10
Learner’s Material
DRAFT
GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
District/ School: _________________________________________
Division _________________________________________________
First Year of Use: _________________________________________
Source of Fund (Year included):__________________________
Department of Education
Republic of the Philippines
1
Technology and Livelihood Education– Grade 10
Learner’s Material
First Edition, 2015
ISBN:
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
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.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Learner’s Material
Consultants: Alfredo L. Alcala, Lorenzo A. Ladia, Famy I. Pepito
DRAFT
Authors: Antonio Blanco Jr.
Master Teacher I
OlongapoCity NHS
Roderick C. Verano
Teacher I
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
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEdIMCS)
Office Address:
5th Floor, Mabini Building DepEd Complex, Meralco
Avenue, Pasig City, Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address:
imcsetd@yahoo.com
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
…………………………formworks …………………………………...………. 61
Summative test ………………………………………………………...……….63
DRAFT
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
Quarter 3: Introduction .………………………………………….......…………90
Preassessment .………………………………………………............……….90
Information sheet 2.3 Metal Scaffold .………..………………...........……….92
Self-check 2.3 ......………………………………………………......………...101
iii
Activity Sheet 2.3 Procedure in Assembling and Disassembling
Metal Scaffolds …………………………………….............102
Summative Test .…………………………………………………....…………107
Quarter IV: Introduction ………………………………………......................111
Preassessment ......…………………………………………………….......…112
Information Sheet 3.1 Leveling Instruments .……..………………………..114
Self-check 3.1 ...……………………………………………………………….119
Activity Sheet 3.1 Steps in Setting and fixing Form
Panels/Components Assembly …..…………………………………………..120
Summative Test ……………………………………………………………….123
Technical Terms ………………….……………………………………………..127
Bibliography ………………..………………………………........................129
DRAFT
iv
Personal Entrepreneurial Competencies (PECs)
Content Standards
Performance Standards
The learner demonstrates The learner independently
understanding of one’s PECs creates a plan of action
in CARPENTRY.
that strengthens/ further
develops his/her PECs in
CARPENTRY.
Time Allotment: 4 hours
Module 1
Personal Entrepreneurial Competencies
DRAFT
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
master after finishing this module.
DRAFT
OBJECTIVES
At the end of this module, you are expected to:
- identify areas for improvement, development, and growth;
- align your PECs according to your business/career choice;
and
- create a plan of action that ensures success in your
business/career choice
Now that you have an idea about the enabling knowledge and
skill that you will develop, achieve, and master, try to take the first
challenge in this module -- the pre assessment.
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.
Task 1: Matching Type
Direction: Match the entrepreneurial competencies in column
A with their meanings in column B. Write the letter of the correct
answer on the space provided before each number.
A
____1. Creative
B
a. make a wise decision towards the
achievement of set objectives
b. displays strategic thinking and
setting of goals
DRAFT
____2. Profit-oriented
____3. Discipline
c. showing trust in one’s ability
____4. Decision Making d. adaptable to change
____5. People’s Skill
e. innovative – minded to enable
one to have an edge over other
competitors
____6. Planner
f. showing solid dedication
____7. Self-confidence
____8. Hardworking
____9. Ability to accept
change
____10. Committed
g. skillful in record keeping
h. always sticking to the plan
i. working diligently
j
shows effective and efficient communication, and relation with
people
k. always looking for income
3
Task 2: Guide Questions
Directions: The following are guide questions which cover the
entire module.
Write your answers in your assignment notebook and
share these with the class.
A. Explain why entrepreneurship are activities important to social
development and progress of the economy.
B. What entrepreneurial activities do you know and are capable
of doing which are related to CARPENTRY?
C. Given the opportunity to own a business that relates to
CARPENTRY, are you confident to manage it? Explain your
answer.
D. What do you think are the most important competencies you
must possess in order to be successful in running your chosen
business?
DRAFT
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.
After all the guide questions have been answered to
the best of your knowledge and skills, share these with your
classmates. You too, may compare your insights, personal
knowledge of, and relevant experiences on the topic of
entrepreneurship to make it more exciting and engaging.
4
LEARNING GOALS AND TARGET
After reading and understanding the objectives of this
module, and having gone through pre-assessment and answering
of the guide questions, you will be asked to set your own personal
goals. These goals will enable you to further achieve the ultimate
objective of this module. In the end, these goals would motivate
you to learn more about PECs.
Goals and
Targets
Learning
Activities
Ultimate Goal
Figure 1: Strategic process to achieve the objectives of
this module
DRAFT
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.
Task 3: Group Activity
Direction: Answer the following guide questions on a separate
sheet of paper. Share your answers with the class.
1. Explain the importance of assessing one’s PECs before
engaging in a particular entrepreneurial activity.
_________________________________________________
_________________________________________________
_________________________________________________
5
_________________________________________________
__________________________________________
2. Are there other strategies or approaches which you can use
to assess your PECs? Explain how these would become
more useful in selecting a viable business venture.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__________________________________________
3. What are the desirable personal characteristics, attributes,
lifestyles, skills, and traits of a prospective entrepreneur? Why
do you think these are important?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__________________________________________
DRAFT
4. Why is there a need to assess one’s PECs in terms of
characteristics, attributes, lifestyles, skills, and traits before
starting a particular business?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__________________________________________
5. What is the significance of evaluating PECs of a successful
entrepreneur? What helpful insights can you draw from this
activity?
_________________________________________________
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, you’re 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-à-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,
lifestyle, skills, and traits of a successful entrepreneur in order to be
successful in a chosen career.
DRAFT
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.
• Self-confident: Entrepreneurs have confidence in their
abilities and own judgment. They exhibit self-confidence
in order to cope with all the risks of operating their own
business.
• Disciplined: Successful entrepreneurs always stick on
the plan and fight the temptation to do what is unimportant.
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.
• Ability to accept change: Nothing is permanent but
change. Change occurs frequently. When one owns a
business, he/she should cope and thrive on changes.
Capitalizing on positive changes can make a business
grow.
• Creative: An entrepreneur should be creative and
innovative to stay in the business and in order to have an
edge over other competitors.
• Has the Initiative: An entrepreneur takes the initiative.
He/she must put himself/herself in a position where he/
she are personally responsible for the failure or success
of the business.
DRAFT
• Profit-oriented: One enters into the world of business to
generate profit or additional income. This shall become
an entrepreneur’s bread and butter, and for his/her family
as well. Therefore, you must see to it that the business
can generate income.
Listed below are the important skills of a successful
entrepreneur.
• Planning Skills: Planning is the strategic thinking
and setting of goals to achieve objectives by carefully
maximizing all available resources. A good entrepreneur
develops and applies step-by-step plans to realize goals.
A good entrepreneur knows that planning is an effective
skill only when combined with action.
8
• People Skills: This is a skill which is very important in
order to be successful in any kind of business. People
skills refer to an effective and efficient communication
in relation to people working in and out of a business. In
day-to-day business transactions, you need to deal with
people. Well- developed people skills can spell out the
difference between success and failure of the business.
