Parts of A Competency-Based Learning Material

PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
References/Further Reading
Performance Criteria Checklist

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM,
the above parts are recommended for
use in Competency Based Training
(CBT) in Technical Education and
Skills Development Authority (TESDA)
Technology Institutions. The next
sections will show you the
components and features of each part.
Date Developed: Document No.

February 11, 2013 Check by:
Date Revised:
MASONRY NCII Page 1
Developed by:
Juan R. Asuncion
Danilo M. Bersaba
Revision # 01
COMPETENCY BASED LEARNING MATERIAL
Sector : CONSTRUCTION
Qualification : MASONRY NCII
Unit of Competency : LAY BRICK/BLOCK FOR STRUCTURE
Module Title : LAYING BRICK/BLOCK FOR STRUCTURE
EWPCI Training and Testing Center Inc.

4165 Ponte St. Brgy. Tejeros, Makati City, Philippines
Tables of Contents
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Danilo M. Bersaba
Revision # 01
Page
Front Cover..........................................................................................................i
............................................................................................. 1
Acknowledgement................................................................................................ii
Plan Training Session.........................................................................................iii
1. Student Profile........................................................................................4
2. Data gathering Instrument.....................................................................6
3. Form 1.1 self-assessment checks............................................................9
4. Form 1.2 Evidences/proof of current competencies...............................11
5. Form 1.3 Identifying Training Gaps..........................................12
6. Form 1.4 Training Needs.......................................................................14
Session Plan .....................................................................................................16
Part of Competency-Based Learning Material.....................................................45
CBLM Front Page.................................................................................... 46
Manual Instruction............................................................................................49
List of CORE Competency....................................................................... 50
Module Content.................................................................................................51
Learning Outcome.............................................................................................53
Learning Experience – 3.3-1 PPE.......................................................................55
Information sheet 3.3-1 PPE..............................................................................56
Self Check 3.1-1................................................................................................71
Answer Key 3.1-1...............................................................................................73

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HOW TO USE THIS COMPETENCY- BASED
LEARNING MATERIAL
Welcome!
The unit of competency, "LAY BLOCK/BRICK ON STRUCTURE SESSION",

is one of the competencies of MASONRY NC II, a course which comprises the
knowledge, skills and attitudes required for a MASONRY trainer to possess.
The module, Lay Block/bricks Session, contains training materials and

activities related to identifying learner‘s requirements, preparing session plan,
preparing basic instructional materials and organizing learning and teaching
activities for you to complete.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning outcome
are Information Sheets, Self-Checks, Operation Sheets and Task/Job
Sheets. Follow and perform the activities on your own. If you have questions, do
not hesitate to ask for assistance from your facilitator.
Remember to:
• Work through all the information and complete the activities in each section.
• Read information sheets and complete the self-check. Suggested references are
included to supplement the materials provided in this module.
• Most probably, your trainer will also be your supervisor or manager. He is there
to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This way,
you will improve your speed, memory and your confidence.
• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of each
section to test your own progress. Use the Performance Criteria Checklist or
Procedural Checklist located after the sheet to check your own performance.
• When you feel confident that you have had sufficient practice, ask your Trainer
to evaluate you. The results of your assessment will be recorded in your
Progress Chart and Accomplishment Chart.
You need to complete this module before you can perform the next module,
Plaster wall surface Session.

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Danilo M. Bersaba
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(MASONRY NC-II)
COMPETENCY-BASED LEARNING MATERIALS
List of CORE Competencies

( Lay brick/block for structure )
No. Unit of Competency Module Title Code

Selection and use of Selectingand useInformation
of sheet
1. appropriate PPE. appropriate PPE. 3.3-1
Procedures in installing Procedures in installing Information sheet
2. horizontal/vertical guide horizontal/vertical guide for 3.3-2
for brick/block brick/block
Reinforcement Reinforcement bars/dowel Information sheet
3. bars/dowel Sizes Sizes 3.3-3
Brick/block laying Brick/block laying Information sheet
4. procedures procedures 3.3-4
Information sheet
5. OHS regulations OHS regulations
3.3-5
6. Geographical orientation Geographical orientation Information sheet
3.3-6
7. Mensuration Mensuration Information sheet
3.3-7
8. Basic operations Basic operations Information sheet
3.3-8
9. Reading and interpreting Reading and interpreting Information sheet
graphs and tables graphs and tables 3.3-9
10. Receiving and Receiving and responding Information sheet
responding to workplace to workplace 3.3-10
communication communication

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Danilo M. Bersaba
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MODULE CONTENT
UNIT OF COMPETENCY : LAY BRICK/BLOCK FOR

STRUCTURE
MODULE TITLE : LAYING BRICK/BLOCK

FOR STRUCTURE
MODULE DESCRIPTOR : This modules covers the knowledge, skills and

attitudes in laying brick/block for structure. It includes preparing materials, tools and
equipment, establishing brick/block structure location and performing brick/block laying.
NOMINAL DURATION: 84 hrs
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Prepare for laying brick/block for structure.
2. Lay-out/establish brick/block structure location
3. Perform laying brick/block for structure
4. Complete laying of brick/block for structure
ASSESSMENT CRITERIA:
1. Plans as per job requirement are read and interpreted.
2. Materials, tools and equipment are selected and prepared consistent with job
requirements.
3. Materials are properly stored/stockpiled and freed from foreign matters.
4. Reference building lines are correctly identified/ located as per job requirements.
5. Location of brick/block structure based on reference building lines is established using
batter board at ±3 mm tolerance for proper alignment, squareness and dimension.
6. Lay-out of brick/block structure is correctly marked as per job requirements.
7. Bricks and concrete block laid on the line at minimum allowance at 1/16 in (2 mm).
8. Appropriate PPE is selected and used in line with job requirements.
9. Horizontal/vertical guide for brick/block is installed according to job specification.
10. Reinforcing bar/dowel is installed according required to job specifications.
11. Mortars are spread on the base/edge of brick/block mortar according to job
specifications.
12. Bricks/blocks are positioned/laid according to design/specifications/locations.
13. Constant checking of plumbness is done during brick/block laying.
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14. Formworks are installed in accordance with building plan.
15. Cast-in place concrete structures are constructed according to design and job
specifications.
16. Work site is cleaned and kept in safe state in line with OHS Regulations.
17. Unexpected situations are responded accordingly.
18. Final checks are made with the foreman to ensure that works conform with
instructions and to requirements.
19. Tools, equipment and any surplus resources and materials are checked in
accordance with established procedures.
20. Work area is maintained as to cleanliness and safety.

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Danilo M. Bersaba
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LEARNING OUTCOME NO. 3 PERFORM LAYING BRICK/BLOCK
FOR STRUCTURE
Contents:
 Selection and use of appropriate PPE.

 Procedures in installing horizontal/vertical guide for brick/block
 Reinforcement bars/dowel Sizes
 Brick/block laying procedures
 OHS regulations
 Geographical orientation
 Mensuration
 Basic operations
 Readingand interpreting graphs and tables
 Receiving and responding to workplace communication
Assessment Criteria
 Appropriate PPE is selected and used in line with job requirements.

 Horizontal/vertical guide for brick/block is installed according to job
specification.
 Reinforcing bar/dowel is installed according required to job specifications.
 Mortars are spread on the base/edge of brick/block mortar according to job
specifications.
 Bricks/blocks are positioned/laid according to design/specifications/locations.
 Constant checking of plumbness is done during brick/block laying.
 Formworks are installed in accordance with building plan.
 Cast-in place concrete structures are constructed according to design and job
specifications.
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 Work site is cleaned and kept in safe state in line with OHS Regulations.
 Unexpected situations are responded accordingly.
Conditions
The participants will have access to:
1. Masonry tools and equipment

Manufacturer operating procedure manual
PPE
2. Supplies and materials
 Concrete blocks/bricks  Reinforcement bars

 Pointed trowel  Mixing board
 Cement  Tie wire
 Wooden float  Shovel/spade
 Aggregates  mortar box
 Water  Tie twister
 Pail  Spirit level
Assessment Method:
1. Interview(oral questionnaire)
2. Written examination
3. Practical demonstration
4. Direct observation

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Learning Outcome 3 - PERFORM LAYING BRICK/BLOCK FOR STRUCTURE
Module 3.3-1 -Appropriate PPE is selected and used in line with job
requirements.
Learning Activities Special Instructions
1. Read Information Sheet 3.3-1

Selection and use of appropriate PPE.
Compare answers with the answer

2. Answer Self-check 3.3-1
key. You are required to get all
Selection and use of appropriate PPE answers correct. If not, read the
information sheets again to answer
all questions correctly.

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Danilo M. Bersaba
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Information Sheet 3.3-1
Selection and use of appropriate PPE
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Select the proper PPEas per job required.
2. Select and use PPE consistent with job requirements .
Learning outcomes:
Selection and use of appropriate Personal Protective Equipment.
Learning Activity:
Selecting and using of appropriate Personal Protective Equipment.
Introduction :
Hazards exist in every workplace in many different forms: sharp edges, falling
objects, flying sparks, chemicals, noise and a myriad of other potentially
dangerous situations. The Occupational Safety and Health Administration
(OSHA) requires that employers protect their employees from workplace hazards
that can cause injury.

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Danilo M. Bersaba
Revision # 01
Detailed Information:
Personal protective equipment (PPE) refers to

protective clothing, helmets, goggles, or other garments or equipment
designed to protect the wearer's body from injury. The hazards addressed
by protective equipment include physical, electrical, heat,
chemicals, biohazards, and airborne particulate matter. Protective
equipment may be worn for job-related occupational safety and
health purposes, as well as for sports and other recreational activities.
"Protective clothing" is applied to traditional categories of clothing, and
"protective gear" applies to items such as pads, guards, shields, or masks,
and others.
The purpose of personal protective equipment is to reduce
employee exposure to hazards when engineering and administrative
controls are not feasible or effective to reduce these risks to acceptable
levels. PPE is needed when there are hazards present. PPE has the serious
limitation that it does not eliminate the hazard at source and may result
in employees being exposed to the hazard if the equipment fails. [1]
Types of PPE:
 Hearing protection
 Head protection
 Eye protection
 Foot protection
 Hand and arm protection
 Body protection
 Respiratory protection
What is Personal Protective Equipment (PPE)?
PPE is defined in the Personal Protective Equipment at Work Regulations as: ‘All
equipment (including clothing affording protection against the weather) which is
intended to be worn or held by a person at work which protects them against one
or more risks to their health and safety’.
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PPE includes equipment such as safety footwear, hard hats, high visibility
waistcoats, goggles, life jackets, respirators and safety harnesses.
Waterproof, weatherproof, or insulated clothing is subject to the Regulations only

if its use is necessary to protect employees against adverse climatic conditions
that could otherwise affect their health and safety.
Legal duties and obligations around PPE
The Personal Protective Equipment at Work Regulations 1992 These regulations

seeks to ensure that where the risks cannot be controlled by other means,
Personal Protective Equipment (PPE) is correctly selected and used.
The Regulations do not apply where requirements are detailed in other
regulations e.g. respirators in the Control of Substances Hazardous to Health
Regulations (COSHH).
Who should pay for PPE?
If items of Personal Protective Equipment are required they must be provided free
of charge by the employer.
When to use PPE
PPE must always be regarded as a ‘last resort’ to protect against risks to safety
and health. Engineering controls and safe systems of work must always be
considered first.
For example, it may be possible to do the job using methods that will not require
the use of PPE.
If this is not possible, more effective safeguards should be put in place. For
example, fixed screens could be provided rather than individual eye protection.
There are a number of reasons why PPE must be considered as a ‘last resort’:
 PPE only protects the person wearing it, whereas measures controlling
the risk at source protect everyone in the workplace
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 Theoretical maximum levels of protection are difficult to achieve and the
actual level of protection is difficult to assess. Effective protection is
only achieved by selecting suitable PPE and if it is correctly fitted,
maintained and used
 PPE may restrict the wearer to some extent by limiting mobility or
visibility, or by requiring additional weight to be carried. Thus creating
additional hazards.
Assessing and choosing PPE
The need for PPE must be identified through Risk Assessment.
For example, a Control of Substances Hazardous to Health (COSHH) risk

assessment may show that gloves are required when using the substance being
assessed. As with all risk assessments, those carrying them out must be
competent to do so.
In addition to identifying the need for PPE, it is essential that the right type and
grade of PPE is specified and provided.
The various standards for PPE (e.g. hard hats EN397) are too numerous to list
here on this website. Within the standards there may also be various
subdivisions to denote the standard of protection or type (e.g. ear
muffs/defenders EN352-1, ear plugs EN352-2, helmet mounted muffs/defender
EN352-3).
Since 1 July 1995, all new PPE must be ‘CE’ marked. The CE mark signifies that
the PPE satisfies certain basic/minimum safety requirements.
Suitability of PPE
To be able to choose the right type of PPE, the hazards involved in the task or
work environment must be considered carefully. PPE must also meet the needs
of the individual.
The following factors should be considered when assessing the suitability of PPE:
is the PPE appropriate for the risk involved and conditions at the place where
exposure may occur? e.g. goggles are not suitable when full-face protection is
required

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Revision # 01
does the PPE prevent or adequately control the risks involved without increasing
the overall risk? e.g. gloves should not be worn when using a pillar drill, due to
the increased risk of entanglement
can the PPE be adjusted to fit the wearer correctly? e.g. if a person wears
glasses, ear defenders may not provide a proper seal to protect against noise
hazards
has the state of health of those using it been taken into account?
what are the needs of the job and the demands it places on the wearer? How long
will the PPE need to be worn? What are the requirements for visibility and
communication?
if more than one item of PPE is being worn, are they compatible? For example,
does a particular type of respirator make it difficult for eye protection to fit
properly?
Information, instruction and training on PPE use
Where PPE is provided, employees must be provided with adequate information,

instruction and/or training on its use.
The extent of information, instruction and/or training will vary with the
complexity and performance of the kit. For example, a full Breathing Apparatus
kit will require more training to use properly than a disposable face mask.
Information and instruction should cover:

 the risk(s) present and why the PPE is needed
 the operation (including demonstration), performance and limitations of
the equipment
 use and storage (including how to put it on, how to adjust and remove
it)
 any testing requirements before use
 any user maintenance that can be carried out (e.g. hygiene/cleaning
procedures)
 factors that can affect the performance of the equipment (e.g. working
conditions, personal factors, defects and damage)
 how to recognize defects in PPE, and arrangements for reporting them
 where to obtain replacement PPE,

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Danilo M. Bersaba
Revision # 01
In addition to initial training, refresher training may be required from time to
time. Supervisor checks on the use of PPE may help determine when refresher
training is required.
Maintaining PPE
An effective system of maintenance of PPE is essential to make sure the

equipment continues to provide the degree of protection for which it is designed.
Therefore, the manufacturer’s maintenance schedule (including recommended
replacement periods and shelf lives) must always be followed.
Maintenance may include; cleaning, examination, replacement, repair and

testing. The wearer may be able carry out simple maintenance (e.g. cleaning), but
more intricate repairs must only be carried out by competent personnel.
The costs associated with the maintenance of PPE are the responsibility of the
employer.
Duties of employees regarding PPE
The Personal Protective Equipment at Work Regulations place duties on

employees to take reasonable steps to ensure that PPE provided is properly used.
The Regulations also place the following duties on employees:
 PPE must be worn and used in accordance with the instructions
provided to them
 employees must take all reasonable steps to ensure that PPE is
returned to the accommodation provided for it after it has been used
(unless the employee may take PPE away from the workplace e.g.
footwear or clothing)
 PPE must be examined before use
 any loss or obvious defect must be immediately reported to their
supervisor
 employees must take reasonable care for any PPE provided to them and
not carry out any maintenance unless trained and authorized.
Self-employment and PPE

