed for business. For example,
women in the Mountain Province possess loom weaving skills that
have been passed on from one generation to the next generation.
Some communities there set up weaving businesses to produce
blankets, as well as decorative items and various souvenir items
for sale to tourists and lowland communities.
Business ideas can come from your own skills. The work
and experience you may have in agricultural arts, industrial arts,
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home economics, and ICT classes will provide you with business
opportunities to acquire the needed skills which will earn for you
extra income, should you decide to engage in income-generating
activities. With your skills, you may also tinker around with
various things in your spare time. Many products were invented
this way.
32
Key concepts of selecting a business idea
DRAFT
need this product and will continue to need it for a long
time?
3. How is the demand met? Who are processing the products
to meet the need (competition or demand)? How much of
the need is now being met (supply)?
4. Do you have the background and experience needed to
run this particular business?
5. Will the business be legal, not going against any existing
or foreseeable government regulation?
6. Is the business in line with your interest and expertise?
Your answers to these questions will be helpful in screening
which ones from among your many ideas are worth examining
further and worth pursuing.
33
Branding
Branding is a marketing practice of creating name, symbol, or
design that identifies and differentiates a product or services from
other products and services. It is also a promise to your customers.
It tells them what they can expect from your product or services,
and it differentiate your offerings from other competitors. Your brand
is derived from who you are, who you want to be, and who people
perceive you to be.
Branding is one of the most important aspects of any business.
An effective brand strategy gives you a major edge in increasingly
competitive markets.
The features of a good product brand are as follows:
- Delivers the message clearly;
- Confirms your credibility;
- Connects your target prospects emotionally;
- Motivates the buyer; and
- Concretizes user loyalty.
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SWOT should always be specific. Avoid any grey areas.
SWOT is subjective.
35
Task 6: SWOT Analysis
- -
- -
- -
DRAFT
- -
- -
- -
- -
- -
- -
- -
- -
- -
36
Strategize:
SW Utilize the strengths to overcome the weakness
OS - Capitalize on the opportunities to eliminate the
weakness
ST Maximize your strengths to eliminate the external
threats
OT Take advantage of the available opportunities to
eliminate the external threats.
Strategies/Activities:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________________
Analysis:
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_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________________
37
Task 7: Extra Readings and Video Viewing
DRAFT
Direction: Generate a clear appealing product brand with logo and
tagline.
Logo
Tagline
Feedback
38
C. PROCESS AND DELIVERY
I. INTRODUCTION
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DRAFT PREASSESSMENT
Directions: Read and understand the statements below. Write the
letter of the correct answer on a separate answer sheet.
1. It is accurately used to test the squareness of smaller objects.
a. crow bar b. spirit level c. steel square d. try square
2. It is a testing tool used to check the vertical alignment of the
form installation.
a. chalkline b. plumb bob c. spirit level d. steel square
3. It is the most commonly used material in constructing forms.
a. G.I. sheet b. plyboard c. plywood d. T & G
4. It is a tool used to make long straight line on a surface.
a. chalkline b. crow bar c. pencil d. spirit level
5. These are the head coverings used for personal protection.
a. gloves b. hard hats c. safety belts d. safety shoes
40
7. It is the darkening of the wood due to overheating by the
machine knives
a. burn b. pitch c. split d. twist
8. It is a wood defect that is caused by rapid drying.
a. bow b. checks c. cup d. split
9. It refers to a head cover safety protection, usually made of hard
plastic.
a. cap b. helmet c. overseas cap d. visor
10. Mechanical properties of wood include __________________.
a. elasticity b. strength
c. variation characteristic d. all of these
DRAFT
tools should be properly checked, selected, and prepared per job
requirements. Scaffold installation is also important in this task
because it is utilized when formwork installation is made.
Since trees are the source of lumber, you must be aware
that only fully matured trees are big trees that are ready to cut as
lumber for commercial purposes, subject to the laws, directives, and
other legal procedures implemented by the Government. This is
aligned with the Governments thrust in preserving the wholesome
environment and contribute in addressing the harmful effects of
global warming.
Because of the scarcity of lumber, it has become expensive,
and alternative materials are now used such as pre-fabricated steel
used in scaffoldings and staging.
41
Materials
Plan and working drawing are sketches of the specific
formworks and form panels to be fabricated with all the
necessary dimensions and details drawn to scale.
DRAFT
42
Lumber refers to a piece of wood or stock, maybe coco
lumber or good lumber, usually 2 x 2 in cross section used
as form stud.
DRAFT
Plywood refers to the board commonly used as covering in
constructing of forms.
43
Plywood
Ordinary plywood is commonly used as form, limited to two
or three times of its use.
Marine plywood is a waterproof type of board which is more
suitable to use in concrete as form and it could be used
multiple times.
While plywood is available on standard English
DRAFT
measurement, plans on the other hand are presented in
metric system. Knowledge in measurement conversion or
vise versa is necessary.
Phenolic Boards
Boards with resin that has high temperature stability which can
be used in formworks.
44
Tools
Claw hammer is a driving tool used to drive and pull out
nails.
DRAFT
Pull-push rule or Measuring Tape is a measuring tool
made of metal. It is available in 3m-7.5m in length and is
used in laying out and constructing of forms.
45
Nylon string is used in laying out the forms for its
horizontality and verticality in installation.
