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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

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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: , [email protected], ii

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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

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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

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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

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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

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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

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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

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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

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_________________________________________________, __________________________________________, 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

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_________________________________________________, _________________________________________________, _________________________________________________, __________________________________________, 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

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• 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

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• 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

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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, 10, , Personal Assessment in, terms of:, Strength Development, Areas

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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

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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

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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

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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

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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

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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

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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. desires D. needs, 4. This is the factor or consideration presented by a seller as the, reason that one product or service is different from and better, than that of the competition., A. unique selling plan , , C. unique pricing policy, , B. unique selling proposition, , D. finding value-added, , 19

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5. In this stage, the needs of the target market are identified,, review and evaluated., A. concept development , , C. project development, , B. economic analysis , , D. refine specification, , 6. This is the introduction of new idea to make the product, and services more attractive and saleable to the target, customers., A. new Idea , , C. product development, , B. creativity D. innovation, 7. A managerial tool used to assess the environment to gather, important information used for strategic planning., A. Environmental scanning , , C. WOTS analysis, , B. SWOT analysis , , D. Survey analysis, , 8. A marketing practice of creating name, symbol or designs, 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. desires D. needs, , 20

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Task 2: Guide Questions:, Direction: Read and study the guide questions below. You may, use a separate sheet of paper to write your responses to, the guide questions., 1. How does one determine the product or services to be, produced, offered and delivered to the target customers?, 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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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 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

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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

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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

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 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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 Equipment, • Portable circular saw is a valuable powertool used for, cutting sheets of plywood and boards., , DRAFT, , 52

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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 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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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. platform b. caster, c. frame , d. cross braces, , DRAFT, , 4. It is a horizontal plank/board found on top of the frame., a. platform b. caster, c. frame , d. cross braces, 5. It is the skeletal structure of the scaffold., a. platform b. frame, c. lock pin , d. cross braces, , 91

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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

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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

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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

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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

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DRAFT, , Double step masonry end frame 4’6” high, , Double step masonry frame 4’ high, , 96

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PARTS OF A METAL SCAFFOLD, , DRAFT, , 1. Frame is the skeletal structure of a scaffold., , 97

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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4. The angular deformation of an object is taken to be the , sideways displacement of two adjacent planes divided by the, distance between them., a. Warp, b. Flexibility, c. Shear stress d. Elasticity, 5. It is the ability of an object to return quickly to its original , shape and size after being bent, stretched or squashed., a. Flexibility, b. Warp, c. Shear stress d. Elasticity, , DRAFT, , 113

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INFORMATION SHEET 3.1, Leveling Instruments,  Plumb level and spirit level is used both for guiding and, testing the work according to a vertical or horizontal position.,  Hose level is one of the best and most accurate tools for, guiding work and in establishing a horizontal level.,  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

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• 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

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• 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

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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

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 Shear Stress is the angular deformation of an object, taken to, be the sideways displacement of two adjacent planes divided, by the distance between them., , DRAFT, ,  Axial Stress is a twisting direction which is either tightening or, loosening., , 118

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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

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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

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9. Let your teacher check your work once you are done., 10. Perform good housekeeping after the operation., Precautions:, 1. Always wear appropriate body protection., 2. Observe safety precautions while performing., , Evaluation Criteria:, 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

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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

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SUMMATIVE TEST, Multiple choice, Directions: Choose the letter of the correct answer that, corresponds to the statement. Write you answers in your activity, notebook., 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

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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

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Steps in setting and fixing form panels and components, assembly,  Materials, tools, and equipment should be based on, the prepared working drawing of the group.,  Activities should be performed outside the room or in, the activity area of the school.,  Students output and performance are evaluated using, the rubrics., Evaluation Criteria:, 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

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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

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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

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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

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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