•
Decision - Making Skiils: Successful entrepreneurs
have the ability to think quickly and make a wise decision
towards the pre-determined set objectives. No one can
deny that the ability to make decisions is an important skill
that an entrepreneur should possess. Sound decisions
should spring out from given facts and should be towards
the attainment of pre-determined objectives.
In order to firm up what you have learned, and to have a better
appreciation of the different entrepreneurial competencies, try to
read the PECs checklist presented below, then assess yourself.
DRAFT
Task 4: PECs Checklist
Directions:
Using the PECs Checklist, assess yourself by
indicating with a check (/) mark in either strengths or development
areas column. Compute the results by counting the total number
of check marks in each of the columns. After accomplishing the
checklist, form a group and share your insights and experiences
why you came up with that personal assessment.
9
Table 1: PECs Checklist
Personal Entrepreneurial
Competencies of an Entrepreneur
Hardworking
Working diligently
Self-confident
Being confident in one’s ability
Disciplined
Always sticking to the plan
Committed
Solidly dedicated
Ability to accept change
Adaptable to change
Creative
Innovative to have edge over
other competitors
Profit-oriented
DRAFT
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
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Personal Assessment in
terms of:
Strength Development
Areas
Interpretation/Insights:
_____________________________________________________
_____________________________________________________
__________________________________________ __________
_____________________________________________________
_____________________________________________________
_____________________________________________________
________.
How was your experience in discovering your strengths and
the areas to be developed? Did you gain valuable experience in
exchanging insights with your classmates? To learn more and to
deepen your understanding of PECs, do Task 5 below.
Task 5: Interview
DRAFT
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?
Note: Cull the needed information from the interview to supply
answer/s to Row 1 in the table that follows. Meanwhile, fill out
the second row with your PECs.
Personal
Entrepreneurial
Competencies
Characteristics
Attributes
DRAFT
Lifestyles
Skills
Traits
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
Competencies
Similarities
Differences
Characteristics
Attributes
Lifestyles
Skills
Traits
DRAFT
Conclusion:
________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____.
13
Task 6: Preparation of a Plan of Actions
Directions: Using the table below and the information generated
from Task 5 (Interview), prepare an action plan that
indicates how you would align your PECs to the PECs
of the successful entrepreneur CARPENTER in your
province.
Objective
Area
Activities
Strategies
Time
Frame
Expected
Outcome
Characteristics
To align my
PECs with
the PECs of
a successful
entrepreneur in
DRAFT
CARPENTRY.
Skills
Attributes
Traits
After performing the activities on the importance of PECs, let’s
determine how much you have learned. Perform Task 6 to determine
how well you have understood the lesson.
14
Task 7: Essential Questions
Direction: Read and study the following questions below. You
may use a separate sheet of paper or your notebook to write your
answers.
1. Why is there a need to compare and align your PECs with the
PECs of a successful entrepreneur?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
____.
2. How does your action plan help sustain your strong PECs and
address your development areas?
DRAFT
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
____.
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
DRAFT
16
ENVIRONMENT AND MARKET (EM)
Content Standards
Performance Standards
The learner demonstrates an
understanding of the concepts of
environment and market in the field
of carpentry, particularly in one’s
municipality.
The learner independently creates
a business vicinity map reflective of
the potential carpentry market within
the locality.
Time Allotment: 4 hours
Module 2
Environment and Market
Introduction
People who aspire to start a business need to explore the
economic, cultural, and social conditions prevailing in an area.
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.
DRAFT
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
At the end of this module, you are expected to:
a. identify what is of “Value” to the customer;
b. identify the prospective customer;
c. explain what makes a product unique and competitive;
d. apply creativity and innovative techniques to develop a
marketable product; and
e. employ a Unique Selling Proposition (USP) about the
product/service.
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
Task 1: Multiple Choice
Direction: Choose the letter of the best answer. Write your
answers on a separate sheet of paper.
1. This is generated by examining what goods and services are
sold outside by the community.
A. business creation
C. business concept
B. business pricing
D. business idea
2. A process of making a new product to be sold to the
customers.
DRAFT
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. desiresD. 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
19
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. creativityD. 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
that identifies and differentiate a product from the other
products.
DRAFT
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. desiresD. needs
20
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?
2. How does one select an entrepreneurial activity?
3. When can one say that a certain product has a “value”?
4. Is innovation and creativity to your product and services
important? Explain.
DRAFT
5. How can one effectively respond to the needs of the target
customer?
6. Express from the viewpoint of a business owner the importance
of scanning the environment and market in generating
business idea.
7. Using self-assessment, explain your level of confidence in
formulating a business ideas.
After all the guide questions have been answered and
skills have been mastered, share those with your classmates.
Discuss your insights, personal knowledge, and relevant
experiences on the topic to make it more exciting and
engaging.
21
LEARNING GOALS AND TARGET
After reading and understanding the objectives of this module
and having gone through preassessment and answering the guide
questions, you will be asked to set your own personal goals. These
goals will trigger you to further achieve the ultimate objective of this
module. In the end, these goals would motivate you to learn more
about environment and market.
Goals and
Targets
Learning
Activities
Ultimate Goal
Figure 2: Strategic process to reach the objectives of this
module
DRAFT
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 involve modification of an existing product, its presentation,
or formulation of an entirely new product that satisfies a newly
defined customer’s needs or wants and a market place.
The term development in 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
DRAFT
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.
Identify
customer
needs
Establish
target
specification
s
Generate
product
concepts
DRAFT
Analyze
Competitive
Products
Select a
product
concept
Perform
economic
analysis
Refine
specificati
ons
Plan
remaining
developmen
t project
Concept Development
Figure 3: Concept Development
The process of product development follows the following
steps:
A. Identify customer needs - An entrepreneur can easily identify
customers’ needs and wants by using a survey form, conducting
interviews,... In this stage, the information that can be possibly
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.
B. Establish target specifications - Based on customers’ needs
and reviews of competitive products, you may now establish
target specifications of the prospective new product and services.
Target specifications are essentially a wish list.
C. Analyze competitive products - It is imperative to analyze
existing competitive products to provide important information in
establishing product and services specifications. Other products
may exhibit successful design attributes that should be emulated
or improved upon in the new product or service.
D. Generate product concepts - After having gone through the
previous processes, you may now develop a number of product
concepts to illustrate what types of product and service are both
technically feasible and would best meet the requirements of the
target specifications.
DRAFT
E. Select a product concept - Through the process of evaluation
between attributes, a final concept is selected. After the final
selection, additional market research can be applied to obtain
feedback from certain key customers.
F. Refine product specifications - In this stage, product and
service specifications are refined on the basis of input from the
following results of extensive study, expected service life, and
projected selling price.
G. Perform economic analysis - Throughout the process of
product development, it is very important to always review and
estimate the economic implications arising from the development
expenses, manufacturing costs, and selling price of the product
and services to be offered.