DRAFT
Try square is an accurate tool used to test the squareness
of smaller objects and in checking the squareness of forms.
46
Cross-cut saw is a tooth-cutting tool used to cut plywood or
wood for form construction.
DRAFT
Plumb bob is a testing tool used to check the vertical
alignment of the form in installation.
47
Crow bar is a straight iron or steel bar, with the point
flattened and sometimes set at an angle, used for wrecking
and pulling out large nails.
DRAFT
Tool holster is a tool holder worn on a hip or shoulder,
usually made of leather.
48
Spanner Wrench is a hand tool used to turn nuts and bolts,
and sometimes called adjustable wrench.
DRAFT
49
Safety shoes refer to feet protection used for personal
safety; usually a type of shoe with steel toe.
DRAFT
50
Safety belt refers to wide leather strap with hook used to
protect an individual from an accidental fall.
DRAFT
51
Equipment
Portable circular saw is a valuable powertool used for
cutting sheets of plywood and boards.
DRAFT
52
SELF-CHECK 1.1
DRAFT
4. It is a commonly used material in constructing forms.
a. G.I. sheet b. Plyboard c. Plywood d. T & G
53
INFORMATION SHEET 1.2
Wood Defects
Bow
A curve along
the face of a
lumber that
usually runs
from end to end.
Cupping
DRAFT
Warping along
the face of a
board across
the width of
the board. This
often occurs
when one side
dries faster the
other
Checking
A crack in
the wood
structure of a
piece, running
lengthwise
usually caused
by rapid
seasoning.
54
Split
A longitudinal
separation of
the fibers which
extends to the
opposite face of
a piece of sawn
timber.
Crook
Warping along
the edge from
one end to the
other. This is
most common
in wood that
was cut from
the center of the
DRAFT
tree near the
pith.
Twist
Warping in
lumber where
the ends twist
in opposite
directions.
Wane
The presence of
bark or absence
of wood on
corners of a
piece of lumber.
55
Blue Stain
A discoloration
that penetrates
the wood fiber.
It can be any
color other than
the natural
color of the
piece in which
it is found. It is
classified as
light, medium,
or heavy and is
generally blue
or brown.
Machine Burn
A darkening of
the wood due
to overheating
DRAFT
by the machine
knives or rolls
when pieces
are stopped in a
machine.
Pitch
An
accumulation
of resinous
material on the
surface or in
pockets below
the surface of
wood. It is also
called gum or
sap.
56
Loose Knot
Cannot be
relied upon to
remain in place
in the piece. It
is caused by a
dead branch
that was not
fully integrated
into the tree
before it was
cut down.
Tight Knot
A knot fixed
by growth or
position in the
wood structure
DRAFT
so that it firmly
retains its
place in the
surrounding
wood.
Wood bores
Holes in the
wood caused
by insects and
beetles.
57
Properties of Wood
Physical Properties
DRAFT
Electrical properties of wood are the dielectric constant and
the dielectric power factor alternating current.
The single most useful electrical property of plywood is
its resistivity, or inability to conduct electrical current. The
mechanism of electrical conduction depends upon the
presence of ions in the wood
Mechanical Properties
Elasticity of wood depends on grain orientation, moisture,
species, temperature, and rate of loading.
58
SELF-CHECK 1.2
Wood Defects
DRAFT
4. It is a wood defect caused by insects and beetles.
a. crack b. cupping c. twist d. wood bores
59
ACTIVITY SHEET 1.1
DRAFT
Condition:
60
A. Determine the specific measurements of the following:
1. height of the form
2. width of the form
3. distance between each stiffener.
4. the proposed perimeter of the column
DRAFT
B. Tools (At least 4)
C. Equipment (At least 2)
D. Materials (At least 2)
Teacher shows the actual tools, equipment and materials.
Students will identify and give the uses and function of tools,
materials
and equipment used in formworks one by one.
2. Manipulating the tools and equipment
a. Measuring and Marking
end to end
edge to edge
surface to surface
61
b. Sawing
cutting across the grain
cutting along the grains
c. Chiselling
straight edge or surface
curve edge or surface
mortising
Assessment remarks:
competent
not yet competent
DRAFT
62
SUMMATIVE TEST
You are now going to measure how much you have learned
from the previous topics. Concentrate and answer the questions as
honestly and as best as you can.
DRAFT
a. chakline b. plumb bob c. spirit level d. steel square
63
B. Identify the following materials, tools, and equipment
1. 2.
_____________________
_____________________
3. 4.
DRAFT _____________________
_____________________
5.
_____________________
64
C. Identify the different wood defects as shown below.
1. _____________________ 6. _________________
2. ________________
DRAFT
7. __________________
8. __________________
3. _________________
65
4. ________________ 9. _________________
DRAFT
5. ___________________
10. _________________
66
3. Assembling forms. ( At least 2 )
a.
b.
Performance Test
Perform activity sheet 1.2 Identifying and manipulating tools,
materials and equipment
Manipulating tools and equipment.
Things to be prepared:
a. carpentry tools
b. carpentry materials
(lumber)
c. equipment
Note:
Use these remarks to assess the students Output and
performance.
Competent
Not competent
Have learners assess their performance. For learners who are not
DRAFT
competent, have them repeat the activity.
67
Content Standards Performance Standards
DRAFT
INTRODUCTION
Welcome to the Learners Module in Carpentry NC II TLE
Grade 10 This module contains training materials and activities
for you to complete.