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Danilo M. Bersaba
Revision # 01
The self-employed also have a duty to obtain and use the appropriate PPE
wherever there is a risk to their health and safety that cannot be adequately
controlled by alternative measures.
The only exception to this is for those who are classified as self-employed for tax
reasons, but who otherwise work in an employee-employer relationship. In this
case it will be for the employer to provide suitable PPE.
Types of PPE
Hearing protection
There are three main types of hearing protection:

 earmuffs/defenders, which completely cover the ear
 earplugs, which are inserted into the ear canal
 semi-inserts (also called canal-caps), which cover the entrance to the
ear canal.
Hearing protection must be worn by anyone who is likely to be exposed to noise

at or above the Exposure Action Level set by The Control of Noise at Work
Regulations 2005.
Head protection
There are three widely used types of head protection:

 industrial safety helmets (hard hats), which are designed to protect
against materials falling from height and swinging objects
 industrial scalp protectors (bump caps), which are designed to protect
from knocking against stationary objects
 caps/hair nets, which protect against entanglement
Tasks where head protection may be required include:

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 construction
 building repair
 work in excavations and tunnels
 work with bolt driving tools
 driving motorcycles and all-terrain vehicles, etc.
Turban-wearing Sikhs are exempt from the requirement to wear hard hats on
construction sites by virtue of The Employment Act 1989.
Eye protection
There are several types of eye protection:

safety spectacles: these are similar to regular glasses but have a tougher lens.
They can include side shields for additional protection.
eye shields: a frame-less one piece molded lens, often worn over normal
prescription glasses
safety goggles: these are made with flexible plastic frames and an elastic
headband
face shields: heavier and bulkier than other type of eye protector, face shields
protect the face, but do not fully enclose the eyes so do not protect against dusts,
mists or gases.
Tasks where eye protection may be required include:

 handling hazardous substances where there is a risk of splashing
 work with power driven tools where materials are likely to be propelled
 welding operations
 work with lasers
 using any gas or vapors under pressure.
Foot protection
There are a number of types of safety footwear:

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safety boots or shoes. Normally have steel toe-caps but can have other safety
features (e.g. steel mid-soles, slip resistant soles, insulation against heat and
cold)
Wellington boots, which can be supplied with steel toe-caps
anti-static and conductive footwear. These protect against the build-up of static
electricity.
Tasks where foot protection may be required include: construction, demolition,

building repair, manual handling where there is a risk of heavy objects falling on
the feet, work in extremely hot or cold environments, work with chemicals and
forestry.
Where there is a risk of slipping that cannot be avoided or controlled by other

measures, attention must be given to the slip resistance of soles and
replacement before the tread pattern is overly worn.
Hand and arm protection
Hand and arm protection comes in a variety of forms, including:

gloves and gauntlets (leather, nitrile, latex, plastic coated, chain mail, etc.)
wrist cuffs and armlets, e.g. used in glass cutting and handling
barrier cream may sometimes be used, where gloves cannot practicably be used.
Tasks where hand and arm protection may be required include: the manual
handling of abrasive, sharp or pointed objects, work with vibrating equipment
such as pneumatic drills and chainsaws, construction and outdoor work, work
with chemicals and other hazardous substances (e.g. bodily fluids) and work
with hot or cold materials.
In order to eliminate the risk of ill health through exposure to latex, a number of
organizations have phased out the use of latex gloves replacing them with nitrile.
Body protection
Types of body protection include:

 overalls, aprons and coveralls (protection against hazardous
substances)
 clothing for cold, heat and bad weather
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 clothing to protect against machinery, e.g. chainsaws
 high visibility clothing (e.g. jackets, vests)
 harnesses
 back supports
 life jackets.
Tasks where body protection may be required include: work with hazardous
substances, work next to the highway or other areas with moving transport or
vehicles (e.g. construction sites), outdoor work, forestry and grounds
maintenance work.
Respiratory protection
There are two main types of respiratory protective equipment:

 respirators that filter contaminated air or clean it as it is breathed in
 respirators that supply clean air from an independent source.
Work with harmful dusts, fumes, vapor’s can require respiratory protective
equipment. Tasks where respiratory protection may be required include; welding,
work with harmful substances, work in areas where large amounts of nuisance
dust is present, work that creates dust (e.g. disc cutters).
LIST OF PERSONAL PROTECTIVE EQUIPMENT
1. A hard hat - is a type of helmet predominantly

used in workplace environments, such as construction sites, to protect the
head from injury by falling objects, impact with other objects, debris, bad
weather and electric shock.

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Revision # 01
2. A face shield is a device used to protect
wearer's entire face(or part of it) from impact hazard such as flying objects
and road debris, chemical splashes (in industry), or potentially infectious
fluid (in medical)
3. Safety Boots - is used for feet protection

from sudden impact of fallen materials.
-
4. Safety Gloves used for the hand, to avoid
Directly contact with heat or scratches.
5. Safety Glasses - used for eye

protection against the fumes or other
foreign materials.
6.
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Cover all suit/Apron - is an outer
protective garment that covers
primarily the front of the body
Self- Check 3.3-1

A. MATCHING TYPE
Match column A with column B
A B
a. Gloves
b. Hard hat
c. Safety shoes

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d. Face shield
e. Safety goggles
B. True or False
1. Hard hat Class B is hard hats provide impact and penetration resistance
along with limited voltage protection (up to 2,200 volts).
2. Hard hat Class C hard hats provide lightweight comfort and impact protection
but offer no protection from electrical hazards.
3. Goggles. These are tight-fitting eye protection that completely cover the eyes,
eye sockets and the facial area immediately surrounding the eyes and provide
protection from impact, dust and splashes.
C. ENUMERATION – Give at-least 9 Personal Protective Equipment

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ANSWER KEY 3.3-1
A. Matching Type
1. E
2. D
3. B
4. A
5. C
6.
B.
1. False
2. True
3. True
C. ENUMERATION
A. Personal Protective Equipment
1. Hard hat
2. Goggles
3. Safety shoes
4. Gloves
5. Harness
6. Cover-all
7. Face shield
8. Ear muff
9. Mask

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Danilo M. Bersaba
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Danilo M. Bersaba
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Module 3.3-2 - Procedures in installing horizontal/vertical guide for brick/block.

Procedures in installing
horizontal/vertical guide for brick/block.
2. Answer Self-check 3.3-2 Compare answers with the answer
Procedures in installing key. You are required to get all
horizontal/vertical guide for brick/block answers correct. If not, read the
3. Task sheet 3.3-2 Use the Performance Criteria
Procedures in installing Checklist 3.3.2 to evaluate your own
horizontal/vertical guide for brick/block work.
Present your work to your trainer for
evaluation

Procedures in installing horizontal/vertical guide for brick/block
1. Read and interpret plans as per job required.
2. Select and prepared materials, tools and equipment consistent with
job requirements .
3. Properly execute the project according to the plans as per job
required.
Learning outcomes:
Learning Activity:
Introduction :
It is very important that horizontal/vertical guide is install properly according to
the standard requirement and according to the plan.
Self- Check 3.3-2
A.
A B
A total measurement of the house or a. Building Lines
the building.
Reinforcement for the concrete b. Stake
hallow blocks, to make it strong.
This is the tools we use to secure c. Dowell
reference line horizontaly.
A piece of wood, it hold the butter d. Plum bub
board and it always use for lay-out.
This tools are always use to keep our e. Level
work straight vertically.
B. Multiple choice, Circle the best answer.
1. Concrete is a mixture of sand, gravel, water, and _____?

a. clay cement
b. finishing cement
c. finishing lime
d. portland cement
2. The strength and durability of concrete are dependent on the:

a. purity of water
b. ratio of stone aggregates by size
c. type of cement
d. all of the above
3. To prevent forms from sticking to the concrete, they are treated with:
a. fat
b. paint
c. form oil
d. wax
4. Concrete is reinforced with:

a. air bubbles
b. steel bars
c. wood fibers
d. aluminum wire
5. Concrete is cured by:

a. covering with plastic, straw, etc.
b. protecting from wind
c. sprinkling with water
d. all of these
ANSWER KEY 3.3-2
A. Matching Type
1. A
2. C
3. E
4. B
5. D
B. Multiple choice ( answer )
1. D
2. D
3. C
4. B
5. D
TASK SHEET 3.3-2

Title: Procedures in installing horizontal/vertical guide for brick/block
Performance Objective: The students will be able to Procedures in installing
horizontal/vertical guide for brick/blockper given job
specification or requirements.
Supplies/Materials : Lumber, nail, nylon string

Equipment : Plum bub, push-full rule, level hose,
pencil, nylon string, claw hammer, lumber
and PPE
Steps/Procedure:
1. Secure isometric drawing for interpretation and identification of materials.
2. List down all the tools, material and equipment need to use based on the
given drawing and make a request to withdraw from the store room.
3. Read and follow the operating procedure of the electrically operated
equipment as well as the manually operated equipment if there is.
4. Follow the entire safety requirement during the operation of the equipment.
5. Check all the tools, materials and equipment if it is in good condition
before performing the job.
6. Wear an appropriate PPE for the particular job to do.
7. Make a lay-out for the project according to the plan requirement.
8. Make stake and follow building lines.
9. Follow the batter board then fix the brace to make it strong.
10. Always aligned every layer based on the nylon string.
11. Use your plum bub to transfer building lines to the nylon string.
12. Secure the cleanliness of the area before and after to do a job.
13. After performing the job, go to your trainer to assess and evaluate your
work.
Assessment Method: Actual demonstration with oral questioning
Performance Criteria Checklist 3.3-2

CRITERIA
YES NO
Did you….
1. Secure isometric drawing for interpretation and
identification of materials
2. Read and follow the operating procedure of the

electrically operated equipment as well as the
manually operated equipment
3. Follow the entire safety requirement during the

operation of the equipment
4. Check all the tools, materials and equipment if it

is in good condition before performing the job
5. Wear an appropriate PPE for the particular job to

do.
6. Make a lay-out for the project according to the

plan requirement.
7. Make a batter board and stake lines according to the

specification requirements.
8. Secure the cleanliness of the area before and after

to do a job.
Module 3.3-3 -Reinforcement bars/dowel Sizes.

Reinforcement bars/dowel Sizes.

Reinforcement bars/dowel Sizes key. You are required to get all
answers correct. If not, read the

Reinforcement bars/dowel Sizes
job requirements .
required.
4. Identify the correct reinforcement bar for the laying of Block/brick
for structure.
5. Select and fix reinforcement bar for the job requirement.
Block dowels.
When placing a concrete foundation which will have concrete masonry
units (block) erected on it, you will usually find the plans require installing block
dowels, or vertical rebar to reinforce cells at a required spacing to give the
subsequent block wall sufficient strength to withstand conditions to which it will
be exposed, or to help it support loads it will carry as an overall part of the
structure you are building. These bars are tied to the foundation rebar (footing
bars) in a location that will place them in the center of individual block cells. For
them to be placed correctly, you will need to establish the wall line, then
determine the spacing of these cells. If your layout begins at a corner, using
8X16 inch regular block, you can place the first dowel 4 inches inside the
outside wall line, 4 inches from the corner, then space additional bars at their
required distances in multiples of 8 inches. For example, at 16, 24, or 32 inch
centers. This is known as blockwork spacing.
Bulkhead dowels. In instances where a footing will not be completed in a single

concrete placement, you will need to dowel out of the bulkhead form so the next
placement will be structurally tied to the latter one. Make sure the dowels extend
far enough that the lateral reinforcement will overlap enough to maintain the
strength of the rods used. Typically, rebar lap is calculated in bar diameters. An
example would be the number 5 rebar mentioned earlier. It has a diameter of
5/8 of an inch, and the required lap might be 40 bar diameters. Multiplying the
diameter 5/8 by 40, you will get 200/8, or 25 inches.
Note that in structural concrete, other types of imbeds and inserts may be
required. Place rebar in such a manner as to allow installation of anchor bolts,
sleeves, embedded weld plates, inserts, or other items in their respective correct
locations without interference. In general terms, these items require more precise
positioning, so offsetting one or two rebars may be required.
Chair or support your rebar. Once the mat or cage is assembled, you must hold
it in position so the the concrete will cover it completely. Rebar chairs or concrete
brick are often used for this purpose. Place these positioners at a spacing that
will not allow the rebar to bend or deflect enough to reduce the coverage you
wish to obtain with the concrete you place in you forms. For a inch thick footing,
the rebar mat is usually placed about 4 inches from the bottom of the concrete,
and side clearances range from 2 to 4 inches.
Observe the rebar configuration while the concrete is placed. If shifting

occurs, support the rebars with a handled tool like a shovel wedged so that you
can achieve sufficient leverage to hold its position, or alter the direction of
flowing concrete so force is applied in the opposite direction.
Cap or otherwise protect any exposed bars while working near them. Rebar
that is sheared, or mechanically cut has very sharp surfaces at the location of
these cuts. Construction workers have suffered serious injuries and have also
been killed when they have fallen on projecting rebar dowels. Special rod caps
made of high impact plastic with a metal plate embedded in them are required by
the Occupational Safety and Health Administration (OSHA)
PLACING AND TYING REINFORCING STEEL
Before you place reinforcing steel in forms, all form oiling should be completed.
Oil on reinforcing bars should be avoided because it reduces the bond between
the bars and the concrete. Use a piece of burlap to remove rust, mill scale,
grease, mud, or other foreign matter from the bars. A light film of rust or mill
scale is not objectionable.
Bars are marked to show where they will fit. You may work according to either
one of the two most-used systems for marking bars; however, the system you use
should agree with the marking system which appears on the engineering or
assembly drawings. The two marking systems used are as follows:
1. All bars in one type of member are given the mark of that member. This
system is used for column bars, beam bars, footing bars, and so on.
2. The bars are marked in greater detail. These marks show exactly where the
bar is to be placed. In addition to the type member (that is, beam (B), wall (W),
column (C), and so on), the marks show the floor on which the bars are to be
placed and the size and individual number of each particular bar. Instead of
showing the bar size by its diameter measurement, the mark shows the bar size
in code by eighths. The examples shown below show the second type of marking
system.
213805 2 = second floor B = beam member 8 = 8/8- or 1 -inch (2.5 cm)-square

bar 05 = part of the second floor plan designated by the number 5
2130605 2 = second floor B = beam member 06 = 6/8- or 3/4-inch (1.9 cm)-

round bar 05 = part of second floor plan designated by the number 5
Tie wire is used to hold rebar in place to ensure that when concrete is placed the
bars do not shift out of position. Sixteen gauge wire is used to tie
Table 7-6.-Multishearing
reinforcing bars. About 12 pounds (5.4 kg) of wire is required to tie an average
ton (0.9 tome) of bars. NOTE: Tie wire adds nothing to the strength of the steel.
A number of different types of ties can be used with reinforcing bars; some are
more effective than others. Figure 7-17 shows six types of ties that are identified
below according to the letters of the alphabet used to show individual ties.
A. SNAP TIE or SIMPLE TIE. The wire is simply wrapped once around the two
crossing bars in a diagonal manner with the two ends on top. These are twisted
together with a pair of sidecutters until they are very tight against the bars. Then
the loose ends of the wire are cut off. This tie is used mostly on floor slabs.
B. WALL TIE. This tie is made by going about 1 1/2 times around the vertical
bar, then diagonally around the intersection, twisting the two ends together until
the connection is tight, but without breaking the tie wire, then cutting off the
excess. The wall tie is used on light vertical mats of steel.
C. DOUBLE-STRAND SINGLE TIE. This tie is a variation of the simple tie. It is