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
People buy for a reason. There should be something in your
product or services that would give consumers a good reason to
go back and buy more. There must be something that makes you
the best option for your target customers; otherwise they have no
reason to buy what you are selling. This implies further that you offer
something to your customers that will make them value or treasure
your product and services.
The value that you incorporate to your product is called value
proposition. Value proposition is “a believable collection of the most
persuasive reasons people should notice you and take the action
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.
DRAFT
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.
Here’s 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.
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.
DRAFT
•
Identify what motivates your customers. It is very important
for you to understand and to find out what drives and motivates
your customers to buy your product or service. Make some
efforts to find out, analyze, and utilize the information that
motivates the customers in their decision to purchase the
product or services.
•
Discover the actual and genuine reasons why customers
buy your product instead of a competitor’s. Information is
very important in decision making. A competitive entrepreneur
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.
In order to firm up your understanding of the topic previously
presented, you will be tasked to form a group and conduct an
interview with a successful entrepreneur or practitioner. You have
to document this interview and present this to the whole class for
reflection and appreciation.
Task 3: Interview
Direction: Select a successful entrepreneur or practitioner. Conduct
an interview by utilizing the sets of questions below.
Document the interview and present this to the class.
DRAFT
1. How do you identify your customers?
2. What are your considerations in selecting your customers?
3. Explain how your product and services become unique as
compared with other product/s.
4. Did you consult somebody before you engage in this
business? Cite sample of insights that you gained from the
consultation.
5. What were your preparations before you started the actual
business?
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?
7. What strategy did you consider to have a unique selling
proposition on your product or service?
Task 4: Video Viewing
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;
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.
DRAFT
Task 5: Product Conceptualization
Direction: Using the figures below develop your own
concept of your product and services.
29
1. Identify
customers
need
7. Prepare a
Development
Plan
-
-
-
-
-
6. Refine
product
specification
-
-
2. Target
specification
s
3. -Analyze a
competitive
product
-
-
-
-
-
-
5. Select A
product
concept
4. Generate
product
concept
-
-
-
-
-
-
_____________________________________________________
_____________________________________________________
____________________________________________________.
DRAFT
Generating Ideas for Business
The process of developing or generating a business idea is not
a simple process. Some people just come to a bunch of business
ideas, but some really are without ideas. There are two problems
that arise; first is the excessive generation of ideas that can forever:
remain in the dreaming stage, and second is when they don’t have
ideas and still want to become an entrepreneur.
The most optimal way is to have a systematic approach in
generating and selecting business idea that will be transformed into
real business. Here are some basic yet very important considerations
you may use to generate possible ideas for business:
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.
Business ideas may also be generated by examining what
goods and services are sold outside by the community. Very
often, these products are sold in a form that can still be enhanced
or improved.
2. Examine the present and future needs. Look and listen to
what the customers, institution, and communities are missing
in terms of goods and services. Sometimes, these needs are
already obvious and felt at the moment. Other needs are not
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 electricallypowered or generated business such as photo copier, computer
service, digital printing, etc.
DRAFT
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,
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.
DRAFT
5. Read magazines, news articles, and other publications on
new products and techniques or advances in technology.
You can pick up new business ideas from Newsweek, Reader’s
Digest, Business Magazines, “Go Negosyo”, KAB materials,
Small-Industry Journal. The Internet serves as a library where
you may browse and surf on possible businesses. It will also
guide you on how to put the right product in the right place, at the
right price, at the right time.
Listing of possible businesses to set up in an area may also
be available from banks or local non-government organizations.
32
Key concepts of selecting a business idea
Once you have embarked on identifying the business
opportunities, you will eventually see that there are many possibilities
that are available for you. It is very unlikely that you will have enough
resources to pursue all of them at once. Which one will you choose?
You have to select the most promising one from among
hundreds and one ideas. It will be good to do this in stages. In the
first stage, you screen your ideas to narrow them down to about
five choices. In the next stage, trim down the five choices to two
options. In the final stage, choose between the two and decide
which business idea is worth pursuing.
In screening your ideas, examine each one in terms of the
following factors:
1. How much capital is needed to put up the business?
2. How big is the demand for the product? Do many people
need this product and will continue to need it for a long
time?
DRAFT
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.
DRAFT
Here are some simple tips to publicize your brand:
•
Develop a tagline. Write a meaningful, unforgettable, and
easy to remember statement that captures the essence
of your brand.
•
Get a great logo. Create a logo suitable to your business
and consistent with your tagline and place it everywhere.
•
Write down your brand messaging. Select key
messages you want to communicate about your brand.
•
Be true to your brand. Deliver your brand promise.
•
Be consistent. Be reliable and consistent every time.
In generating a business idea, you should first identify what
type of environment is suited to your business idea. You should
34
analyze and scan the potential environment, study the marketing
practices and strategies of your competitors. Analyze the Strengths,
Weaknesses, Opportunities, and the Threats in your environment
to ensure that the products and services you are planning to offer
will be within the easy reach of your target market and consumers.
Bear in mind these simple rules for successful SWOT
analysis:
• Be realistic about the strengths and weaknesses of your
business when conducting SWOT analysis.
• SWOT analysis should distinguish between where your
business is today and where it could be in the future.
DRAFT
• SWOT should always be specific. Avoid any grey areas.
• Always apply SWOT in relation to your competitor i.e. better
than or worse than your competitor.
• Keep your SWOT short and simple. Avoid complexity and
over analysis.
• SWOT is subjective.
35
Task 6: SWOT Analysis
Direction: In generating a business idea, environmental scanning
is very important. Utilize the SWOT analysis table below to list up all
your observations.
Consider the strategies below to select the best business idea.
Strength (S)
Weaknesses (W)
-
-
-
-
-
-
DRAFT
-
-
-
-
-
-
Opportunities (O)
Threats (T)
-
-
-
-
-
-
-
-
-
-
-
-
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:
DRAFT
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________________
My Best Business Idea:
_____________________________________________________
_____________________________________________________
_____________________________________________________
___________________________
In order to deepen your understanding of the topics previously
discussed, you will be asked to perform the following activities:
37
Task 7: Extra Readings and Video Viewing
Reading books and watching videos have been considered
as one of the most effective educational activities that help
learners deepen their understanding of certain topics. In this
particular circumstance, you will be asked to conduct extra
readings and video viewings on the following topics.
Steps in selecting a business idea
Criteria for a viable business idea
Benefits of a good brand
Ways on developing a brand
After successfully performing the assigned task, make a
narrative report about this and share it with the class.
A.
B.
C.
D.
Task 8: Making My Own Logo
DRAFT
Direction: Generate a clear appealing product brand with logo and
tagline.
Logo
Tagline
Feedback
38
C. PROCESS AND DELIVERY
QUARTER I
Time Allotment: 40 Hours
LESSON: Install Formwork Components
CONTENT STANDARD
The
learner
demonstrates
understanding of the concepts and
underlying principles in installing
formwork components.
PERFORMANCE STANDARD
The learner independently installs
formwork components based on
construction standards.