The unit of competency Install Formworks Components
contains the knowledge, skills, and attitudes required for a
Carpentry course Grade 10.
68
You are required to go through a series of learning activities in
order to complete the learning outcome Lay out and Assemble
Scaffolds and Braces of this module. In each learning outcome
there are information sheets, and activity sheets. Follow these
activities on your own and answer the Self-Check at the end of
each learning activity.
The information content of this quarter is about the wooden
type of scaffolding and its safety rules.
Prepare work areas for safe laying out and assembling of
scaffolds and braces.
Assemble scaffolds and braces safely and securely.
Free of Interference
Properly balance
Secure connectors, locks and screws.
Select appropriate Personal Protective Equipment (PPE).
DRAFT PREASSESSMENT
A. Modified True or False: Directions: Write True if the
statement is correct and False if it is incorrect. Then write the
correct answer.
1. A scaffold is a permanent structure to ensure safety.
2. Assemblers of scaffoldings need not be aware about its safe
use as long as there are veteran workers in the area.
3. Do not work or allow persons to work on scaffolds when sick or
suffering from any other physical symptom which could affect
their ability to work safely.
4. Use ladders or makeshift devices on top of scaffolds to increase
the height.
5. Never place scaffolds on unstable surface where loose objects
could tip, break, or become dislodged.
69
B. Directions: Read the statements carefully. Write the correct
answer on your answer sheet or activity notebook.
1. A raised floor is used to step on by workers while working.
A. base B. floor C. platform D. pavement
2. It is used to prevent lateral movements of the scaffold.
A. diagonal brace B. horizontal brace
C. vertical brace D. z-brace
3. A part of scaffold that is fixed to support the outriggers.
A. post B. brace C. platform D. cleats
4. What is the best lumber suited to make as scaffolding.
A. soft lumber B. strong lumber
C. lumber with knots D. lumber with dry rot
5. A part of scaffold that holds the platforms.
DRAFT
A. outriggers B.uprights C. brace D. cleat
70
INFORMATION SHEET 2.1
SCAFFOLD SAFETY RULES
DRAFT
with all such specific provisions of law.
A. Follow safe practice of the safety rules and comply with
OH & S laws, and local rules, codes, and regulations pertaining to
scaffolding during any use of the equipment.
B. The potentially hazardous nature of scaffolding assembly
makes it important that all personnel assigned to this work be
instructed in these safety rules, safe practices and procedures,
and be under the supervision of an experienced person. Ensure
that these safety rules are posted and that all assemblers and
users of the scaffold are aware of and follow them.
C. Report any unsafe conditions to supervisors. Do not
work or allow persons to work on scaffolds when sick or suffering
from dizziness, unsteadiness, or any other physical symptom
which could affect their ability to work safely.
71
way.
E. Inspect assembled scaffold frequently and be sure
that it is maintained in a safe condition; ensure that the scaffold
connection has not loosened and that components have not been
improperly released or removed.
F. Maintain all equipment in good condition. Never use
corroded or excessively rusted equipment; the strength of such
equipment is not known.
G. Consult your scaffolding supplier when in doubt. Never
take chances.
H. Always read these safety rules in conjunction with all
safety regulations.
I. Always place scaffolds on a ground, stable surface and
assure that it is adequate to support the intended scaffold loads.
Never place scaffolds on unstable surface where loose objects
could tip, break or become dislodged.
J. Lift and lower components carefully and safely; use tag
DRAFT
lines where appropriate to the handling method. Never allow
excessive quantities of components to be stockpiled on partially
complete scaffolds. Stock only sufficient components consistent
with the progress of the work. Lower dismantled components as
soon as possible. Never drop components deliberately.
K. The tying of the scaffold to the structure is of great
importance to the stability and safety of the scaffold. Assure that
the structure to which the scaffold is tied or anchored is capable of
safely supporting all loads imposed on the scaffold.
L. Free standing scaffolds other than wall scaffolds must
be restrained from tipping by guying or other means or otherwise
stabilized as appropriate, recognizing that stability is essential to
the safety of the scaffold.
M. Install guardrails, mid-rails, and toe-boards at all
openings, open sides, and ends of every work platform
.
72
N. Never use ladders or makeshift devices on top of
scaffolds to increase the height. Never place or stand a plank on
guardrails.
O. Power lines near scaffolds are dangerous. Use extreme
caution and consult the electrical company to have the lines
de-energized and insulated to ensure safety. Never allow any
installation or use of scaffolds until this is completed.
P. When any cantilevers are used, such as brackets, etc,
proper care and precautions must be taken to prevent tipping of
the scaffold.
DRAFT
73
SELF-CHECK 2.1
Scaffold Safety Rules
DRAFT
5. Never place scaffolds on unstable surface where loose objects
could tip, break, or become dislodged.
6. Install guardrails, mid-rails, and toe-boards at all openings, open
sides, and ends of every work platform
7. Do not inspect assembled scaffolds frequently.
8. Never allow excessive quantities of components to be
stockpiled on partially completed scaffolds.
9. When any cantilevers are used, such as brackets, proper care
and precautions must be taken to prevent tipping of the scaffold.
10. Free standing scaffolds other than wall scaffolds must be
restrained from tipping by guying or other means.