especially favored for heavy work
D. SADDLE TIE. The wires pass halfway around one of the ban on either side of
the crossing bar and are brought squarely or diagonally around the crossing bar
with the ends twisted together and cut off. This tie is used on special locations,
such as on walls.
E. SADDLE TIE WITH TWIST. This tie is a variation of the saddle tie. The tie
wire is carried completely around one of the bars, then squarely across and
halfway around the other, either side of the crossing bars, and finally brought
together and twisted either squarely or diagonally across. The saddle tie with
twist is used for heavy mats that are to be lifted by a crane.
F. CROSS TIE or FIGURE-EIGHT TIE. This type of tie has the advantage of
causing little or no twist in the bars.
The proper location for the reinforcing bars is usually given on drawings (table 7-
7). In order for the structure to withstand the loads it must carry, place the steel
in the position shown. Secure the bars in position in such a way that concrete-
placing operations will not move them. This can be accomplished by the use of
the reinforcing bar supports shown in figures 7-18, 7-19, and 7-20.
Figure 7-17.-Six types of ties.
Figure 7-18.-Reinforcement bar accessories.
The proper coverage of bars in the concrete is very important to protect the bars
from fire hazards, possibility of corrosion, and exposure to weather. When not
specified, minimum standards given below and in figure 7-21 should be
observed.
FOOTINGS-3 inches at the sides where concrete is cast against the earth and on
the bottoms of footings or other principal structural members where concrete is
deposited on the ground.
Figure 7-19.-Precast concrete block used for rebar support.
WALLS-2 inches for bars larger than No. 5, where concrete surfaces, after
removal of forms, would be exposed to the weather or be in contact with the
ground; 1 1/2 inches for No. 5 bars and smaller; 3/4 inch from the faces of all
walls not exposed directly to the ground or the weather.
COLUMNS-1 1/2 inches over spirals and ties.
BEAMS AND GIRDERS-1 1/2 inches to the nearest bars on the top, bottom, and
sides.
JOISTS AND SLABS-3/4 inch on the top, bottom, and sides of joists and on the
top and the bottom of slabs where concrete surfaces are not exposed directly to
the ground or the weather.
NOTE: All measurements are from the outside of the bar to the face of the
concrete, NOT from the main steel, unless otherwise specified.
Footings and other principal structural members that are against the ground
should have at least 3
Figure 7-20.-Rebar hung in place.
inches (76.2 mm) of concrete between the steel and the ground. If the concrete
surface is to be in contact with the ground or exposed to the weather after
removal of the forms, the protective covering of concrete over the steel should be
2 inches (50.8 mm). It maybe reduced to 1 1/2inches (38.1 mm) for beams and
columns and 3/4 inch (19.5 mm) for slabs and interior wall surfaces, but it
should be 2 inches (50.8 mm) for all exterior wall surfaces. This measurement is
taken from the main rebar, not the stirrups or the ties.
NOTE: Where splices in reinforcing steel are not dimensioned on the drawings,
the bars should be lapped not less than 30 times the bar diameter nor less than
12 inches (table 7-7). The stress in a tension bar
Table 7-7.-Length of Lap Splices in Reinforcing Steel

Figure 7-21.-Minimum coverage of rebar in concrete. can be transmitted through
the concrete and into another adjoining bar by a lap splice of proper length.
To lap-weld wire fabric/wire mesh, you can use a number of methods, two of
which are the end lap and the side lap. In the end lap method, the wire mesh is
lapped by overlapping one full mesh, measured from the ends of the longitudinal
wires in one piece to the ends of the longitudinal wires in the adjacent piece, and
then tying the two pieces at 1-foot 6-inch (45.0 cm) centers with a snap tie. In
the side lap method, the two longitudinal side wires are placed one alongside and
overlapping the other and then are tied with a snap tie every 3 feet (.9 m).
Reinforcing bars are in tension and therefore should never be bent around an
inside corner beams. They can pull straight through the concrete cover. Instead,
they should overlap and extend to the far face for anchorage with 180-degree
hooks and proper concrete coverage (fig. 7-23).
The bars can also be spliced by metal are welding but only if called for in the
plans and specifications. For bars which are placed in a vertical position, a butt
weld is preferred. The end of the bottom bar is cut
Figure 7-23.-Correct and Incorrect placement of reinforcement for an inside
corner.
square, and the end of the top bar resting on it is cut in a bevel fashion, thus
permitting a butt weld. For bars which will bear a load in a horizontal position, a
fillet weld is preferred. Usually, the two bars are placed end to end (rather than
overlapping), and pieces of flat bar (or angle iron) are placed on either side. Fillet
welds are then made where the metals join. The welds are made to a depth of one
half of the bar diameter and for a length eight times the bar diameter.
The minimum clear distance between parallel bars in beams, footings, walls, and
floor slabs should either be 1 inch (25.4 mm) or 1 1/3 times the largest size
aggregate particle in the concrete, whichever distance is greater. In columns, the
clear distance between parallel bars should be not less than 1 1/2 times the bar
diameter or 1 1/2 times the maximum size of the coarse aggregate. Always use
the larger of the two.
The support for reinforcing steel in floor slabs is shown in figure 7-24. The height
of the slab bolster is determined by the required concrete protective cover.
Concrete blocks made of sand-cement mortar can be used in place of the slab
bolster. Wood blocks should never be used for this purpose. Highchairs (fig. 7-
18) can be obtained in heights up to 6 inches (15 cm). When a height greater
than 6 inches is required, make the chair out of No. 0, soft, annealed iron wire.
To hold the bars firmly in position, you should tie the bars together at frequent
intervals where they cross with a snapat.
Steel for column ties may be assembled with the verticals into cages by laying
the vertical bars for one side of the column horizontally across a couple of
sawhorses. The proper number of ties are slipped over the bars, the remaining
vertical bars are added, and then the ties are spaced out as required by the
placing plans. All intersections are wired together to make the assembly rigid so
that it may be hoisted and set as a unit. Figure 7-25 shows atypical column tie
assembly.
After the column is raised, it is tied to the dowels or reinforcing steel carried up
from below. This holds it firmly in position at the base. The column form is
erected and the reinforcing steel is tied to the column form at 5-foot (4.5-m)
intervals, as shown in figure 7-26.
The use of metal supports to hold beam reinforcing steel in position is shown in
figure 7-8. Note the position of the beam bolster. The stirrups are tied to the
main reinforcing steel with a snap tie. Wherever possible you should assemble
the stirrups and main reinforcing steel outside the form and then place the
assembled unit in position. Precast concrete blocks, as shown in figure 7-27,
maybe substituted for metal supports.
The horizontal and vertical bars are wired securely to each other at sufficiently
frequent intervals to make a rigid mat. Tying is required at every second or third
intersection, depending upon the size and spacing of bars, but with not less than
three ties to any one bar, and, in any case, not more than 4 to 6 feet apart in
either direction.
Figure 7-24.-Steel in place in a floor slab.

Figure 7-25.-Column assembly.
Figure 7-26.-Method of holding column steel in plain in formwork.
Figure 7-27.-Steel in place in a footing.

Figure 7-28.-Steel in place on a wall form
Steel in place in a wall. The wood block is removed when the form has been filled
up to the level of the block For high walls, ties in between the top and bottom
should be used.
Steel is placed in footings very much as it is placed in floor slabs. Stones, rather
than steel supports, may be used to support the steel at the proper distance
above the subgrade. Steel mats in small footings are generally preassembled and
placed after the forms have been set. Steel mats in large footings are constructed
in place.
Tips
Keep rebar stored on dunnage to prevent rusting, and to keep bars from
becoming buried in soft soils. Any build up of iron oxide (rust) will exacerbate
spalling later on.
Buy quality tools if you plan to do a lot of rebar tying. Cheap wire reels and pliers
won't hold up to the wear and tear of daily use.
Double check the rebar placement drawings, especially for dowels, since
misplaced dowels must be cut off, and new ones epoxied in the correct location,
at considerable expense.
Warnings
Wear the correct safety equipment for this work. Gloves are especially important
to protect the rodbuster's hands.
Rebar ends and the ends of cut tie wire can be incredibly sharp.
Impalement protection caps are required by law.
Reinforcement Detailing
Reinforcement shall be located such that it acts

compositely with the masonry and various ways in
which it can be used in reinforced masonry are
shown in Fig.2.
Reinforced hollow Wall with vertical and bed

blockwork wall joint reinforcement
Pocket type wall Reinforcing pockets formed by
bonding arrangements - Quetta bond
Concrete filled Beam unit
cavity wall
Reinforcement placed in Units with bed joint
the bed joints of grooved reinforcement
Self- Check 3.3-3

A. Fill in the blank
C. Multiple choice, Circle the best answer.
1. Vertical Rebar means?

a. C furlins
b. Columns
c. Beams
d. Dowels
2. The strength and durability of concrete are dependent on the:

a. purity of water
b. ratio of stone aggregates by size
c. type of cement
d. all of the above
3. the standard measurement of the dowels or the re-inforcement is…

a. 1 meter
b. 50 cm
c. 3 meter
d. 200 cm
4. The dowels must be…

a. welds
b. screws
c. tied
d. glue
5. rebars is made in…

a. mild steel
b. stainless
c. good iron
d. all of these
ANSWER KEY 3.3-3
A. Fill in the blank
C. Multiple choice, Circle the best answer.
1. D
2. D
3. A
4. C
5. A
Module 3.3-4 -Brick/block laying procedures.

Brick/block laying procedures

Brick/block laying procedures key. You are required to get all
3. Task sheet 3.3-4 Use the Performance Criteria
Brick/block laying procedures Checklist 3.3-4 to evaluate your own
work.
evaluation

job requirements .
required.
4. Know the different type of concrete hallow blocks.
5. Know the proper procedure of block laying.
Concrete Blocks
When building walls, blocks and bricks are primary materials. Bricks are
smaller and made of clay, although concrete bricks are also available. Blocks are
bigger, made of concrete aggregates only and can be categorized as either
masonry or fair face.
There are two types of masonry concrete blocks. Solid masonry blocks
have rough, unfinished surfaces and require plaster and paint of proper finish.
These vary in strength from 600 to 800 pounds per square inch (psi) and 1,000
to 1,200 psi. The usual sizes include: 4"x 8"x 12", 5"x 8"x 12" and 8"x 8"x12".
Hollow blocks are used for exterior south walls (facing the sun) as the
cavity within. The block decreases heat gain. The hollowness of the block
decreases he weight bearing. Capacity of the wall and they should not be used
for load bearing purposes. Sizes include 4" x 8"x 12", 5"x 8"x12" and 8"x 8" x 12".
The two types of fair face blocks are solid and cellular. Solid blocks are
steam cured, have a finish and smooth surface that do not require plaster or
paint. Available in natural, grey finish and pigmented finish in terracotta, yellow
and mud colours, they come in two sizes: 4"x 8"x 16"and 6"x 8"x 16".
Cellular blocks have a cavity and offers the same function as masonry
hollow blocks; they are available in here sizes: 4"x 8"x 16", 6"x 8"x 16"and 8"x
8"x16".
When selecting which block to use, consider the following:

For load bearing use a thick block. For an external south wall use hollow blocks
as they provide insulation against the heat. For a concealed electrical or
plumbing line, do not use hollow or thin blocks.
Commercial buildings have different requirements to those required for
houses. Block size and thickness depends on the space restrictions and load
bearing requirements.
For a finish look devoid of paint, use fair face blocks. For better quality in
terms of strength and durability, choose branded blocks although they are mare
expensive than unbranded blocks.
The hollow block sizes in the Philippines are the following:

40cm (length) X 20 cm (width) X 4 in (thickness)
CONCRETE MASONARY UNIT(CMU)
LAYING PROCEDURE
 Spread the mortar out about 1" deep and 8" wide in the marked area.
Extend this mortar out for a distance of about three or four blocks in one
direction.
 Put a furrow in the center of the mortar with a trowel. This furrow will
force the mortar to the edge of the block when it is laid.
 Set the corner block first. Be sure you are using the correct block (finished
end).
 Check the starting corner block, both horizontally and vertically, and take
time to get it positioned correctly. All other blocks will align with this
starter block, so it's very important to set it exactly.
 Follow this same procedure as you reach the other corners, laying the first
course out about two or three blocks in each direction.
 Tie a line between two bricks and stretch it between the two corner blocks
on the first course.
 Continue to lay the base mortar on the footing as the course continues.
Apply mortar to the ends of the blocks with a trowel and place the block in
position.
 Keep all mortar joints at about 3/8". If necessary to make spacing
adjustments, fill some mortar joints 1/2" to 3/4".
 If you must cut a block to fill a course, use a masonry chisel. Draw a line
on both sides of the block where the cut is to be made. Strike the chisel
with a bricklayer's hammer. You will soon learn to make such cuts easily.
 After you've laid four or five blocks, use a long mason's level or some type
of straightedge to check the alignment of the blocks. Check both the tops
of the blocks and the outside edge for correct alignment.
 Tap the blocks into position to make any alignment corrections while the
mortar is still wet. Never attempt to move a block after the concrete begins
to set.
 Build up the corners first. Always keep the corners about a block or two
higher than other runs until you finish the job.
 Keep the guidelines between the corners at all times. They will help you
keep the blocks level at all points in each course. Be careful not to knock
the lines out of alignment.
 Always keep the guidelines tight. If one side gets bumped out of position,
take a minute to level it.
 Use a trowel to cut away any surplus mortar. Throw the surplus mortar
back onto the mortarboard. Keep turning the mortar with your trowel
throughout the project so small portions will not harden.
 Use a piece of 3/4" ply-board or the bed of a wheelbarrow as a
mortarboard. Always wet the board or the wheelbarrow bed before placing
the mortar in it.
 Never mix more mortar than you can use in about an hour and a half or
two hours. On a hot day, keep the mortar covered with a piece of plastic to
hold in moisture.
 Use as much water as the mortar will take and still remain elastic.
 Continue to stagger the blocks–working from the corners–and build the
wall to the desired height.
 Take time to level each course. Use a level that is at least 3' long.
 Lay all blocks with the thicker end of the face shell up.
 Keep a leveling string at the top of each course on each run of block.
 Measure both the length and the height of the wall after every two or three
runs. Also, hold your level diagonally along the block corners to check for
accuracy. If the blocks are being laid accurately, the corners will strike
evenly along a level held in this position.
 After all the blocks are laid and while the mortar can still be pressed with
the fingers, take a jointer and finish the mortar joints to the appearance
desired. Keep the jointer wet during this part of the job.
 If the concrete blocks are being laid as a fence or barrier, the top course
can be finished off by filling in the holes with fresh concrete mix and a
trowel.
NOTE :
For 200 mm and 150 mm thick blocks cement sand ratio should be 1:6& for
100 mm thick blocks cement sand ratio should be 1: 4
280 cm
120
cm
Concrete Hallow Blocks Reinforcement bar/Dowell
Procedure in Laying Concrete Blocks

Here are tips and instructions on how to lay concrete blocks. Take the time
to read this article thoroughly–it will save you time and effort. This article will
also help you end up with a neater, more satisfactory installation–with far less
waste. In this article you will find information about:
1. Select the Right Blocks for the Job
2. Pouring the Footing for a Block Wall
3. Estimating Blocks and Mortar Needed
4. Preparing to Lay the Concrete Blocks
5. Laying the Concrete Blocks
SELECT THE RIGHT BLOCKS FOR THE JOB
 This figure shows a few of the many types of concrete blocks available for
modern construction. Select the correct block for your job before starting
the project. Your retailer will be glad to help you select the correct blocks if
you need further direction.
 All 8" blocks–the standard unit–are actually 7-5/8" in width. This allows
for the thickness of the mortar on the finished job.
 The standard unit is suitable for most projects. Half-blocks with square or
rounded corners are often necessary at the end of a run.
 Both single and double corner units provide a block that gives a smooth
finish at the corner.
 Jamb joist blocks are used around doorways.

