ED/STV/2001/PI/1 Blocklaying, Bricklaying and Concreting National Technical Certificate (NTC) and Advanced National Technical Certificate (ANTC) Curriculum and Course Specifications NATIONAL BOARD FOR TECHNICAL EDUCATION Federal Republic of Nigeria UNESCO – Nigeria Project 2001
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ED/STV/2001/PI/1
Blocklaying, Bricklaying and Concreting National Technical Certificate (NTC) and Advanced
National Technical Certificate (ANTC)
Curriculum and Course Specifications
NATIONAL BOARD FOR TECHNICAL EDUCATION
Federal Republic of Nigeria
UNESCO – Nigeria Project
2001
Blocklaying, Bricklaying and Concreting - National
Technical Certificate (NTC) and Advanced National
Technical Certificate (ANTC)
NATIONAL BOARD FOR TECHNICAL EDUCATION
NATIONAL TECHNICAL CERTIFICATE AND ADVANCED NATIONAL TECHNICAL CERTIFICATE
PROGRAMMES
AUGUST 2001
NATIONAL AND ADVANCED NATIONAL TECHNICAL CERTIFICATE PROGRAMMES
2
Table of Contents
General Information ..................................................................................................................................... 3
Wall, Floor and Ceiling Finishing .............................................................................................................. 103
Advanced National Technical Certificate Courses .................................................................................... 119
Building Science I ................................................................................................................................ 119
Building Science II ............................................................................................................................... 124
Basic Construction Management II....................................................................................................... 131
Building Drawing and Design II ............................................................................................................ 146
Advanced Brick and Blocklaying .......................................................................................................... 162
Advanced Concrete Work .................................................................................................................... 174
Components and Finishes ................................................................................................................... 180
List of Materials and Equipment ............................................................................................................... 185
List of Participants ................................................................................................................................... 186
3
General Information
AIM:
To give training and impart the necessary skills leading to the production of craftsmen, technicians and other
skilled personnel who will be enterprising and self -reliant.
ENTRY QUALIFICATIONS
CRAFT PROGRAMME
Candidates must not be less than 14 years of age and should have successfully completed three years of
Junior Secondary education or its equivalent. Special consideration may be given to sponsored candidates
with lower academic qualifications who hold trade test certificates and are capable of benefiting from the
programme.
ADVANCED CRAFT PROGRAMME
Candidates should possess the National Technical Certificate or its equivalent and should have had a
minimum of two years post qualification cognate industrial experience.
THE CURRICULUM
The Curriculum of each programme is broadly divided into three components:
(a) General Education, which accounts for 30% of the total hours required for the
programme
(b) Trade Theory, Trade Practice and Related Studies which account for 65% and
(c) Supervised Industrial Training/Work Experience, which accounts for about 5% of the total
hours required for the programme. This component of the course which may be taken in
industry or in college production unit is compulsory for the full-time students
Included in the curriculum is the teacher’s activity and learning resources required for the guidance of the
teacher.
4
UNIT COURSE/MODULE
A Course/Module is defined as a body of knowledge and skills capable of being utilized on its own or as a
foundation or pre-requisite knowledge for more advanced work in the same or other fields of study. Each
trade when successfully completed can be used for employment purposes.
BEHAVIOURAL OBJECTIVES
These are educational objectives which identify precisely the type of behaviour a student should exhibit at
the end of a course/module or programme. Two types of behavioural objectives have been used in the
curriculum. They are:
(a) General Objectives
(b) Specific learning outcomes
General Objectives are concise but general statements of the behaviour of the students on completion of a
unit of work such as understanding the principles and application.
(a) Orthographic projection in engineering/technical drawing
(b) Loci in Mathematics
(c) Basic concepts of politics and government in Political Science
(d) Demand and Supply in Economics
Specific Learning Outcomes are concise statements of the specific behaviour expressed in units of discrete
practical tasks and related knowledge the students should demonstrate as a result of the educational
process to ascertain that the general objectives or course/programme have been achieved. They are more
discrete and quantitative expressions of the scope of the tasks contained in a teaching unit.
GENERAL EDUCATION IN TECHNICAL COLLEGES
The General Education component of the curriculum aims at providing the trainee with complete secondary
education in critical subjects like English Language, Economics, Physics, Chemistry, Biology,
Entrepreneurial Studies and Mathematics to enhance the understanding of machines, tools and materials of
their trades and their application and as a foundation for post-secondary technical education for the above
average trainee. Hence, it is hoped that trainees who successfully complete their trade and general
education may be able to compete with their secondary school counterparts for direct entry into the
polytechnics or colleges of education (Technical) for ND or NCE courses respectively. The Social Studies
component is designed to broaden the trainee’s social skills and his understanding his environment.
For purpose of certification, only the first three courses in Mathematics will be required. The remaining
modules are optional and are designed for the above average students.
5
NATIONAL CERTIFICATE
The NTC and ANTC programmes are run by Technical Colleges accredited by NBTE
NABTEB conducts the final National Examination and awards certificates.
Trainees who successfully complete all the courses/modules specified in the curriculum table and passed
the national examinations in the trade will be awarded one of the following certificates
S/NO LEVEL CERTIFICATE
Technical Programme
1 Craft Level National Technical Certificate
2 Advanced Craft Level Advanced National Technical Certificate
GUIDANCE NOTES FOR TEACHERS TEACHING THE CURRICULUM
The number of hours stated in the curriculum table may be increased or decreased to suit individual
institutions’ timetable provided the entire course content is properly covered and the goals and objectives of
each module are achieved at the end of the term
The maximum duration of any module in the new scheme is 300 hours. This means that for a term of 15
weeks, the course should be offered for 20 hours a week. This can be scheduled in sessions of 4 hours in a
day leaving the remaining hours for general education. However, (properly organised and if there are
adequate resources), most of these courses can be offered in two sessions a day, one in the morning and
the other one in the afternoon. In so doing, some of these programmes may be completed in lesser number
of years than at present.
The sessions of 4 hours include the trade theory and practice. It is left to the teacher to decide when the
class should be held in the workshop or in a lecture room.
INTEGRATIVE APPROACH IN THE TEACHING OF TRADE.
Theory, Trade Science And Trade Calculation
The traditional approach of teaching trade science and trade calculation as separate and distinct subjects in
technical college programmes is not relevant to the new programme as it will amount to a duplication of the
teaching of mathematics and physical science subjects in the course. The basic concepts and principles in
mathematics and physical science are the same as in the trade calculation and trade science. In the new
scheme therefore, mathematics and physical science will be taught by qualified persons in these fields and
the instructors will apply the principles and concepts in solving trade science and calculation problems in the
6
trade theory classes. To this end, efforts have to be made to ensure that mathematics and science modules
required to be able to solve technical problems were taken as pre-requisite to the trade module.
EVALUATION OF PROGRAMME/MODULE
For the programme to achieve its objectives, any course started at the beginning of a term must terminate at
the end of the term.
Instructors should therefore device methods of accurately assessing the trainees to enable them give the
student’s final grades at the end of the term. A national examination will be taken by all students who have
successfully completed their modules. The final award will be based on the aggregate of the scores attained
in course work and the national examination.
7
Curriculum Table (NTC)
CURRICULUM TABLE COURSE HOURS/WEEK
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING, BRICKLAYING AND
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCK MAKING
CONCRETING
MODULE: BASIC CONSTRUCTION MANAGEMENT
I
Course Code: CBM
12
Contact Hours: 3hrs
Theory/wk
GOAL: This module is designed to enable the trainee to acquire basic knowledge of construction
management
GENERAL OBJECTIVES:
On completion of this module, the trainee should be able to:
1. Understand the basic elements of craft leadership
2. Understand and apply the basic principles of site and workshop organisation
3. Maintain site record
4. Carry out accurate work measurement
5. Understand the basic elements of industrial relations.
10
PROGRAMME: NTC CONSTRUCTION MANAGEMENT
MODULE: BASIC CONSTRUCTION
MANAGEMENT I
Course Code: CBM 12 Contact Hours:
3hrs Theory/wk
Course Specification: Theoretical Content
General Objective 1.0: UNDERSTAND THE BASIC ELEMENTS OF CRAFT LEADERSHIP
Week Specific Learning Objective: Teacher Activities Resources
1.1 Explain the benefit of an
efficient control of craft force
• Discuss the benefit of an efficient control of craft
force. Arrange a site visit to a well organized
construction company and study its organizational
structure.
1.2 Describe the personal
qualities essential for craft
leadership
1.3 State the technical
qualifications required for craft
leadership
• State the qualities of a good leader on the
chalkboard for the students to copy e.g. a good
leader must be a good listener, must be selfless
etc. List the qualifications essential for craft
leadership. This should be personal and
academic qualifications e.g. NTC, ANTC, ND,
HND etc
• Chalkboard
• Chalk etc.
• Personal
interaction,
leadership
qualities etc
• Individual
projects in subject
areas.
1.4 Identify the basic elements
in the cultivation of team spirit
and the development of
favourable attitude toward team
work.
• The teacher should identify with the students
necessary qualities that will assist in
demonstrating favourable attitude needed for
team work.
1.5 Explain the
scope,application and limitation
of discipline.
• Use the classroom setting to teach the subject
matter.
1 & 2
1.6 List the factors which
influence good workmanship
and explain how they can be
optimally used.
11
PROGRAMME: NTC CONSTRUCTION MANAGEMENT
MODULE: BASIC CONSTRUCTION
MANAGEMENT I
Course Code: CBM 12 Contact Hours:
3hrs Theory/wk
Course Specification: Theoretical Content
General Objective 2.0: UNDERSTAND THE BASIC PRINCIPLES OF SITE AND WORKSHOP
ORGANISATION.
Week Specific Learning Objective: Teacher Activities Resources
2.1 Develop methods of
protecting materials, plant and
components on site.
• Prepare a maintenance schedule customised for
the college workshop. Use this as a guide for
students to practically maintain the equipment
and tools in the workshop.
2.2 Devise and use a
maintenance scheme for craft
equipment, plant and
machinery.
•
2.3 Identify incentive schemes
essential for the maintenance of
optimal production level and
standard craftsmanship.
•
2.4 Outline the basic
considerations in production
planning e.g. resources
availability, labour and
machines, etc.
Ditto Ditto
2.5 Define the terms
‘programming’ and ‘progressing’
in relation to site work.
• Use the chalkboard to write out example and
ensure that all the students learn the terms and
could remember them if asked.
• Teaching aids
and materials
2.6 Draw up programme and
progress charts for a given light
construction project (e.g. 3
bedroom bungalow or a two
storey building).
• Draw a programme work schedule for a 2 storey
building as a guide to students
• Chalkboard,
highlighter pen,
paper etc.
3-5
2.7 Outline the basic
considerations in a planning and
layout of company and joinery
workshop.
• Use line diagram to describe a typical workshop
layout and planning.
• Charts showing
the layout
12
2.8 Describe the procedures
involved in stock order, delivery
and issue in relation to a joinery
workshop or building site.
• Explain the procedures in stock order, delivery
and issue.
• Charts showing
inventory control.
2.9 State the objectives of
inventory control.
2.10 Describe an inventory
system suitable for a joinery
shop.
• The teacher makes a sample of inventory
control for joinery shop for the students to copy in
their notebooks.
•
2.11 Distinguish between one-
off, batch production and mass
production.
• Demonstrates to show the differences between
one-off batch production and mass production.
• Some templates
pre-prepared by
the teacher and
charts.
2.12 Describe the procedures in
production planning, (e.g.)
presentation of cutting list and
materials schedule, setting out
rods/templates, etc.)
• Guide students to make cutting list of a simple
project.
• Organisation
chart.
2.13 Plan a given joinery batch
production project.
• Teacher tells the students to plan a joinery batch
production
2.13 Draw up schedulesa in
relation to a given project.
2.14 Explain the importance of
systematic on-the-job training of
the labour force and its
implication on the reward
system.
2.15 Outline the purpose of
work study and describe some
work study techniques suitable
for building work.
2.16 Prepare an organization
chart for a given light
construction project.
• Teacher prepares an organization chart for light
construction contract and instructs to students to
copy into their notebooks.
13
PROGRAMME: NTC CONSTRUCTION MANAGEMENT
MODULE: BASIC CONSTRUCTION
MANAGEMENT I
Course Code: CBM 12 Contact Hours:
3hrs Theory/wk
Course Specification: Theoretical Content
General Objective 3.0: MAINTAIN SITE RECORDS
Week Specific Learning Objective: Teacher Activities Resources
3.1 Determine the minimum
office accommodation
requirements for the craft
foreman’s need.
3.2 State the purpose of time
sheets and describe the method
of preparing, analyzing and filing
them.
3.3 State the purpose of
keeping records.
3.4 Describe the methods of
keeping the following records:
accidents, site conditions,
incidents, variations etc.
• The teacher prepares.
- Accidents.
- Site conditions
- Incidents, and Variations
- Records with the students.
• Charts showing
records listed.
3.5 Keep daily records, confirm
variations and work done in
attendance of other trades.
3.6 Order and record deliveries
of materials, components and
plants using appropriate
methods.
6-7
3.7 Explain the purpose of site
meeting and the method of its
organization.
• The teacher practicalises site meeting with the
students by having an organized meeting with
students participating.
• Prepare sample record of delivery.
14
PROGRAMME: NTC CONSTRUCTION MANAGEMENT
MODULE: BASIC CONSTRUCTION
MANAGEMENT I
Course Code: CBM 12 Contact Hours:
3hrs Theory/wk
Course Specification: Theoretical Content
General Objective: 4.0 CARRY OUT ACCURATE WORK MEASUREMENTS
Week Specific Learning Objective: Teacher Activities Resources
4.1 Calculate quantities from
drawings.
4.2 Estimate labour and
materials required for a given
light contract (e.g. a one-room
house).
• Teach students how to calculate labour and
materials required for a given light contract. Give
the students assignments.
• Progress charts,
• Charts and
Chalkboard.
4.3 Record and interpret daily or
weekly progress by means of
progress charts.
• The teacher gives the students tests on topics
4.1 to 4.5
4.4 Calculate the amount of
bonus from a given measured
work.
4.5 Define interim certificate
8-9
4.6 Measure completed work
and variations
15
PROGRAMME: NTC CONSTRUCTION MANAGEMENT
MODULE: BASIC CONSTRUCTION
MANAGEMENT I
Course Code: CBM 12 Contact Hours:
3hrs Theory/wk
Course Specification: Theoretical Content
General Objective: 5.0 UNDERSTAND THE BASIC ELEMENTS IN INDUSTRIAL RELATIONS
Week Specific Learning Objective: Teacher Activities Resources
5.1 Give a brief outline history
and development of employer’s
association and trade unions in
Nigeria.
• The teacher gives the history of employer’s
association and trade unions in Nigeria.
5.2 Explain the functions of
industrial arbitration tribunal in
Nigeria.
• Explains the functions of industrial arbitration
tribunal in Nigeria, role and responsibilities of
union stewards.
• Students put down these explanations into their
notebooks.
5.3 Define working rule
agreement.
5.4 State the role and
responsibilities of union
stewards.
10-12
5.5 Explain the purpose of
National Apprenticeship scheme
13 EXAMINATIONS
16
Introduction To Building Construction
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCK MAKING
CONCRETING
MODULE: INTRODUCTION TO BUILDING
CONSTRUCTION
Course Code: CBC
11
Contact Hours: 3hrs
Theory/wk
GOAL: This module is designed to introduce the trainee in the building trades to the basic construction
principles, materials and methods so that he may be able to appreciate the roles of the various trades in the
building industry
GENERAL OBJECTIVES:
On completion of this module, the trainee should be able to:
1. Understand the basic workshop safety, site safety principles and be able to apply them.
2. Know the use of common hand tools and building trades
3. Understand the use of materials and basic processes in carpentry and joinery
4. Understand the basic principles of site preparation
5. Understand setting out principles and be able to apply them to set out simple rectangular buildings on site.
6. Understand basic principles of choice and construction of foundations
7. Understand the principles of ground and upper floor construction in timber and concrete
8. Understand the principle of constructing load bearing walls
9. Know materials and methods used in fixing openings
10. Understand the function and principles of construction of construction of roofs
11. Understand the basic principles of design and construction of stairs
12. Understand the application of common types of finishes in the building trade
13. Understand the basic principles of installation of various types of services in dwellings.
17
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 1.0: UNDERSTAND BASIC WORKSHOP SAFETY SITE, SAFETY PRINCIPLES
AND METHODS TO BE ABLE TO APPLY THEM.