74
INFORMATION SHEET 2.2
Identifying parts of a wooden scaffolding
DRAFT
75
Safety Rules in the Construction of Wooden Scaffolding
Use strong lumber for the scaffolding. Never use decayed
lumber or lumber with knots, wind shakes, and splinters
because they easily break.
Properly brace the uprights of the scaffolding to prevent
lateral movement.
Nail all the platforms to their supports. If the platforms are
not nailed, they may slip or tip off.
Place enough support for the platform.
Avoid long protruding platforms beyond the supports. If
they cant be avoided, place another support at the end.
Unsupported overhanging platforms may break or tip off
when stepped upon.
Properly secure the supports of the bracket and cantilever
scaffolds.
DRAFT
Hints in the Construction of Wooden Scaffolds
The construction and location of the different parts of
scaffolding should be well planned so that they will not affect
the proper placing of the building. A haphazard placing of
the different parts of scaffolding might make it necessary to
dismantle and reconstruct the scaffold. This is a waste of
time, effort, and money.
The platform should be at a convenient height so that the
workers on the platform do not have to stoop or stand on
their toes while doing the job.
The platforms should be at level, unless the particular job
requires a sloping platform.
76
SELF-CHECK 2.2
Identifying parts of wooden scaffolding
DRAFT
a. outriggers b. uprights c. brace d. cleats
77
ACTIVITY SHEET 2.1
Assembling a Wooden Scaffold
DRAFT
Working drawing of scaffolding
Materials:
Note: All materials such as lumber, nails, and others are
dependent on the prepared plan or working drawing of the teacher
based on the area where the activity is going to be performed.
Conditions:
1. Equipment, tools, and materials must be properly
checked.
2. The assembling area must be free from any obstruction.
3. Installation procedures must be precisely followed.
Procedure:
1. Prepare all tools, materials, and equipment needed.
78
2. Lay out the required measurement on the lumber based on
the prepared working drawing.
3. Cut the lumber into its proper size.
4. Using fasteners or nails, connect outriggers to upright
supports.
5. Secure cleats to outrigger.
6. Nail properly all diagonal braces to the upright support to
prevent lateral movement.
7. Nail the platforms to the outriggers.
8. Check the squareness, plumbness, and levelness of the
scaffolds.
9. Perform housekeeping after the operation.
10. Notify the teacher for assessment.
Precautions:
DRAFT
1. Always observe safety precautions while working or performing.
2. Appropriate PPE must be worn during work.
Evaluation Criteria:
Rubrics in Assessing the Performance Output
Operation: Assembling of a Wooden Scaffold
Criteria Percentage 5 4 3 2 1 Average
1. Proper handling of 20%
tools and equipment
2. Accuracy of 25%
measurement
3. Skills and Knowledge 25%
of work
4. Safety 15%
5. Work ethics 15%
Total 100%
79
Criteria 5 4 3 2 1
Proper All tools are 1 or 2 3 to 4 Most of the No attempt
handling properly tools are tools are tools are to work or
of tools handled improperly improperly improperly incomplete
and equip and used handled and handled handled and work
ment not properly and not not properly performance
used properly used
used
Accuracy 100% of 75% of 50% of 25% of No attempt
of the parts the parts the parts the parts to work or
measure of scaffold of scaffold of scaffold of scaffold incomplete
ment are are are are work perfo
properly properly cut properly properly mance
cut and lay and lay out cut and lay cut and lay
out with with correct out with out with
correct measure correct correct
measu ment measure measure
rement ment ment
Skills and Learners Learners Learners Learners Learners do
Knowledg perform the will perform will will attempt not attempt
e of work procedure the perform to work but to do the
DRAFT
completely procedure the they will job
and inde completely procedure not able to
pendently with completely finish the
minimal with more job
help of help of
teache teacher
Safety Learners 1 of the 2 of the 3 of the All of the
use required required required required
complete PPE is PPE are PPE are PPE are
PPE not used not used not used not used
according during work during during work during work
to job work finished
require
ments
Work Learners Learners Learners Learners Learners
ethics finish finish finish finish attempted
the job the job the job the job to do the
completely completely completely completely job but not
without with 1 to 3 with 4 to 6 with 7 to 9 completely
damage damage damage damage finish
80
ACTIVITY SHEET 2.2
Procedure in Disassembling Wooden Scaffold
DRAFT
2. Remove the diagonal braces from the upright supports.
3. Lay down the upright supports and remove the outrigger from
the upright support.
4. Drive out all fasteners using claw hammer.
5. Pull out all fasteners using wrecking bars (Do not use claw
hammer in pulling bigger fasteners.)
6. Arrange and restore all dismantled parts.
How will your work be evaluated, using the following guide?
81
Evaluation Criteria:
Rubrics in Assessing the Performance Output
Operation: Procedure in Disassembling Scaffolding
Criteria Percentage 5 4 3 2 1 Rating
Proper handling of 35
tools
Work ethics 30
Safety 20
Speed 15
Total 100%
Criteria 5 4 3 2 1
Proper All tools are 1 or 2 3 to 4 Most of the No attempt
handling of properly tools are tools are tools are to work or
tools and handled and improperly improperly improperly incomplete
equipment. used handled handled and handled and work
DRAFT
and not not properly not properly performance
properly used used
used
Work Learners Learners Learners Learners Learners
ethics finished finished finished finished attempted
the job the job the job the job to do the
completely completely completely completely job but not
without with 1 to 3 with 4 to 6 with 7 to 9 completely
damage damage damage damage finished
Safety Learners 1 of the 2 of the 3 of the All of the
will use required required required required
complete PPE is not PPE is not PPE are not PPE are not
PPE used during used during used during used during
according to work work work work.
job require
ments
82
Speed Students Students Students Students Students do
finished the finished the finished finished not finish
job before job within the job 10 the job 20 the job or
the allotted the allotted minutes minutes no attempt
time time after the after the to work is
allotted time allotted time made
DRAFT
83
SUMMATIVE TEST
DRAFT
the height.