 Sash units provide an opening for casement windows, while header blocks
are designed to provide a space for wooden supports or other structures at
the top of a wall.
 Other special blocks are available for almost any building requirement.
POURING THE FOOTING FOR A BLOCK WALL
 Every block wall–regardless of height or length–should be placed on a

secure footing of poured concrete. A block barbecue grill or outdoor
fireplace requires a large concrete pad as a footing.
 The footing should always be poured deep enough so that the base is
below the frost line.
 Always make the footing at least twice as deep as the thickness of the wall
and twice as wide. For example, if you are using 8" blocks, the footing
should be at least 8" deep and about 16" wide. This footing will provide a
4" rim on each side of the block when laid.
 The form for such footings can be made from rough 2x4s, held in place by
wooden stakes driven into the ground about every 3' to 4'.
 For a footing poured in an area where drainage is a problem, lay a drain
line along the outer edge of the form. Allow for a drop of about 1" for each
20' of drain line. Backfill over the drain line with about 12" of crushed
stone or gravel.
 Before you pour the footing, be sure it will not prevent the natural run-off
of water and will not divert the flow of water onto any neighboring
property.
 If gas, electric or water supply lines must pass through the footing, you
must make an opening. Do this by nailing together four pieces of 2x8 and
laying them in the proper position before the footing is poured. In many
cases, a 4" piece of drain tile will serve the same purpose. Mark the depth
and location of the utility opening on your foundation plan or with a stake
so you can find it easily later on.
 For large concrete foundation jobs that cannot be finished with one
pouring, divide the forms into sections you can handle. Complete one
before proceeding to the next.
 Make sure your footing is level by placing a level across the footings about
every 8'. Adjust the height of the 2x4s by raising or lowering the stakes to
make the 2x4s level on each side at all points around the footing.
 Fill the form to the top edge, then level the freshly poured concrete by
pulling a 2x4 or some other straightedge along the top of the form.
 Work the straightedge back and forth–in a sawing motion–until the

concrete is level. Fill in any low spots with additional concrete. Wipe away
surplus concrete in the high spots.
 Allow ample time for the concrete to dry fully. If the footing is to carry an
extremely heavy load, drying may require up to three days.
ESTIMATING BLOCKS AND MORTAR NEEDED
 This table will help you estimate the number of blocks and the amount of
mortar you'll need for your job. Use this table to help you estimate the
number of blocks and mortar needed for your project.
Number of Concrete Blocks Required for Each Sq. Ft. of Wall

Based on 3/8" Mortar Joint
BLOCK SIZE BLOCKS PER 100 SQ. FT. OF WALL AREA
4 X 4 X 16 225
6 X 4 X 16 225
8 X 4 X 16 225
4 X 8 X 16 112-1/2
6 X 8 X 16 112-1/2
8 X 8 X 16 112-1/2
12 X 8 X 16 112-1/2
Mortar Needed for Concrete Blocks

BLOCK SIZE PER 100 SQ. FT. OF WALL AREA PER 100 BLOCKS
4" Blocks 13-1/2 Cu. Ft 6 Cu. Ft.

8" Blocks 8-1/2 Cu. Ft. 7-1/2 Cu. Ft.
 Select the block size you will be using in the left-hand column. The right-
hand column will show you the number of blocks and the amount of
mortar required for the job.
 You can also estimate for the number of blocks required by allowing three
8" blocks for every 4' on each course of blocks.
PREPARING TO LAY THE CONCRETE BLOCKS
 Before starting to lay the blocks, drive stakes into the ground and build a
form at each corner. These stakes and forms can be made from scrap
pieces of wood used on the job.
 Locate the exact corner by stretching lines from one corner form to the
other as illustrated. The exact corner will be the point at which the two
lines cross.
 Drop a plumb bob down from each line, both at the corner point where the
lines cross and at positions about 2' out in each direction.
 Determine the exact number of blocks required for the first course by
laying out a course of block on the dry concrete. Do not use mortar for this
test run–you are merely determining the number of blocks required for the
job.
 Be sure to use the corner blocks where needed, and cut blocks as
required.
 Use scrap pieces of 3/8" plywood to fill in the mortar joint between each
block. This is the thickness of the mortar when applied.
 After this test run, remove the blocks and prepare for the actual laying of
the first course.
LAYING THE CONCRETE BLOCKS

 Drop plumb bobs down from the corner string and at positions about 3'
out from the corner. Mark the location of the corner block on the footing
base as shown.
 Spread the mortar out about 1" deep and 8" wide in the marked area.
Extend this mortar out for a distance of about three or four blocks in one
direction.
 Put a furrow in the center of the mortar with a trowel. This furrow will
force the mortar to the edge of the block when it is laid.
 Set the corner block first. Be sure you are using the correct block (finished
end).
 Check the starting corner block, both horizontally and vertically, and take
time to get it positioned correctly. All other blocks will align with this
starter block, so it's very important to set it exactly.
 Follow this same procedure as you reach the other corners, laying the first
course out about two or three blocks in each direction.
 Tie a line between two bricks and stretch it between the two corner blocks
on the first course.
 Continue to lay the base mortar on the footing as the course continues.
Apply mortar to the ends of the blocks with a trowel and place the block in
position.
 Keep all mortar joints at about 3/8". If necessary to make spacing

adjustments, fill some mortar joints 1/2" to 3/4".
 If you must cut a block to fill a course, use a masonry chisel as illustrated.
Draw a line on both sides of the block where the cut is to be made. Strike
the chisel with a bricklayer's hammer. You will soon learn to make such
cuts easily.
 After you've laid four or five blocks, use a long mason's level or some type
of straightedge to check the alignment of the blocks. Check both the tops
of the blocks and the outside edge for correct alignment.
 Tap the blocks into position to make any alignment corrections while the
mortar is still wet. Never attempt to move a block after the concrete begins
to set.
 Build up the corners first. Always keep the corners about a block or two
higher than other runs until you finish the job.
 Keep the guidelines between the corners at all times. They will help you
keep the blocks level at all points in each course. Be careful not to knock
the lines out of alignment.
 Always keep the guidelines tight. If one side gets bumped out of position,
take a minute to level it.
 Use a trowel to cut away any surplus mortar. Throw the surplus mortar
back onto the mortarboard. Keep turning the mortar with your trowel
throughout the project so small portions will not harden.
 Use a piece of 3/4" ply-board or the bed of a wheelbarrow as a
mortarboard. Always wet the board or the wheelbarrow bed before placing
the mortar in it.
 Never mix more mortar than you can use in about an hour and a half or
two hours. On a hot day, keep the mortar covered with a piece of plastic to
hold in moisture.
 Use as much water as the mortar will take and still remain elastic.
 Continue to stagger the blocks–working from the corners–and build the
wall to the desired height.
 Take time to level each course. Use a level that is at least 3' long.
 Lay all blocks with the thicker end of the face shell up.
 Keep a leveling string at the top of each course on each run of block.
 Measure both the length and the height of the wall after every two or three
runs. Also, hold your level diagonally along the block corners to check for
accuracy. If the blocks are being laid accurately, the corners will strike
evenly along a level held in this position.
 After all the blocks are laid and while the mortar can still be pressed with
the fingers, take a jointer and finish the mortar joints to the appearance
desired. Keep the jointer wet during this part of the job.
 You may need to add reinforcing rods to walls built extremely high or in
areas where ground pressures may vary.
 Lay 1/4" reinforcing rods as illustrated, with the ends overlapped 2" to 3".
Mortar can be placed directly over the rods.
 If wood framing will be attached to the top run, set an anchor bolt every 3'
to 4' in the last run.
 If a load-bearing wall intersects with the outside wall, it should be tied to

the main wall with metal tie bars. Bars as shown should be set in place on
at least every other run.
 Non-load-bearing walls connecting to main walls can be tied in by laying a
16" strip of 1/2" mesh galvanized hardware cloth directly on top of the
block.
 A strip of this cloth should be used for every other course at the tie-in
point.
 If the concrete blocks are being laid as a fence or barrier, the top course
can be finished off by filling in the holes with fresh concrete mix and a
trowel.
 For a neater and more enduring finish, use patio blocks for an attractive
and weatherproof finish.
TOOL AND MATERIAL CHECKLIST

1. Concrete Blocks
2. Trowel
3. Garden Hose
4. 3/8" Plywood
5. Drain Tile
6. 5/8" Plywood
7. Carpenter's Square
8. Work Gloves
9. Galvanized or Plastic Pail
10. Plumb Bob
11. Jointer
12. Level
13. Wheelbarrow
14. 100' of Cord
15. Anchor Bolts
16. 1/2" Galvanized Hardware Cloth
17. Mortar
18. Masonry Chisel
19. Mortar Hoe
20. 2x4s for Framing
21. Tie-in Bars
22. Mortar Board
Self- Check 3.3-4
A. TRUE or FALSE
1. The hollow block sizes in the Philippines is 40cm (length) X 20 cm (width) X 4
in (thickness)? __________________
2. Commercial buildings have different requirements to those required for

houses. Block size and thickness depends on the space restrictions and load
bearing requirements? _________________
3. Hollow blocks are used for exterior south walls (facing the sun) as the cavity
within. The block increases heat gain? _____________
4. Blocks are bigger, made of concrete aggregates only and can be categorized as
either masonry or fair face? _________
5. When building walls, blocks and bricks are primary materials. Bricks are
smaller and made of clay, although concrete bricks are also available? _____
ANSWER KEY 3.3-4

A. True or False
1. True
2. True
3. False
4. True
5. True
TASK SHEET 3.3-4
Title: Brick/block laying procedures
Performance Objective: The students will be able to perform

Brick/block laying procedures for structureper given
job specification or requirements.
Supplies/Materials : Cements, Sand, Water, block/bricks, RSB

#10, tie wire, lumber, nail
Equipment : Concrete Mixer Machine if needed, pail,

Shovel, Mixing Board, Pails, trowel, plum bub, push-full rule, level hose,
pencil, nylon string, claw hammer, wood float and PPE
Steps/Procedure:
1. Secure isometric drawing for interpretation and identification of
materials.
2. List down all the tools, material and equipment need to use
based on the given drawing and make a request to withdraw
from the store room.
3. Read and follow the operating procedure of the electrically
operated equipment as well as the manually operated
equipment.
4. Follow the entire safety requirement during the operation of the
equipment.
5. Check all the tools, materials and equipment if it is in good
condition before performing the job.
7. Make a lay-out for the project according to the plan
requirement.
9. Make a concrete foundation for the wall according to the plan
requirement.
10. Mixed a mortar according to the mix proportion needed of
the project.
11. Lay block/brick according to the plan specification.
13. Stop laying of block/brick every five (5) layer and wait to
make it strong and dry.
14. Secure the cleanliness of the area before and after to do a
job.
15. After all the instruction above is complete and good proceed
to the other job.
16. After performing the job, go to your trainer to assess and
evaluate your work.
Assessment Method: Actual demonstration with oral questioning
CRITERIA
YES NO
Did you….




do.

plan requirement.
7. Make a concrete foundation for the wall according
to the plan requirement
8. Mixed a mortar according to the mix proportion

needed of the project
9.Lay block/brick according to the plan specification.

10. Always aligned every layer based on the nylon
string.
11. Stop laying of block/brick every five (5) layer and

wait to make it strong and dry.

to do a job.
Module 3.3-5 -OHS regulations.

OHS regulations

OHS regulations key. You are required to get all
OHS regulations
1. Know the importance of safety in workplace.
2. Know the right and the privilege of the workers in safety .
3. Apply all the provision in the safety regulation in workplace.
Definition
Workers cutting Marble without any protective gear, Indore, India.
Since 1950, the International Labour Organization (ILO) and the World Health
Organization (WHO) have shared a common definition of occupational health. It
was adopted by the Joint ILO/WHO Committee on Occupational Health at its
first session in 1950 and revised at its twelfth session in 1995. The definition
reads:
"Occupational health should aim at: the promotion and maintenance of the
highest degree of physical, mental and social well-being of workers in all
occupations; the prevention amongst workers of departures from health caused
by their working conditions; the protection of workers in their employment from
risks resulting from factors adverse to health; the placing and maintenance of
the worker in an occupational environment adapted to his physiological and
psychological capabilities; and, to summarize, the adaptation of work to man and
of each man to his job.
"The main focus in occupational health is on three different objectives: (i) the
maintenance and promotion of workers’ health and working capacity; (ii) the
improvement of working environment and work to become conducive to safety
and health and (iii) development of work organizations and working cultures in a
direction which supports health and safety at work and in doing so also
promotes a positive social climate and smooth operation and may enhance
productivity of the undertakings. The concept of working culture is intended in
this context to mean a reflection of the essential value systems adopted by the
undertaking concerned. Such a culture is reflected in practice in the managerial
systems, personnel policy, principles for participation, training policies and
quality management of the undertaking."
The Occupational Safety and Health Act states that every working Filipino has
the right to a safe and healthy work environment. The Occupational Safety and
Health Administration (OSHA) is the federal agency created to enforce the
Occupational Safety and Health Act.
Who Is Covered by OSHA?

All private sector employees and employees of the post office are covered by
OSHA under the federal OSHA program or an OSHA program operated by the
state. Public sector employees are only covered in states that have adopted a
state OSHA program and are not covered under the federal OSHA program.
Federal employees are not covered by OSHA, but rather are covered by a
presidential executive order that requires federal agencies to maintain a health
and safety program that meets the same standards as the private sector. The
main difference is that federal agencies cannot be fined for violating the health or
safety standards.
Can States Have their Own OSHA Program?

The Occupational Safety and Health Act authorizes states to implement their
own safety and health programs with OSHA approval. State OSHA programs
must be at the very least as effective as the federal OSHA program and must
provide similar protections for workers.
What Rights Are Granted under OSHA?

OSHA requires employers to provide a workplace that is free of recognized
dangers and hazards. Generally, employees have the right to:
 Get training from the employer as required by OSHA standards

 Request information from the employer about OSHA standards, worker
injuries, job hazards, and workers rights
 Request that the employer correct hazardous conditions or OSHA
violations
 File written complaints with OSHA about violations of OSHA regulations or
serious hazardous conditions
 Be involved in the OSHA inspection of the workplace
 Find out results of the OSHA inspection
What Are the Worker's Responsibilities?

OSHA requires workers to comply with all health and safety standards that apply
to their job, including:
 Reading the OSHA posters

 Following the employer's health and safety rules and safe work practices
 Utilizing all required gear and equipment
 Reporting hazardous conditions to the employer
 Reporting hazardous conditions that the employer does not correct to
OSHA
What Are the Employer's Responsibilities?

