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Evidence Guide: CPCCSV6007A - Assess structural requirements for buildings up to three storeys

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CPCCSV6007A - Assess structural requirements for buildings up to three storeys

What evidence can you provide to prove your understanding of each of the following citeria?

Identify structural requirements and loads commonly used in structural design.

  1. Assessment of structural requirements relating to equilibrium, stability, strength, functionality, economy and aesthetics is undertaken.
  2. Different types of loading and unloading methods and the effect on structures are identified and documented in accordance with BCA, relevant Australian standards, suppliers' technical data and empirical methods and adherence to legislative requirements for BCA Class 2 to 9 buildings.
Assessment of structural requirements relating to equilibrium, stability, strength, functionality, economy and aesthetics is undertaken.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Different types of loading and unloading methods and the effect on structures are identified and documented in accordance with BCA, relevant Australian standards, suppliers' technical data and empirical methods and adherence to legislative requirements for BCA Class 2 to 9 buildings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse effects of force and moments on structural elements.

  1. Force, moments and equilibrium of force and the effects on structures are identified and recorded.
  2. Equilibrium of forces for co-planar systems in consideration of stability is identified and compared for performance.
Force, moments and equilibrium of force and the effects on structures are identified and recorded.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Equilibrium of forces for co-planar systems in consideration of stability is identified and compared for performance.

Completed
Date:

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Analyse properties and behaviour of structural materials.

  1. Effect of force on materials in tension, compression, stress, strain and elasticity is identified and recorded.
  2. Structural properties and performances are differentiated for common materials and recorded.
Effect of force on materials in tension, compression, stress, strain and elasticity is identified and recorded.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Structural properties and performances are differentiated for common materials and recorded.

Completed
Date:

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Identify section properties of structural elements and their effect on structural performance.

  1. Cross-sectional geometry and common structural shapes are identified.
  2. Section properties and the relationship between first and second area moments, section models and gyration and deflection of beams are identified and compared for performance.
  3. Section properties' values for I (moment of inertia), Z (section modulus) and R (radius) for common sections are determined using tables or standard formulas and compared for performance.
Cross-sectional geometry and common structural shapes are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Section properties and the relationship between first and second area moments, section models and gyration and deflection of beams are identified and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Section properties' values for I (moment of inertia), Z (section modulus) and R (radius) for common sections are determined using tables or standard formulas and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare performance and properties of spanning elements.

  1. Structural considerations of loaded spanning elements for bending moments, shear forces, deflection and torsion are determined and compared for performance.
  2. Bending behaviour and performance of loaded support beams of various types, shapes, spans and loads are determined and compared for performance.
  3. Effects that connections have upon the structural performance of beams are identified and compared for performance.
  4. Principles of slab behaviour in relation to spans and stress distribution are identified and compared for performance.
Structural considerations of loaded spanning elements for bending moments, shear forces, deflection and torsion are determined and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Bending behaviour and performance of loaded support beams of various types, shapes, spans and loads are determined and compared for performance.

Completed
Date:

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Effects that connections have upon the structural performance of beams are identified and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Principles of slab behaviour in relation to spans and stress distribution are identified and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare performance criteria for columns.

  1. Effect of slenderness ratio that changes in length, cross-sections, connections and materials will have on the strength of a column is determined and compared for performance.
  2. Eccentric and axial load effect on the strength of column section and materials are determined and compared for performance.
Effect of slenderness ratio that changes in length, cross-sections, connections and materials will have on the strength of a column is determined and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Eccentric and axial load effect on the strength of column section and materials are determined and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare methods of stress distribution in connections between structural elements.

  1. Transmission of forces between structural elements are identified and interpreted.
  2. Methods of distributing stresses in connections between structural elements are identified and compared for performance.
Transmission of forces between structural elements are identified and interpreted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Methods of distributing stresses in connections between structural elements are identified and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine how loads of various types occur and impinge on a building structure.