5. Never place scaffolds on unstable surface where loose objects
could tip, break, or become dislodged.
6. Install guardrails, mid-rails, and toe-boards at all openings, open
sides, and ends of every work platform
7. Do not inspect assembled scaffolds frequently.
8. Never allow excessive quantities of components to be
stockpiled on partially complete scaffolds.
9. When any cantilevers are used, such as brackets, proper
care and precautions must be taken to prevent tipping of the
scaffold.
10. Free standing scaffolds other than wall scaffolds must be
restrained from tipping by guying or other means.
84
B. Multiple Choice
Directions: Read the statements carefully. Write the correct
answer on your answer sheet or activity notebook.
1. A raised floor is used to step on by workers while working.
a. base b. floor c. platform d. pavement
2. It is used to prevent lateral movements of the scaffold.
a. diagonal brace b. horizontal brace
c. vertical brace d. Z-brace
3. It is a part of scaffold that is fixed to support the outriggers.
a. post b. brace c. platform d. cleats
4. What is the best lumber suited to make as scaffolding?
a. soft lumber b. strong lumber
c. lumber with knots d. lumber with dry rot
DRAFT
5. It is a part of scaffold that holds the platforms.
a. outriggers b. uprights c. brace d. cleats
85
C. Performance Assessment
Work Conditions:
Students are grouped with a minimum of two members each
to perform the task.
Assembling a Wooden Scaffolding
Disassembling of Wooden Scaffolding
The working drawing of the scaffold should be
prepared by the group who will perform the activity.
Materials such as nails, lumber, and others should be
based on the prepared working drawing of the group.
Activities should be performed outside the room.
Students output and performance will be evaluated
using the rubrics.
DRAFT
Rubrics in Assessing the Performance and Output
Operation: Assembling a Wooden Scaffold
Criteria Percentage 5 4 3 2 1 Rating
1.Proper handling of 20%
tools and equipment
2. Accuracy of 25%
measurement.
3. Skills and knowlegde 25%
of work
4. Safety 15%
5. Work ethics 15%
Total 100%
86
Criteria 5 4 3 2 1
Proper All tools are 1 to 2 3 to 4 Most of the No attempt
handling of properly tools are tools are tools are to work or
tools and handled and improperly improperly improperly incomplete
equipment used handled and handled and handled and work
not properly not properly not properly performance
used used used
Accuracy of 100% of 75% of the 50% of the 25% of the No attempt
measurement the parts of parts of parts of parts of to work or
scaffold are scaffold are scaffold are scaffold are
properly cut properly cut properly cut properly cut Incomplete
and lay out and lay out and lay out and lay out work
with correct with correct with correct with correct performance
measurement measurement measurement measurement
Skills and Learners Learners Learners Learners Learners do
Knowledgeof perform the perform the perform the attempt to not attempt
work procedure procedure procedure work but they to do the job
completely completely completely will not able
and with minimal with more to finish the
independently help of help of job
DRAFT
teacher teacher
Safety Learners use 1 of the 2 of the 3 of the All of the
complete PPE required PPE required PPE required PPE required
according is not used are not used are not used PPE are not
to job during work during work during work used during
requirements work
Work ethics Learners Learners Learners Learners Learners
finish the job finish the job finish the job finish the job attempt
completely completely completely completely to do the
without with 1 to 3 with 4 to 6 with 7 to 9 job but not
destruction/ destruction/ destruction/ destruction/ completely
damage damage damage damage finish it
87
Evaluation Criteria:
Rubrics in assessing the performance/output
Operation: Disassembling a Scaffolding
Criteria Percentage 5 4 3 2 1 Average
Proper handling of 35
tools
Work ethics 30
Safety 20
Speed 15
Total 100%
Criteria 5 4 3 2 1
Proper All tools are 1 to 2 3 to 4 Most of the No attempt
handling of properly tools are tools are tools are to work or
tools and handled and improperly improperly improperly incomplete
DRAFT
equipment. used handled handled and handled and work
and not not properly not properly performance
properly used used
used
Work Learners Learners Learners Learners Learners
ethics finished finished finished finished attempted
the job the job the job the job to do the
completely completely completely completely job but not
without with 1 to 3 with 4 to 6 with 7 to 9 completely
damage damage damage damage finished
Safety Learners 1 of the 2 of the 3 of the All of the
will use required required required required
complete PPE is not PPE is not PPE are not PPE are not
PPE used during used during used during used during
according to work work work work.
job require
ments
88
Speed Students Students Students Students Students do
finished the finished the finished finished not finish
job before job within the job 10 the job 20 the job or
the allotted the allotted minutes minutes no attempt
time time after the after the to work is
allotted time allotted time made
DRAFT
89
QUARTER III Time Allotment: 40 hours
INTRODUCTION
DRAFT PREASSESSMENT
A. True or False
Directions: Write the word True if the statement is correct and
write False if it is incorrect.