OSHA requires that employers provide a safe and healthy workplace free of
recognized hazards. The most important requirements include:
 Providing properly maintained tools and equipment

 A warning system, such as codes or labels, to warn employees of potential
hazards or hazardous chemicals
 Posting the OSHA poster in a prominent location
 Keeping records of work related injuries or illnesses
 Constant examinations of workplace conditions to ensure compliance with
OSHA regulations
Can an Employee Be Fired for Complaining about Unsafe or Unhealthful

Working Conditions?
A worker cannot be fired, transferred, denied a raise, or be punished in any way
because he exercised his rights under the Occupational Health and Safety Act.
An employer who does any of these acts may face a lawsuit for discrimination or
retaliation. Contact an attorney immediately because discrimination and
retaliation complaints must be filed immediately, usually within 30 days of the
incident.
Workplace Hazards
1. Physical and mechanical hazards
2. Biological hazards
3. Chemical hazards
4. Psychological and social issues
Self- Check 3.3-5
OHS regulations
A. Multiple choice, Circle the best answer.
1. A worker cannot be fired, transferred, denied a raise, or be punished in any

way because he exercised his rights under the Occupational Health and
Safety Act.
a. Yes
b. No
c. Maybe
d. None of the above
2. The ________________________________ is the agency created to enforce the

Occupational Safety and Health Act.
a. purity of water
b. Department of Health
c. Occupational Safety and Health Administration (OSHA
d. Safety officer
3. Who Is Covered by OSHA?

a. Elderly workers
b. Public sector employee
c. private sector employee
d. all workers
4. What Are the Worker's Responsibilities?

a. Following the employer's health and safety rules and safe work
practices
b. Utilizing all required gear and equipment
c. Reporting hazardous conditions to the employer
d. all of the above
5. What Are the Employer's Responsibilities?

a. Keeping records of work related injuries or illnesses
b. Give the responsibility to all employee
c. Ignore all accident in the workplace
d. all of these
ANSWER KEY 3.3-5

OHS regulations
A. Matching Type
1. A
2. C
3. D
4. D
5. A
Module 3.3-6 - Geographical orientation to Perform laying brick/block for structure

Geographical orientation to Perform
laying brick/block for structure
Geographical orientation to Perform key. You are required to get all
laying brick/block for structure answers correct. If not, read the

Geographical orientation to
Perform laying brick/block for structure
job requirements .
required.
Geography
From Wikipedia, the free encyclopedia
"Geographical" redirects here. For the magazine of the Royal Geographical Society,
see Geographical (magazine). For other uses, see Geography (disambiguation).
The page "Kind of soil" does not exist. You can ask for it to be created, but
consider checking the search results below to see whether the topic is already
covered.
For search help, please visit Help:Searching.
 Serpentine soil
A serpentine soil is derived from ultramafic rocks, in particular serpentinite ,
a ...concentrations in serpentine soils as in most other kinds of soils. ...
 Soil
Soil is a natural body consisting of layers (soil horizons ) that are

primarily ...proportion of the three kinds of soil particles, called soil ...
 Pedotope
The pedotope is not one particular kind of soil, nor even the

dominant kind of soil available in a location, but rather the total soil ...
 Soil quality
Soil quality is the capacity of a specific kind of soil to function, within natural
or managed ecosystem boundaries, to sustain plant and ...
 Tillage
Tillage is the agricultural preparation of the soil by mechanical agitation

of ... refer to any of the kinds of soil agitation described above. ...
 Arikaree Breaks
This kind of soil is also found in northeast Kansas, southwest Nebraska, and

Iowa. The soil in that part of the state forms the Loess ...
 Tiarellacordifolia
It grows in most kinds of soil and blooms from April to June. Description:
Tiarellacordifolia has a scaly horizontal rhizome and seasonal ...
 Pamid
It does not need any particular kind of soil, but the grapes with best quality are
cultivated in hilly areas with light drained soils. ...
 Balagasan, Boac, Marinduque
The name Balagasan came from the word “Balagas”, which means
a kind of soil with plenty of bolders and easily eroded. When American’s ...
 Brown podzolic
Brown podzolic soil s are a subdivision of the Podzolic soils in the

British soil ... a preponderance of this kind of soil in north-west Spain. ...
 History of soil science
The history of soil science began from the contributions of chemist Justus

von ...most suitable for the particular kinds of soil on their farms. ...
 Nativity at Night (Geertgen tot SintJans)
His body was pure from any kind of soil and impurity. Then I heard also the
singing of the angels, which was of miraculous sweetness and ...
 Soil morphology
s and the description of the kind and arrangement of the

horizons ... soilclassification because theories of soil genesis are both
ephemeral and ...
 Agriculture in ancient Tamil country
The ancient Tamils were aware of the different varieties of soil,

the kinds of crops that can be grown on them and the various irrigation ...
 Soil in the United States
The US soil taxonomic hierarchy includes orders, suborders, great ... families

and series, with each series representing a unique kind of soil. ...
 Soil biomantle
The soil biomantle can be described and defined in several ways. ... Biomixing

refers to the kind of soil bioturbations typically caused by ...
 Bato, Catanduanes (section Soil classification)
The municipality of Bato is composed of five kinds of soils: hydrosol,

mountain soil, alimodian clay loam, Louisiana clay, and San Miguel ...
 Ecology (section Soils)
ecologists may adopt different kinds of statistical methods, such as ... soils
Paleoecological studies of soils places the origin for ...
 Glyphosate (section Soil degradation, and effects on micro-organism and
worms)
found in Swedish forest soils up to two years after a glyphosate application
Glyphosate adsorption to soil varies depending on the kind of soil ...
 MusiBanyuasin Regency (section Soil)
MusiBanyuasin Regency consists of 4 kinds of soil: Organosol: along the

swamp and in the plain area. Clay Loam: see Organosol. Alluvial: along ...
Self- Check 3.3-6

Geographical orientation to Perform laying brick/block for structure
1. Derived from ultramafic rocks?

a. Pedotope
b. Serpentine soil
c. Tillage
d. Arikaree Breaks
2. the agricultural preparation of the soil by mechanical agitation of ... refer

to any of the kinds of soil agitation:
a. Pedotope
b. Serpentine soil
c. Tillage
d. Arikaree Breaks
3. This kind of soil is also found in northeast Kansas, southwest Nebraska,

and Iowa. The soil in that part of the state forms the Loess :
a. Pedotope
b. Serpentine soil
c. Tillage
d. Arikaree Breaks
4. The __________ is not one particular kind of soil, nor even the

dominant kind of soil available in a location, but rather the total soil :
a. Pedotope
b. Serpentine soil
c. Tillage
d. Arikaree Breaks
5. The name ____________ came from the word “Balagas”, which means
a kind of soil with plenty of bolders and easily eroded
a. Pedotope
b. Serpentine soil
c. Balagasan
d. Arikaree Breaks
ANSWER KEY 3.3-6
Geographical orientation to Perform laying brick/block for structure
A. Matching Type
1. B
2. C
3. D
4. A
5. C
Module 3.3-7 - Mensuration to Perform laying brick/block for structure
Mensuration to Perform laying
brick/block for structure
Mensuration to Perform laying key. You are required to get all
brick/block for structure answers correct. If not, read the

Mensuration to Perform laying brick/block for structure
2. Learn how to read and interpreted measuring tools.
required.
4. Lear how to convert metric system.
1. TABLES OF METRIC UNITS OF MEASUREMENT
In the metric system of measurement, designations of multiples and sub-divisions of any unit may
be arrived at by combining with the name of the unit the prefixes deka, hecto, and kilo meaning,
respectively, 10, 100, and 1000, and deci, centi, and milli, meaning, respectively, one-tenth, one-
hundredth, and one-thousandth. In some of the following metric tables, some such multiples and
sub-divisions have not been included for the reason that these have little, if any currency in actual
usage.
In certain cases, particularly in scientific usage, it becomes convenient to provide for multiples
larger than 1 000 and for subdivisions smaller than one-thousandth. Accordingly, the following
prefixes have been introduced and these are now generally recognized:
yotta, (Y), meaning 1024 deci, (d), meaning 10-1

zetta, (Z), meaning 1021 centi, (c), meaning 10-2
exa, (E), meaning 1018 milli, (m), meaning 10-3
peta, (P), meaning 1015 micro, (u), meaning 10-6
tera, (T), meaning 1012 nano, (n), meaning 10-9
giga, (G), meaning 109 pico, (p), meaning 10-12
mega, (M), meaning 106 femto, (f), meaning 10-15
kilo, (k), meaning 103 atto, (a), meaning 10-18
hecto, (h), meaning 102 zepto, (z), meaning 10-21
deka, (da), meaning 101 yocto, (y), meaning 10-24
Units of Length

10 millimeters (mm) = 1 centimeter (cm)
10 centimeters = 1 decimeter (dm) = 100 millimeters
10 decimeters = 1 meter (m) = 1000 millimeters
10 meters = 1 dekameter (dam)
10 dekameters = 1 hectometer (hm) = 100 meters
10 hectometers = 1 kilometer (km) = 1000 meters
Units of Area

100 square millimeters (mm2) = 1 square centimeter (cm2)
100 square centimeters = 1 square decimeter (dm2)
100 square decimeters = 1 square meter (m2)
100 square meters = 1 square dekameter (dam2) = 1 are
= 1 square hectometer (hm2) = 1 hectare
100 square dekameters
(ha)
100 square hectometers = 1 square kilometer (km2)
2. TABLES OF ENGLISH UNITS OF MEASUREMENT2
In these tables where foot or mile is underlined, it is survey foot or U.S. statute mile rather than
international foot or mile that is meant.
Units of Length

12 inches (in) = 1 foot (ft)
3 feet = 1 yard (yd)
16-1/2 feet = 1 rod (rd), pole, or perch
40 rods = 1 furlong (fur) = 660 feet
8 furlongs = 1 U.S. statute mile (mi) = 5280 feet
1852 meters = 6076.115 49 feet (approximately)
= 1 international nautical mile
Units of Area3

144 square inches (in2) = 1 square foot (ft2)
9 square feet = 1 square yard (yd2,)
= 1296 square inches
272-1/4 square feet = 1 square rod (sqrd)
160 square rods = 1 acre = 43 560 square feet
640 acre = 1 square mile (mi2)
1 mile square = 1 section of land
6 miles square = 1 township
= 36 sections = 36 square miles

40 cm
10 cm
20 cm
Concrete Hallow Block
Note: 12.5 pcs of CHB is needed in 1 Sqr/Mtr
Self- Check 3.3-7

A. MATCHING TYPE
A B
118.11 inches a. 2.54 cm
15 feet b. 12 inches
1 foot c. 1000 mm
1 Meter d. 3000 mm
1 cm e. 180 inches
Answer the following Question.

ANSWER KEY 3.3-7
A. Matching Type
1. D
2. E
3. B
4. C
5. A
B. METRIC CONVERSION
1. 16.4 feet
2. 4.57 meters
3. 29.53 inches
4. 254 cm
5. 314.96 inches
6. 1.27 meter
7. 5,000 cm
8. 2.50 meters
9. 10,000 mm
10. 0.10 m
Module 3.3-8 -Basic operations for Perform laying brick/block for structure.
Basic operations for Perform laying
brick/block for structure.
Basic operations for Perform laying key. You are required to get all
brick/block for structure answers correct. If not, read the
3. Follow Operation sheet 3.3-8 Follow the operation sheet 3.3-8 if
Operate concrete mixer machine. you are going to use the concrete
mixer machine.
4. Task sheet 3.3-8 Use thePerformance Criteria
Checklist 3.3-8 to evaluate your own
Basic operations for Perform laying
brick/block for structure work.
evaluation

Basic operations for Perform laying brick/block for structure
job requirements .
3. Familiar about Bricks and Blocks.
4. Procedure how to lay a Block/brick for structure.
required.
Need to consider:
Types of Blocks
1. Standard Dimensions:
a. Length - 15 5/8 inches

b. Height - 7 5/8 inches or 3 5/8 inches
c. Width - 7 7/8, 3 5/8, 5 5/8, 9 5/8, or 11 5/8 inches
d. When laid with a 3/8-inch mortar joint, the block's overall dimensions
are 8" by 8" by 16" (7 5/8 X 7 5/8 X 15 5/8).
2. Block Style
a. Hollow or Solid - Hollow spaces are called cores; a solid unit has a core
area of 25% or less of the total cross-sectional area.
b. Heavyweight or Lightweight - Heavyweight units weigh approximately 40-
50 lbs. while the lightweight units weigh approximately 25-35 lbs. The
difference in weight is due to the different types of aggregates used in
manufacture.
3. Block Shapes
a. Stretcher - This is the most commonly used block for straight wall runs; it
has slight extensions called ears on each end which form a core when laid
end to end. (2 or 3 core)
b. Corner - same as a stretcher except that one end is smooth; it is used at
the end or corner of a wall.
c. Half Block - both ends are smooth; it is used for openings and ends of
walls.
d. Sash or Jamb - have special grooves for the installation of windows or
doors.
e. Miscellaneous - solid top, partition, bull nose, half-height, lintel; each has a
special application.
C. Job Estimation
1. How many blocks?

a. To estimate the number of blocks (8 X 8 X 16) needed for a wall, use this
formula:
1)Height of Wall X 1 1/2 = Number of Courses (A)
a) One foot (12 inches) is 12/8 or 3/2 or 1 1/2 of the height of a block.
b) The height can then be multiplied by 1 1/2 to determine the number of
courses needed.
2)Length of Wall X 3/4 = Number of Blocks per Course (B)
a) One foot is 3/4 the length of one block.

b) Therefore, the length of the wall in feet can be multiplied by 3/4 which
gives the number of blocks needed for one row.
3)A X B = Total Number of Blocks (for 1 wall)
b. When planning a project, it is important that the dimensions between corners

and all openings utilize full- or half-length
block; this will save time and money and improve the overall appearance of the
project.
2. How much mortar?
a. Purchase approximately 2 1/2 bags of masonry cement and 667 lbs. of mortar
sand for each 100 blocks.
Procedure how to lay a block/brick for structure

materials.
2. List down all the tools, material and equipment need to use based on
the given drawing and make a request to withdraw from the store room.
3. Read and follow the operating procedure of the electrically operated
equipment as well as the manually operated equipment.
4. Follow the entire safety requirement during the operation of the
equipment.
5. Check all the tools, materials and equipment if it is in good condition
before performing the job.
7. Make a lay-out for the project according to the plan requirement.
requirement.
10. Mixed a mortar according to the mix proportion needed of the
project.
11. Lay block/brick according to the plan specification.
13. Stop laying of block/brick every five (5) layer and wait to make it
strong and dry.
14. Secure the cleanliness of the area before and after to do a job.
Basic Operation
Building a foundation may seem an impossible under taking, but when you
understand the steps involved & can break them into individual skills, the task
is much more manageable.
Laying the foundation for a simple addition is also easier because the project is
on a relatively small scale & you will be able to use the existing foundation to
guide layout, leveling, & finishing details. In fact, the most difficult part of many
addition foundations is getting materials & equipment into a tight backyard— &
getting excavated dirt out of it.
Although construction techniques vary according to foundation type, they

require many of the following skills: laying out perimeter lines, excavating for
footings & possibly a basement or crawl space, tying the new foundation into the
old, building level forms, setting reinforcing steel, pouring concrete, laying
concrete block, setting anchor bolts, water proofing foundation walls, installing
drainage around the perimeter, & backfilling.
Laying Out the Foundation
The first step in building a foundation is to set up string lines to establish the
outside edges of the foundation wall (not the foundation footing), the limits of
excavation, exact location of footing trenches, & accurate placement of concrete
blocks or form boards for foundation walls. String lines are usually stretched
between temporary batter boards & can be taken down & put back up as
needed. Because an addition abuts the house along at least one wall, you can
use the house instead of batter boards for that side.
Laying out the foundation: Siding & sheathing removed to expose foundation &
structural members; Plumb line at edge of new addition; Equal measurement
indicates string is parallel to side of house; Corner stakes beneath string
crossings; Obstruction; Existing foundation.
If your addition will be close to the setback limits of your property, verify the
property lines. Your building inspection department may even re quire a certified
survey.
You will need one or two helpers to lay out string lines. The following procedure
is for a simple rectangular addition, but similar techniques can be used for more
complex additions.
1. Mark where outside edges of new foundation will intersect house foundation.
Using level to keep lines plumb, scribe vertical lines onto siding at these two
points. (No line is necessary if addition wall lines up with corner of house.) If
edge of addition lines up with one interior wall, take accurate measurements
from inside house & drill pilot holes from outside to make sure your line on
siding corresponds with outside edge of intersecting wall stud.
Scribe a cutting line farther out from foundation line to allow for thickness of
new siding on addition wall, depending on how new siding will be joined with old
later on.
2. Remove siding & sheathing covering top of house foundation between marks.
Remove enough to ex pose floor joists & subfloor to save doing it later. Use
circular saw to make cuts, setting blade deep enough to cut through siding &
sheathing but not into framing or foundation. Use carbide blade.
3. Study your plans & existing floor structure to establish where top of new
foundation will be in relation to existing foundation. Even if they appear level,
don’t assume that dimensions of new & old joists, mud sill, subflooring, & other
lumber are the same. Modern lumber is milled to smaller dimensions than old
lumber, & accumulated differences can make new floor lower than existing floor
if you line up the foundations at the same level.
4. Once you have established top level of new foundation, mark that point on
house framing or foundation by measuring from top of existing subfloor. Mark
each corner of new foundation. Attach string line to each point, driving a nail
into house framing or into cleat nailed into house framing. Tie nylon string, not
cotton, to nails driven firmly into wood at angle so string does not slide up or
down when pulled taut. To make sure strings are level with each other, use
transit, water level, or long carpenter’s level set on a straightedge. If they are not
level, lower string at higher corner to level with the one attached to lower corner.
Adjust difference later when you frame floor. Make sure both nails are aligned
vertically with marks indicating edge of new foundation wall.
(top) Using a water level; (bottom) Using a transit: Find a spot from which you
can see all the batter boards clearly. Level the transit at the level you want &
rotate it so you can tell your helper where to mark.
5. Build batter boards for other ends of string lines by driving two sharpened 2
by 4s into ground about 3 feet apart & nailing level crosspieces to back sides at
level where string lines are attached to house foundation. Set batter boards 6 to
10 feet beyond addition corners so they don't interfere with excavating & form
building.
6. Stretch the two string lines & tie to 6-penny (6d) nails driven into tops of
batter boards. To locate nails so lines are parallel to each other & perpendicular
to house wall, stretch one string line taut so it touches top of batter board. Slide
it right or left along top of crosspiece until it's perfectly square to house. Drive
nail into batter board at that point. Use “ 3-4-5 triangle” (a series of three
measurements that form right triangle) to determine when lines are square. The
two legs are 3 feet & 4 feet; the hypotenuse is 5 feet. For greater accuracy use
longer measurements that are multiples of 3, 4, & 5 feet (for example, 9-12-15 or
12-16-20).
Pull second string line to second batter board & move right or left until lines are
an equal distance apart at both ends. Set nail into batter board at that point &
tie string line to it.
7. Build batter boards for fourth side of addition perpendicular to first two batter
boards & set back 6 to 10 feet beyond corners. If cross-pieces are long enough,
attach one end to original batter board stake & other to new 2 by 4 stake,
forming L-shaped batter board at each corner. Both crosspieces must be level
with string lines.
8. Stretch string line between two batter boards parallel to house & intersecting
first two string lines at exact length of the two side walls of new foundation.
Excavating for the Foundation
You can excavate foundation trenches by hand if your addition is small & has
shallow footings (12 to 15 inches deep). If it has deep footings, a basement, or a
sunken crawl space, you will need to hire a backhoe service or rent a tractor
with a backhoe.
To excavate, lay out excavation lines on ground with chalk, flour, or spray paint.
They should be far enough outside string lines to allow for footing width plus
work space (1 to 2 feet beyond outside edge of footing & canted outward toward
the top).
If soil is unstable or the excavation is more than 5 feet deep, cant sides outward
at least 45 degrees or shore them up to prevent cave-ins.
Building Forms & Setting Steel
Construction techniques vary de pending on whether you are building a slab,