Week Specific Learning Objective: Teachers Activities Resources
1.1 Define and enumerate various hazards
in the workshop environment relating same
to a construction site situation, and stating
their causes and method of prevention.
1.2 Identify hazards components of
construction tools and equipments e.g.
drilling machines, grinding, machine and
circular saw etc.
1.3 Name dangerous gases and liquids in
common use in the workshop or
construction site e.g. paint frames,
flammable liquids, acetylene etc.
• Teacher should arrange to
use slide, video films,
Computer simulation etc. to
show and explain proper
handling of construction tools
and equipments and how to
prevent accidents both in the
workshop and on site.
• Various movable hand tools
and machines should be
displayed and show to
students and the methods of
safe handling explained.
• Show films and photo clips of
the hazards that can be
caused by poisonous and
dangerous gases e.g paint
fumes, carbon mono oxide etc.
• Slide, video player and
Television, video films
(related to the subject
matted diskettes etc.
• Drilling, grinding
cutting machine circular
saw, molding machine
etc.
• Films, clips, videos
films television monitor
etc.
• Chalkboard, copied
notes etc.
1.4 Define site relevant clauses in the
factory act on Health, Safety and Welfare
Regulations for workers on a construction
site.
1.5 Apply appropriate First Aid Treatment on
a victim in need of First Aid. e.g. burns,
shocks, accident victims etc.
• Use dummy to practicalise
the application of 1st Aid on
victims, this could be done in
the classroom to reinforce the
knowledge being imparted to
students.
• Dummy, first Aid box
well equipped with
drugs, bandage, cotton
wool, iodine etc.
• Safety signs, hand
gloves, boots protective
clothing goggles etc.
• Circular saws, and
drilling machined etc.
1-2
1.6 Undertake habitual maintenance of
health, safety and general welfare of the
individual. Identify what safety is and how to
prevent accidents, generally.
• First aid box, different
drugs, bandage other
first aid materials.
18
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 2.0: KNOW THE USE OF COMMON HAND TOOLS IN BUILDING TRADES.
Week Specific Learning Objective: Teachers Activities Resources
2.1 Identify and describe the basic hand
tools in plumber’s work and state their
functions.
2.2 Identify and describe the basic hand
tools in Brick/Block work and state their
functions.
2.3 Identify and describe basic hand tools in
carpentry and joinery and state their
functions.
• Teacher should show
students basic workshop hand
tools related to a plumber’s
work e.g. wrench, yarn, diving
machine etc.
• Show and practically handle
Brick/Block work tools with
students, naming each tool and
asking the students to identify
same.
• Teacher should show and
demonstrate the use of basic
carpentry hand tools to the
students e.g. hammer,
pinches, drill etc.
• Basic hand tools for:
a.
joiners
and
carpent
ers
b.
bloc/bric
k layers
c.
painters
d.
plumber
s
3
2.4 Describe and identify the basic hand
tools in painting and Decorating and state
their uses.
2.5 Understand the repair, routine care and
maintenance of hand tools in use in the
workshops.
• Show students the basic
hand tools in.
- do -
19
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 3.0: UNDERSTAND THE USE OF MATERIALS AND BASIC PROCESSES IN
CARPENTRY & JOINERY.
Week Specific Learning Objective: Teachers Activities Resources
4
3.1 Identify and know various types of
Nigerian Timbers and state their
characteristics and uses.
3.2 Describe methods of timber conversion
and preservation.
• Teacher should bring various
types of timbers (pieces) to
class and identify same to
students by name and
characteristics.
• Describe wood presentation
process.
• Material (timber)
• Wood Preservatives
5
3.3 Identify various types of manufactured
boards and state their uses.
3.4 Construct simple carcase joints using a
variety of materials tools.
• Bring pieces of various types
of boards e.g. plywood, particle
board etc. to the class for
identification and state their
uses.
• Plywood
• Particle Board
General Objective 4.0: UNDERSTAND THE BASIC PRINCIPLES OF SITE PREPARATION.
Week Specific Learning Objective: Teachers Activities Resources
6-7
4.1 Define vegetable soil and identify same.
4.2 State the reasons for removing
vegetable soil or top -soil before setting out.
4.3 Identify hand tools and mechanical
plants used for excavation.
4.4 Explain the importance of site
investigation and preparation prior to setting
out.
4.5 Describe site preparation and
procedures prior to setting out.
• Use question and answer
technique to describe
vegetable soil and reasons for
removal before setting out.
• Show student various hand
tools used for earth excavation
e.g auger, excavator, shovel,
digger etc.
• Take a visit to new
construction site with the
students.
• Vegetable soil.
• Digger, trowel,
excavator, anger etc.
20
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 5.0: UNDERSTAND SETTING OUT PRINCIPLES AND BE ABLE TO APPLY
THEM TO SET OUT SIMPLE RECT. BUILD ANGULAR ON SITE.
Week Specific Learning Objective: Teachers Activities Resources
8-12
5.1 Define and explain the principles of
setting out of buildings.
5.2 Sketch, and describe the method of
pegging out the perimeter walls of a
building.
5.3 Explain with sketches the use of timber
profiles in setting out.
5.4 Identify and explain the basic equipment
required for setting out on site.
5.5 Set out a simple rectangular building on
site.
• Demonstrate the principles of
setting out of buildings.
• Use sketches to explain why
timber is used as setting out
profiles.
• Describe the basic equipment
needed for setting out and use
sketches where necessary.
• Set out a simple rectangular
building with the students
participation
• Chalkboard, sketches
etc.
• Pegs, profile, nails,
line, T-square, Iron
square etc.
• Setting out equipments
etc.
13 EXAMINATIONS: PRACTICAL 60% THEORY 40%
General Objective 6.0: UNDERSTAND BASIC PRINCIPLES OF CHOICE & CONSTRUCTION OF
FOUNDATIONS.
Week Specific Learning Objective: Teachers Activities Resources
1-2
6.1 Define and explain the functions of
foundation.
6.2 Describe the different types of
foundations indicating their suitability.
6.3 Describe equipment and methods used
in excavating foundation trenches.
6.4 Sketch and describe temporary supports
to the sides of deep trenches in various
soils.
6.5 Describe the equipment and methods
used in mixing concrete on site.
• Show pictures of excavating
machines
• Explain the functions of the
equipment.
• Chalkboard etc.
• Films, clips, pictures,
sketches etc.
• Concrete mixer,
coarse aggregate, fine
aggregate, cement,
water etc.
• Digger, shovels profile,
line etc.
3-4
6.6 Explain batching of concrete by weight and by volume and compare the two Method6.7 Organise and lay strip foundation under the supervision by the teacher.
• Explain batching with regards to concrete work. • Explain the difference between batching by volume and by weight.
• Cement • Mortar • Aggregates • Equipment and tools • Water
21
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 7.0: UNDERSTAND THE PRINCIPLES OF GROUND UPPER FLOOR
CONSTRUCTION IN TIMBER AND CONCRETE.
Week Specific Learning Objective: Teachers Activities Resources
5-6
7.1 Describe and state the various functions
of floors
7.2 Describe various types of floor and the
methods of construction.
7.3 Describe various types of floorings and
their application.
7.4 Organise and cast a concrete ground
floor operations.
• Teacher should identify the
various types of floors
available and describe the
functions of each type to the
student.
• This should be demonstrated
by laying blocks to a level e.g
D.P.C. level and concreting the
floor as practical to show the
students how it is down.
• Concrete aggregates
etc.
• Visit to a construction
site.
General Objective 8.0: UNDERSTAND THE PRINCIPLE OF CONSTRUCTING LOAD BEARING
WALLS. YEAR TWO
Week Specific Learning Objective: Teachers Activities Resources
7-8
8.1 List the principal functions of external
walls and internal walls.
8.2 Describe various types of wall units in
common use.
8.3 List typical mixes for mortar used for
bonding wall units in 8.2 above.
8.4 Describe the procedures and
precautions involved in mixing of concrete
and mortar on site.
8.5 Explain the function, method of placing
and position of D.P.C. in walls.
8.6 Set out and erect simple straight walls.
• Describe D.P.C. and
differentiate between D.P.C.
and D.P.M.
• Block, Cement, etc.
22
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 9.0: KNOW MATERIALS AND METHODS USED IN FIXING OPENINGS.
Week Specific Learning Objective: Teachers Activities Resources
9-10
9.1 Identify Nigerian timbers and timber
products suitable for window and door
construction.
9.2 State the functions of openings in
dwellings e.g. light, ventilation, privacy,
inclusion of external weather.
9.3 Describe with sketches various types of
timber and metal doors and windows
including their mode of operation.
9.4 Describe various types of ironmongery
and state their uses.
9.5 Explain the need for the provision of
weathering structures (e.g sill) at openings
and describe with sketches structures used
in simple dwellings.
• Explain the difference
between wooden shutter
windows and doors, steel
windows and doors, crittal-
Hope type Windows and doors.
• Aluminum projected windows
and sliding doors etc.
• Pictures/Posters
• Charts
• Door/window
Schedules
(Manufacturer’s)
23
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 10.0: UNDERSTAND THE FUNCTION AND PRINCIPLES OF CONSTRUCTION
OF BASIC ROOF TYPES.
Week Specific Learning Objective: Teachers Activities Resources
11-12
10.1 Define and describe with sketches,
basic roof types and profiles e.g. beam and
slabs as in concrete flat roofs, lattice and
similar guiders, trusses (Howe truss, double
roof, truss rafter, standard fink French Truss,
North light truss, couple, umbrella, bow
string, etc), portal frames, shell roofs, folded
plates etc.
10.2 Describe the materials and maximum
allowable span and application of the
various roof types in 10.1.
10.3 Name and define various roof
coverings suitable for tropical use and
identify the areas suitable for their use in
Nigeria.
• Show the pictorial
representation of the various
roof types to the student while
describing each.
• Pictures, Charts,
Drawings, film clips
13 EXAMINATIONS: PRACTICAL 60% THEORY 40%
24
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 11.0: UNDERSTAND THE BASIC PRINCIPLES OF DESIGN AND
CONSTRUCTION OF STAIRS.
Week Specific Learning Objective: Teachers Activities Resources
11.1 Describe with the aid of sketches, the
different types of stairs e.g. straight flight,
dog-leg open well, spiral etc.
11.2 Explain with sketches the design
standards for the construction of stairs e.g.
riser, tread relationship, minimum
headroom, standard sizes of structural
members etc.
11.3 Explain and define the basic principles
of construction of a straight flight
timber/concrete/steel stairs.
• Differentiate between timber,
concrete and steel stair cases.
General Objective 12.0: UNDERSTAND THE APPLICATION OF COMMON TYPES OF FINISHES IN
BUILDING TRADE.
Week Specific Learning Objective: Teachers Activities Resources
12.1 List external and internal wall finishes
and explain their applications, e.g. paint,
wall paper, premix finishes, etc.
12.2 State the function of ceiling in houses.
12.3 Describe with sketches various types of
ceiling construction and ceiling finishes in
the tropics e.g. normal ceiling, suspended
ceiling etc.
12.4 List various types of finishes for joinery
works and explain their application e.g.
vanish, polish, paint etc.
12.5 Organise and execute the painting of a
small dwelling using specified paint.
• Guide the students. • Berger paint, other
brand names.
12.6 Carry out the assignment using two
different brand names to test their quality
and efficiency
25
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND
CONCRETING WORK.
Module: - INTRODUCTION TO BUILDING
CONSTRUCTION
Module Code: CBC II Contact Hours: 2hrs.
Theory, 1hr. Practical
Course Specification: Theoretical Content
General Objective 13.0: UNDERSTAND THE BASIC PRINCIPLES OF INSTALLATION OF VARIOUS
TYPES OF SERVICES IN DWELLING.
Week Specific Learning Objective: Teachers Activities Resources
8 - 10
13.1 Explain the basic principles of a good
drainage system.
13.2 Describe with sketches the installation
standards relating to cold and; hot water
supply.
13.3 Sanitary wares; fittings e.g. sinks, bath,
W.C. shower, wash hand basin, Urinals, etc.
13.4 Explain with sketches construction
standards relating to the construction of
domestic drainage system, e.g. Inspection
chamber/cesspool, septic tank, soak away.
13.5 Explain the functions of good insulation
and lighting in dwellings.
13.6 Describe the different modes of supply
and installation systems of electricity in
dwellings e.g. simple phase, 3- phase
supply (conduit or surface wiring system)
• State the use of hand gloves
and wearing of rubber shoes to
prevent shock.
• Hand gloves, shoes
etc.
11 -
12
13.7 Identify and describe various electrical
fixtures stating their functions and explain
their installation principles.
13.8 List the precautions to be taken to
ensure safe electrical installation in
dwellings.
13.9 Interpret electrical circuit symbols and
drawings.
• Use a detailed Electrical
drawing to teach the student
the key.
• Electrical drawing of a
typical building.
13 EXAMINATIONS: PRACTICAL 60% THEORY 40%
26
Building Drawing and Design I
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCK MAKING
CONCRETING
MODULE: BUILDING DRAWING I Course Code: CTD 14 Contact Hours: 5hrs/wk
GOAL: This module is intended to introduce the trainee to the basic principles of residential building design
and to enable him make and interpret building drawings with facility.
GENERAL OBJECTIVES:
On completion of this module, the trainee should be able to:
1. Interpret and apply symbols, and conventions and other standard practices in building drawing
2. Identify various architectural draughting materials and equipment and use them effectively in making
building drawings
3. Demonstrate knowledge of the basic principles of design of dwellings in warm climate
4. Prepare preliminary sketch design of a modern 3 bedroom bungalow
5. Draw the site and floors plans, elevations and sections of the proposed 3 bedroom bungalow
6. Prepare essential detail drawings of components
7. Draw detail plan of the electrical services
8. Demonstrate knowledge of the principles of preparing schedules
9. Reproduce drawing
27
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING & CONCRETE
WORK.
Module: BUILDING DRAWING I Module Code: CTD - 14 Contact Hours:
General Objective: 7.0 UNDERSTAND THE PRINCIPLES AND METHODS OF PREPARING
MORTAR FOR BUILDING WORKS.
Week Specific Learning Objective: Teachers Activities Resources
10-12
7.1 Define mortar and list the qualities of
a good mortar as used in construction
industry.
7.2 Specify the type and mix ratio for a
particular purpose.
7.3 Define workability.
7.4 Determine factors affecting
workability.
7.5 Identify the advantages of
mechanical mixing over manual mixing.
7.6 Determine factors affecting
mixing/mix.
7.7 Determine the use of admixture in
mortar.
• Define mortar and identify the
four types of mortar and uses.
a. Line mortar.
b. Cement
mortar
c. Cement line
mortar or
ganged
d. Mortar.
e. Refectory
mortar
• Explain the two methods of
mixing and factors affecting the
choice.
• Define workability, water:
cement ratio, aggregate:
cement ratio.
• Sample of line light
weight aggregate.
a. sand
b. binding
agent
c. concrete
platform
d. shovel
e.
deadpan
f. pan
mixer
7.7 Take a specified water, cement ratio, and aggregate: cement ratio, measure materials for mortar by volume. 7.8 Mix a workable mortar for one of the following purposes.
a. Moulding bricks b. Bedding and jointing of bricks c. Plastering and rendering
NOTE: Mix by hand or machine process.
• Specify by tabulating mix ratio/type of mortar for various jobs. • Describe various ways of achieving a workable mortar. • Give a mix ratio and asked student to measure out by volume the sand and cement content.