I. INTRODUCTION
DRAFT
This Module is a useful document which you can use to add
more knowledge and skills that you acquired in the previous year. It
includes instructions and procedure on how to perform the different
learning outcomes. The unit of competency Install Formwork
Components contains the knowledge, skills, and attitudes required
for a Carpentry NC II course. You are required to go through a
39
series of learning activities in order to complete each of the learning
outcomes of this module.
Before you perform the instructions, read the information sheets
and answer the self-check and activities provided to ensure that you
have acquired the knowledge necessary to perform the skill portion
of the particular learning outcome.
LO1: Select and prepare materials and tools
for installing formwork components/form
panels
• Identify tools, equipment, and materials for job requirements
• Prepare tools, equipment, and materials for job requirements
• Select appropriate PPE.
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
6. It is a wide leather strap with hook used as a protection of an
individual from accidental fall.
a. gloves b. safety belt c. safety hat 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
INFORMATION SHEET 1.1
Materials and Tools for Installing Formwork
Components/Form Panels
Installing formwork components and form panels is one of
the most important tasks in rough carpentry works. Materials and
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 Government’s 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.
DRAFT
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.
• Assorted CWN refers to the different sizes of nails ranging
from 1”-4” (25mm-100mm) in length. Common wire nails
(CWN) are the most commonly used.
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
measurement, plans on the other hand are presented in
metric system. Knowledge in measurement conversion or
vise versa is necessary.
DRAFT
 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.
• Pencil/marking pen is a tool used to mark lines and end
points used as guide in lining and cutting plywood and
lumber.
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.
• Steel Square is a highly accurate testing tool used for
squaring bigger objects such as in squaring the foundation of
a building.
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.
• Chalk line is a lining tool used to make straight lines
surface. The chord or string is tied to a nail and pulled out on
a surface and snapped to make a straight line.
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.
• Spirit level is a testing tool used to check the horizontal
alignment of the form commonly used in the installation of
beam forms.
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.
 Personal Protective Equipment
• Gloves are hand coverings used for protection from rough,
dirty, and sharp objects.
DRAFT
49
• Safety shoes refer to feet protection used for personal
safety; usually a type of shoe with steel toe.
• Safety hat and Helmet refers to a head cover for safety
protection, and is usually made of hard plastic.
DRAFT
50
• Safety belt refers to wide leather strap with hook used to
protect an individual from an accidental fall.
• Overall clothes refer to cotton clothing worn during the
actual work or in performing tasks.
DRAFT
51
 Equipment
• Portable circular saw is a valuable powertool used for
cutting sheets of plywood and boards.
DRAFT
52
SELF-CHECK 1.1
Materials and Tools for Installing Components and Form Panels
Direction: Read and understand the statements below. Write the
letter of the correct answer on a separate sheet.
1. It is a tool used to make a long straight line on a surface.
a. Chalkline b. Crow bar c. Pencil d. Spirit level
2. It is a tool used to drive and pull out nails.
a. Chalkline b. Claw hammer c. Plumb bob
square
d. Try
3. Which power tool is used in cutting boards and plywood?
a. Portable circular saw
b. Portable router
c. Portable Sander d. Power grinder
DRAFT
4. It is a commonly used material in constructing forms.
a. G.I. sheet b. Plyboard c. Plywood
d. T & G
5. It is a tooth-cutting tool used to cut wood across the grain.
a. Crosscut saw
b. Hack saw c. Keyhole saw
d. Rip
saw
53
INFORMATION SHEET 1.2
Wood Defects
In the construction of formworks wood is the most important
material needed. You will be selecting the appropriate lumber for
every part of the forms. You also need to learn how to identify the
different defects of wood which may cause unnecessary failures in
the assembling process.
Bow
A curve along
the face of a
lumber that
usually runs
from end to end.
Cupping
Warping along
the face of a
board across
the width of
the board. This
often occurs
when one side
dries faster the
other
DRAFT
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
tree near the
pith.
DRAFT
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
by the machine
knives or rolls
when pieces
are stopped in a
machine.
DRAFT
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
so that it firmly
retains its
place in the
surrounding
wood.
DRAFT
Wood bores
Holes in the
wood caused
by insects and
beetles.
57
Properties of Wood
 Physical Properties
• Moisture content is the ratio of the mass of water contained
in the mass of the same sample of dry wood.
• Shrinkage occurs when wood loses moisture below the fiber
saturation point.
• Density of wood is determined by the amount of cell wall
substance and the volume of voids by the cell cavities (lumens)
of the fibers.
• Permeability is influenced by the anatomy of the wood cells.
• Mass properties of wood are conductivity, heat, and coefficient
of thermal expansion.
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.
• Strength is dependent upon rate of loading, species, moisture,
contents, orientation, temperature, size and location of natural
characteristics such as knots and specimen size.
• Vibration damping and sound velocity are two primary
vibration phenomena of interest in structural application.
58
SELF-CHECK 1.2
Wood Defects
Directions: Read and understand the statements below. Write
the correct answer on your answer sheet.
1. It is the ratio of the mass of water contained in the mass of the
same sample of dry wood.
a. density b. mass c. moisture content d. shrinkage.
2. Mechanical properties of wood include _________.
a. elasticity b. strength c. variation characteristic
d. all of
these
3. It is a longitudinal separation of the fibers which extends to the
opposite face of a piece of sawn timber.
a. cupping b. split c. twist d. wane
DRAFT
4. It is a wood defect caused by insects and beetles.
a. crack b. cupping c. twist d. wood bores
5. It is the warping of lumber where the ends twist in opposite
direction.
a. bow
b. crook
c. twist d. wane
59
ACTIVITY SHEET 1.1
Interpretation of Plan and Details
DRAFT
Condition:
 The students should perform the following task or activity to
further enhance their mathematical skills and knowledge.
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
B. Convert the measurements of the given items in question A to
English system.
ACTIVITY SHEET 1.2
Identifying and Manipulating Tools, Materials, and
Equipment Used in Formworks
1. Identifying tools, materials, and equipment
A. Personal Protective Equipment (At least 2)
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.
A. Directions: Choose the letter of the correct answer that
corresponds to the statement. Write your answers in your activity
notebook.
1. It is a tool used to drive and to pull out nails.
a. chalkline b. claw hammer c. plumb bob d. try square
2. It is a testing tool used to check the vertical alignment of the form
installation.
a. chakline b. plumb bob c. spirit level d. steel square
DRAFT
3. It is the most commonly used material in constructing forms.
a. G.I. sheet b. plyboard c. plywood d. T & G
4. Which power tool is used in cutting boards and plywood.
a. Portable circular saw
b. Portable router
c. Portable Sander
d. Power grinder
5. It is a wide leather strap with hook used as a protection of an
individual
from accidental fall.
a. Gloves b. Safety belt c. Safety hat d. Safety shoes
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.