perimeter, or full-basement foundation.
Slab Foundation
In moderate climates the slab & footing are poured as one unit. After you have
removed 3 or 4 inches of soil from inside the perimeter & excavated the footing
trenches, follow these steps.
1. Build forms around outside edge with 2-by lumber held by stakes every 1 1/2
to 3 feet. Use string lines to align forms & level top edge, which should be at least
8 inches above grade. Trench walls form footing.
2. Dig trenches for any pipes running under the slab, & then backfill over them.
3. Place 3 to 4 inches of sand or gravel inside perimeter of slab, cover with
polyethylene vapor barrier, & cover barrier with 2 inches of sand.
4. Place horizontal reinforcing bars in trenches, resting bottom bar on dobies
(small concrete blocks) & suspending top bar with tie wire hooked onto top of
form. Tie vertical rebar onto horizontal bars.
5. Place steel reinforcing mesh over sand & under slab. Tie mesh to rebar in
trench & place 2-inch dobies under it every 3 or 4 feet.
In climates requiring deeper footings, slab & footings are usually poured
separately. If the slab is to rest on the footings, the trenches are adequate for
footing forms. Just place horizontal rebar in trenches, fill with concrete, & place
hooked lengths of rebar in fresh concrete to tie footing & slab together. Then
build a slab form as described above; place gravel or sand, a vapor barrier, &
another layer of sand within perimeter; tie reinforcing wire mesh to curved hooks
embedded in footing wall; & pour slab.
If footing walls extend above grade & slab is poured within them, you should
build footing walls the same as perimeter foundation. Prepare & pour slab as
described above, placing special filler material between foundation wall & slab to
form an isolation joint.
Slab foundation: 6” wire mesh held above plastic with dobies; Slab at least 4”
thick & 8” above grade; Anchor bolts no more than 6’ apart & no more than 12”
from end of any mudsill; Footing 12” to 15” wide & deep enough to reach below
frost line; Splice rebar by overlapping & tying with wire; 6-mil polyethylene over
gravel; 3” to 1/4” layer of sand or gravel; Rebar reinforcing in footing; Hooked
rebar ties slab to footing; Rebar dowels drilled into old foundation; Existing
foundation; Existing house.
Perimeter Foundation
For shallow foundations the footing & wall are poured together. For deeper
foundations with higher walls the footing is poured first, & the wall is then
formed & poured separately, or it's constructed of concrete blocks.
To build a perimeter foundation of concrete blocks, follow the steps for a full
basement foundation. To build a concrete “inverted-T” foundation, follow these
steps.
1. Excavate footing trenches so foundation wall (which is narrower than footing)

aligns with string lines. Trench is form for the footing. Make trench bottom level,
sides straight, & corners square.
2. Construct wall forms of 2-by lumber & reuse it for floor joists. Nail boards to
tall stakes driven into bottom of trench, so inside faces of lumber enclose
required width of wall (6 inches for one story, 8 inches for two stories). Space
stakes every 3 or 4 feet Level tops of form boards with string lines, & make
bottoms high enough to clear footing.
3. Insert special metal ties between form boards to keep heavy concrete from
forcing them apart. Wedges or other fastening devices at each end of ties make it
possible to free form boards after concrete sets.
4. Set rebar in place before the pour & fasten securely with tie wire. Bottom
rebar can rest on dobies or similar devices. To make placing rebar easier, build
one side of forms first, hang rebar, & then complete the forms.
Perimeter foundation: Rebar in footing & foundation wall; Rebar dowels
cemented into holes drilled into existing foundation.
Forms &rebars for a perimeter foundation: The inside form is placed in the same
way as the outside form. The inside & outside forms are then tied together with
spacers & tie-straps. Steel tie-strap.
5. Mark locations for anchor bolts on forms & have bolts handy for day of pour,
or build jigs in order to position bolts before the pour. Bolts are usually 1/2 by
10 inches for residential foundations.
6. A girder is usually required to support floor between foundation walls for joist
spans longer than 16 feet. Note location of posts & excavate for pier footings at
these points. Minimum footing dimensions are 18 by 18 inches & 12 inches
below grade. Build simple box form to straddle footing hole, at least 8 inches
square & 8 inches high. Pour pier & footing together & insert post- framing
anchor into wet concrete.
Full Basement Foundation
If the walls are concrete they will need tall forms, a job for which you should hire
professionals. If the walls are concrete block, you can build the basement
foundation using the following steps.
1. Excavate 8 inches below floor level, to allow for 4-inch slab & 4 inches of
gravel. Check plans for other thicknesses that must be accounted for, such as
insulation.
2. Dig footing trenches deep enough to pour slab over them after wall is finished.
(For example, footing 12 inches deep requires trench 8 inches deep if gravel bed
is 4 inches thick.)
3. Build forms along hp of trench with 2-by lumber. Set height by measuring
down from string lines a distance equally divisible by measurement of concrete
block & mortar so blocks will come out even at top of foundation wall. Make tops
of forms as level as possible, with no more than 1/2 inch variance along entire
form. Hold forms in place with 1 by 2 stakes every 2 feet & 1 by 2 ties across top.
4. Place horizontal rebar in forms, holding it off ground with the help of 3-inch
dobies.
5. Order pieces of vertical rebar (which usually has a hook at bottom) cut to
length & bent as specified in plans. Mark their locations on form boards so
blocks will slip over them, & have them available for pour. Do not drive them into
ground.
Full basement foundation: New floor joists; Existing footing & basement wall;
Grade; Waterproof membrane; New concrete or concrete block; Gravel & drain
pipe
Footing forms for a basement foundation: Canted sides of excavation or approved
shoring; Rebar held 3” above bottom with dobies; Multiple of concrete block
height; String to bailer boards marks top of foundation.
Working with Concrete
No matter what kind of foundation you’re constructing, you’ll need to work with
concrete. This section tells you how to order, pour, & finish it.
Tying new foundation to old: Wire support for rebar; Existing foundation; 30”
pieces of rebar cemented into holes in existing foundation & wired to rebar in the
new foundation
Working with rebar. Plans for most residential foundations specify #4 rebar,
which is 5/8-inch in diameter. This size can be cut & bent fairly easily. Larger
sizes are more difficult to handle.
Use special cutting & bending tool for rebar, or cut it with metal cutoff blade in a
circular saw or hacksaw blade in a reciprocating saw. The advantage of the
specialized tool is that it also bends rebar.
Splice rebar with tie wire. Codes specify that two pieces overlap by at least 40
diameters (equaling 20 inches for #4 bar) Codes also specify “concrete cover”
(minimum thickness of concrete surrounding rebar). Where concrete is below
grade, rebar must be placed at least 3 inches from ground on all sides. Where
concrete is above grade, cover must be at least 1½-inches.
Pouring concrete against wood. If new foundation wall will be higher than
existing wall, due to sloping site or other conditions, protect wood portions of
existing house against direct contact with new concrete. Tack aluminum sheet
metal or other approved flashing against ex posed wood framing or sheathing
before pouring concrete against it.
Amount (in cubic yards). Estimate cubic yards by calculating cubic feet &
dividing by 27. Once you have carefully figured the volume needed, add at least 5
percent for waste. It’s better to order too much than too little. Just decide before
delivery where to pour the excess.
Aggregate size. Use 3/4-inch aggregate for most jobs, although some codes
require a specific size. If you are having the concrete pumped, check with the
pumping company to see if their hoses will handle the size aggregate you are
using.
Cement content. This is specified as the number of sacks of cement per cubic
yard of concrete. A five-sack mix is normally specified when the aggregate is ¾-
inch. A six-sack mix is recommended for 3/8-inch aggregate or for jobs where a
higher strength of concrete is needed.
Other factors. You may also need to specify water to cement ratio (1 to 2 by
weight is recommended for most residential foundations); slump (4 inches for
most jobs; 6 inches for filling concrete block); & air entrainment (an additive for
cold climates, usually specified as 6 percent).
Concerning charges, you may have to pay other fees in addition to the per yard
for delivery. A pumping service is extra, usually an hourly fee & a charge for each
yard pumped. You may also have to pay a short-load charge for orders under a
certain minimum, such as 7 yards. A stand by charge is a fee for any time the
concrete truck must remain at your job site after an allotted time limit (usually
about 5 minutes per yard). This fee can skyrocket if you are unprepared when
the truck arrives.
Pouring concrete into forms: Strike hammer on stake to spread impact & effect
Preparing, pouring, & leveling the slab.

Laying Concrete Block
To lay concrete block, start with the two outside corner blocks of the first lead, or
course. Set each block into a layer of mortar & press down to within 3/8-inch of
footing. Stretch a line between them to guide the rest of the first course.
Be sure to set blocks right side up. The edge of the block (the “web”) is wider on
the top of a block than on the bottom.
Lay mortar on footing & butter one end of each block as you set it in place. Keep
buttered end raised slightly & lower it to fit snugly against preceding block in
one smooth motion. Use trowel handle to tap block level & blade to scrape away
excess mortar. Butter both ends of last block for each course. Constantly check
your work with a level, both horizontally & vertically.
Fill wall with concrete after finished wall has dried overnight. Even if your plans
don't require concrete in every space, you will have to fill holes every 4 to 6 feet
for setting anchor bolts. If codes don't require concrete filling, pour insulating
material, such as vermiculite, into finished wall.
Mortar Joints and Pointing
There is no set rule governing the thickness of a brick masonry mortar joint.
Irregularly shaped bricks may require mortar joints up to 1/2 inch thick to
compensate for the irregularities. However, mortar joints 1/4 inch thick are the
strongest. Use this thickness when the bricks are regular enough in shape to
permit it. A slushed joint is made simply by depositing the mortar on top of the
head joints and allowing it to run down between the bricks to form a joint. You
cannot make solid joints this way. Even if you fill the space between the bricks
completely, there is no way you can compact the mortar against the brick faces;
consequently a poor bond results. The only effective way to build a good joint is
to trowel it. The secret of mortar joint construction and pointing is in how you
hold the trowel for spreading mortar.
The proper way to hold a trowel
Figure 4 shows the correct way to hold a trowel. Hold it firmly in the grip shown,
with your thumb resting on top of the handle, not encircling it. If you are right-
handed, pick up mortar from the outside of the mortar board pile with the left
edge of your trowel. You can pick up enough to spread one to five bricks,
depending on the wall space and your skill. A pickup for one brick forms only a
small pile along the left edge of the trowel. A pickup for five bricks is a full load
for a large trowel.
Poor mortar bond
If you are right-handed, work from left to right along the wall. Holding the left
edge of the trowel directly over the center line of the previous course, tilt the
trowel slightly and move it to the right (view 3), spreading an equal amount of
mortar on each brick until you either complete the course or the trowel is empty
(view 4). Return any mortar left over to the mortar board.
Figure 7 Making a bed joint in a stretcher course.
Proper way to hold a brick when buttering the end

Making a head joint in a stretcher course.
Do not spread the mortar for a bed joint too far ahead of laying - four or five
brick lengths is best. Mortar spread out too far ahead dries out before the bricks
become bedded and causes a poor bond. The mortar must be soft and plastic so
that the brick will bed in it easily. Spread the mortar about 1 inch thick and then
make a shallow furrow in it (Figure 7, view 1). A furrow that is too deep leaves a
gap between the mortar and the bedded brick. This reduces the resistance of the
wall to water penetration. Using a smooth, even stroke, cut off any mortar
projecting beyond the wall line with the edge of the trowel (view 2). Retain
enough mortar on the trowel to butter the left end of the first brick you will lay in
the fresh mortar. Throw the rest back on the mortar board. Pick up the first
brick to be laid with your thumb on one side of the brick and your fingers on the
other. Apply as much mortar as will stick to the end of the brick and then push
it into place (Figure 8). Squeeze out the excess mortar at the head joint and at
the sides. Make sure the mortar completely fills the head joint (Figure 9). After
bedding the brick, cut off the excess mortar and use it to start the next end joint.
Throw any surplus mortar back on the mortar board where it can be restored to
workability.
Figure 10 shows how to insert a brick into a space left in a wall. First, spread a
thick bed of mortar (view 1), and then shove the brick into the wall space (view 2)
until mortar squeezes out of all four joints (view 3). This way, you know that the
joints are full of mortar at every point. To make a cross joint in a header course,
spread the bed joint mortar several brick widths in advance. Then, spread
mortar over the face of the header brick before placing it in the wall (Figure 11,
view 1). Next, shove the brick into place, squeezing out mortar at the top of the
joint. Finally, cut off the excess mortar as shown in view 2.
Figure 12 shows how to lay a closure brick in a header course. First, spread
about 1 inch of mortar on the sides of the brick already in place (view 1), as well
as on both sides of the closure brick (view 2). Then, lay the closure brick
carefully into position without disturbing the brick already laid (view 3). If you do
disturb any adjacent brick, cracks will form between the brick and mortar,
allowing moisture to penetrate the wall. You should place a closure brick for a
stretcher course using the same techniques as for a header course. As we
mentioned earlier, filling exposed joints with mortar immediately after laying a
wall is called pointing. You can also fill holes and correct defective mortar joints
by pointing, using a pointing trowel.
The first step in laying a block wall is to carefully plan the project. When using
concrete block to build a wall, it is important to select the dimensions of the wall
based on the size of the block. Standard concrete blocks are 7 5/8" wide, 7 5/8"
deep, and 15 5/8" long. Assuming that the mortar joint is 3/8" thick brings the
block plus mortar dimensions to 8x8x16". You will want the outside dimension of
the wall to be a multiple of a half-block length (minus one mortar joint) so that
you do not have to cut blocks to a custom size. The height of the wall should also
be a multiple of the block height (including the mortar joint).
Laying the first course
The first step in building a concrete masonry wall is to locate the corners of the
structure. In locating the corners, you should also make sure the footing or slab
formation is level so that each builder starts each section wall on a common
plane. This also helps ensure that the bed joints are straight when the sections
are connected. If the foundation is badly out of level, the entire first course
should be laid before builders begin working on other courses. If this is not
possible, a level plane should be established with a transit or engineer’s level.
Chase Out Bond
The second step is to chase out bond, or lay out, by placing the first course of
blocks without mortar (Figure 13, view 1).
Figure 14: Leveling and plumbing first course of blocks for a wall.
Checking each course at the corner.
Vertical joints.
Snap a chalk line to mark the footing and align the blocks accurately. Then, use
a piece of material 3/8 inch thick to properly space the blocks. This helps you
get an accurate measurement.
Checking the Horizontal Spacing.