13 EXAMINATION: Practical 60%, Theory 40%
42
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING & CONCRETE
General Objective 8.0: Understand The Basic Principles Of And Be Able To Carry Out Simple
Leveling Project Construction.
Week Specific Learning Objective: Teachers Activities Resources
1-2
8.1 Define leveling.
8.2 Identify various tools and equipment
used in transferring levels i.e.
a. Plumb level and pegs
b. water level
c. bunny rods and pegs
d. leveling instrument.
8.3 Describe the process of leveling i.e.
rise and fall method and instrument
height.
• Define leveling.
• List various equipment used in
leveling.
• Describe each method of
leveling and their accuracy.
• Explain the two methods.
a. rise and fall,
and
b. instrument
height.
• Compute reduced level from
the given data and ask students
to do same.
• Spirit/Plumb level
• Transparent tiny rubble
tube
• Pegs
• Borning rods
• Dumpy level
• Titing level
• Staff
• Measuring
• Tape
General Objective: 9.0 Understand The Principles And Methods Of Preparing Sites And Setting Out Buildings.
Week Specific Learning Objective: Teachers Activities Resources
3-4
9.1 Outline the basic considerations in the preparation of site for the construction of buildings e.g.
a. access roads b. electricity supply c. storage facilities d. temporary structure e. hoarding etc.
9.2 Determine the importance of removal of top soil/vegetable soil. 9.3 State the problems that may be encountered during the construction work in the following situations:-
• Describe what is meant by preliminary site work thereby identify the temporary services and importance. • Discuss the method of clearing and the reason for removal of vegetable/top soil. • Define giving examples the different types of soil:
a. rocky b. firm c. made up soil
• Chart/picture of various earth moving equipment. • Builders square • Tape • Pegs • Trammel • Line • Profiles
43
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING & CONCRETE
General Objective 12.0: Understand The Basic Principles Of Construction Of Simple Decorative Brick Walls
Week Specific Learning Objective: Teachers Activities Resources
9 - 10
12.1 State the functions of a brick wall. 12.2 Identify the common bond in brick wall construction. 12.3 Sketch different provision for future continuation of job. 12.4 Describe the following types of walls - load bearing, partition walls, parapet, party etc. 12.5 Interpret brickwork construction form a working drawing. 12.6 Describe with sketches /drawing the following methods of bridging openings. 12.7 Sketch the following features in wall construction.
a. Sill b. Canopy, copping, attached piers detached piers.
• The teacher list and explain the function of brick wall. • Sketch - Tooting raking back on the black board and explain their uses. • List the different types of walls and give brief definition and uses. • Explain or differentiate between precast and cast in situ.. • Sketch a typical mould and form work for each. • Draw to scale showing construction lines and parts of a semi circle arch. • Give assignment to draw – three centre arch.
12.8 Estimate the quantity of material allowing for damages using a working drawing. 12.9 Define a threshold 12.10 Sketch a threshold. 12.11 Describe method of construction. 12.12 Sketch fixing of door/window frames as the construction continues. 12.13 Sketch fixing of door/window frames at the completion of construction.12.14 State advantages and disadvantages. 12.15 Distinguish between pointing and jointing. 12.16 Sketch different types used in wall construction.
48
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING & CONCRETE
General Objective: 3.0 KNOW THE METHOD OF MANUFACTURE, PROPERTIES AND APPLICATION OF DIFFERENT TYPES OF CEMENTS
Week Specific Learning Objective: Teachers Activities Resources
3.1 List the different types of cement available and give example of were they are use i.e. ordinary. Portland cement, modified Portland cement, non Portland cement. 3.2 Outline the process of manufacture of ordinary Portland cement. 3.3 Describe the general effects of variation in the properties, ordinary Portland cement e.g. variation in fineness, soundness and setting time.
• Tabulate the types of cement eg Portland cement modified Portland cement and non Portland cement their properties and area of used. • Outline by line diagrams the stages of production of ordinary Portland cement. Explain the following terms
a. hydration b. Setting and c. Hardening
• Sample of raw material eg line or chalk and clay
a. chart of stages of production of cement, b. sample of O.P.C.. c. poster of typical storage of cement in bags and silo.
• Sample of the following types of cements:-
66
PRORAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING CONCRETE
General Objective 4.0: UNDERSTAND THE BASIC PRINCIPLES AND METHODS OF
MANUFACTURE, PROPERTIES AND APPLICATION OF VARIOUS BLOCKS.
Week Specific Learning Objective: Teachers Activities Resources
5-6
4.1 List the various types of blocks –
sandscrete, clay/mud, glass, facing
4.2 Outline the process of production of
sandcrete blocks.
4.3 Identify reason for the control of quantity
of mixing water.
4.4 List defects in manufactured blocks and
state their causes
4.5 State the merits and demerits of
mechanically vibrated and manual vibrated
blocks
• The teacher should display
different blocks.
• Identify materials used in
production of each.
• Distinguish between hollow and
solid.
• With line diagram the teacher
explain process of production of
sandcret block emphasizing on
the amount of water added
during the mixing added during
the mixing of mortar.
• Lesson plan
• Sandcrete blocks
(solid and hollow
• Clay or re mod
blocks.
• Glass blocks
• Hand mould
4.6 Identify two methods of curing. blocks
4.7 Give reasons for curing. blocks
4.8 List factor which affect the compressive
strength.
4.9 Estimate the amount of materials of a
given job (quantify of blocks).
• List the advantage of machine
moulded blocks over hand
moulded blocks.
• Work some examples on
quantities.
• Briefly describe the production
of other types of blocks.
• Illustrate the curing methods.
4.10 Mix properly with hand or machine mortar used for moulding block. 4.11 Describe in their own words the process of manufacture. 4.12 Mould specified number of blocks using a manual moulding machine. 4.13 Conduct tests to determine the compressive strength.
• Porosity permeability of a given block
• The teacher guide the student in production of specific number of blocks, given the material. • Determine the quantity of sand by ratio knowing the amount number of bags of cement to be used. • Explain some defects that may show and give reason for them
• Typical training workshop • Material laboratory • Cement • Sand • Head pan • Spade • Manual Moulding machines • Water.
4.14 Apply the correct curing method after production.
68
PRORAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING CONCRETE
General Objective: 6.0 UNDERSTAND THE MAIN PHYSICAL PROPERTIES AND VARIOUS TYPES
OF MORTAR.
Week Specific Learning Objective: Teachers Activities Resources
9 - 12
6.1 Define mortar and list the qualities of a
good mortar as used in construction
industry.
6.2 Specify the type and mix ratio for a
particular purpose.
6.3 Define workability.
6.4 Determine factors affecting workability.
6.5 Identify the advantages of mechanical
mixing over manual mixing.
6.6 Determine factors affecting mixing.
6.7 Determine the use of admixture in
mortar.
• Define mortar and identify the
four types of mortar and uses.
a. Line mortar.
b. Cement
mortar
c. Cement line
mortar or
ganged
d. Mortar.
e. Refractory
mortar
• Explain the two methods of
mixing and factors affecting the
choice.
• Define workability, water,
cement ratio, aggregate cement
ratio.
Sample of line light
weight aggregate.
a.
Sand
b.
bindin
g
agent
c.
concr
ete
platfor
m
d.
shovel
e.
deadp
an
f. pan
mixer
• Specify by tabulating mix ratio/type of mortar for various jobs. • Describe various ways of achieving a workable mortar. • Given a mix ratio student are asked to measure out by volume the sand and cement content. • Mix by turning until a uniform colour is achieved. • Add water to achieve required workability.
13 EXAMINATIONS: 60% Practical: 30% Theory
70
PRORAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING CONCRETE
General Objective 9.0: UNDERSTAND THE PRINCIPLES OF CONSTRUCTION OF FOUNDATIONS
Week Specific Learning Objective: Teachers Activities Resources
9.6 Define the bearing capacity of a soil. 9.7 Solve some problems involving bearing capacity. 9.8 Identify methods of preventing collapse of trench. 9.9 Define the angle of response. 9.10 Identify with sketches the timbering system for the following situations.
a. Shallow trench in moderately firm soil. b. Shallow trench in loose soil. c. Shallow trench in water logged area.
9.11 State necessary precautions for safe working conditions. 9.12 State the reasons for the following craft practice.
• Instrument the teacher, draw the timbering suitable for a loose shallow trench and give assignment.
a. ramming of trench base before casting concrete foundation. b. Casting concrete foundation c. Anti term its application d. Ramming in layers very deep refill
9.13 Estimate quantity of soil to be carted way or back fill allowing for bulking. 9.14 Describe the functions of foundation.
a. List types of foundation. b. Sketch different types of foundations. c. Identify their uses.
• Mount the picture of a runway showing the arrangement of kerbs, precast paves and channels. • List the materials used production recement sand granite. • The teacher list these safety precaution and explain. • Give reasons for these craft operation. • These include formation of a solid and a flat base. • Avoiding loose soil • Work example using a working drawing. • List to function of foundation with uses of various foundation
74
types.
75
PRORAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING CONCRETE
General Objective 18.0: UNDERSTAND THE PRINCIPLES OF CONSTRUCTION OF SIMPLE
DRAINAGE SYSTEM.
Week Specific Learning Objective: Teachers Activities Resources
a. plastic drain pipes
b. asbestos drain pipes
c. galvanized steel pipes
• Show the students pieces of
drain pipes
• Plastic
• asbestos
• air bag and stopper
• gauge
• hand pump
• smoke chamber
• touch
• chart
• picture
18.6 Describe with sketches the use of pipe
fitting eg.
a. connecting sockets
b. taper pipe
c. junction-square square
d. saddle junctions
e. -bends
f. channels
g. gullies
h. interceptors
• air bag and stopper
• gauge
• hand pump
• smoke chamber
• chart
• picture
18.7 Describe with sketches methods of
determining fall of underground drain.
18.8 Describe the following methods of
testing drains.
a) Water, b) smoke, c) ball
18.9 Interpret from working drawing construction of details of simple drainage systems involving trench excavation, preparation of base, laying of pipes, gullies. 18.10 Set out for excavation of septic tank and soak away. install (1) bath (2) wash/hand basin (3) W. C suite bidet (5) urinal (6) sink.
• display a typical mechanical drawing • pick detail from the drawing and explain fixing of fittings. • Using a typical standard site plan locate. • soak-away • septic tank • cesspool as the case may be
• site plan • mechanical drawing • the accessories • bath • wash hand basin • W.C. suite • Bidet • Urinal • Sink
WORKSHOP PRACTICE/FIELD WORK
84
PRORAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING CONCRETE
General Objective 8.0: UNDERSTAND THE PRINCIPLES AND METHOD OF HANDLING, PLACING AND CURING OF CONCRETE.
Week Specific Learning Objective: Teachers’ Activities Resources
8.1 Explain the use of the following equipment in wet concrete transporting and placing operations – head pan, steel concrete barrow, power barrow, tower crane skip, mobile truck mixer conveyor belt, pipe line. 8.2 State the precautions (operational and safety) to be taken when using the equipment in 8.1. 8.3 Explain the use of pumped and ready-mixed concrete taking into account their relative advantages and precautions to be taken during application. 8.4 List factors to be considered in the choice of methods of transporting wet concrete to placing point e.g. Quantity to be handled, distance to placing point, site conditions etc.
The teacher demonstrates with the students the use of the equipment in wet concrete transporting and placing operations. The teacher practise with the students the use of pumped and ready-mixed concrete. • The teacher demonstrates the use of common tools for compacting wet concrete. • A visit the a constructional site is advised.
• Head pan steel concrete barrow charts. • Rammer/tamper • Sketches and charts of raft, pad, strip foundations. • Lintel, bean & Column. • Floor slab, walls etc.• Cube mould.
8.5 Outline the safety and operational precautions to be observed when placing wet concrete by the methods in 8.1 above. 8.6 State reasons for vibrating or compacting wet concrete. 8.7 Identify common tools for compacting wet concrete and describe with sketches their main features and methods of use (compacting tools may include poker vibrators, clamp on vibrators, rammer/tamper. 8.8 Outline safety and operational precautions in the use of mechanical vibrators. 8.9 Identify appropriate compacting tools for the following concrete structures – (i) raft foundation (ii) pad foundation – (combined and Isolated) (iii) strip foundation (mass and reinforced) (iv) Lintel and bean (v) Column (vi) floor slabs (vii) walls (including parapet walls)(vii) concrete pavement (viii) concrete ground floor.
• Teacher demonstrates testing of cube with the students.
General Objective 13.0: UNDERSTAND HOW TO PRODUCE SOUND REINFORCED AND MASS
CONCRETE STRUCTURES TO SPECIFICATION.
Week Specific Learning Objective: Teachers’ Activities Resources
13.7 Fix to specification steel reinforcements in
sample concrete structures eg. Column, beam,
floor slab, parapet wall of simple building.
13.8 Describe methods of producing the integral
finishes on insitu concrete:-
a. exposed aggregate
b. board marked surface
c. screen-board damped and
rolled surface
• Cast to specification
precast units of the
following:
• Concrete blocks
• paving slabs
• Kerbs
• Fence posts
• Terrazzo Tiles
• The teacher and the
students produced
specified integral finish on
concrete structures
General Objective 14.0: UNDERSTAND THE BASIC PRINCIPLES OF PRODUCTION AND USE OF
PRETRESSED CONCRETE IN THE CONSTRUCTION INDUSTRY.
Week Specific Learning Objective: Teachers’ Activities Resources
14.1 State the advantages of pre-Stressed concrete e.g.
a. reduced tendency to cracking b. Non-use of shear reinforcement c. Comparative to reduction in size and weight of members etc.
14.2 Explain the meaning of pre-tensioning and post-tensioning and state their relative advantages. 14.3 State reasons for the use of the following materials in the production of pre-stressed concrete.
a. Medium and high tensile wires or rods b. High strength concrete
• Visit a production site with students to have on-the-site experience production process of pre-tension and post-tension concrete.
• Charts and samples of these units.
100
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING & CONC.
Carry out laboratory tests on cements a. Student should carry out the following tests on ordinary Portland cements b. fineness c. Soundness d. Setting time
- do - • Sample of ordinary Portland cement • Water • Time Clock
101
PROGRAMME: NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING & CONC.
General Objective: 1.0 KNOW THE FUNCTIONS AND METHODS OF CARE OF FINISHING TOOL
AND EQUIPMENT.
Week Specific Learning Objective: Teachers Activities: Learning
Resources:
On completion of this module, the trainee should be able to: 1.1 Identify, sketch and describe common finishing tools and equipment in the trade NOTE: Examples of tools, and equipment should include: plastering trowel, pointing trowel, gauge rod, Frenchman, tyrolean machine, terrazzo machine, masonry title cutter, polishing machine.
• List common finishing tools and equipment. • plastering trowel • pointing trowel • gauge rod • Frenchman • Terrazzo machine et.
1.2 State the functions of each equipment and tool in 1.1 and precautions to be observed in their use.
• Describe the functions of each tool or equipment..
1
1.3 Carry out routine care and maintenance of tools in use.
• Carry out routine care of tools and maintenance of tools in use
General Objective: 2.0 STATE THE CHARACTERISTICS AND APPLICATION OF VARIOUS FINISHING MATERIALS
Week Specific Learning Objective: Teachers Activities: Learning Resources:
2
2.1 Describe the various types of finishing materials in the trade taking into account their characteristics, forms of supply, methods of care and maintenance and uses. Examples may include
a. insitu concrete floorings; terrazzo and granolithic concrete. b. Clay and precast finishes: bricks, ceramic tiles, mosaic tiles concrete slabs, terrazzo tiles; c. Stone floorings: marbles and granite d. Other tiles: linoleum, thermoplastic and vinyl tiles. e. Care and maintenance of these materials.
• Name different types of finishing materials and • State methods of care and maintenance e.g. • insitu concrete flooring terrazzo and granolithic concrete, • clay and precast finishes, bricks, ceramic tiles, etc. • stone flooring, marble and granite • linoleum, thermoplastic, vinyl tiles.