6. _________________
1. _____________________
2. ________________
DRAFT
7. __________________
8. __________________
3. _________________
65
9. _________________
4. ________________
DRAFT
5. ___________________
10. _________________
D. Assume that you are a carpenter assistant. Prove that you
can recall the appropriate tools, materials, and equipment in
the following activities.
1. Laying-out dimensions on plywood and lumber. (At least 4)
a.
b.
c.
d.
2. Cutting plywood and stiffeners. (At least 4)
a.
b.
c.
d.
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
competent, have them repeat the activity.
DRAFT
67
Content Standards
The learner
understanding
formworks
Performance Standards
demonstrates The learner independently
in installing performs the procedure in
layouting and installing the
formworks in carpentry based
on construction standards.
QUARTER 2 Time Allotment: 40 Hours
LESSON: Install Formworks Components
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
70
C. brace
D. cleat
INFORMATION SHEET 2.1
SCAFFOLD SAFETY RULES
Scaffold is an elevated temporary structure having a platform used to support workers, equipment, and other materials.
Serious injury or death may result from improper assembly
or use of scaffold equipment. Assemblers and users must be
familiar with and must follow safe practice and observe the safety
rules written below. These safety rules cover generalized situations
only and should not be used to replace any other additional safety
and precautionary measures that may be necessary to cover the
many usual or unusual conditions encountered during installation
or dismantling.
The rules are not intended to conflict with, or supersede
the requirements of the OH&S Laws or any other government
regulations, codes, and rules; the user must refer to and comply
with all such specific provisions of law.
DRAFT
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.
D. Inspect all equipment before use. Never use any
equipment which is damaged, defective, or deteriorated in any
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
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.
DRAFT
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
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 installed to ensure safety.
2. Assemblers of scaffoldings need not be aware about its safe
use as long as there are knowledgeable 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.
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
 Parts of a Portable Scaffolding:
• Outrigger is a part of scaffold that holds the platforms.
• Uprights or Posts are used to support the structure.
• Platforms are raised floors used to step on by workers
while working.
• Diagonal Braces are used to prevent lateral movements
of the scaffold.
• Cleats are fixed to support outriggers.
• Horizontal Support is a part that holds the lower portion
of the legs or the upright support of the 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 can’t 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
Multiple Choice: 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 worker 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.
a. outriggers b. uprights c. brace d. cleats
DRAFT
77
ACTIVITY SHEET 2.1
Assembling a Wooden Scaffold
 Tools and Equipment
• Steel square / try square
• Pull-push rule
• Pencil
• Cross cut saw
• Claw hammer
• Plumb bob
• Spirit level/level hose
• Personal Protective Equipment
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
1. Proper handling of
tools and equipment
2. Accuracy of
measurement
3. Skills and Knowledge
of work
4. Safety
20%
5. Work ethics
15%
Total
100%
25%
25%
15%
79
4 3 2
1 Average
Criteria
Proper
handling
of tools
and equip
ment
5
4
All tools are
properly
handled
and used
1 or 2
tools are
improperly
handled and
not properly
used
100% of
the parts
of scaffold
are
properly
cut and lay
out with
correct
measu
rement
Skills and Learners
Knowledg perform the
e of work procedure
completely
and inde
pendently
75% of
the parts
of scaffold
are
properly cut
and lay out
with correct
measure
ment
Accuracy
of
measure
ment
3
3 to 4
tools are
improperly
handled
and not
properly
used
Work
ethics
Learners
use
complete
PPE
according
to job
require
ments
Learners
finish
the job
completely
without
damage
1
Most of the
tools are
improperly
handled and
not properly
used
No attempt
to work or
incomplete
work
performance
50% of
the parts
of scaffold
are
properly
cut and lay
out with
correct
measure
ment
Learners
Learners
will perform
will
the
perform
procedure
the
completely procedure
with
completely
minimal
with more
help of
help of
teache
teacher
1 of the
2 of the
required
required
PPE is
PPE are
not used
not used
during work
during
work
25% of
the parts
of scaffold
are
properly
cut and lay
out with
correct
measure
ment
Learners
will attempt
to work but
they will
not able to
finish the
job
No attempt
to work or
incomplete
work perfo
mance
Learners
finish
the job
completely
with 1 to 3
damage
Learners
finish
the job
completely
with 7 to 9
damage
DRAFT
Safety
2
80
Learners
finish
the job
completely
with 4 to 6
damage
Learners do
not attempt
to do the
job
3 of the
All of the
required
required
PPE are
PPE are
not used
not used
during work during work
finished
Learners
attempted
to do the
job but not
completely
finish
ACTIVITY SHEET 2.2
Procedure in Disassembling Wooden Scaffold
Materials, Tools, and Equipment:
1. Scaffolding
2. Wrecking bar
3. Claw hammer
4. Nail box
Procedure:
Disassembling of Wooden Scaffolding
1. Remove the connection of platform from outrigger using
wrecking bar. Use claw hammer to drive out the fastener, then
pull out the nail from the platform.
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
Proper handling of
tools
Work ethics
35
Safety
20
Speed
15
Total
2
1 Rating
30
4
1 or 2
tools are
improperly
handled
and not
properly
used
Learners
finished
the job
completely
with 1 to 3
damage
3
2
1
3 to 4
Most of the No attempt
tools are
tools are
to work or
improperly
improperly
incomplete
handled and handled and
work
not properly not properly performance
used
used
DRAFT
Safety
3
100%
Criteria
5
Proper
All tools are
handling of
properly
tools and handled and
equipment.
used
Work
ethics
4
Learners
finished
the job
completely
without
damage
Learners
finished
the job
completely
with 4 to 6
damage
Learners
finished
the job
completely
with 7 to 9
damage
Learners
attempted
to do the
job but not
completely
finished
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
finished the
job before
the allotted
time
Students
finished the
job within
the allotted
time
Students
Students
Students do
finished
finished
not finish
the job 10
the job 20
the job or
minutes
minutes
no attempt
after the
after the
to work is
allotted time allotted time
made
DRAFT
83
SUMMATIVE TEST
A. Modified True or False
Directions: Write True if the statement is correct and F if it is
false; 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 knowledgeable 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 scaffold to increase
the height.
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 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
c. lumber with knots
b. strong lumber
d. lumber with dry rot
DRAFT
5. It is a part of scaffold that holds the platforms.
a. outriggers
b. uprights
85
c. brace
d. cleats
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
1.Proper handling of
tools and equipment
2.
Accuracy
of
measurement.