1. The right way to check the platform is to climb over the top of
the frame ladder and not to swing the side frame.
2. To make the platform become level, position the braces with the
same height as of the frames.
3. Improper assembly or use of scaffolding is not dangerous
because it may not result in serious injury or death.
4. Using ladder or makeshift devices on top of scaffolds to
increase the height is prohibited.
5. Move the mobile scaffold by pushing it on the top of the frame.
90
B. Multiple choice
Directions: Choose the letter of the correct answer.
1. It is a type of scaffold frame used as sideways canopy to
straddle objects. This scaffold frame comes with two locked-in
stack pins.
a. 6.5 walk through scaffolding frame
b. masonry walk through ladder frame
c. standard masonry end frame-5 high
d. double step masonry frame 46 high
DRAFT
4. It is a horizontal plank/board found on top of the frame.
a. platform b. caster
c. frame d. cross braces
91
INFORMATION SHEET 2.3
METAL SCAFFOLDS
DRAFT
92
Masonry walk through ladder frame
Masonry walk through ladder frame is 6.5 high, 5 wide,
and can be used as a sidewalk canopy or to straddle objects.
This frame is constructed with a climbing ladder on one side. This
frame comes with two locked-in stacking pins.
DRAFT
Masonry walk through ladder frame
93
Two locked-in stacking pins
DRAFT
94
Other types and sizes of standard masonry end frame
DRAFT
95
DRAFT
Double step masonry end frame 46 high
96
PARTS OF A METAL SCAFFOLD
DRAFT
1. Frame is the skeletal structure of a scaffold.
97
2. Cross Braces are the diagonal braces of the scaffold fixed to
avoid lateral movement of the structure.
DRAFT
98
4. Castor is an accessory used in fitting the parts of a scaffold.
DRAFT
99
SAFETY RULES WHEN USING A MOBILE SCAFFOLDS
DRAFT
moved.
4. Do not attempt to move mobile scaffold without sufficient
help, and roll on even surfaces only. Watch out for any untoward
incident.
5. The maximum platform height of a mobile scaffold must not
be exceeded. All Occupational Health and Safety laws must be
complied with when using a mobile scaffold.
6. Move the scaffold using the bottom frame. Never attempt to
move the scaffold from the top.
7. If mobile scaffolds are used outdoors, extra care must be
taken to assure that they become stable against winds or
other dangerous conditions.
Caution:
Do not overload scaffold. Do not exceed the scaffold load
capacity
100
SELF-CHECK 2.3
SCAFFOLD
Column A Column B
2. Castor
DRAFT B.
D.
5. Lock pin
E.
101
ACTIVITY SHEET 2.3
DRAFT
Materials, Tools, and Equipment:
1. Metal scaffolding
2. Wrenches and pliers
3. Claw hammer
4. Nail box for lock pins
5. Plumb bob
6. Spirit level
102
7. Pull-push rule
Assembling of Metal Scaffolding
Procedure:
Step 1 Attach side brace B to two frames A
Pull L-shaped lock pin at each end of the side braces to a
disengaged position.
While holding L-shaped pin in disengaged position, place
U-channel on each end of side brace B around leg of
frame A at the desired platform height.
Release lock pin and be sure that pin fully engages into the
hole in frame A leg.
WARNING:
Both side braces must be positioned at the same height
on the frames so that the platform will be at the proper level.
DRAFT
Be sure all 4 L-shaped lock pins are fully engaged in holes
of frames.
Be sure all 4 L-shaped lock pins are in the locked position.
Step 5 Install 4 castors D into legs of frame A and pin with lock
pins E.
103
Step 8 Attach second side brace B to two frames A, ensuring the
L-shaped lock pin is engaged and attached to the end of
the side brace.
Repeat on the other side.
NOTE:
Recheck all side brace lock pins for full engagement
before accessing platform.
DRAFT
Caution:
104
Tips and Warnings
DRAFT
1.Proper handling of 20%
tools and equipment
2. Accuracy of 25%
measurement.
3. Skills and knowlegde 25%
of work
4. Safety 15%
5. Work ethics 15%
Total 100%
Criteria 5 4 3 2 1
Proper All tools are 1 or 2 3 to 4 Most of the No attempt
handling of properly tools are tools are tools are to work or
tools and handled and improperly improperly improperly incomplete
equipment used handled and handled and handled and work
not properly not properly not properly performance
used used used
105
Accuracy of 100% of 75% of the 50% of the 25% of the No attempt
measurement the parts of parts of parts of parts of to work or
scaffold are scaffold are scaffold are scaffold are Incomplete
properly cut properly cut properly cut properly cut work
and lay out and lay out and lay out and lay out performance
with correct with correct with correct with correct
measurement measurement measurement measurement
Skills and Learners Learners Learners Learners Learners do
knowledgeof perform the perform the perform the attempt to not attempt
work procedure procedure procedure work but they to do the job
completely completely completely will not able
and with minimal with more to finish the
independently help of help of job
teacher teacher
Safety Learners use 1 of the 2 of the 3 of the All of the
complete PPE required PPE required PPE required PPE required
according is not used are not used are not used PPE are not
to job during work during work during work used during
requirements work
Work ethics Learners Learners Learners Learners Learners
DRAFT
finish the job finish the job finish the job finish the job attempt to
completely completely completely completely do the job
without with 1 to 3 with 4 to 6 with 7 to 9 but do not
damage damage damage damage completely
finish it
106
SUMMATIVE TEST
A. Multiple Choice
Directions: Choose the letter that corresponds to the correct
answer.