8.2 Identify and state the use of various types of cramps and fixing used in securing claddings to structure e.g. channel cramps, dowel cramp, fish-tail cramp and dowel, corbel plate, rod cramps and hooks, etc.
8.3 Name types of materials used in cladding, state the recommended slab sizes and illustrate methods of fixing them. E.g. granite, marble, slate, plastics, concrete, brick etc.
• Present the various materials used in cladding e.g. granite, plastics, marble etc.
8.4 Explain the purpose of expansion joint in claddings and describe a method of forming it.
8.5 Outline the operational and safety precautions to be observed when fixing claddings.
• Organise and execute under supervision the various operations in fixing cladding • Emphasis safety habits in handing claddings. • Illustrate the various methods of fixing cladding
8.6 specify mortar for fixing stone, concrete and granite claddings
• Specify and prepare mortar for fixing the various claddings.
8.7 Explain the need for protection after fixing claddings
11
8.8 Describe methods of storing and handling claddings on site.
113
PROGRAMME: NTC IN BRICKLAYING/BLOCKLAYING/CONCRETE WORK
General Objective 9.0: UNDERSTAND THE PRINCIPLES AND BE ABLE TO APPLY PREMIXED RENDERINGS
Week Specific Learning Objective: Teachers Activities: Learning Resources:
9.1 Describe the composition of tyrolean and state the properties of the base suitable for its application.
• Present samples of tyrolean and sandtex to the students
• Tyrolean • Sandtex, Water
9.2 describe the method of application and cunning tyrolean
9.3 Estimate the quantity of tyrolean required for a specified job
• Estimate the quantity of tyrolean required for a specified job.
9.4 Execute the following operations in the application of tyrolean;
a. clean and wet wall surface b. prepare tyrolean to makers’ specification c. spray tyrolean evenly onto wall using tyrolean gun d. cure tyrolean by wetting
• Demonstrate the application of tyrolean. • Prepare the tyrolean to makers specification
9.5 Explain causes of failure in tyrolean finish, examples of failure may include, Peeling, discolouration, cracking and crazing, etc.
9.6 Describe the basic composition of “santex” finish and distinguish between “santex matt” and “santex trowel” in terms of finished texture and methods of application.
9.7 Estimate the quantity of santex finish required in a given situation.
• Estimate the quantity of sandtex finish required in a given situation and demonstrate its application
9.8 Describe the properties of base suitable for the application of “sandtex” finishes.
12
9.9 Apply sandtex-trowel and sandtex-matt according to the marker’s instruction.
13 Examinations: Practical – 60% Theory – 40%
114
NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING, BRICKLAYING AND CONCRETING
General Objective 4.0: Know how to lay synthetic floor tiles to specification
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES
LEARNING RESOURCES
7 - 8
4.1 Organize and execute the following operations in the application of synthetic floor tiles. 4.2 Clean and dry floor as necessary 4.3 Establish floor centre using lines and marker 4.4 Apply adhesive according to marker’s instruction at center, and bond “reference” title 4.5 Apply adhesive on remaining part of floor and bond tiles from “reference” outwards 4.6 Clean off any adhesive splashes 4.7 Protect from immediate use
General Objective 5.0: Perform and executive external and internal rendering work
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES
LEARNING RESOURCES
5.1 Organise and execute the following operations in smooth (floated finish) rendering 5.2 Set up necessary support platforms (scaffolds) 5.3 Clean, wet and key wall surface, as necessary to receive mix 5.4 Establish levels using tie rod or wood strips 5.5 Prepare rendering mix to specifications 5.6 Render to level and float to finish from upper level downwards Curve by wetting
• Guide students to carry out all the activities after the teachers’ demonstration
5.7 Set up necessary support platform (scaffolds) 5.8 Clean, key and wet slabs soffits as necessary
Note: Key may be provided by hawking, spatter dash or chiseling.
5.9 Establish level using tie rod or wood strips 5.10 Prepare mix to specification 5.11 Render to level and float to finish using wood and steel float
5.12 Organise and execute rendering operations involving the application of pebble-dash finish, textured and ornamental finishes
117
PROGRAMME: NTC IN BRICKLAYING/BLOCKLAYING/CONCRETE WORK
13 8.1 Apply santext-trowel and santex-matt according
to the marker’s instruction
Examination: Practical 60%, Theory 40%
119
Advanced National Technical Certificate Courses
Building Science I
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING ETC
MODULE: BUILDING SCIENCE – I Module Code: CBC – 20 Contact Hours:
3hrs Theory
Course Specification: THEORETICAL CONTENT
General Objective: 1.0: Understand The Basic Principles Of Thermal Movements In Building And
Building Materials.
Week Specific Learning Outcome: Teachers Activities Resources
1-7
1.1 Define the following terms: a. thermal conductivity b. thermal resistively c. heat transmittance coefficient or “U” value. d. Thermal emissivity e. Thermal absorptivity.
1.2 State the factors which determine the magnitude of the above terms for a structural unit or building materials. 1.3 Explain the variation of the amount of heat transmitted between the surface of a slab of building material of uniform thickness and composition.
• Compute the ‘u’ and ‘k’ values for structural units or building materials from given data. • Student to define and explain all the thermal terms.
• ’U’ and ‘u’ values for structural units.
General Objective 2.0: Know The General Principles Of Sound Transmission And Control.
Week Specific Learning Outcome: Teachers Activities Resources
3 – 4
2.1 Explain the general principles of sound transmission. 2.2 Explain the following terms.
a. air born sound b. structure-born sound c. sound reflection, reverbration and reveration time. d. Impact sound
2.3 Explain the general principles and methods of sound control.
• Measure sound transmission level (intensity) in decibels. • By visiting an acoustic building describe the general principles and methods of sound control (Insulation and absorption) in buildings e.g. • Principle of discontinuity • Mass law; ound reduction at source, etc.
• Sound measuring instruments • Sound producing source. • A coustic building
120
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING ETC
MODULE: BUILDING SCIENCE – I Module Code: CBC – 20 Contact Hours:
3hrs Theory
Course Specification: THEORETICAL CONTENT
General Objective 3.0: Understand The Basic Principles Of Lighting
Week Specific Learning Outcome: Teachers Activities Resources
5-6
3.1 State the general functions of lighting.
3.2 Define the following terms:
a. illumination
b. luminous flex
c. illuminance
d. luminance
e. day light factor
3.3 Distinguish between disability glare and
discomfort glare.
3.4 State ways by which glare is controlled in
buildings.
• Explain the general functions of
lighting e.g
• To illuminate the internal envolope
and contents;
• To illuminate task (reading,
working with equipment etc). to the
extent appropriate to optimal
functioning of the eye.
• Emphasize the following ways of
controlling share in buildings.
• Types, sizes, number and position
of openings
• Source of light
• Hall with good
lighting system.
• Hall with bad
lighting system.
3.5 Determine the intensity of illumination
due to a given source of light.
3.6 Calculation of day light factor.
3.7 Describer the main classes of lighting.
3.8 State the uses of the main classes of
lighting.
3.9 Explain the interdependence of color and
lighting in buildings.
• Colour and texture of building
surfaces.
• Types of lighting fittings
• Structure of internal envelope etc.
Calculate day-light factor from
given date and buy direct
measurement.
• Emphasize the following classes
of lighting.
• Direct lighting
• Indirect lighting
• General lighting
• Luminous lighting
• Data for
calculating day-light
factor
• Instrument for
calculating day-light
factor by direct
measurement.
121
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING ETC
MODULE: BUILDING SCIENCE – I Module Code: CBC – 20 Contact Hours:
3hrs Theory
Course Specification: THEORETICAL CONTENT
General Objective 4.0: Understand The Principles Of Electricity Supply In Buildings
Week Specific Learning Outcome: Teachers Activities Resources
7-8
4.1 State the difference between alternating
current and direct current.
4.2 Explain the construction and working
principles of generators, motors and
transformers.
4.3 Explain with the aid of experiments the
heating, lighting, magnetic and chemical
effects of electric current.
4.4 Calculate the power and energy
consumption in simple circuits.
4.5 Explain the function of earning in
electrical circuits.
4.6 State the purpose and explain the
functioning of circuit breakers and fuses.
4.7 Illustrate the correct method of
distributing electrical power from the mains
to socket outlets and lighting points in house
wiring systems.
4.8 Compute total electrical load for a given
load of a given house wiring.
4.9 Calculate fuse capacity for house wiring
system.
Identify dangers of electricity and essential
safety measures against them.
• Carry out experiments to
demonstrate the heating, lighting,
magnetic, and chemical effects of
electric current.
• Mathematical calculation of power
and energy consumption in simple
circuit.
• Identify earthing in an electrical
circuits. E.g in a bungalow.
• Identify circuit breakers and fuses
in a building.
• Exphasize the correct method of
distributing electrical power from
the mains (NEPA line or stand by
generator) to socket outlets and
lighting points in house wiring
systems.
• Interpret electrical installation
drawings of a small bungalow or
two storey building.
• Emphasis the dangers of
electricity and enumerate the
essential/necessary safety
measures against them.
• Simple electric
circuits
• Electric heater
• Electric busy
• Solenoid
• circuit breakers
• fuses
• NEPA line
• Generator
• Bungalow with
complete wiring
system
• Electrical
installation.
• Drawing of a
small project i.e.
the bungalow.
122
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING ETC
MODULE: BUILDING SCIENCE – I Module Code: CBC – 20 Contact Hours:
3hrs Theory
Course Specification: THEORETICAL CONTENT
General Objective 5.0: Know The Basic Principles Of Plant Installation In Buildings.:
Week Specific Learning Outcome: Teachers Activities Resources
9-10
5.1 Explain the working principles of lift and
escalators.
5.2 Outline safety, principles for lifts and
escalators.
5.3 Explain the general principles of air-
conditioning.
• Visit a building with escalators
and or lift.
• Emphasize maintenance
principles for lifts and escalators.
• Escalators
• Air conditioners
5.4 Describe various mechanical methods of
ventilation.
5.5 Explain the principle of mechanical
ventilation.
Outline the general installation requirements
for central and room air conditioning
equipment in dressings.
5.7 Define the following:
a. relative humidity
b. dew point
5.8 Explain the occurrence of condensation
in buildings.
5.9 Describe methods of control of
condensation.
• Illustrate the application of
turbulent and non turbulent flow in
domestic water supply and
drainage
• Determine experiments the rate of
flow from an orifice.
• Calculate the velocity of flow of
water from given date
• Calculate pipe sizes for drains or
water supply from given date.
• Experimentally explain the
general principles of installation of
cold and hot water supply systems
having water pumps.
• Orifice
• water containers
• water
• data for
calculating velocity
of flow of water.
5.10 Explain the principle of turbulent and non-turbulent flow. 5.11 Explain the followings terms and state their importance in the design and installation of piped above water supply system:
a. static head of water b. velocity head c. friction head d. pressure head e. water hammer f. coefficient of velocity g. coefficient of discharge.
123
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING ETC
MODULE: BUILDING SCIENCE – I Module Code: CBC – 20 Contact Hours: 3hrs Theory
Course Specification: THEORETICAL CONTENT
General Objective 6.0: Analyse Forces In Simple Building Structures And Structural Frame Work.
Week Specific Learning Outcome: Teachers Activities Resources
11-12
6.1 State the laws of static equilibrium. 6.2 Explain with illustrative examples the laws of static equilibrium e.g. (V) = 0 6.3 Determine the magnitude and position of the resultant of a simple system of coplanar forces in. 6.4 Analyse forces in simple pin-jointed frame work.
• Determine the magnitude and position of the resultant of a simple system of coplanar forces by: - graphical method. • Method of resolution experiment. • Experiment. • Analyse forces in simple pin-jointed frame-work • by method of resolution of force diagram method • method of section
• Charts • Model of simple pin-jointed frame work.
6.5 Identify common loading systems for various building structures 6.6 Determine beam reaction, shear force and bending moments in simply supported beams under various loading systems using.
a. Link polygon system b. method of resolution experiments.
6.7 Define the following properties of structural sections. centre of gravity, moments of inertia, radius of inertia, radius of gyration section modules
• Emphasize the following common loading systems concentrated load on beams, strandion and nodes in frame-works. • Knife –edge load on partitions or walls. • Uniformly distributed load such as self-weight wind load,. • Distributed load with linear variation such as loads against pilling retaining walls triangular load such as block-work over opening. • Calculate beam reactions under various loads.
• Model • beam • sections
6.8 State the general theory of simple bending i.e.
• Determine he value of the following for a given section. • Centre of gravity • Moments of inertia • Radius of gyration • Section modules • Determine maximum bending stress and moment of resistance of beam sections.
13 Examinations = 100% Theory
124
Building Science II
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN CARPENTRY AND JOINERY.
MODULE: BUILDING SCIENCE II MODULE CODE: CBC 21 Contact Hours:
3hrs theory & 1
Hr. practical
MODULE Specification: THEORETICAL CONTENT
General Objective 1.0: Know The General Process Of Manufacture, Properties And Uses Of Different
Types Of Cement.
Week Specific Learning Outcome: Teacher Activities Resources
1
1.1 Outline the manufacturing process, basic
composition properties and uses of the following types
of cement:
a. ordinary Portland cement
b. rapid hardening Portland
c. extra rapid hardening Portland
d. low heat Portland cement
e. blast-furnace Portland cement
f. super-supplanted cement
g. high alumina-cement
h. colored Portland cement
i. hydrophobic cement
j. pozzolana –cement
• Describe the manufacturing
process of cement.
• Name the different types of
cement and explain uses
and areas of application.
• Chalk board.
• Lesson note.
• Specimen of
cement of
different types.
1.2 State factors which influence setting time, strength
and hardness of ordinary Portland cement.
1.3 Describe the test procedure and carry out
standard tests to determine:
a. strength
b. soundness
c. setting time
d. hardness; of ordinary Portland
cement.
1.4 State and justify the essential precautions in the
storage and use of cements in 1.1 above.
• Explain the main features
of each type of cement.
• Explain the factors that
influence the setting time,
strength and hardness of
Portland cement.
• Lesson note.
• Cement
specimens.
• Chalk board.
125
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN CARPENTRY AND JOINERY.
MODULE: BUILDING SCIENCE II MODULE CODE: CBC 21 Contact Hours:
3hrs theory & 1
Hr. practical
MODULE Specification: THEORETICAL CONTENT
General Objective 2.0: Know The Manufacture, Properties And Uses Of Lime And Gypsum Plasters.
Week Specific Learning Outcome: Teacher Activities Resources
2
2.1 Explain the differences in the manufacture and
composition of lime and gypsum plasters.
2.2 State the classifications and uses of lime and
gypsum plasters.
2.3 Describe the method of application of lime and
gypsum and state essential precautions.
• Define: “Lime”; “ Gypsum”
and explain their uses in
building construction
processes.
• Discuss the manufacturing,
properties, and uses of lime
and gypsum.
• Explain the methods of
application of the materials.
• Lesson note
• Chalk board
Posters
• Specimen of
lime and
gypsum.
General Objective: 3.0 Carry Out Sound Tests To Determine The Quality Of Aggregates.
Week Specific Learning Outcome: Teacher Activities Resources
3
3.1 Describe procedures of sieve analysis and
determine aggregate grading by sieve analysis.
3.2 Describe the test procedure and carry out
laboratory tests to determine silt contact of given
sample of aggregates.
3.3 Describe the test procedure and carry out the test
to determine the crushing values of a given sample of
aggregate.
3.4 Describe the test procedure and carry out bulking
test.
• Define “aggregate”
• Explain methods of grading
of aggregates
• Conduct silt contact,
crushing value and bulking
tests and guide the students
to perform similar tests.
• Aggregates
• Lesson notes
• Posters
• Samples of
Aggregates
126
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN CARPENTRY AND JOINERY.
MODULE: BUILDING SCIENCE II MODULE CODE: CBC 21 Contact Hours:
3hrs theory & 1
Hr. practical
MODULE Specification: THEORETICAL CONTENT
General Objective: 4.0: Know Different Types Of Mortar And Their Application.