3. Skills and knowlegde
of work
4. Safety
20%
5. Work ethics
15%
Total
100%
25%
25%
15%
86
5
4
3
2
1
Rating
Criteria
5
Proper
handling of
tools and
equipment
All tools are
properly
handled and
used
Skills and
Knowledgeof
work
Learners
perform the
procedure
completely
and
independently
4
3
2
1
Learners
perform the
procedure
completely
with more
help of
teacher
2 of the
required PPE
are not used
during work
Learners
attempt to
work but they
will not able
to finish the
job
Learners do
not attempt
to do the job
3 of the
required PPE
are not used
during work
All of the
required
PPE are not
used during
work
Learners
finish the job
completely
with 4 to 6
destruction/
damage
Learners
finish the job
completely
with 7 to 9
destruction/
damage
Learners
attempt
to do the
job but not
completely
finish it
1 to 2
3 to 4
Most of the
No attempt
tools are
tools are
tools are
to work or
improperly
improperly
improperly
incomplete
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
with correct
with correct
with correct
with correct performance
measurement measurement measurement measurement
Safety
Learners
perform the
procedure
completely
with minimal
help of
teacher
Learners use
1 of the
complete PPE required PPE
according
is not used
to job
during work
requirements
DRAFT
Work ethics
Learners
finish the job
completely
without
destruction/
damage
Learners
finish the job
completely
with 1 to 3
destruction/
damage
87
Evaluation Criteria:
Rubrics in assessing the performance/output
Operation: Disassembling a Scaffolding
Criteria
Percentage 5
Proper handling of
tools
Work ethics
35
Safety
20
Speed
15
Total
2
1
Average
30
4
1 to 2
tools are
improperly
handled
and not
properly
used
Learners
finished
the job
completely
with 1 to 3
damage
3
2
1
3 to 4
Most of the No attempt
tools are
tools are
to work or
improperly
improperly
incomplete
handled and handled and
work
not properly not properly performance
used
used
DRAFT
Safety
3
100%
Criteria
5
Proper
All tools are
handling of
properly
tools and handled and
equipment.
used
Work
ethics
4
Learners
finished
the job
completely
without
damage
Learners
finished
the job
completely
with 4 to 6
damage
Learners
finished
the job
completely
with 7 to 9
damage
Learners
attempted
to do the
job but not
completely
finished
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
finished the
job before
the allotted
time
Students
finished the
job within
the allotted
time
Students
Students
Students do
finished
finished
not finish
the job 10
the job 20
the job or
minutes
minutes
no attempt
after the
after the
to work is
allotted time allotted time
made
DRAFT
89
QUARTER III
Time Allotment: 40 hours
INTRODUCTION
This chapter covers Metal scaffoldings and their types.
That will help the students to learn about metal scaffoldings and
how to assemble and disassemble this type of scaffolding.
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 4’6” high
2. It is a frame constructed with a climbing ladder on one side.
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 4’6” high
3. It is known as the diagonal brace of the scaffolds.
a. platformb. caster
c. frame
d. cross braces
DRAFT
4. It is a horizontal plank/board found on top of the frame.
a. platformb. caster
c. frame
d. cross braces
5. It is the skeletal structure of the scaffold.
a. platformb. frame
c. lock pin
d. cross braces
91
INFORMATION SHEET 2.3
METAL SCAFFOLDS
Metal Scaffolds are temporary structures outside of a building,
that are made of metal poles with planks used by workers
while constructing, repairing, or cleaning the building.
Types of Metal Scaffolds
6.5’ Walk through Scaffolding Frame
This 6.5’ high, 5’ wide, open type, walk through scaffolding
end frame can be used as a sidewalk canopy or to straddle
objects. This scaffold frame comes with two locked-in stack pins.
This frame requires the CB70 cross brace, and has a durable
powder coat finish.
DRAFT
6.5’ high, 5’ wide walk through scaffolding frame
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
Standard Masonry End Frame-5’ high
Standard masonry end frame-5’ high
A standard 5’ by 5’ single ladder can also be a masonry
scaffolding end frame.This scaffold frame comes with two lockedin stack pins. This frame requires the CB70 cross brace, and has a
durable powder coat finish.
94
Other types and sizes of standard masonry end frame
Standard masonry end frame- 4’6” high
DRAFT
Double step masonry frame 4’6” high
95
DRAFT
Double step masonry end frame 4’6” high
Double step masonry frame 4’ 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.
3. Platform is the horizontal plank or board found on the top of
the frame.
DRAFT
98
4. Castor is an accessory used in fitting the parts of a scaffold.
5. Lock pin is used to secure the fittings of the scaffold.
DRAFT
99
SAFETY RULES WHEN USING A MOBILE SCAFFOLDS
1. Never ride a moving mobile scaffold.
2. Remove all materials and equipment from the scaffold before
moving.
3. Lock castor and outrigger brakes when scaffold is not being
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.
DRAFT
Caution:
Do not overload scaffold. Do not exceed the scaffold load
capacity
100
SELF-CHECK 2.3
SCAFFOLD
Matching type: Match the statement in column A that corresponds
to the picture in Column B. Write the correct answer on your
answer sheet.
Column A
Column B
1. Double step masonry frame 4’6”
high
A.
2. Castor
DRAFT
B.
3. Double step masonry end frame
4’6”
C.
4. Double step masonry frame 4’
high
D.
5. Lock pin
E.
101
ACTIVITY SHEET 2.3
Procedure in Assembling and Disassembling Metal
Scaffolds
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.
Step 2 Attach second brace B to two frames A. Repeat
instructions in Step 1.
WARNING:
 Both side braces must be positioned at the same height
on the frames so that the platform will be at the proper level.
 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.
DRAFT
Step 3 Install platform C on side braces B so that the platform
is fully seated within inner channel on top of side braces.
Step 4 Rotate the platform clips into the engaged position.
Step 5 Install 4 castors D into legs of frame A and pin with lock
pins E.
Step 6 Install 4 outriggers into the legs of bottom frame.
Step 7 While standing on the first platform, insert third frame A
into the top of the first mobile scaffold frame. Then insert
fourth frame A into the top of the first mobile scaffold frame.
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.
Step 9 Install platform according to Steps 3 and 4.
Step 10 Install guardrail.
NOTE:
 Recheck all side brace lock pins for full engagement
before accessing platform.
 Recheck platform to make sure it is properly attached within
side brace channel, and the platform clips are fully
engaged before accessing. When accessing platform,
climb over the top of frame ladder.
DRAFT
Caution:
DO
NOT SWING AROUND SIDE FRAMEs!
Disassembling of Metal Scaffolding
1. First, unclip or unlock the top scaffolding bars. Remember, you
are working in steps that are the reverse of assembly.
2. Unclip or pull off diagonal braces.
3. Pull down the platform. You may need assistance with this step
as the platform may be heavy.
4. Unlock the next set of vertical scaffolding. Continue to work down the scaffolding until you reach the bottom.
5. Pull foot pads off the bottom of scaffolding.
104
Tips and Warnings
• Tie-out strings can be used to secure scaffolding, but should
not be used to brace diagonal bars.
• In most cases, you will need assistance from another person
to help you with both assembly and disassembly.
• 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 guardrails to be installed.
• If the scaffolding will be of a substantial height, wear a
helmet and a harness for safety.
Rubrics in Assessing the Performance and Output
Operation: Assembling of a Metal Scaffold
Criteria
Percentage
5
4
3
2
1
Rating
DRAFT
Criteria
1.Proper handling of
tools and equipment
2.
Accuracy
of
measurement.