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a. masonry walk through ladder frame
b. walk through scaffolding end frame
c. standard single ladder masonry scaffolding end
frame
d. Double step masonry frame
3. What is the right thing to do when mobile scaffold is not being
used?
a. Unlock the castor and outrigger breaks
b. Move the scaffold
c. Lock the the castor and outrigger breaks
d. None of these
4. It is an elevated temporary structure having a platform used
to support workers, equipment and other materials.
a. ladder b. table c. scaffold d. platform
5. It is a kind of scaffold having wheels and is easy to transfer or
move.
a. portable scaffolding b. mobile scaffolding
c. masonry scaffold d. All of these
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B. Identification
Directions: Read each sentence carefully and identify if it is
Precaution or Condition.
C. Fill in the blanks: Fill in the blank with the correct word or
group of words to complete the statement.
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3. Pull down the . You may need assistance with this
step as the platform may be heavy.
4. Unlock the next set of scaffolding. Continue to work
down the scaffolding until you reach the bottom.
5. Pull off of bottom of scaffolding.
Tips & Warnings
Tie out strings can be used to secure 6 , but
should not be used to brace diagonal 7 .
In most cases, you will need assistance from another person
to help you with both assembly and 8 .
Contact your local building or zoning department to see if
there are any special requirements after a certain height;
for instance, in California anything over 7 feet high requires
extra 9 to be installed.
If the scaffolding will be of a substantial height, wear a
10 and harness for safety.
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Performance Assessment
Work conditions:
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Operation: Assembling of a Metal Scaffolds
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Criteria 5 4 3 2 1
Proper All tools are 1 or 2 3 to 4 Most of the No attempt
handling of properly tools are tools are tools are to work or
tools and handled and improperly improperly improperly incomplete
equipment used handled and handled and handled and work
not properly not properly not properly performance
used used used
Accuracy of 100% of 75% of the 50% of the 25% of the No attempt
measurement the parts of parts of parts of parts of to work or
scaffold are scaffold are scaffold are scaffold are Incomplete
properly cut properly cut properly cut properly cut work
and lay out and lay out and lay out and lay out performance
with correct with correct with correct with correct
measurement measurement measurement measurement
Skills and Learners Learners Learners Learners Learners do
knowledgeof perform the perform the perform the attempt to not attempt
work procedure procedure procedure work but they to do the job
completely completely completely will not able
and with minimal with more to finish the
independently help of help of job
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teacher teacher
Safety Learners use 1 of the 2 of the 3 of the All of the
complete PPE required PPE required PPE required PPE required
according is not used are not used are not used PPE are not
to job during work during work during work used during
requirements work
Work ethics Learners Learners Learners Learners Learners
finish the job finish the job finish the job finish the job attempt to
completely completely completely completely do the job
without with 1 to 3 with 4 to 6 with 7 to 9 but do not
damage damage damage damage completely
finish it
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Content Standard Performance Standard
The learner demonstrates The learner independently
understanding of the concepts installs formwork components
and underlying principles in based on construction
installing formwork components standards.
INTRODUCTION
Lesson: Install Formworks Components
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Learning Outcome 3: Set or Fix
Formworks Components and Form Panels
PREASSESSMENT
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Multiple Choice
Directions: Choose the letter of the correct answer that
corresponds to the statement. Write you answers in your activity
notebook.
1. It is one of the best and most accurate tools for guiding work
in establishing a horizontal level.
a. hose level b. plumb level and spirit level
c. plumb bob d. all of these
2. It is a tool with weight and string, used to check the vertical
alignment of structures.
a. hose level b. plumb level and spirit level
c. plumb bob d. all of these
3. It is the ability of material to be bent repeatedly without
damage or injury.
a. elasticity b. flexibility c. shear stress d. warp
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4. The angular deformation of an object is taken to be the
sideways displacement of two adjacent planes divided by the
distance between them.
a. Warp b. Flexibility c. Shear stress d. Elasticity
5. It is the ability of an object to return quickly to its original
shape and size after being bent, stretched or squashed.
a. Flexibility b. Warp c. Shear stress d. Elasticity
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INFORMATION SHEET 3.1
Leveling Instruments
Plumb level and spirit level is used both for guiding and
testing the work according to a vertical or horizontal position.
Hose level is one of the best and most accurate tools for
guiding work and in establishing a horizontal level.
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bubble is centered.
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For vertical levelness, position the tool vertically on the
desired portion.
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the ground.
Wait until the weight stand still.
Then mark the exact direction of the point of the weight.
Mark the line of the string aligned to the exact location of the
point.
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Make sure that the form is parallel to the string of the plumb
bob.
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Place the other end of the hose on the other side and watch
until the liquid holds.
Then mark this side, and mark clearly.
In case of doubt about the levelness, repeat the procedure.
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STRESS ON MATERIALS
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Elasticity is the ability of an object to return quickly to
its original shape and size after being bent, stretched, or
squashed.