Week Specific Learning Outcome: Teacher Activities Resources
4
4.1 Outline the general desirable properties of mortar
e,g. good workability and water retentivity, adequate
cohesion and adhesion, strength, durability, tolerable
shrinkage, etc.
4.2 Name different types of mortar, their properties,
typical mix proportions to be taken in the proportioning
and mixing of mortar.
4.3 Explain the precautions to be taken in the
proportioning and mixing of mortar.
• Define “Mortar”
• State the properties of
mortar and typical mix
proportion.
• Mortar
• Lesson notes
• Charts
4.4 State the basic considerations in the choice of
mortar e.g weather characteristics, appearance, type
of job, etc.
4.5 Describe the procedure and carry out an
experiment to determine the air content of plasticised
mortar.
• Demonstrate the
procedures for determining
air content of plasticised
mortar.
• Mortar.
• Lesson notes.
• Posters.
General Objective 5.0: Know The Process Of Manufacture, Properties And Uses Of Different Clay
Products.
Week Specific Learning Outcome: Teacher Activities Resources
5
5.1 Name and state the properties and uses of
different clay products in the building industry.
e.g. clay-bricks (engineering bricks, facing bricks,
common bricks, and specials), clay blocks, clay
roofing tiles, clay floor tiles and quarries, vitrified clay
pipes, etc.
5.2 Outline the process of manufacturing of the
products in 5.1 above.
5.3 Determine hardness, compressive strength,
porosity and permeability of given sample of bricks by
laboratory methods.
• Define “Clay” and State the
properties of clay.
• Discuss the process of
manufacturing clay bricks
blocks, tiles etc.
• Demonstrate how to
determine hardness,
compressive, strength
porosity and permeability
test of bricks.
• Clay.
• Clay Products.
• Lesson note.
• Chalkboard.
• Clay bricks.
• Test
Instruments.
127
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN CARPENTRY AND JOINERY.
MODULE: BUILDING SCIENCE II MODULE CODE: CBC 21 Contact Hours:
3hrs theory & 1
Hr. practical
MODULE Specification: THEORETICAL CONTENT
General Objective 6.0: Know Different Types Of Building Rocks Their Sources And Uses.
Week Specific Learning Outcome: Teacher Activities Resources
6
6.1 Classify natural rocks, igneous, sedimentary and
metamorphic rocks.
6.2 Describe the characteristics and uses of different
types of rocks of commercial value in the construction
under the classification in 6.1 above.
6.3 Describe the sources of rocks in 6.2 and their
12.2 Explain the action of adhesives and the need for
surface preparation before application.
12.3 Explain factors to be considered in the selection
of adhesive for use.
12.4 Explain with illustrative examples, the use of
sealants and mastics in the building industry.
12.5 Describe the test procedure and carry out
standard test to determine the dry and wet strengths
of given specimen of adhesive.
• Define “Adhesive”.
• Explain the use and
importance of adhesives in
construction work.
• Give notes for students to
copy.
- do -
• Samples of
adhesives
• Lesson note.
• Chalk board.
- do -
13 Examinations: Practical = 60% Theory = 40%
131
Basic Construction Management II
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: BASIC CONSTRUCTION
MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective: 1.0 UNDERSTAND THE BASIC PRINCIPLES ORGANISATION AND
MANAGEMENT.
WEEK
TERM
1
Specific Learning Outcome: Teachers Activities Resources
1 - 2
BUSINESS UNITS
1.1 Explain the meaning of the
term ‘company’.
1.2 Distinguish between private
and public company.
1.3 Outline the principles of
organisation and management of
the following business units:
a. Sole
proprietorship
b. Partnership
c. Limited liability
Company.
• A visit to the various business
units to observe the
distinguishing features.
• Certificate of registration of
companies
1.4 Explain the legal meaning and advantages of:
a. Limited liability b. Incorporation in reference to formation of a company.
1.5 Define the term fixed and working various ways in which construction firm may raise capital. 1.6 Distinguish between fixed and working capital. 1.7 Describe various ways in which construction firm may raise capital.
132
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: BASIC CONSTRUCTION
MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective: 1.0 UNDERSTAND THE BASIC PRINCIPLES ORGANISATION AND
MANAGEMENT.
WEEK
TERM
1
Specific Learning Outcome: Teachers Activities Resources
1.8 Describe the various
organisation structures e.g.
- line
- line and staff
- function staff
- matrix
1.9 Explain the application of
organisational structures in the
construction Industry.
• Illustrate the basic features of
the organisation Structures by
means of organisational chart.
• Organisation charts
1.10 Analyse the characteristics of
organisation cultures and explain
the degree to which they feature in
the management of construction
firms.
1.11 State the importance of clearly
defined policies in an organisation
construction.
• Draw the orgnisation chart of a
typical medium size construction
firm and describe the span of
control and pattern of
communication.
• Identify the main area of a
construction firm activities within
which policy issues should be
clarified by management.
• Organisation Charts
133
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: BASIC CONSTRUCTION
MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective 2.0: CONTRACTUAL RELATIONSHIP & TENDERING ARRANGEMENTS.
WEEK
TERM
1
Specific Learning Outcome: Teachers Activities Resources
3 – 4
2.1 Explain the legal meaning of
the term ‘contract’.
2.2 State the basic elements of a
valid contract e.g offer,
acceptance, consideration.
2.3 List and explain the various
forms of general remedies
available in the law courts for a
breach of contract.
- damages, order
of payment of debt,
specific
performance
- Injunction
- Rescission
• Identify and explain the basic
features of the followings classes
of contract.
• Speciality or sealed contract.
• Simple contract.
2.4 Name and explain the various
types of contracts in the
construction industry.
2.5 Explain the nature and uses of
the following contract documents.
- articles of
agreement
- conditions of
contract
- specification
- bill of quantities
- contract drawings
• Explain the basic features of
the following types of contracts:
a. negotiated
contracts (cost
plus target cost),
lump sum,
schedule
contracts, serial
contracting etc.
b. package deals
c. labour
contracts
• Present to learners a
standard contract documents
and let learners internalise
with the documents.
134
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: BASIC CONSTRUCTION
MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective 2.0: CONTRACTUAL RELATIONSHIP & TENDERING ARRANGEMENTS.
WEEK
TERM
1
Specific Learning Outcome: Teachers Activities Resources
2.6 List the following parties
involved in the building contracts
i.e.
- Employer or
client
- Arch
- Engineer
(structural and
service)
- Quantity surveyor
- Contractor
- Sub-contractors
- Suppliers
- Agent and
foreman
- Clerks of works
• Explain the roles and
responsibilities of the various
parties involved in the building
contracts.
• A visit to a standard
construction site where all the
parties involved in the
building contract can be
identified.
2.7 Describe the procedures for the
preparation of open and selecting
tendering.
2.8 Explain the application of open
and selective tendering
arrangements.
• Prepare an open tender
document for a light construction
project e.g.
• Garage, two/three
• Bedroom bungalow.
• An already prepared
tendering documents for the
contract treated in week six.
135
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: BASIC CONSTRUCTION
MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective 3.0: SITE ORGANISATION AND ADMINISTRATION
WEEK
TERM
1
Specific Learning Outcome: Teachers Activities Resources
5 - 6
3.1 State basic consideration in the
planning of construction site.
3.2 Explain the importance of
security and safety on project.
3.3 List factors to be considered in
the planning of the site offices and
welfare facilities.
3.4 State factors to be considered
in the placing of order for materials,
equipment and plants.
3.5 Describe standard procedure
for ordering and
receiving/deliveries of materials,
equipment and plant.
• Consider, access road,
temporary roads, hutments,
stationary plant location,
materials (storage and waste
disposal).
• Draw up security and safety
plans for a typical medium –
sized construction project.
• Emphasize the importance of
the site office and welfare
facilities.
• Site office and welfare facilities.
• Plan a given construction site
for light construction project. e.g
Bungalow.
• A visit to an organised
construction site.
• Drawings/pictures of
construction sites.
• Films and slides
• Standard and essential site
records from an oganised
site.
3.6 State the functions of essential
site records.
3.7 Explain the purpose of site
meeting.
3.8 Describe the method of
organising size meeting.
3.9 State the purpose of inventory.
3.10 Describe inventory system
suitable for construction site.
• Attend on organised site
meeting on the construction site.
• Prepare an inventory system for
a light construction project e.g
Bungalow or block of flats.
• Minutes of a site meeting.
• Inventory sheet of a small
construction project.
3.11 Outline the problems that are
encountered in executing a project
in a restricted area.
3.12 Explain the solutions to the
problems encountered in executing
a project in a restricted site.
• Visit a congested site
• Observe the problems
encountered on the congested
area.
• Proper solutions to the
problems identified.
• Congested construction site.
136
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND CONCRETING.
MODULE: BASIC CONSTRUCTION MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective 4.0: UNDERSTAND APPLICATION THE BASIC TECHNIQUES OF PLANNING CONTROL OF BUILDING PROJECTS
WEEK TERM 1
Specific Learning Outcome: Teachers Activities Resources
7 - 9
4.1 Define planning in relation to building construction. 4.2 Describe the various aspects of pre-tender and pre-contract planning. 4.3 Describe aspects of planning during and after construction. 4.4 Explain the use of programme and progress charts network diagram (CPM). 4.5 Explain the use of line of balance as planning techniques in the construction industry.
• Prepare programme and progress • Charts for a given light construction project.
• Lesson note chalk board. • Programme and progress charts of a construction project.
4.6 Define work study. 4.7 Describe work study scope 4.8 State the objectives of work study. 4.9 Describe the basic techniques of method study e.g scale models, string diagrams, progress chart etc.4.10 State the objectives of work measurements and time study. 4.11 Describe the standard procedure for carrying outwork measurement. 4.12 Outline the general problems of work study supervisor.
• Produce the following basic techniques of method study for a light construction work e.g a bungalow.
• The various diagrams of the techniques of method study.
- The building plan - Bill of quantities - Contract drawings.
4.13 Propose solutions to problems of work study. Explain the various the various methods of cost control.
• Carry out method and time study using appropriate techniques. • Apply various methods of cost control.
• Programme and progress charts • Lesson notes • Pencil, paper and eraser.
137
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: BASIC CONSTRUCTION
MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective 5.0: DRAFT AND INTERPRET BUILDING SPECIFICATIONS AND DETERMINE
QUANTITIES FROM PROJECT DRAWINGS.
WEEK
TERM
1
Specific Learning Outcome: Teachers Activities Resources
10 -12
5.1 Define ‘specification’ in relation
to building work.
5.2 Describe the general form of
specification.
5.3 Outline the essential features of
a specification.
5.4 Describe sources of
specification information.
5.5 Outline the general rules for
measurement of building works as
per standard method of
measurement of building works.
• Draft and interpret
specifications, detailing.
• Standards of workmanship,
quality of materials and tests
covering all trades and sections
as a given project drawings e.g.
a bungalow or two story building.
• Project drawings
• Specifications of various
trades
• Standard method of
measurement (SMM).
5.6 State the purpose of the bill of
quantities.
5.7 Describe steps in reparation of
bill of quantities i.e. taking off,
squaring, abstracting and billing
• Prepare bill of quantities for a
given light construction work e.g
a bungalow or two story building.
• Building drawings
• SMM
• Abstracting sheet
• Adding machine or
calculator.
13 EXAMINATIONS
138
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: BASIC CONSTRUCTION
MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective 6.0: UNDERSTAND THE BASIC PRINCIPLES OF COSTING AND
ESTIMATING.
TERM
2
WEEK
Specific Learning Outcome: Teachers Activities Resources
1-3
6.1 State the principal elements of
construction contracts.
6.2 Explain the influence of the
elements on construction cost e.g.
- Materials and
plants
- Establishment
and overhead
charges and profit
- Time allowed for
work execution.
- Quality of work
expected etc.
• Carry out market survey
• Prepare an approximate
estimates for a building project
using the following methods
• Floor area method
• Unit method
• Approximate quantities etc.
• Compare the approximate
estimates devised by the various
methods.
• Price list of materials
• Project drawings
• Bill of quantities
• Specification
tables/schedule of the various
trades.
6.3 Describe common methods of
approximate estimating e.g.
- Floor area
method
- Unit method
- Approximate
quantities methods
etc.
6.4 Describe the various sources of
information for pricing.
6.5 Identify constituents of rates in
all trades.
• Analyse and build-up ‘all in-
rates’ for a given simple project.
• Prepare builder’s quotation for
a given simple construction
contracts e.g.
• Simple bungalow.
• Project drawings
• Sample of quotation paper
for a simple contract.
• Adding machine or
calculator.
139
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: BASIC CONSTRUCTION
MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective 7.0: UNDERSTAND THE APPLICATION OF ORGANISATION AND USE OF
CRAFT FORCE.
TERM
2
WEEK
Specific Learning Outcome: Teachers Activities Resources
4 - 7
7.1 Outline the personal qualities,
the roles and responsibilities of the
craft force supervisor in the
construction industry.
7.2 Explain the influence of
leadership style on work forces
performance.
7.3 Outline basic considerations in
the recruitment and selection of
construction operatives
7.4 Describe various means of
controlling operatives.
7.5 Describe various methods of
determining the salaries and wages
of the operatives on site e.g day
work, job pricing, wage schedule
etc.
• Visit a well organised
construction the various craft
force.
• Determine hour- input by the
operatives using
a. time-clock,
b. tally board
c. time sheets in a construction
site for the various trades.
• Determine the salaries and
wages of operatives on site
using: - day work, job pricing,
wage schedules etc.
• Construction site
• Craft force
• Craft supervisor
- Time sheet
- Stop clock
- Tally board
-
Construction
site.
7.6 Explain the function of motivation and team spirit in an organisation. 7.7 Describe various means of motivating and cultivating team spirit and morals among construction craft force. 7.8 Explain Magregor’s theory X and theory Y 7.9 Solve simple case studies involving supervisory problems. 7.10 Plan suitable incentive schemes.
• Use case study method as a practical means of demonstrating Magregor’s Theory X and theory Y. • Plan suitable incentive schemes for a small construction firm. • Solve simple case studies involving. • Supervisory problems.
• Construction site • Case file of a simple supervisory problem • A supervisor from an organised construction site.
140
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND CONCRETING.
MODULE: BASIC CONSTRUCTION MANAGEMENT II
Module Code: CBM 21 Contact Hours: 72
Course Specification: Practical Content
General Objective 8.0: UNDERSTAND THE BASIC ELEMENTS OF ACCOUNTING AND ABLE TO PREPARE AND INTERPRET TRIAL BALANCE.
TERM 2 WEEK
Specific Learning Outcome: Teachers Activities Resources
8 - 10
8.1 Describe the various forms of day to day transactions in a medium sized construction firm. 8.2 Describe the system of original entry into books of account. 8.3 Describe the petty cash or impress system. 8.4 Classify ledgers for different purposes. 8.5 Describe the method of maintain ledger accounts.
• Visit a medium sized construction site to observe the various books of account and how they are maintained. • Prepare a petty cash book for a simple construction work.
- books of account - petty cash or imprest book - ledgers
11-12
8.6 State the uses of trial balance. 8.7 Describe the preparation of trial balance. 8.8 State the uses of final accounts and balance sheet. 8.9 Describe the basic nature of final accounts and balance sheet. 8.10 Describe the relationship between the various accounting stages: original entry, ledger accounts, trial balance, final accounts and balance sheet.
• Solve problems involving trial balance. • Prepare a trial balance account for a simple contract job. • Prepare a final accounts and balance sheet for a simple contract job.
- The various books of account - Adding machine or calculator.
8.11 Explain the importance of efficient accounting system n a business organisation.
- Lesson notes - Specimen copy of accounting books of a medium construction firm.