3. Skills and knowlegde
of work
4. Safety
20%
5. Work ethics
15%
Total
100%
Proper
handling of
tools and
equipment
5
All tools are
properly
handled and
used
25%
25%
15%
4
1 or 2
tools are
improperly
handled and
not properly
used
105
3
3 to 4
tools are
improperly
handled and
not properly
used
2
Most of the
tools are
improperly
handled and
not properly
used
1
No attempt
to work or
incomplete
work
performance
Accuracy of
measurement
100% of
75% of the
50% of the
25% of the
No attempt
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
knowledgeof
work
Learners
perform the
procedure
completely
and
independently
Safety
Work ethics
Learners
perform the
procedure
completely
with minimal
help of
teacher
Learners use
1 of the
complete PPE required PPE
according
is not used
to job
during work
requirements
Learners
finish the job
completely
without
damage
Learners
finish the job
completely
with 1 to 3
damage
DRAFT
106
Learners
perform the
procedure
completely
with more
help of
teacher
2 of the
required PPE
are not used
during work
Learners
attempt to
work but they
will not able
to finish the
job
Learners do
not attempt
to do the job
3 of the
required PPE
are not used
during work
All of the
required
PPE are not
used during
work
Learners
finish the job
completely
with 4 to 6
damage
Learners
finish the job
completely
with 7 to 9
damage
Learners
attempt to
do the job
but do not
completely
finish it
SUMMATIVE TEST
A. Multiple Choice
Directions: Choose the letter that corresponds to the correct answer.
1. A scaffold frame with two locked-in stack pins which is used
as a walk side canopy or to straddle objects. This
scaffold frame comes with two locked-in stack pins.
a. 6.5’ masonry walk through ladder frame
b. walk through scaffolding end frame
c. standard single ladder masonry scaffolding end frame
d. Double step masonry frame
2. It is a scaffold frame constructed with a climbing ladder on one
side.
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
DRAFT
107
B. Identification
Directions: Read each sentence carefully and identify if it is Precaution or Condition.
1. Equipment, tools, and materials must be properly checked.
2. Always observe safety precautions while working or performing.
3. The assembling area must be free from any obstruction.
4. Installation procedures must be precisely followed.
5. Appropriate PPE must be worn during work.
C. Fill in the blanks: Fill in the blank with the correct word or group of words to complete the statement.
Disassembling of Metal Scaffolding
1. First, unclip or unlock the
scaffolding bars. Remember, you are working in reverse of assembly.
2.
or pull off diagonal braces.
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.
DRAFT
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.
108
Performance Assessment
Work conditions:
 Students are grouped with a minimum of two members each
and a maximum of five in each group to perform the task.
• Assembling of metal scaffolding.
• Disassembling of metal scaffolding
 All parts of metal scaffolding are complete and ready for
assembling.
 Prepare all the tools and equipment for assembling and
disassembling of metal scaffolding.
 Activities should be performed outside the room.
 Students output and performance are be evaluated using a
rubrics.
Rubrics in Assessing the Performance and Output
DRAFT
Operation: Assembling of a Metal Scaffolds
Directions: Perform the correct steps in assembling metal scaffolds.
Criteria
Percentage
1.Proper handling of
tools and equipment
2.
Accuracy
of
measurement.
3. Skills and knowlegde
of work
4. Safety
20%
5. Work ethics
15%
Total
100%
25%
25%
15%
109
5
4
3
2
1
Rating
Criteria
5
Proper
handling of
tools and
equipment
All tools are
properly
handled and
used
Skills and
knowledgeof
work
Learners
perform the
procedure
completely
and
independently
4
3
2
1
Learners
perform the
procedure
completely
with more
help of
teacher
2 of the
required PPE
are not used
during work
Learners
attempt to
work but they
will not able
to finish the
job
Learners do
not attempt
to do the job
3 of the
required PPE
are not used
during work
All of the
required
PPE are not
used during
work
Learners
finish the job
completely
with 4 to 6
damage
Learners
finish the job
completely
with 7 to 9
damage
Learners
attempt to
do the job
but do not
completely
finish it
1 or 2
3 to 4
Most of the
No attempt
tools are
tools are
tools are
to work or
improperly
improperly
improperly
incomplete
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
Safety
Learners
perform the
procedure
completely
with minimal
help of
teacher
Learners use
1 of the
complete PPE required PPE
according
is not used
to job
during work
requirements
DRAFT
Work ethics
Learners
finish the job
completely
without
damage
Learners
finish the job
completely
with 1 to 3
damage
110
Content Standard
The learner demonstrates
understanding of the concepts
and underlying principles in
installing formwork components
QUARTER IV
Performance Standard
The learner independently
installs formwork components
based on construction
standards.
Time Allotment: 40 Hours
INTRODUCTION
Lesson: Install Formworks Components
DRAFT
This chapter focuses on how to set or fix formworks
components and form panels. Assessment criteria are included
here to determine how much knowledge and skills on installing
formworks components you have gained in the lesson.
111
Learning Outcome 3: Set or Fix
Formworks Components and Form Panels
• Lay out formworks components and form panels with tolerance
of ±3 mm for measurement, alignment, levelness, and
plumbness
• Set or fix formworks and form panel according to required job;
 Install braces to support the formworks
 Apply form oil or used oil to the formworks
• Recheck formworks components and form panels for
squareness, levelness, and plumbness; and
• Use appropriate PPE.
PREASSESSMENT
DRAFT
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
112
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
DRAFT
113
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.
 Plumb bob is a tool with weight and string, used to check
the vertical alignment of structures.
 Steps in using the plumb level and spirit level
• For horizontal levelness, hold the tool up to the desired level.
• See to it that the vacant space in the liquid which looks like a
bubble is centered.
DRAFT
• Then mark a line on the leveled surface.
114
• For vertical levelness, position the tool vertically on the
desired portion.
• Repeat step 2, then mark a straight line.
 Steps in using the plumb bob
• Fix a lever where you can tie the string of the plumb bob.
• Let the weight stretch the string until it is around 5 mm above
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.
DRAFT
115
• Make sure that the form is parallel to the string of the plumb
bob.
 Steps in using the level hose
• Stretch the hose, then put water. If possible, use colored
water to make it easier to see.
• Examine the whole length of the hose to make sure that no
bubbles (vacant spaces) exist. If bubbles exist, remove the
water then put water once more.
• Allow the water level to settle, then, mark one side of the
structure, and position one end of the hose with water on this
side.
DRAFT
• 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.
116
STRESS ON MATERIALS
 Flexibility is the ability of a material to be bent repeatedly
without damage or injury.
DRAFT
 Elasticity is the ability of an object to return quickly to
its original shape and size after being bent, stretched, or
squashed.
117
 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.
DRAFT
 Axial Stress is a twisting direction which is either tightening or
loosening.
118
SELF-CHECK 3.1
Leveling Instruments
Multiple Choice
Directions: Choose the letter of the correct answer.