  1. Differences between types of loading, including dead load, live load, wind load, earthquake load and other load, causing actions are determined and compared for performance.
  2. Dead loads are determined using BCA and relevant Australian standards.
  3. Indication of direction of wind pressures on the various surfaces of buildings specified in BCA and relevant Australian standards are determined.
Differences between types of loading, including dead load, live load, wind load, earthquake load and other load, causing actions are determined and compared for performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Dead loads are determined using BCA and relevant Australian standards.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Indication of direction of wind pressures on the various surfaces of buildings specified in BCA and relevant Australian standards are determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate design of high performance structural elements.

  1. Factors that determine the form of long span structural elements, including bending movement, deflection and shear forces, are researched, considered and evaluated.
  2. Performance in high performance structural elements is identified and evaluated.
  3. Use of steel to reinforce concrete is investigated and evaluated and the outcomes or results are recorded.
Factors that determine the form of long span structural elements, including bending movement, deflection and shear forces, are researched, considered and evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance in high performance structural elements is identified and evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use of steel to reinforce concrete is investigated and evaluated and the outcomes or results are recorded.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of the ability to:

comply with OHS regulations applicable to workplace operations

apply organisational management policies and procedures, including quality assurance requirements where applicable

assess, identify and report on findings for the design, positioning and sizing of structural members of at least one three storey building project or equivalent

provide reports to appropriate body/individual as determined by the project brief

apply design principles relating to performance of structural members.

Context of and specific resources for assessment

This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints.

Assessment of essential underpinning knowledge will usually be conducted in an off-site context.

Assessment is to comply with relevant regulatory or Australian standards' requirements.

Resource implications for assessment include:

an induction procedure and requirement

realistic tasks or simulated tasks covering the mandatory task requirements

relevant specifications and work instructions

tools and equipment appropriate to applying safe work practices

support materials appropriate to activity

workplace instructions relating to safe work practices and addressing hazards and emergencies

material safety data sheets

research resources, including industry related systems information.

Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.

Method of assessment

Assessment methods must:

satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package

include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application

reinforce the integration of employability skills with workplace tasks and job roles

confirm that competency is verified and able to be transferred to other circumstances and environments.

Validity and sufficiency of evidence requires that:

competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace

where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge

all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence.

Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.

Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.

Required Skills and Knowledge

Required skills

Required skills for this unit are:

ability to recognise procedures, follow instructions, respond to change and contribute to workplace responsibilities, such as current work site environmental and sustainability frameworks or management systems

communication skills to:

enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand

evaluate own actions to make judgements about performance and necessary improvements

read and interpret:

BCA

legislation

relevant Australian standards

other relevant documentation

use language and concepts appropriate to cultural differences

use and interpret non-verbal communication

written skills to report findings and provide reports

numeracy skills to analyse and apply complex mathematical information

teamwork skills to work effectively with others.

Required knowledge

Required knowledge for this unit is:

behaviour of structural members undergoing stress, strain, compression, bending or combined actions

grading processes and grade markings used to categorise timber and timber products

nature of materials and effect on performance

processes for the interpretation of working drawings and specifications

processes for the preparation of documentation

relevant federal, state or territory legislation and local government policy and procedures

research methods

structural and design principles for buildings.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Assessment of structural requirements:

includes:

analysis of engineering drawings

evaluation of site physicality

identification of safe structural practices

may require actual site visits.

Adherence to legislative requirements for BCA Class 2 to 9 buildings is limited to:

three storey buildings

not exceeding a maximum floor area of 2000 square metres.

Types of loading include:

static

dead

dynamic

earthquake

settlement

snow

thermal.

High performance structural elements include:

castellated beams

connections

fire resistance

laminated beams

prestressed beams and slabs

trusses

waffle slabs.

Evaluation of use of steel to reinforce concrete includes:

bond stress and development length

carry over movements

compression reinforcement

eccentric loading

location of steel in relation to shear stress

location of steel in relation to tensile stress

reinforcement ratio.