Filling in the wall between corners
A story or course pole, which is a board with markings 8 inches apart (figure 17),
helps accurately place each masonry course. Also check the horizontal block
spacing by placing a level diagonally across the corners of the blocks (figure 18).
When filling in the wall between the corners, first stretch a mason’s line along
the extensor block edges from corner to corner for each course. Then lay the top
outside edge of each new block to this line (figure 19). How you grip a block
before laying is important. First, tip it slightly toward you so that you can see the
edge of the course below. Then place the lower edge of the new block directly on
the edges of the block below (figure 19). Make all position adjustments while the
mortar is soft and plastic. Any adjustments you make after the mortar stiffens
will break the mortar bond and allow water to penetrate. Level each block and
align it to the mason’s line by tapping it lightly with a trowel handle.
Installing the Closure Block
Fifth and last, before installing the closure block, butter both edges of the
opening and all four vertical edges of the closure block with mortar. Then, lower
the closure block carefully into place (figure 20). If any mortar falls out, leaving
an open joint, remove the block and repeat the procedure. To assure a good
bond, do not spread mortar too far ahead when actually laying blocks. If you do,
the mortar will stiffen and lose its plasticity. The recommended width of mortar
joints for concrete masonry units is 3/8 inch. When properly made, these joints
produce a weathertight, neat, and durable concrete masonry wall.
As you lay each block, cut off excess mortar from the joints using a trowel (figure
21) and throw it back on the mortar board to rework into the fresh mortar. Do
not, however, rework any mortar dropped on the scaffold or floor. Weathertight
joints and the neat appearance of concrete masonry walls depend on proper
striking (tooling). After laying a section of the wall, tool the mortar joint when the
mortar becomes “thumb print” hard. Tooling compacts the mortar and forces it
tightly against the masonry on each side of the joint. Use either concave or V-
shaped tooling on all joints (figure 22).
Tool horizontal joints (figure 23, view 1) with a long jointer first, followed by
tooling the vertical joints (view 2). Trim off mortar burrs from the tooling flush
with the wall face using a trowel, soft bristle brush, or by rubbing with a burlap
bag.
A procedure known as pointing may be required after jointing. Pointing is the
process of inserting mortar into horizontal and vertical joints after the unit has
been laid. Basically, pointing is done to restore or replace deteriorated surface
mortar in old work. Pointing of this nature is called tuck pointing. However, even
in freshly laid masonry, pointing may be necessary for filling holes or correcting
defective joints.
You must prepare in advance for installing wood plates with anchor bolts on top
of hollow concrete masonry walls. To do this, place pieces of metal lath in the
second horizontal mortar joint from the top of the wall under the cores that will
contain the bolts (figure 24, view 1). Use anchor bolts 1/2 inch in diameter and
18 inches long. Space them not more than 4 feet apart. Then, when you
complete the top course, insert the bolts into the cores of the top two courses
and till the cores with concrete or mortar. The metal lath underneath holds the
concrete or mortar filling in place. The threaded end of the bolt should extend
above the top of the wall (view 2).
[edit]
6. Pour a level footing, using hand mixed cement and proper reinforcement.
A footing is a concrete structure upon which a wall is built. Figure 25 shows a
typical footing formwork for a bearing wall, and figure 26 shows bracing methods
for a bearing footing. A bearing wall, also called a load-bearing wall, is an
exterior wall that serves as an enclosure and also transmits structural loads to
the foundation. The form sides are 2-inch lumber whose width equals the footing
depth. Stakes hold the sides in place while spreaders maintain the correct
distance between them. The short braces at each stake hold the form in line. A
keyway is made in the wet concrete by placing a 2-by-2-inch board along the
center of the wall footing form. After the concrete is dry, the board is removed.
This leaves an indentation, or key, in the concrete. When you pour the
foundation wall, the key provides a tie between the footing and wall.
Concrete is strong under compression, but relatively weak under tension. The
reverse is true for steel. Therefore, when the two are combined, one makes up for
the deficiency of the other. When steel is embedded in concrete in a manner that
assists it in carrying imposed loads, the combination is known as reinforced
concrete. The steel may consist of welded wire fabric or expanded metal mesh,
but, more often, it consists of reinforcing bars, or more commonly "rebar."
Laying concrete block: Rebar driven into bottom of trench in line with the first
hole in every fourth block—every 4’ with 16” blocks; Dry run of blocks laid beside
the footing trench to set the position of rebar; Line up first course on mason
twine; First course corner block; Shallow keyway provides additional support;
Footing; Mason’s line block; First course corner block; Set each block in place &
tap it gently to line it up with the string; After the first few courses, add
additional lengths of rebar by sliding them down the cavity beside the first rod.
Tamp the concrete to hold the new rod tightly
Self- Check 3.3-8

1. The first step in building a concrete masonry wall is to locate the

______________?
a. Corners of the structure
b. Block
c. Foundation
d. Wall
2. The first step in laying a block wall is to carefully plan the ________?.
a. Beam
b. Column
c. Project
d. House
3. To lay concrete block, start with the two outside corner __________ of the
first lead, or course.
a. Cement
b. Block
c. Rebar
d. Aggregates
4. Wear an appropriate ____________ for the particular job to do.

a. Tools
b. PPE
c. Helmet
d. T-shirt
5. Make ____________ and follow building lines.

a. Lay-out
b. Stake
c. Blocks
d. Lines
ANSWER KEY 3.3-8

Multiple choice
1. B
2. C
3. B
4. B
5. A
OPERATING
TASK SHEETSHEET 3.3-8 3.3-8
Basic
Title:
operations for Perform laying brick/block for structure
Operating of concrete cement mixer
Title: Basic operations for Perform laying brick/block for structure
Performance Objective: The student/s will be able to operate concrete
Performance Objective: cement The students
mixer willusing
be ablestandard
to perform operating
laying
for structureper given job specification or
procedure.
brick/block
requirements.
Supplies/Materials : cement, sand, water, pail, shovel and PPE
Supplies/Materials : Cements, Sand, Water, block/bricks, RSB
Equipment : Concrete Mixer Machine
#10, tie wire, lumber, nail 280 cm
Steps/Procedure: :
Equipment Concrete Mixer Machine if needed, pail,
Shovel, Mixing Board, Pails, trowel,
a. Using plum bub,
Concrete push-full
Mixer Machinerule, level hose,
pencil, nylon string, claw hammer, wood float and PPE
Steps/Procedure:
1. materials.
Secure isometric drawing for interpretation and identification of
materials.
2. Withdraw materials from storage room to commence measurement
2. List down all the tools, material and equipment need to use
and layout.
based on the given drawing and make a request to withdraw
from the storeprotective
3. Wear Personal room. equipment (PPE) for the task.
3. Secure
4. Read and follow
all the the operating
appropriate tools procedure of theto
and equipment electrically
be used.
operated equipment as well as the manually operated
5. Perform measurement and lay-out as per isometric drawing and in
equipment. 120
4. accordance with job
Follow the entire specification.
safety requirement during the operation of the cm
equipment.
6. Pour approximately 1 gallon (3.79 L) of water into the concrete
5. mixer.
Check Be suretools,
all the to use the correct
materials amount of ifwater
and equipment per
it is in the cement
good
mix instructions given by your
condition before performing the job. specific mix label. If there is too
much water added, the cement mix will come out too thin, become
unmanageable, and not dry properly. If there is not enough water,Hallow Blocks
Concrete
7. the
Makemix a lay-out for the
will become project
too thick,according
it will nottocombine
the plan thoroughly, and
requirement.
will become unusable.
7.
8. Open
Makethe cement
stake mix bag
and follow from the
building top and pour the entire contents
lines.
into the cement mixer.
8. Plug in and turn on the concrete mixer to begin mixing the powder
requirement.
cement mix and the water together. If you are working in an area
10.thatMixed
is does a mortar
not have according to the nearby,
power outlets mix proportion
you canneeded of
use a generator
the project.
to run your electric equipment or take the green approach and use a
11.solarLaypowered cement
block/brick mixer. to
according Allow the specification.
the plan mixer to continue mixing
until all of the powder is thoroughly mixed with the water and there
12.is noAlways
cement aligned every left.
mix dust layerLeave
basedthe
on cement
the nylon string.
mixer on as long as
13.necessary to keep
Stop laying the cementevery
of block/brick moistfive
and
(5) manageable.
layer and wait Because
to the
cement mixer'sand
make it strong drum
dry. is constantly rotating and the mix is
continually moving, it will not able to settle and begin drying leaving
14. Secure the cleanliness of the area before and after to do a
it pliable.
job.
9. Turn the concrete mixer off before pouring and leaving the machine
15. After all the instruction above is complete and good proceed
to continue with the cement portion of your construction.
to the other job.
10. Pour the mixed cement into the wheelbarrow to transport to the
16. After performing the job, go to your trainer to assess and
desired construction site. Most cement mixers will tip and turn to
evaluate your work.
the appropriate location in order to do this with ease.
11. Shovel the cement from the wheelbarrow to the necessary location
Assessment Method:
for your Actual demonstration with oral questioning
construction.
12. Repeat the previous steps to mix the appropriate amount of cement
for your construction needs.
CRITERIA
YES NO
Did you….




do.

plan requirement.
7. Make a batter board and stake lines according to the

specification requirements.

to do a job.
Module 3.3-9 - Reading and interpreting graphs and tables

Reading and interpreting graphs and
tables
Reading and interpreting graphs and key. You are required to get all
tables answers correct. If not, read the

Reading and interpreting graphs and tables
job requirements .
required.
Read and understand graphs, tables, charts and diagrams
1 Graphs
Scope:
Students need to be able to:

 read and interpret specific points from a graph,
 interpret the shape of a graph. [NOE].
What students need to know:
A graph shows the relationship between two quantities – for example, the temperature at
different times of day or the value of a second hand car at different ages. The line on the
graph is drawn through all of the points of known information. So, we can use the graph to
read off the information - for example, the temperature at a particular time or the value of
the car at a particular age. We can read in either direction. The important point is that the
lines we draw on the graph, from our known starting point to what we want to find out,
must be vertical or horizontal.
Example Question:
The red line shows the distance a snail has travelled.
Distance-time graph for a snail's journey along a line
250
200
Distance (centimetres)
150
100
50
0
0 10 20 30 40 50 60 70 80 90 100
Time (mins)
 How far has the snail travelled after 15 minutes?

 How long did it take before the snail had travelled 175cm?
Solutions:
250
200
150
100
50
0
0 10 20 30 40 50 60 70 80 90 100
Time (mins)
 How far has the snail travelled after 15 minutes?

Draw a vertical line up from 15 minutes (shown in blue). Where this line reaches the
graph, draw a horizontal line back to the axis. Read off the answer: 75cm.
 How long did it take before the snail had travelled 175 metres?
Draw a horizontal line up from 175cm (shown in green). Where this line reaches the
graph, draw a vertical line down to the axis. Read off the answer: 63minutes. That’s
1hr and 3mins.
Note: This is not an exact science. You cannot read the scale completely accurately.
(Don’t try giving an answer like 62.85mins!). However, students must use a sharp
pencil and draw the lines as neatly as possible.
Graphs tell stories! As something changes over time, the shape of the graph describes
the change. We can tell the story of the change by interpreting the graph.
Example Question: Back to the snail! Describe the snail’s journey.
250
200
150
100
50
0
0 10 20 30 40 50 60 70 80 90 100
Time (mins)
Solution:
The graph only shows how far away from her starting point the snail has gone after so much
time.
After 10 minutes, the snail has travelled 50cm and after 20 minutes it has travelled 100cm. It
is travelling at a constant speed. At 30 minutes the snail isn’t getting any further away. It
must have stopped! It remains stopped until 50 minutes. Then it starts getting further away.
However, this time, it only travels about 20 cm for every 10 minutes. So, it is going slower.
A complete answer for a question like this would be: The snail went at a steady speed for 30
minutes, it stopped for 20 minutes, then went at a slower steady speed for a further 50
minutes.
2. Tables
Scope:

 extract information from tables of data (and perform calculations on it),
 read two-way data tables.
Putting information into a table is a useful way of neatly showing a lot of information in a
way that is easy to read. The important thing to recognize is that you are only going to
need to use a very small part of this information. So, remember to check carefully what it
is that you need to know. Then find the correct column and row containing the information
you need.
Example Question:
What is the total cost of a holiday for 1 adult and 2 children at the Tides End hotel departing
on the 5th of August?
Departure date Spring View Tides End Summer Breeze

Holiday price (£) Holiday price (£) Holiday price (£)
Adult Child Adult Child Adult Child
Apr 1 – Apr 30
May 1 – June 20
June 21 - Aug 3
Aug 4 – Sept 1 230 170
Sept 2 – Dec 31
Solution:
Reading from the table:
1 adult costs £230
1 child costs £170, so 2 children cost £340
Total £230 + £340 = £570
3. Charts
Scope:

 read and interpret information from pie charts, including choosing a pie chart which
represents given information and calculating the numbers represented by a given
category,
 read and interpret information from bar charts,
 read and interpret information from pictograms.
Pie Charts
A pie chart is a graphic representation of data in different categories. The easiest way to
read a pie chart is to make an estimate of the percentage, or fraction, shown for each
category.
For example:
This table shows the results of a survey to determine the favouritecolours of 300 people.
FavouriteColour
Red 150
Blue 30
Green 75
Yellow 45
You can see that 150 people said red. 150 out of 300 is a half.
30 people said blue. 30 out of 300 is a tenth.
75 people said green. 75 out of 300 is a quarter.
There is only one segment left, so this is enough – you can complete the pie chart with
this information.
However, you may be able to see that 45 out of 300 is three twentieths!
So, this is the pie chart:
Red
Blue
Gree
n
If you know the total of the data shown in a pie chart, you can use the percentage or
fraction for each slice to work out how many people the slice represents. If you had an
angle measurer, you could measure the angle and use the fraction of that angle out of
360. In tests, you will not need to measure.
Example Question:
The pie chart shows a survey of 120 people, which asked them what their favorite
soft drink was. How many people said “Tingle”?
Solution:
Looking at the chart shows that a quarter of the

people said “Tingle”.
A quarter of 120 is 30 people.
Red
Blu
e
Gre
en
Self- Check 3.3-9
1. A ____________ shows the relationship between two quantities?

a. competency
b. cement
c. graph
d. Block
2. the shape of the _________ describes the change

a. Block
b. Layout
c. Graph
3. Graphs tell stories, yes or no?

a. Yes
b. No
c. None of the above
d. All of the above
4. The ___________ only shows how far away from her starting point the snail has gone
after so much time?
a. Level
b. layout
c. building lines
d. Graph
5. A ____________ is a graphic representation of data in different categories.

a. Pie chart
b. Table
c. Graph
d. all of these
ANSWER KEY 3.3-9

A. Matching Type
1. C
2. C
3. A
4. D
5. A
Module 3.3-10 - Receiving and responding to workplace communication

Receiving and responding to workplace
communication
Receiving and responding to workplace key. You are required to get all
communication answers correct. If not, read the