13 EXAMINATION: Examination 60%; Theory 40
141
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING ETC
General Objective 5.0 Know the Concept of Interchangeability, Limits & Fits Systems
Week Specific Learning Outcome Teachers Activities Resources
5.1 Define and illustrate the principal terms of limits
and fits
Practice the realization of fits
with manufactured products
Limits & fits
practical models
Measuring
Instruments
5.2 Explain the concept of interchangeability
5.3 Explain the needs for tolerances in terms of
interchangeability functions and cost
5.4 Explain the provisions of limits and fits tables
General Objective 6.0: Understand the use of Photographs and exploded illustration in engineering
communication and be able to prepare simple exploded illustration
Week Specific Learning Outcome Teachers Activities Resources
6.1 Explain the use of photographs in engineering communication. 6.2 Extract necessary engineering information from given photographs 6.4 Explain and illustrate the procedures in the preparation of exploded illustrations: e.g.
- study of blue-prints, photographs or engineering sketches - layout planning using free hand sketches - preparation of accurate illustrations tracing and paste-up
Demonstrate the procedures for the preparation of exploded and technical illustrations
Practical materials models drawings and other design aids
6.4 Describe with illustrations the basic techniques for making technical illustrations. e,g, techniques relating to the construction of spherical surfaces, counter-sunk and counter-bore holes, bead-up or flanged out hole, irregular hydraulic lines and wires, rounded edges, intersections and sections, etc. 6.5 Demonstrate principles and techniques of shading in technical illustrations 6.6 Prepare simple exploded illustrations of sub-assembly using appropriate construction techniques
145
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BLOCKLAYING ETC
General Objective 6.0: Understand the principles, preparation and interpretation of simple structural
drawings.
Week Specific Learning Outcome: Teachers Activities Resources
11 -
12
Elementary structural Draughting.
6.1 Interpret and apply conventional representation
of structural elements.
6.2 Interpret simple structural design date. E.g.
design date for the two story project drawing in this
module.
6.3 Prepare structural detail drawing from given
design date and sketches.
6.4 Prepare and interpret bending schedules.
6.5 Trace and reproduce structural drawings.
• List conventional ways of
representing structural
elements.
• Explain simple structural
design date for two story
project.
• Prepare detail structural
drawing
• Given date and sketch
• Prepare and interpret
bending drawings
• Trace structural drawings.
• Reproduce structural
drawings.
• Charts
• Drawing
papers
• Drawing board
• Tee square
• Set square
• Pencil
• Reproduction
equipment.
13 EXAMINATION: 100%
150
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBS 20 Contact Hours:
48 (1-3)
Course Specification: Theoretical Content
General Objective 1.0: UNDERSTAND THE BASIC PRINCIPLES AND SCOPE OF SURVEYING
AND GEO- INFORMATICS
Week Specific Learning Outcome: Teachers Activities Resources
1 - 2
1.1 Explain the principle of working from
‘whole to part’ in survey/Geo-data works
1.2 State the importance of ‘scientific
honesty’ made on observations.
1.3 Explain with examples the various
‘checks’ made on field observations and
during computation.
1.4 Define errors or disclosure in surveys
and describe methods of ‘balancing’
these.
• Run the scope of surveying working
from whole to part implication of error
checks during computing sources of
error.
1.5 Describe the various classes of
survey/Geo-data and their order of
accuracy.
1.6 Explain the principles of ‘economy of
accuracy’ and its influence on choice of
equipment and methods.
1.7 Explain the principles of ‘consistency’
in surveys/Geo-data.
1.8 Distinguish between accuracy and
precision.
1.9 Describe the procedure of entrusting
‘custody’ of survey/Geo-data monuments
to local officials and the instructions for
their ‘preservation’.
151
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBS 20 Contact Hours: 48 (1-3)
Course Specification: Theoretical Content
General Objective 2.0: Understand the use and method of using Linen and steel tapes in making linear measurements.
Week Specific Learning Outcome: Teachers Activities Resources
3 - 4
2.1 Explain the effect of (a) misalignment (b) slope temperature (d) tension and (e)m standardization error on measured distances. 2.1 Apply the corrections listed in 2.1 above. 2.2 Identify chain surveying instruments e.g. Linen tapes, steel tapes, ranging rods. 2.3 State the necessary precautions in the use of above instruments.
• Show the various measuring equipments in use – steel tape leather and chains of accuracy attached to each equipment choose a location and organize to the execution of the chain survey.
• Steel tape • Leather • chain.
2.4 State the criteria for selection of survey lines and off sets and the limitations on lengths. 2.5 Describe the methods of making linear measurements in chain surveys – both along the survey line and along off sets stating limiting conditions on measurement accuracy. 2.6 Explain common errors in chain surveying and their sources – e.g. squaring of building corners, wrong booking of values.
2.7 Explain with sketches the basic methods of check or proof lines, and the use of control frame work for position and orientation. 2.8 Describe the general procedure for carrying out a chain survey. 2.9 Illustrate the method of booking field measurements in chain surveys.
• Discuss the steps involved in chain surveying.
• Lesson note • charts • chalk boarb
2.10 Enumerate field problems and methods of overcoming them. 2.11 Identify errors in simple chain surveys.
• List and discuss possible problems to be encountered in chain surveying.
152
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBS 20 Contact Hours:
48 (1-3)
Course Specification: Theoretical Content
General Objective 3.0: UNDERSTANDING THE PRINCIPLES OF MEASUREMENT OF ANGLES
WITH THEODOLITES AND BEARINGS WITH A MAGNETIC COMPASS AND PERFORM SUCH
MEASUREMENT.
Week Specific Learning Outcome: Teachers Activities Resources
5-6
3.1 Describe the various units of angular
measure e.g. grads and radian
measures, working out their conversion
factors.
3.2 Explain the working principles of a
surveyors’ (Prismatic) compass.
3.3 Describe the procedure of
observation with a surveyors’ (prismatic)
compass.
3.4 Explain the method of observation
with a theodolite.
• Identify equipment used in measuring
angles i.e. theodolite prismatic compass.
• Explain to units degree a radian.
• Illustrate the setting up of equipment
correctly.
• From no placement.
• Prismatic
compass
• Theodolite
• Staff
3.5 Explain the difference in the reading
procedure of a theodolites.
3.6 Carry out angular measurements with
prismatic compass and theodolite.
General Objective 4.0: UNDERSTAND THE BASIC PRINCIPLES AND METHODS OF USING
TOTAL STATION AND GPS EQUIPMENT.
Week Specific Learning Outcome: Teachers Activities Resources
7 - 8
4.1 Describe a total station and its accessories. 4.2 Compare total station with a theologize 4.3 Explain the working principles of a total station. 4.4 Describe the procedures of observation with total station.
• Train students to use total station on and plot readings. • Use question and answer.
* Total station target, how held GPS Theodolity, poles
4.5 Explain the working principles of GPS. Carry out GPS observations on selected points with hand held GPS.
153
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBS 20 Contact Hours:
48 (1-3)
Course Specification: Theoretical Content
General Objective 5.0 UNDERSTAND THE METHODS OF HEIGHTING AND LEVELLING.
Week Specific Learning Outcome: Teachers Activities Resources
9 - 10
5.1 List the specifications of leveling.
5.2 Explain the (optimum) observing
procedure.
5.3 Describe the use of and criteria for
selection of leveling datum.
5.4 Adjust collimation error in level
5.5 Adjust collimation error in level.
5.6 Describe the construction and use of
semi-permanent and permanent tertiary
bench-marks.
5.7 Enumerate the uses of tertiary level.
• Explain to basic principle of leveling.
• Define datum level and its relevance.
• Identify various equipment used.
• Compute the different methods
instrument height rise and fall.
• Dumpy level
• Tilting level
• Burning rolls
• Computing
table.
General Objective 6.0: UNDERSTAND SETTING OUT PROCEDURE FOR A MEDIUM SIZED
BUILDING INCLUDING.
Week Specific Learning Outcome: Teachers Activities Resources
11 -
12
1.1 Identify the equipment required to
set-out a building with accompanying
access roads.
1.2 Explain how to set-out a building and
the accompanying constraints.
1.3 Construct profiles and datum for a
building.
1.4 Explain how profiles are used to
control excavation and foundation levels.
1.5 Identify the instruments used for
taking internal and external dimensions.
• Define the building line.
• Identify methods of setting out e.g.
builders square, 3.4.5 and Instrument or
various kinds e.g. theodolite,
• Organise practical exercises.
• Site square
• Theodolite
• Total station
154
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBS 20 Contact Hours:
48 (1-3)
Course Specification: Theoretical Content
General Objective 6.0: UNDERSTAND SETTING OUT PROCEDURE FOR A MEDIUM SIZED
BUILDING INCLUDING.
Week Specific Learning Outcome: Teachers Activities Resources
1.6 Determine the areas of a building and
its site.
1.7 Explain how running internal and
external measurements are taken
horizontally and vertically.
1.8 State the procedure for checking
verticality of building using Theodolite,
optical plumb, and plum-Bulb.
1.9 Describe the invert of a drain, a sight
rail and a traveler.
1.10 Calculate suitable length of a
traveler and reduced levels of sight rails
fro9m given drawings.
1.11 Establish sight rails for horizontal
and depth control of a straight drain
between manholes.
1.12 Explain the survey terms used in
road construction.
1.13 Describe methods of route
surveying
1.14 Describe the types of control used
for Embankments, Cuttings and Levels.
1.15 Calculate volumes of cut and fill on
a given straight road with transverse
sloping ground.
13 EXAMINATION
155
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBC 20 Contact Hours: 48
(1-3)
Course Specification: PRACTICAL CONTENT
General Objective: 1.0 UNDERSTAND THE BASIC PRINCIPLES OF THERMAL MOVEMENTS IN
BUILDING AND BUILDING MATERIALS.
Week Specific Learning Outcome: Teachers Activities Resources
1-7
* Carry out surveying exercise of an
area of at least one hectre.
* Book all field measurement.
* Plot survey in a suitable scale.
* Draw to field standard using
conventional signs and hand lettering.
• Guide the students to carry out survey
of an area and plot the survey using a
given scale.
• Survey equipment
General Objective 2.0:Carry out angular measurement with prismatic compass and theodolite.
Week Specific Learning Outcome: Teachers Activities Resources
8-12
Carry out a simple survey using a total
station.
Retrieve the measured from a total
station field data from the PC.
* Process the data from the PC.
* Plot the plan of the surveyed area
manually.
* Describe the various types of GPS
equipment e.g. hand held and tripod
types.
- Do - - do-
* Book field observations.
* Reduce level
* Explain arithmetical checks in level
reduction.
* Carry out tertiary leveling, reduction
of all permanent stations along a
circuit of about 2km using ordinary
and digital levels.
* Enumerate the uses of tertiary
leveling.
13 Examination:
PRACTICAL CONTENT
156
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBC 20 Contact Hours: 48
(1-3)
Course Specification: PRACTICAL CONTENT
General Objective 1.0: UNDERSTAND THE BASIC PRINCIPLES OF THERMAL MOVEMENTS IN
BUILDING AND BUILDING MATERIALS.
Week Specific Learning Outcome: Teachers Activities Resources
1-2
1.1 Define the following terms:
a. thermal
conductivity
b. thermal resistively
c. heat transmittance
coefficient or “U”
value.
d. Thermal emissivity
e. Thermal
absorptivity.
1.2 State the factors which determine
the magnitude of the above terms for
a structural unit or building materials.
1.4 Explain the variation of the amount
of heat transmitted between the
surface of a slab of building material of
uniform thickness and composition.
• Compute the ‘u’ and ‘k’ values for
structural units or building materials from
given data.
• Student define and explain all the
thermal terms.
157
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBC 20 Contact Hours: 48
(1-3)
Course Specification: PRACTICAL CONTENT
General Objective 2.0: SOUND TRANSMISSION AND CONTROL: KNOW THE GENERAL
PRINCIPLES OF SOUND TRANSMISSION AND CONTROL.
Week Specific Learning Outcome: Teachers Activities Resources
3 – 4
2.1 Explain the general principles of
sound transmission.
2.2 Explain the following terms.
a. air born sound
b. structure-born
sound
c. sound reflection,
reverberation and
reverberation time.
d. Impact sound
2.3 Explain the general principles and
methods of sound control.
• Measure sound transmission level
(intensity) in decibels.
• By visiting an acoustic building
describe the general principles and
methods of sound control (Insulation
and absorption) in buildings e.g.
• Principle of discontinuity
• Mass law
• Sound reduction at source, etc.
• Sound measuring
instruments
• Sound producing
source.
• Acoustic building
General Objective 3.0: UNDERSTAND THE BASIC PRINCIPLES OF LIGHTING
Week Specific Learning Outcome: Teachers Activities Resources
5-6
3.1 State the general functions of
lighting.
3.2 Define the following terms:
a. illumination
b. luminous flex
c. illuminance
d. luminance
e. day light factor
3.3 Distinguish between disability
glare and discomfort glare.
3.4 State ways by which glare is
controlled in buildings.
• Explain the general functions of lighting
e.g
• To illuminate the internal envolope and
contents;
• To illuminate task (reading, working
with equipment etc). to the extent
appropriate to optimal functioning of the
eye.
• Emphasize the following ways of
controlling share in buildings.
• Types, sizes, number and position of
openings
Source of light
Hall with good
lighting system.
Hall with bad lighting
system.
158
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBC 20 Contact Hours: 48
(1-3)
Course Specification: PRACTICAL CONTENT
General Objective 3.0: UNDERSTAND THE BASIC PRINCIPLES OF LIGHTING
Week Specific Learning Outcome: Teachers Activities Resources
3.5 Determine the intensity of
illumination due to a given source of
light.
3.6 Calculation of day light factor.
3.7 Describer the main classes of
lighting.
3.8 State the uses of the main classes
of lighting.
3.9 Explain the interdependence of
color and lighting in buildings.
• Colour and texture of building surfaces.
• Types of lighting fittings
• Structure of internal envelope etc.
• Calculate day-light factor from given
date and buy direct measurement.
• Emphasize the following classes of
lighting.
• Direct lighting
• Indirect lighting
• General lighting
• Luminous lighting
• Data for calculating
day-light factor
• Instrument for
calculating day-light
factor by direct
measurement.
General Objective 4.0: UNDERSTAND THE PRINCIPLES OF ELECTRICITY SUPPLY IN
BUILDINGS
Week Specific Learning Outcome: Teachers Activities Resources
7 - 8
PRINCIPLES OF ELECTRICITY
SUPPLY
4.1 State the difference between
alternating current and direct current.
4.2 Explain the construction and
working principles of generators,
motors and transformers.
4.3 Explain with the aid of experiments
the heating, lighting, magnetic and
chemical effects of electric current.
• Carry out experiments to demonstrate
the heating, lighting, magnetic, and
chemical effects of electric current.
• Mathematical calculation of power and
energy consumption in simple circuit.
• Identify earthing in an electrical
circuits. E.g in a bungalow.
• Simple electric
circuits
• Electric heater
• Electric busy
• Solenoid
159
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBC 20 Contact Hours: 48
(1-3)
Course Specification: PRACTICAL CONTENT
General Objective 4.0: UNDERSTAND THE PRINCIPLES OF ELECTRICITY SUPPLY IN
BUILDINGS
Week Specific Learning Outcome: Teachers Activities Resources
4.4 Calculate the power and energy
consumption in simple circuits.
4.5 Explain the function of earning in
electrical circuits.
4.6 State the purpose and explain the
functioning of circuit breakers and
fuses.
4.7 Illustrate the correct method of
distributing electrical power from the
mains to socket outlets and lighting
points in house wiring systems.
4.8 Compute total electrical load for a
g9ven load for a given house wiring.
• Identify circuit breakers and fuses in a
building.
• Exphasize the correct method of
distributing electrical power from the
mains (NEPA line or stand by generator)
to socket outlets and lighting points in
house wiring systems.
• Interpret electrical installation drawings
of a small bungalow or two storey
building.
• circuit breakers
• fuses
• NEPA line
• Generator
• Bungalow with
complete wiring
system
• Electrical
installation.
• Drawing of a small
project i.e. the
bungalow.
4.9 Calculate fuse capacity for house
wiring system.
4.10 Identify dangers of electricity and
essential safety measures against
them.