1. It is the ability of material to be bent repeatedly without damage
or injury.
a. warp
b. flexibility
c. shear stress d. elasticity
2. What kind of water is advisable to fill in a water hose to a level
that makes it easier to see.
a. distilled water
b. mineral water
c. tinting color
d. colored water
3. It is the angular deformation of an object, taken to be sideways
displacement of two adjacent planes divided by the distance
between them.
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
DRAFT
119
ACTIVITY SHEET 3.1
Steps in Setting and Fixing Form
Panels and Components Assembly
Needed Tools, Materials, and Equipment
Tools
Claw hammer
Materials
Plans/working
drawings
Pencil, chalkline
Lumber
Handsaw, try square Nails (assorted)
Pull-push rule, Steel Nylon string
square
Plumb bob, spirit
Plywood
level
Equipment
Steel scaffolds and
braces
PPE
Portable circular saw
Procedure
1. Prepare the area for the panel setting.
2. Prepare the panels and components.
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 connector’s 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.
DRAFT
120
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:
Rubrics in assessing the performance/output
Operation: Steps in Setting and Fixing Form Panels/
Components Assembly
Directions: Perform the correct steps in Setting/Fixing Form
Panels/Components assembly. Take note of the
assessment criteria illustrated below.
DRAFT
Criteria
Percentage
1.Proper handling of
tools and equipment
2.
Accuracy
of
measurement.
3. Skills and knowlegde
of work
4. Safety
20%
5. Work ethics
15%
Total
100%
25%
25%
15%
121
5
4
3
2
1
Rating
Criteria
5
Proper
handling of
tools and
equipment
All tools are
properly
handled and
used
Skills and
knowledgeof
work
Learners
perform the
procedure
completely
and
independently
4
3
2
1
Learners
perform the
procedure
completely
with more
help of
teacher
2 of the
required PPE
are not used
during work
Learners
attempt to
work but they
will not able
to finish the
job
Learners do
not attempt
to do the job
3 of the
required PPE
are not used
during work
All of the
required
PPE are not
used during
work
1 or 2
3 to 4
Most of the
No attempt
tools are
tools are
tools are
to work or
improperly
improperly
improperly
incomplete
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
Safety
Learners
perform the
procedure
completely
with minimal
help of
teacher
Learners use
1 of the
complete PPE required PPE
according
is not used
to job
during work
requirements
DRAFT
122
SUMMATIVE TEST
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 used both for guiding and testing the work up to a vertical or
horizontal position.
a. hose level
b. Plumb level and spirit level
c. plumb bob
d. all of these
2. What kind of water is advisable to fill in a water hose to a level
that makes it easier to see.
a. distilled water
b. mineral water
c. water color
d. colored water
3. It is is a twisting direction either tightening or loosening.
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
DRAFT
Definition: Write the uses of the following:
1. Spirit level
2. Plans or working drawing
3. Nails
4. Nylon string
5. Scaffold
Completion Type: Fill in the blanks with the correct word or group of words to complete the sentence.
123
Steps in Setting and Fixing Form Panels or Components
Assembly
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 _________________ connector’s 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 done.
DRAFT
Essay: Explain the process in using the following leveling
instrument.
1. Hose level (3pts.)
2. Plumb Bob (3pts.)
3. Plumb and level (4pts.)
Performance Assessment
Steps in Setting and Fixing Form Panels/Components
Assembly
Work Conditions:
• Students are be grouped by two to perform the task.
124
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:
Rubrics in Assessing the Performance and Output
Operation: Steps in Setting and Fixing Form Panels/
Components
Assembly
DRAFT
Directions: Perform the correct steps in setting and fixing form
panels and components assembly. Take note of the
assessment criteria illustrated below.
Criteria
Percentage
1.Proper handling of
tools and equipment
2.
Accuracy
of
measurement.
3. Skills and knowlegde
of work
4. Safety
20%
5. Work ethics
15%
Total
100%
25%
25%
15%
125
5
4
3
2
1
Rating
Criteria
5
Proper
handling of
tools and
equipment
All tools are
properly
handled and
used
Skills and
knowledgeof
work
Learners
perform the
procedure
completely
and
independently
4
3
2
1
Learners
perform the
procedure
completely
with more
help of
teacher
2 of the
required PPE
are not used
during work
Learners
attempt to
work but they
will not able
to finish the
job
Learners do
not attempt
to do the job
3 of the
required PPE
are not used
during work
All of the
required
PPE are not
used during
work
1 or 2
3 to 4
Most of the
No attempt
tools are
tools are
tools are
to work or
improperly
improperly
improperly
incomplete
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
Safety
Learners
perform the
procedure
completely
with minimal
help of
teacher
Learners use
1 of the
complete PPE required PPE
according
is not used
to job
during work
requirements
DRAFT
126
TECHNICAL TERMS
Accident
an event occurring unintentionally and by
chance
Assemble
to fit together parts of the object or structure
Column
a major structural support of a building
Common wire
nails
a type of hardware used as fasteners in
formworks
Cross section
the area or surface made visible by the top of
column and the width
Dismantle
the process of disassembling the forms
DRAFT
Dimension
any measurable extent as the length, width,
and thickness
Fabricate
to construct or make forms with a desired size
and shape
Form
a temporary boarding, and sheathing used
to produce the desired shape and size of
concrete
Formworks
structures composed of boards and sheaths
Hazards
source of danger which may be a neglected
item or due to human error
Housekeeping
the orderly management of the workplace or
the construction site
127
Lumber
a sawn wood sliced to boards, planks, or
timber
Platforms
PPE
raised floors used to step on by worker while
working
a material composed of thin sheets of wood
glued together with the adjacent sheets at right
angles
Personal Protective Equipment
Obstructions
are things that block or hinder a situation
OHSP
Occupational Health and Safety Procedures
Safety
state of being out of danger, injury, or not
involving risk
Plywood
DRAFT
Scaffold
a temporary or movable platform used for
working at considerable heights
Sheathing
a long close-fitting covering
Stable
standing firmly in place, not easily moved,
shaken, overthrown; fixed
Stiff
not moving easily; or firm
Strip
to dismantle or disassemble
128
Bibliography
www.ehow.com_6807760_assemble-disassemble-scaffolding.htm/
Fajardo, Max B. Jr.,Simplified Methods on Building Construction
First Edition, 1982
SEDP Series, Industrial Technology
Experimental Edition, 1991
Groneman, Chris H. General Woodworking, Sixth Edition ,by McGraw-Hill Inc. Copyright 1982
Lubrica, Jose; Building Construction/House Wiring, House
Plumbing and Estimate
First Edition
Fajardo, Max B., Jr ;Simplified Construction Estimate
Third Edition, 1990
DRAFT
Valdriz, Rd. Eufemio; Civil Technology
First Edition
Maguire, Byron W.; Carpentry for Residential Construction
1975 Edition
Competency Based Learning Materials (CBLM) Carpentry NC II
2009
Microsoft Encarta 2009, 1993-2008 Microsoft Corporation
129