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Shear Stress is the angular deformation of an object, taken to
be the sideways displacement of two adjacent planes divided
by the distance between them.
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Axial Stress is a twisting direction which is either tightening or
loosening.
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SELF-CHECK 3.1
Leveling Instruments
Multiple Choice
Directions: Choose the letter of the correct answer.
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a.wrap b. flexibility c. shear stress d. elasticity
4. Which of the following is not a leveling instrument?
a. hose level b. level bar
c. plumb bob d. marking gauge
5. It is one of the best and most accurate tools for guiding work in
establishing a horizontal level.
a. hose level b. plumb level and spirit level
c. plumb bob d. all of these
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ACTIVITY SHEET 3.1
Steps in Setting and Fixing Form
Panels and Components Assembly
Needed Tools, Materials, and Equipment
Procedure
1. Prepare the area for the panel setting.
2. Prepare the panels and components.
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3. Apply oil on the formworks to prevent sticking of concrete.
4. Set the form panel based on the given drawing or plan.
5. Connect the side panel connectors elements and web.
6. Set the braces on the formworks by using temporary nailings.
7. Check the squareness, plumbness and levelness using the
prescribed tools.
8. Fix the braces securely for the formworks.
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9. Let your teacher check your work once you are done.
10. Perform good housekeeping after the operation.
Precautions:
1. Always wear appropriate body protection.
2. Observe safety precautions while performing.
Evaluation Criteria:
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assessment criteria illustrated below.
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Criteria 5 4 3 2 1
Proper All tools are 1 or 2 3 to 4 Most of the No attempt
handling of properly tools are tools are tools are to work or
tools and handled and improperly improperly improperly incomplete
equipment used handled and handled and handled and work
not properly not properly not properly performance
used used used
Accuracy of 100% of 75% of the 50% of the 25% of the No attempt
measurement the parts of parts of parts of parts of to work or
scaffold are scaffold are scaffold are scaffold are Incomplete
properly cut properly cut properly cut properly cut work
and lay out and lay out and lay out and lay out performance
with correct with correct with correct with correct
measurement measurement measurement measurement
Skills and Learners Learners Learners Learners Learners do
knowledgeof perform the perform the perform the attempt to not attempt
work procedure procedure procedure work but they to do the job
completely completely completely will not able
and with minimal with more to finish the
independently help of help of job
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teacher teacher
Safety Learners use 1 of the 2 of the 3 of the All of the
complete PPE required PPE required PPE required PPE required
according is not used are not used are not used PPE are not
to job during work during work during work used during
requirements work
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SUMMATIVE TEST
Multiple choice
Directions: Choose the letter of the correct answer that
corresponds to the statement. Write you answers in your activity
notebook.
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a. axial stress b. flexibility
c. shear stress d. elasticity
4. Which of the following is not a leveling instrument?
a. hose level b. level bar
c. plumb bob d. marking gauge
5. Which of the following tools has string and weight at the end?
a. hose level b. plumb level and spirit level
c. plumb bob d. all of these
Procedure
1. Prepare the _________________ for the panel setting.
2. Prepare the panels and ________________ .
3. Apply oil on the formworks to prevent ____________ of
concrete.
4. Set the _____________ based on the given drawing or plan.
5. Connect the _________________ connectors elements and
web.
6. Set the braces on the formworks by using ______________
nailing.
7. Check the_______________, plumbness, and levelness using
the prescribed tools.
8. Fix the ________________ securely for the formworks.
9. Perform good ______________ after the operation.
10. Let your teacher _______________ your work if you are
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done.
Performance Assessment
Work Conditions:
Students are be grouped by two to perform the task.
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Steps in setting and fixing form panels and components
assembly
Materials, tools, and equipment should be based on
the prepared working drawing of the group.
Activities should be performed outside the room or in
the activity area of the school.
Students output and performance are evaluated using
the rubrics.
Evaluation Criteria:
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Directions: Perform the correct steps in setting and fixing form
panels and components assembly. Take note of the
assessment criteria illustrated below.
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Criteria 5 4 3 2 1
Proper All tools are 1 or 2 3 to 4 Most of the No attempt
handling of properly tools are tools are tools are to work or
tools and handled and improperly improperly improperly incomplete
equipment used handled and handled and handled and work
not properly not properly not properly performance
used used used
Accuracy of 100% of 75% of the 50% of the 25% of the No attempt
measurement the parts of parts of parts of parts of to work or
scaffold are scaffold are scaffold are scaffold are Incomplete
properly cut properly cut properly cut properly cut work
and lay out and lay out and lay out and lay out performance
with correct with correct with correct with correct
measurement measurement measurement measurement
Skills and Learners Learners Learners Learners Learners do
knowledgeof perform the perform the perform the attempt to not attempt
work procedure procedure procedure work but they to do the job
completely completely completely will not able
and with minimal with more to finish the
independently help of help of job
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teacher teacher
Safety Learners use 1 of the 2 of the 3 of the All of the
complete PPE required PPE required PPE required PPE required
according is not used are not used are not used PPE are not
to job during work during work during work used during
requirements work
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TECHNICAL TERMS
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Dimension any measurable extent as the length, width,
and thickness
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Lumber a sawn wood sliced to boards, planks, or
timber
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Scaffold a temporary or movable platform used for
working at considerable heights
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Bibliography
www.ehow.com_6807760_assemble-disassemble-scaffolding.htm/
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