• Emphasis the dangers of electricity
and enumerate the essential/necessary
safety measures against them.
160
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBC 20 Contact Hours: 48
(1-3)
Course Specification: PRACTICAL CONTENT
General Objective 5.0: Know the basic principles of plant installation in buildings.:
Week Specific Learning Outcome: Teachers Activities Resources
9-10
5.1 Explain the working principles of lift and escalators. 5.2 Outline safety, principles for lifts and escalators. 5.3 Explain the general principles of air-conditioning. 5.4 Describe various mechanical methods of ventilation. 5.5 Explain the principle of mechanical ventilation. 5.6 Outline the general installation requirements for central and room air conditioning equipment in dressings. 5.7 Define the following: relative humidity dew point 5.8 Explain the occurrence of condensation in buildings. 5.9 Describe methods of control of condensation.
• Visit a building with escalators and or lift. • Emphasize maintenance principles for lifts and escalators. • Illustrate the application of turbulent and non turbulent flow in domestic water supply and drainage • Determine experiments the rate of flow from an orifice. • Calculate the velocity of flow of water from given date • Calculate pipe sizes for drains or water supply from given date. • Experimentally explain the general principles of installation of cold and hot water supply systems having water pumps.
• Escalators • Air conditioners • Orifice • water containers • water • data for calculating velocity of flow of water.
5.10 Explain the principle of turbulent and non-turbulent flow. 5.11 Explain the followings terms and state their importance in the design and installation of piped water supply system.
a. static head of water b. velocity head c. friction head d. pressure head e. water hammer f. coefficient of velocity g. coefficient of discharge.
161
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND CONCRETING.
MODULE: SURVEYING IN BUILDING Module Code: CBC 20 Contact Hours: 48 (1-3)
Course Specification: PRACTICAL CONTENT
General Objective 6.0: ANALYSE FORCES IN SIMPLE BUILDDING STRUCTURES AND STRUCTURAL FRAME WORK.
Week Specific Learning Outcome: Teachers Activities Resources
11-12
6.1 State the lows of static equilibrium.6.2 Explain with illustrative examples the laws of static equilibrium e.g. (V) = 0 (H) = 0 (M) = 0 6.3 Determine the magnitude and position of the resultant of a simple system of coplanar forces in. 6.4 Analyse forces in simple pin-jointed frame work.
• Determine the magnitude and position of the resultant of a simple system of coplanar forces by: - graphical method. • Method of resolution experiment. • Experiment. • Analyse forces in simple pin-jointed frame-work • by method of resolution of force diagram method • method of section
• Charts • Model of simple pin-jointed frame work.
6.5 Identify common loading systems for various building structures 6.6 Determine beam reaction, shear force and bending moments in simply supported beams under various loading systems using.
a. Link polygon system b. method of resolution c. experiments.
6.7 Define the following properties of structural sections.
• Emphasize the following common loading systems concentrated load on beams, strandion and nodes in frame-works. • Knife –edge load on partitions or walls. • Uniformly distributed load such as self-weight wind load,. • Distributed load with linear variation such as loads against pilling retaining walls triangular load such as block-work over opening. • Calculate beam reactions under various loads.
* Model • beam • sections
a. centre of gravity b. moments of inertia c. radius of inertia d. radius of gyration e. section modules
6.8 State the general theory of simple bending i.e. E/R = M/F = F/Y
• Determine he value of the following for a given section. • Centre of gravity • Moments of inertia • Radius of gyration • Section modules • Determine maximum bending stress and moment of resistance of beam sections.
13 EXAMINATIONS
162
Advanced Brick and Blocklaying
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS:
288 (2-10)
Module Specification: Theoretical Content
General Objective 1.0: UNDERSTAND THE GENERAL PRINCIPLES AND METHODS USED IN
CHAIN SURVEYING AND BE ABLE TO CARRY OUT HAIN SURVEY.
Week Specific Learning Outcome: Teacher Activities Resources
1-2
1.1 Explain the metric system of linear
measurement as applied in survey.
1.2 Describe the construction of chain, bands,
and tapes.
1.3 Explain the use of construction chain,
bands, and tapes.
1.4 Describe the care of construction chair,
bands and tapes.
1.5 Explain the effect of the following on
measurement:
a. Misalignment
b. Slope
c. Temperature
d. Tension
e. Standardization error
• Use tape measure, chain etc.
to demonstrate the system of
linear measurement.
• Show how to construct chain,
bands and tapes.
• Demonstrate the use of
construction chain bands and
tapes.
• Explain the care of
construction chain, bands and
tapes.
• Show the effect of the various
factors by practically
introducing the impediments to
accurate measurement.
• Chain, tape measure
mechanical tape etc.
• Tape measure, line
etc.
1.6 Prepare tables for making correction for
slope, temperature and standardization error.
1.7 Describe the construction of Abney level.
1.8 Explain the working principles of Abney
level.
1.9 Use the (Abney level) instrument to
measure slope.
1.10 List various chain surveying equipments.
• Give example of a table
showing correction for slope,
temperature and
standardization error.
• Using a sketch, explain the
construction of an Abney level.
• Pen, pencil, ruler,
sheets of paper or
graph paper etc.
• Pictorial sketch of an
Abney level.
• Sope, Abney level.
163
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS:
288 (2-10)
Module Specification: Theoretical Content
General Objective 1.0: UNDERSTAND THE GENERAL PRINCIPLES AND METHODS USED IN
CHAIN SURVEYING AND BE ABLE TO CARRY OUT HAIN SURVEY.
Week Specific Learning Outcome: Teacher Activities Resources
3-4
1.11 State necessary precautions to be taken
in the use of chain surveying equipments e.g.
chains, bands, liner tapes, ranging rods,
optical square etc.
1.12 State the criteria for the selection of
survey lines and off-sets and limitations on
lengths.
• Bring various chain surveying
equipment to the classroom
and make the students to
identify each as they are being
listed.
• Show vivid example of the
proper ways to handle the
different types of chain
surveying equipments.
• List the criteria in the other of
preference on the chalkboard.
• Chain, tape, liner
tape survey tape,
survey rod dumpy
level etc.
• Chains, bands, liner
tapes, ranging rods,
optical square etc.
1.13 Describe the methods of making linear
measurements in chain surveys-both along
the survey line and along offsets.
1.14 State their sources e.g. squaring of
building corners, wrong booking, rounding off
values.
1.15 List the common errors in chain
surveying.
1.16 Explain the common errors in chain
surveying.
• Practically the methods
before the students and
thereafter ask them to group
and repeat the exercise.
• Ditto
• After listing on the
chalkboard, explain the
process of common errors and
the causes in chain surveying.
* Chalkboard, chalk
etc.
1.17 State the sources of the common errors
in chain surveying e.g. squaring of building
corners, wrong booking, rounding off values.
1.18 Explain with sketches, the basic methods
of chain surveying in e.g. offsets and use of
check or proof lines.
• State the sources on the
chalkboard and quire the
students as to how to
recognise them and avoid such
errors.
• Sketch on the chalkboard the
subject matter and describe the
process in detail.
• Ditto
• Sketch, chalkboard,
chalk etc.
164
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS:
288 (2-10)
Module Specification: Theoretical Content
General Objective 1.0: UNDERSTAND THE GENERAL PRINCIPLES AND METHODS USED IN
CHAIN SURVEYING AND BE ABLE TO CARRY OUT HAIN SURVEY.
Week Specific Learning Outcome: Teacher Activities Resources
1.19 Using sketches, explain the use of
control frame-work for position and
orientation.
1.20 Describe the general procedure for
carrying out a chain survey.
1.21 Describe the method of booking fields
measurement in chain surveys.
• Sketch the subject matter on
the chalkboard and explain the
process to the students.
• After verbally describing the
subject, explain further using
questions and answer
technique.
• Ditto
• Sketch, etc.
1.22 List field problems encountered in chain
survey.
1.23 Explain the methods of overcoming such
field problems.
1.24 Identify field work errors in simple chain
surveys.
1.25 State how to correct field work errors in
simple chain surveys.
• List the problems in the
classroom and ask the student
to repeat the list.
• Ditto.
• Guide the students in the
classroom to identify along with
you the subject matter. Give
example and ask them to work
on simple examples given in
the classroom.
• Paper, pencil, ruler,
etc.
General Objective 2.0: EXPLAIN THE WORKING PRINCIPLES OF LEVELLING INSTRUMENTS
AND APPLICATIONS.
Week Specific Learning Outcome: Teacher Activities Resources
5-6
7 - 8
2.1 Describe the construction of leveling
instruments e.g. the dumpy level, the tilting
level, etc.
2.2 Explain the working principles of leveling
instruments e.g. the dumpy level, the tilting
level, etc.
2.3 Describe methods of care of leveling
instrument e.g. dumpy level, tilting level etc.
• Sketch the dumpy level and
tilting level and show how it is
constructed.
• Demonstrate how the dumpy
and tilting levels work.
• With the aid of a dumpy level
or tilting level, show how to
care for such instruments.
• Photograph, sketch
etc.
• Dumpy level, tilting
level.
• Dumpy level, tilting
level etc.
165
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS:
288 (2-10)
Module Specification: Theoretical Content
General Objective 3.0: KNOW THE METHODS AND BE ABLE TO SET OUT SIMPLE FRAMED
STRUCTURES AND DRAINS.
Week Specific Learning Outcome: Teacher Activities Resources
9 -
10
3.1 Describe with sketches various methods
of setting out, suitable setting out, suitable for
the following:
a. Standard block and brick
building.
b. Framed structures (steel
and reinforced concrete)
c. Drain, septic tank, soak
etc.
• Describe what is meant by
preliminary site work thereby
identify the temporary services
and importance.
• Discuss the method setting
block/brick work.
• Describe process of fixing
framed structures.
• Describe the methods with
sketches, how drain, septic
tanks and soakways etc.
• Chart/Pictures
• Block
• Brick
• Visit site
• Setting equipment
11-
12
4.1 Explain the construction problems
associated with various types of subsoils e.g.
- water logged
- clay (alluvial) subsoil
- running sand
- made up ground.
4.2 Estimate the dead load per square metre
on subsoil due to the walls of a simple
structure e.g. 2 story buildings:
• Identify various ways of site
drainage.
• Sump hole
• Dewatering with
• The drawing
• Laying of perforated pipes.
• Loading test should be carried
out in a laboratory setting.
Give example to the students
on the chalkboard, there after,
give assignment.
• Charts/pictures
• Equipment.
• Soil to be tested,
loading test machine &
Equipments.
13 EXAMINATIONS
166
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS:
288 (2-10)
Module Specification: Theoretical Content
General Objective 3.0: KNOW THE METHODS AND BE ABLE TO SET OUT SIMPLE FRAMED
STRUCTURES AND DRAINS.
Week Specific Learning Outcome: Teacher Activities Resources
1-2
4.3 Determine graphically the width of strip
foundation for a given structure:
4.4 Describe methods of constructing the
following types of foundations:
- Steel grillage
- Deep pile
- Reinforced concrete
• Work to be submitted on a
subsequent day.
• Give example to the student s
and assign how work.
• Describe the process to the
students in the classroom and
give examples.
• A take home test could also
be given pictorial
representation of tractor trench
digger etc should be presented.
* Films, video tapes,
computer simulation
etc of trench digger
backwater, trench
hoes.
- base for columns and
- piers.
4.5 Explain the effect of ground formation and
general contour of site on choice of
foundation.
4.6 Identify common machines used for deep
excavation e.g. trench digger, trench how,
back cater etc.
4.7 Describe with sketches methods of
controlling water table in deep excavation.
4.8 Describe with sketches timbering systems
for trenches in various subsoils.
• Sketch deep excavation use
sketch to describe and explain
the methods of control.
• Give examples and assist the
students to try their hands in
carrying out assignments.
167
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS:
288 (2-10)
Module Specification: Theoretical Content
General Objective 5.0: UNDERSTAND THE PRINCIPLES AND TECHNIQUES OF CONSTRUCTING
VARIOUS TYPES OF WALLS.
Week Specific Learning Outcome: Teacher Activities Resources
3-4
5.1 Interpret building plans for walling details.
5.2 Transfer levels and set out simple
structure e.g 2 – story building.
5.3 Describe methods of transferring wall line
from profile to the surface of foundation.
• Use building plan to explain
details.
• Recitalist the setting out and
level transfer for 2-storey
building.
• The use of lime as a method
should be reinforced.
• Detailed building
plan.
• Dumpy level, wood-
pegs, wood profile,
line, rails, hammer etc.
• Line, digger, wood-
profiles, wood pegs,
hammer nail, angle
etc.
5 - 6
5.4 Describe the characteristics in the use of
various damp proof materials in common
materials in common use e.g asphalt, cement
mortar (1.1) felt, P.C. membrane etc.
• Arrange to lay blocks from
foundation to D P C level.
• Carryout a little project on the
built DPC level block wall as n
above.
• Block, cement; sand,
water, trowel line etc.
• Felt, asphalt cement
mortar (1.1) PVV
membrane etc.
5.5 Describe the suitability in the use of
various damp proof materials as in above
(5.5.a).
5.6 Describe the precautions to be taken in
the use of various damp proof materials as in
(5.7) above.
5.7 Describe with sketches methods of laying
damp proof materials in the following
structures:
• Provide different damp proof
materials introduce them to the
students and describe each
suitability in terms of usage.
• Explain the handling method
and care to be taken to get
maximum performance.
• Practicalise laying by
identifying a damp surface
around your school and
applying a chosen material.
• Damp proof materials
of all shade.
• Damp proof material
of different maker.
• Damp proof material
of your choice.
168
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS: 288 (2-10)
Module Specification: Theoretical Content
General Objective 5.0: UNDERSTAND THE PRINCIPLES AND TECHNIQUES OF CONSTRUCTING VARIOUS TYPES OF WALLS.
Week Specific Learning Outcome: Teacher Activities Resources
5.8 Apply suitable damp proof materials in given situations. 5.9 Describe with sketches various types of retaining walls and piers.
• Ditto. • Sketch retaining wall on the chalkboard and describe the different types sketch. • Use the sketch to state its suitability.
• Ditto • Retaining walls sketch.
5.10 State situations in which they are suitable which they are suitable for the use prescribed. 5.11 Interpret a given drawing and construct brick retaining wall to specification. 5.12 Interpret given drawing and construct attach and detached piers to specification in sand creet blocks and in bricks. 5.13 Construct brick walls up to 2B thick and above in the following bonds:
• Give a drawing to be used (in real life situation) in constructing a brick retaining wall to specification. • Draw the picture of a pier use the sketch to specify and interpret the sketch. • Draw the picture of a pier use the sketch to specify and interpret the sketch.
• Detailed drawing bricks, cement, sand (sharp) etc. • Drawing sketch etc. • Bricks, cement sand etc..
- garden and wall bond. - English bond - Flurench bond
5.14 Construct corbels and plinths to walls up 5 to 2.2 thick. 5.15 State the purposes of cobles and plinths in wall construction. 5.16 Build a decorative panels in brick walls up to 2.2 thick in any bony e.g. herring bone pattern, basket weaves, dog-leg etc.
• Part in the entire process. Thereafter, assign another brick-wall to them for construction using the 1st one as an example. • Ditto • Ditto
• Bricks, sand, cement etc. • Ditto.
5.17 Set instructing decorative courses, cornices and chases to specification: 5.18 State the purposes of glass blocks in building construction and build glass block walls.
• Do the setting with the students assisting thereafter assign same work to chain. • Demonstrate the building of glass block wall.
• Glass blocks, adhesive, etc.
169
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS: 288 (2-10)
Module Specification: Theoretical Content
General Objective 6.0: CARRY OUT UNDERPINNING AND STRENGTHENING OF EXISTING
WALLS.
Week Specific Learning Outcome: Teacher Activities Resources
9-10
6.1 Define under pinning.
6.2 State its purposed.
6.3 Describe with sketches methods of
underpinning e.g shoring and alternate
methods.
6.4 Describe with sketches systems of
shoring walls e.g
- dead shore
- flying shore
- rating shore
• Define underpinning on the
chalkboard.
• State its purposes and assign
home work to the students on
the same subject matter.
• Sketch the different types of
shoring system and explain on
the chalkboard.
• Carry out this exercise in the
class room using the
chalkboard.
• Chalkboard, chalk
etc.
• Chalkboard,
sketches, chalk etc.
6.5 State their applications.
6.6 Explain the purpose of thickening an
existing wall.
6.7 Describe methods of thickening existing
walls.
6.8 List problems that may b encountered in
the process of thickening existing walls.
• Ditto • Ditto
6.9 State necessary precautions to be taken
note: problems to be treated may include.
Bonding new to existing bricks, existing
foundation extension etc. 6.10Underpin,
extend foundation and thicken existing wall to
specification.
• After explaining in the
classroom: search for a
building around you that needs
under pinning and carry out the
exercise.
• All under pinning
equipment and
materials.
170
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND BLOCKLAYING
MODULE CODE: CBC 23 CONTACT HOURS: 288 (2-10)
Module Specification: Theoretical Content
General Objective 7.0: KNOW THE TECHNIQUES AND BE ABLE TO CONSTRUCT ALL TYPES OF
BRICK ARCHES.
Week Specific Learning Outcome: Teacher Activities Resources
11-
12
7.1 Make full scale drawings, cut templates
for visors and produce brick volissoils for:
- gothic arches
- elliptical arches
- any type of arches up to 3
metres
- span and two brick and
above thick.
• Prepare the drawing and cut
templates from it to show the
students.
• Given them the same assign
exercise.
• Provide materials as
required..
• Sketch etc.
7.2 Describe with sketches the construction
and erection of centres suitable for the
constructing of gothic, elliptical and any other
types of arches up to a span of three metres:
7.3 Set up centers and construct any types of
gothic, of a specified span using the prepared
voussoirs in 7.1 above.
• Use a sketch to explain the
construction centres.
• Ditto.
• Sketch etc.
• Ditto.
13 EXAMINATION: Practical 60%; Theory 40%.
171
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT
HOURS: 288 (2-
10)
Module Specification: PRACTICAL CONTENT
GENERAL OBJECTIVE: CARY OUT SURVEYING, LEVELLING AND THE CONSTRUCTION OF ALL
TYPES OF BRICK AND BLOCK WORK TO SPECIFICATION.
Week Specific Learning Outcome: Teacher Activities Resources
1-3
Chain Surveying
1.1 Carry out survey of an area of at least
one lecture, book all field measurements.
1.2 Plot the survey of the area to a
suitable scale.
1.3 Complete all measurement and
calculations to the nearest figure, drawing
to field standard using conventional signs
and hand lettering.
• Decide which area of your vicinity to
be surveyed, them take the students on
a field trip to survey the area with your
assistance and presence.
• Ditto.
• Survey
equipment etc.
• Ditto.
4-7
Levelling
1.4 Carry out necessary adjustment on a
given levelling instrument.
1.5 Carry out a closed serial levelling of
about half a kilometer
1.6 Plot and complete the survey to
suitable scale
1.7 Plot the ground profile of a given
section of a contour map.
• Guide the students to carry out a
given leveling project to specification
Levelling
instrument.
• Field map, etc.
1.8 Set out a simple framed structure and
a drainage system
• Use as field work to show how setting
out is carried out.
• Setting out
equipments.
1.9 Carry out simple test to determine the
bearing capacity of soil.
• Guide the students to conduct load
bearing capacity test of given soil.
• Equipment.
• Soil. Etc.
172
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT
HOURS: 288 (2-
10)
Module Specification: PRACTICAL CONTENT
GENERAL OBJECTIVE: CARY OUT SURVEYING, LEVELLING AND THE CONSTRUCTION OF ALL
TYPES OF BRICK AND BLOCK WORK TO SPECIFICATION.
Week Specific Learning Outcome: Teacher Activities Resources
8-10
Brick and Block Work
2.1 Transfer wall line from profile to
foundation surface.
Set up wall to DPC level
2.2 Construct brick wall up to 2B thick and
above the following bonds:
- garden and wall bond
- English bond
- Fletching bond, etc
2.3 Construct corbels and plinth in wall up
to 2.2mm thick.
2.4 Build in decorative panels in brick wall
up to 2.2mm thick in any bond.
• Guide students to transfer wall line
from profile e.g herring bone pattern,
basket weaves, etc. and set up wall to
DPC level..
• Materials
• Tools
2.5 Underpin, extend foundation and
thicken existing wall to specification.
• Guide the students on the under-
pinning project.
• All under pinning
equipment and
materials.
11-
12
ARCES
3.1 Make full scale drawings, cut
templates for visors and produce brick
volissoils for:
- gothic arches
- elliptical arches
- any type of arches up to
3 metres
- span and two brick and
above thick.
• Guide the students to perform the
given task to specification..
• Provide
materials as
required the
project.
173
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING
AND CONCRETING WORK.
MODULE: ADVANCED BRICK AND
BLOCKLAYING
MODULE CODE: CBC 23 CONTACT
HOURS: 288 (2-
10)
Module Specification: PRACTICAL CONTENT
GENERAL OBJECTIVE: CARY OUT SURVEYING, LEVELLING AND THE CONSTRUCTION OF ALL
TYPES OF BRICK AND BLOCK WORK TO SPECIFICATION.
Week Specific Learning Outcome: Teacher Activities Resources
3.2 Set up centers and construct any
types of gothic, of a specified span using
the prepared voussoirs in 7.1 above.
• Sketch etc.
13 Examination: Practical 60% Theory 40%
174
Advanced Concrete Work PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING ETC
General Objective 1.0: KNOW THE EFFECTS OF THE PHYSICAL PROPERTIES OF CONCRETE MATERIALS ON QUALITY OF WET AND HARDENED CONCRETE.
Week Specific Learning Outcome: Teacher Activities Learning Resources
1
Properties of Concrete & Concrete Materials 1.1 State the effects of the used of ‘state’ or deteriorated cement on concrete e.g.
- loss in strength - loss of adequate setting - susceptibility to chemical attack.
1.2 State the effect of surface texture of. Aggregate on workability bond strength and quantity of water required in the mix.
• Use the chalkboard to explain the process of state and deteriorated cement. Then practicalise it by using state or deteriorated cement to show loss in strength loss of adequate setting etc. • The subject should be taught in the classroom, thereafter, it should be practicalised.
• Cement, etc. • Aggregates, cement, water etc.
1.3 Describe the effect of particle shape on workability and strength e.g.
- cubical aggregates - produce stronger concrete - partly aggregates produce poor concrete.
• Use the classroom setting to teach the subject. • Try as much as possible to sketch and explain the process to the students. Use various shapes of aggregates to show and prove the raised questions. • This should first be taught in the classroom then taken to the workshop for practice.
• different shapes of aggregates, cement, water, mixer etc. • all types of impurities, chemicals e.g HCL, mixed with aggregate.
1.4 State the effects of impurities (mud, chemicals etc) on the quality of wet and hardened concrete e.g.
- Impurities may delay setting, reduce bond strength, cause discolouration and straining and reduce strength.
• Use the method in the method in the above to teach and show students the effect of impurities in the delay of concrete hardening.
• Impure aggregate cement, sand water etc.
175
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING ETC
General Objective 3.0: UNDERSTAND THE BASIC PRINCIPLES OF DESIGN OF FORM WORK FOR VARIOUS STRUCTURES.
Week Specific Learning Outcome: Teacher Activities Learning Resources
3-4
3.1 State the requirements for forms for pre-cast and structures. 3.2 List factors to be considered in the design and construction of formwork for various structures e.g. - rate of pour ; surface furnish
- method of compaction; Cost; Shape and size structures; Support etc.
• Use the chalkboard to teach the subject matter after, practical should be carried out in the presence of the students. • Same as above.
• Planks, hammer, nails, etc.
General Objective 4.0: UNDERSTAND THE BASIC PRINCIPLES OF REINFORCING VARIOUS CONCRETE STRUCTURES.
Week Specific Learning Outcome: Teacher Activities Learning Resources
5-6
4.1 Describe with sketches general reinforcement arrangements in relation to structures listed below
- road slab - stairs straight - flight, dog leg. - Open well and spiral - Retaining walls - Cofferdem, and caissons. - Suspended slabs canopies cantilever - Water tank and reservoirs - Electric polis - Concrete walls.
• Use detailed, designed structural drawing to describe subject. • Design a simple, slab stair case etc. to teach the students simple design methods.
• Detailed designed engineering drawing etc.
- Channels and - Concrete rings.
4.2 State the precautions to be taken to ensure the production of sound insitu concrete structures.
• State precautions on the chalkboard and allow students to practice. Give home work to reinforce the learning process.
• Chalkboard, design notes, chalk etc.
177
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING ETC
General Objective 4.0: UNDERSTAND THE PURPOSE AND APPLICATION OF CURTAIN WALLING
IN BUILDING CONSTRUCTION.
Week Specific Learning Outcome: Teachers Activities Resources
3
4.1 Define curtain walling.
4.2 Enumerate the information required by the
manufacturers for producing curtain walls.
4.3 Explain the important factors required for a
checklist as to the quantify of any curtain wall.
• Demonstrate the
production of curtain walls
with the students.
• Charts showing
• Produced curtain
walls.
General Objective 5.0: UNDERSTANT THE MANUFACTURE, PROPERTIES AND APPLICATION OF
CLADDING SHEET/BOARD CONSTRUCTION.
Week Specific Learning Outcome: Teachers Activities Resources
4-5
5.1 Explain the functions of sheet cladding materials.5.2 List the various types of sheet cladding materials, their standard forms and properties. 5.3 Describe the manufacture of plaster board, fibre board, asbestos cement sheets, wood-wool slabs etc. 5.4 State the general used of the materials in 5.3 above. 5.5 Explain with illustrations the various methods of fixing sheet claddings.
• Teacher demonstrates to the students the various methods of fixing sheet claddings.
General Objective 6.0: KNOW HOW TO PREPARE ROOF FLASHINGS IN SHEET METAL
Week Specific Learning Outcome: Teachers Activities Resources
6-7
6.1 Sketch the leasie shape of flashings. 6.2 Describe with illustration, methods of setting out sheet metal prior to forming shaped flashing 6.3 Enumerate the various kinds of metals used for roof flashing and the type factors affecting their choice.
• The teacher draws the basic shape of flashings on the chalkboard and instructs the students to draw them into their notebooks.
• Charts • Metals • Flashing
6.4 Describe the and illustrate with demonstrations the methods of forming flash shapes by:
a. bonding b. dressing c. folding d. jointed insertions
183
PROGRAMME: ADVANCED NATIONAL TECHNICAL CERTIFICATE IN BRICKLAYING, BLOCKLAYING AND CONCRETING.
General Objective 7.0: KNOW THE PROPERTIES OF VARIOUS INSULATION AND WATER PROOFING MATERIALS AND METHODS OF FIXING.
Week Specific Learning Outcome: Teachers Activities Resources
8-9
7.1 Explain the importance of non-structural insulation in building. 7.2 State the various types of insulation materials used in building industries, eg building boards, building papers, finish flooring materials, wool, blankets rubber, glass, acoustic tile, wood, cement mortar, bricks, cement plaster, asbestos-cement, partitioning. 7.3 Enumerate the properties of the insulation materials in 7.2 above. 7.4 Describe the various relative used of the insulation materials in 7.2 above.
The teacher demonstrates the installation of the insulation materials to the students.
• Charts • Building papers • Wood • Blankets • Acoustical tile • Cement mortar etc.
7.5 List the housing requirements of insulating a building. 7.6 State the effect of insulation in a building. 7.7 Explain how to fix insulation materials in a building. 7.8 Explain with illustrations the effects of ground water level. And run-off on building structure. 7.9 List the various water proofing materials in common use e.g. asphalt, bituminous fibre, polyethylene etc.
• Charts on groundwater level and run-off on building structure. • Water-proofing materials e.g. • Asphalt • Bituminous fibre etc.
7.10 Explain the conditions under which buildings are dampened. 7.11 Enumerate various preventive measures of protecting building structures from dampening e.g. permeability of concrete, cracks and joints in masonry, hydrostatic pressure, integral water-proofing cement-base water-proofing coating bricks, coating with asphalt and bituminous emulsion.
• The laying of water-proofing materials. • The teacher gives the students chance to practice the laying themselves.
7.12 Describe with illustrations the various methods of laying waterproofing materials listed in 7.11 above and explain the factors influencing the choice of each of the materials. 7.13 Describe the various ways of correcting leaked foundations, walls, slabs, and roofs.
184
General Objective 8.0: UNDERSTAND THE COMPOSITION, PROPERTIES AND APPLICATION OF
PAINT TO BUILDINGS AND VARIOUS MATERIALS.
Week Specific Learning Outcome: Teachers Activities Resources
10-12
1.1 Explain the importance of painting in buildings eg
aesthetic, weather protection.
1.2 State the main constituents of oil paints, emulsion
paint, varnish and enamel, fire resistant paints etc.
1.3 Enumerate the various characteristics of the
types of paint referred to in 8.2 above.
1.4 State the procedures for preparing paints for use.
1.5 Describe the drying processes of paints.
• The teacher demonstrates
to the students the
procedures for preparing
paints for use.
• Samples of
some paints eg.
• Oil paint
• Emulsion paint
• Colour chart.
1.6 Outline the function of the following paint
systems:-
a. primer
b. undercoat and
c. finishing coat
• The teacher assembles the
items listed in 8.7 above for
the students to identify.
• Ferrous metal
• Non-ferrous
metal
• Charts
1.7 Explain the selection and application of paint, to
ferrous metals,
- nonferrous metals,
- brick
- stone
- concrete
- gypsum
- lime,
- timber and
- building boards.
8.8 List and explain the main causes of pain failure.
13 EXAMINATIONS: Practical = 70%; Theory = 40%
185
List of Materials and Equipment Building Science
List of Equipment
1. Compression Testing Machine
2. Vicat apparatus
3. Le Chateller Moulds
4. British Standard Sieves (to BS 410)
5. Measuring Cylinder
6. Standard Hardened Steel Test Cylinder
7. Cube Moulds
8. Air-meter
9. Compacting Factor Apparatus
10. Slump Test Apparatus
11. Brogues Mould
12. Shurys Test Apparatus
13. Vee-Bee Apparatus.
14. CBR Machine
15. Compaction Machine
16. Specific gravit
17. Attenberg Limit
18. Misture Content
19. Soil hydrometer
ENGINEERING DRAWING EQUIPMENT LIST
1. Drawing Board (size A2)
2. T-square (size 700m)
3. Set square (300-600 and 450 x 300)
4. Scale rule (metric)
5. Instrument set
6. Templates/French curves
7. Overhead projector
8. Film strip and sine projector
9. Chalk board with track machine
10. Models of solids
11. Transparences
12. Drawing pens (Repidographs)
13. Storing cabinets
14. Projector screen
186
List of Participants
UNESCO-NIGERIA PROJECT IN SUPPORT OF REVITALISATION OF TECHNICAL AND
VOCATIONAL EDUCATION(TVE) IN NIGERIA
PROJECT TEAM MEMBERS
S/No. NAME DESIGNATION
1 Engr. Dr. Nuru A. Yakubu National Project Coordinator & Executive Secretary, NBTE
2 Dr. M.S. Abubakar Technical Coordinator
3 Engr. S.C. Odumah Curriculum Development Coordinator
4 Mr. B.N. Niriyus Staff Development Coordinator
5 Engr. Dr. S.N. Mumah Information & Communication Technology Coordinator
6 Isa Alhaji Sulaimanu Project Accountant
7 Mal. A.D.K. Muhammad Project Officer
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S/NO NAME ADDRESS
1 Ibidapo Olabode NABTEB,
P. M. B. 1747, Benin City.
2 Moses A. Ogunbiyi C/o The Nigerian Institute of Building
Ikeja, Lagos
3 Adeleye Asamu Saminu Government Technical College