Receiving and responding to workplace communication
1. Speak and communicate accordingly to workplace standard.
2. Learned how to respect every workers in the workplace.
3. Listen and response in every people, like manager, supervisor, co-
workers, owner, engineer and even to janitor.
Communication is the exchange and flow of information and ideas from one person to
another; it involves a sender transmitting an idea, information, or feeling to a receiver
(U.S. Army, 1983). Effective communication occurs only if the receiver understands the
exact information or idea that the sender intended to transmit. Many of the problems that
occur in an organization are the either the direct result of people failing to communicate
and/or processes, which leads to confusion and can cause good plans to fail (Mistry,
Jaggers, Lodge, Alton, Mericle, Frush, Meliones, 2008).
Studying the communication process is important because you coach, coordinate,

counsel, evaluate, and supervise throughout this process. It is the chain of understanding
that integrates the members of an organization from top to bottom, bottom to top, and side
to side.
The Communication Process

Communication
That is what we try to do
Speak to those near us
o Thought: First, information exists in the mind of the sender. This can
be a concept, idea, information, or feelings.
o Encoding: Next, a message is sent to a receiver in words or other
symbols.
o Decoding: Lastly, the receiver translates the words or symbols into a
concept or information that he or she can understand.
During the transmitting of the message, two elements will be received: content and
context. Content is the actual words or symbols of the message that is known
as language — the spoken and written words combined into phrases that make
grammatical and semantic sense. We all use and interpret the meanings of words
differently, so even simple messages can be misunderstood. And many words have
different meanings to confuse the issue even more.
Context is the way the message is delivered and is known as paralanguage — it is the
nonverbal elements in speech such as the tone of voice, the look in the sender's eyes,
body language, hand gestures, and state of emotions (anger, fear, uncertainty,
confidence, etc.) that can be detected. Although paralanguage or context often cause
messages to be misunderstood as we believe what we see more than what we hear; they
are powerful communicators that help us to understand each other. Indeed, we often trust
the accuracy of nonverbal behaviors more than verbal behaviors.
Some leaders think they have communicated once they told someone to do something, “I
don't know why it did not get done. I told Jim to do it.” More than likely, Jim misunderstood
the message. A message has NOT been communicated unless it is understood by the
receiver (decoded). How do you know it has been properly received? By two-way
communication or feedback. This feedback tells the sender that the receiver understood
the message, its level of importance, and what must be done with it. Communication is an
exchange, not just a give, as all parties must participate to complete the information
exchange.
Barriers to Communication
Nothing is so simple that it cannot be misunderstood. — Freeman Teague, Jr.
Anything that prevents understanding of the message is a barrier to communication. Many

physical and psychological barriers exist:
o Culture, background, and bias — We allow our past experiences to

change the meaning of the message. Our culture, background, and bias
can be good as they allow us to use our past experiences to understand
something new, it is when they change the meaning of the message that
they interfere with the communication process.
o Noise — Equipment or environmental noise impedes clear
communication. The sender and the receiver must both be able to
concentrate on the messages being sent to each other.
o Ourselves — Focusing on ourselves, rather than the other person can
lead to confusion and conflict. The “Me Generation” is out when it comes
to effective communication. Some of the factors that cause this are
defensiveness (we feel someone is attacking us), superiority (we feel we
know more that the other), and ego (we feel we are the center of the
activity).
o Perception — If we feel the person is talking too fast, not fluently, does
not articulate clearly, etc., we may dismiss the person. Also our
preconceived attitudes affect our ability to listen. We listen uncritically to
persons of high status and dismiss those of low status.
o Message — Distractions happen when we focus on the facts rather than
the idea. Our educational institutions reinforce this with tests and
questions. Semantic distractions occur when a word is used differently
than you prefer. For example, the word chairman instead of chairperson,
may cause you to focus on the word and not the message.
o Environmental — Bright lights, an attractive person, unusual sights, or
any other stimulus provides a potential distraction.
o Smothering — We take it for granted that the impulse to send useful
information is automatic. Not true! Too often we believe that certain
information has no value to others or they are already aware of the
facts.
o Stress — People do not see things the same way when under stress.
What we see and believe at a given moment is influenced by our
psychological frames of references — our beliefs, values, knowledge,
experiences, and goals.
These barriers can be thought of as filters, that is, the message leaves the sender, goes
through the above filters, and is then heard by the receiver. These filters may muffle the
message. And the way to overcome filters is through active listening and feedback.
A c t i v e Li st e ni ng
Hearing and listening are not the same thing. Hearing is the act of perceiving sound. It is
involuntary and simply refers to the reception of aural stimuli. Listening is a selective
activity which involves the reception and the interpretation of aural stimuli. It involves
decoding the sound into meaning.
Listening is divided into two main categories: passive and active. Passive listening is little
more that hearing. It occurs when the receiver of the message has little motivation to
listen carefully, such as when listening to music, story telling, television, or when being
polite.
People speak at 100 to 175 words per minute (WPM), but they can listen intelligently at
600 to 800 WPM. Since only a part of our mind is paying attention, it is easy to go
into mind drift — thinking about other things while listening to someone. The cure for this
is active listening — which involves listening with a purpose. It may be to gain
information, obtain directions, understand others, solve problems, share interest, see how
another person feels, show support, etc. It requires that the listener attends to the words
and the feelings of the sender for understanding. It takes the same amount or more
energy than speaking. It requires the receiver to hear the various messages, understand
the meaning, and then verify the meaning by offering feedback. The following are a few
traits of active listeners:
o Spend more time listening than talking.

o Do not finish the sentences of others.
o Do not answer questions with questions.
o Are aware of biases. We all have them. We need to control them.
o Never daydreams or become preoccupied with their own thoughts when
others talk.
o Let the other speakers talk. Do not dominate the conversations.
o Plan responses after the others have finished speaking, NOT while they
are speaking.
o Provide feedback, but do not interrupt incessantly.
o Analyze by looking at all the relevant factors and asking open-ended
questions. Walk others through by summarizing.
o Keep conversations on what others say, NOT on what interests them.
o Take brief notes. This forces them to concentrate on what is being said.
F eed b a c k
When you know something, say what you know. When you don't know something, say
that you don't know. That is knowledge. — Kung Fu Tzu (Confucius)
The purpose of feedback is to alter messages so the intention of the original

communicator is understood by the second communicator. It includes verbal and
nonverbal responses to another person's message.
Providing feedback is accomplished by paraphrasing the words of the sender. Restate the
sender's feelings or ideas in your own words, rather than repeating their words. Your
words should be saying, “This is what I understand your feelings to be, am I correct?” It
not only includes verbal responses, but also nonverbal ones. Nodding your head or
squeezing their hand to show agreement, dipping your eyebrows shows you don't quite
understand the meaning of their last phrase, or sucking air in deeply and blowing it hard
shows that you are also exasperated with the situation.
Carl Rogers listed five main categories of feedback. They are listed in the order in
which they occur most frequently in daily conversations. Notice that we make judgments
more often than we try to understand:
o Evaluative: Making a judgment about the worth, goodness, or

appropriateness of the other person's statement.
o Interpretive: Paraphrasing — attempting to explain what the other
person's statement means.
o Supportive: Attempting to assist or bolster the other communicator.
o Probing: Attempting to gain additional information, continue the
discussion, or clarify a point.
o Understanding: Attempting to discover completely what the other
communicator means by her statements.
Imagine how much better daily communications would be if listeners tried to understand
first, before they tried to evaluate what someone is saying.
N on v e rb a l
Behaviors of Communication
To deliver the full impact of a message, use nonverbal behaviors to raise the channel of
interpersonal communication:
o Eye contact: This helps to regulate the flow of communication. It

signals interest in others and increases the speaker's credibility. People
who make eye contact open the flow of communication and convey
interest, concern, warmth, and credibility.
o Facial Expressions: Smiling is a powerful cue that transmits
happiness, friendliness, warmth, and liking. So, if you smile frequently
you will be perceived as more likable, friendly, warm and approachable.
Smiling is often contagious and people will react favorably. They will be
more comfortable around you and will want to listen more.
o Gestures: If you fail to gesture while speaking you may be perceived as
boring and stiff. A lively speaking style captures the listener's attention,
makes the conversation more interesting, and facilitates understanding.
o Posture and body orientation: You communicate numerous messages
by the way you talk and move. Standing erect and leaning forward
communicates to listeners that you are approachable, receptive and
friendly. Interpersonal closeness results when you and the listener face
each other. Speaking with your back turned or looking at the floor or
ceiling should be avoided as it communicates disinterest.
o Proximity: Cultural norms dictate a comfortable distance for interaction
with others. You should look for signals of discomfort caused by invading
the other person's space. Some of these are: rocking, leg swinging,
tapping, and gaze aversion.
o Vocal: Speaking can signal nonverbal communication when you include
such vocal elements as: tone, pitch, rhythm, timbre, loudness, and
inflection. For maximum teaching effectiveness, learn to vary these six
elements of your voice. One of the major criticisms of many speakers is
that they speak in a monotone voice. Listeners perceive this type of
speaker as boring and dull.
Self- Check 3.3-10

I. Enumerate the following. Use a separate sheet of paper in answering.
1. Give(5) five main categories of feedback?
1.______________________________________________
2.______________________________________________
3.______________________________________________
4.______________________________________________
5.______________________________________________
2. Give (8)barriers to communication?
1.
2.
3.
4.
5.
6.
7.
8.
II. What is the communication process?
ANSWER KEY 3.3-10

1. Give(5) five main categories of feedback?
1. Evaluative
2. Interpretive
3. Supportive
4. Probing
5. Understanding
2. Give (8)barriers to communication?
1. Culture
2. Noise
3. Ourselves
4. Perceptions
5. Message
6. Environmental
7. Smothering
8. Stress
3. What is the communication process?
o Thought: First, information exists in the mind of the sender. This can be a
concept, idea, information, or feelings.
o Encoding: Next, a message is sent to a receiver in words or other symbols.
o Decoding: Lastly, the receiver translates the words or symbols into a
concept or information that he or she can understand.
References/Further Reading
· Blondet M. (2005), Construction and Maintenance of Masonry Houses, Pontifica

Universidad Catolica del Peru, Lima,
www.eeri.org/lfe/clearinghouse/kashmir/resources.html
· City (year n/a), Confined Masonry Construction, City University London,
www.staff.city.ac.uk/earthquakes/MasonryBrick/ConfinedBrickMasonryP.htm
· Earthquake Hazard Centre, Newsletter, Victoria University of Wellington, New
Zealand,www.vuw.ac.nz/architecture/research/ehc/
· AIS 2001), Manual de construccion, evaluacion y
rehabilitacionsismoresistente en viviendas e mamposteria,
AsociationColombiana de
IngenieriaSismica,www.desenredando.org/public/libros/2001/cersrvm/index.html
· NICEE (2004), Guidelines for Earthquake Resistant Non-Engineered
Construction, Chapter IV: Buildings in Fired-Brick and other Masonry Units,
National Information Centre of Earthquake Engineering, IIT Kanput,
www.iitk.ac.in/nicee/iaee english/Chapter4.pdf
· Training Regulation – Masonry NC II
· CBC – Masonry NC II
· Burke, Stanley R., &Wakeman, T. J. (1990). MODERN AGRICULTURAL
MECHANICS (2nd ed.). Danville, IL: Interstate Publishers.
· Cooper, Elmer L. (1987). AGRICULTURAL MECHANICS:FUNDAMENTALS
AND APPLICATIONS. Albany, NY: Delmar Publishers.
· Editors of Reader's Digest. (1973). COMPLETE DO-IT-YOURSELF MANUAL
(7th ed.). Pleasantville, NY: Reader's Digest Association.
· Wagner, Willis H. (1979). MODERN CARPENTRY: Building Construction
Details in Easy-to-Understand Form (4th ed.). So. Holland, IL: Goodheart-
Willcox.
· NCES, Students Classroom: Create A Graph (American Site)
http://nces.ed.gov/nceskids/graphing/
An interactive overview of different chart types.
· BBC Bitesize Revision: Maths: Representing Data

http://www.bbc.co.uk/schools/gcsebitesize/maths/datahandlingfi/representing
datarev1.shtml
· BBC Skillswise: Numbers: Timetables

http://www.bbc.co.uk/skillswise/numbers/measuring/time/timetables/
 http://www.doityourself.com/stry/h2layconcreteblock#.UTNgxpbkcdo#ixzz
2MUKLbp9G
Evidence Plan
Competency
standard:
Lay Block/brick for structure
Unit of
competency: Laying Block/brick for structure
Ways in which evidence will be collected:
Third party Report

[tick the column] Demonstration &
Observation &
Questioning
Questioning
Portfolio
Written
The evidence must show that the trainee…
 Plans as per job requirement are read and √
interpreted.
 Materials, tools and equipment are selected 
and prepared consistent with job √
requirements.
 Materials are properly stored/stockpiled and √
freed from foreign matters.
 Reference building lines are correctly √ √
identified/ located as per job requirements.
 Location of brick/block structure based on
reference building lines is established using √
batter board at ±3 mm tolerance for proper
alignment, squareness and dimension.
 Lay-out of brick/block structure is correctly √ √
marked as per job requirements.
 Bricks and concrete block laid on the line at 
minimum allowance at 1/16 in (2 mm).
√
 Use masonry tools correctly. √
 Appropriate PPE is selected and used in line √
with job requirements.
 Horizontal/vertical guide for brick/block is √
installed according to job specification.
 Reinforcing bar/dowel is installed according √ √
required to job specifications.
 Mortars are spread on the base/edge of
brick/block mortar according to job √
specifications.
 Bricks/blocks are positioned/laid according to √
design/specifications/locations.
 Constant checking of plumbness is done √ √
during brick/block laying.
 Formworks are installed in accordance with √ √
building plan.
 Cast-in place concrete structures are
constructed according to design and job √ √
specifications.
 Work site is cleaned and kept in safe state in √
line with OHS Regulations.
 Unexpected situations are responded √
accordingly.
 Final checks are made with the foreman to
ensure that works conform with instructions √
and to requirements.
 Tools, equipment and any surplus resources
and materials are checked in accordance with √ √
established procedures.
 Work area is maintained as to cleanliness and √
safety.
NOTE: *Critical aspects of competency

TABLE OF SPECIFICATION
Knowledge Comprehension Application # of

Objectives/Content
items/
area/Topics (60%) % of test
Interpretation of
5% 6% 7% 18%
drawing
Tools, material and

equipment 4% 5% 6% 15%
identification.
Laying of Concrete
Block/Bricks 5% 8% 9% 22%
Proper PPE selection 5%

3% 5% 13%
Safety awareness 7%
5% 6% 18%
Housekeeping 6%
3% 5% 14%
TOTAL 25% 35% 40% 100%

Performance Test
Specific Instruction for the Candidate
Qualification MASONRY NC-II
Unit of Competency Lay brick/ block for structure
General Instruction:
Given the necessary tools, material and equipment, you are required to lay
brick/block for structure as per job specification in accordance accepted
institutional/ industry standard (Allotted time: 4hrs)
Specific Instruction:
1. Gather instructional and relevant materials.
2. Interpret drawing as per given instruction.
3. Select proper tools, material and equipment.
4. Accurate set out dimension and alignment of work.
5. Select proper PPE for the specific job to do.
6. Read the operating procedure of concrete mixer if needed to use
the machine.
7. Perform laying brick/block as per job requirements.
8. Clean the working area when finish the job.
9. Return all tools and equipment after the job.
10. Report to the trainer for evaluation.
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. What are the tools and equipment needed for laying of
block/brick?  
2. What are the PPE needed to use when laying brick/block?  

3. Enumerate the procedure on laying of brick/block?  
Safety Questions
4. What are the 5 basic rules on safety handling tools booth  
hand tools and power tools?
5. What are the safety requirements for handling mixer  
machine?(refer from user manuals instruction)
6. What is the feeling of using a right PPE when performing  
the job?
7. How do you feel when you are laying of brick/block by  
following safety requirements?
Contingency Questions
8. What would you do if the machine is not properly  
working?
9. What would you do if the tools and equipment needed to  
perform task is not available?
10. What would you do if you don’t understand the  
procedure on laying brick/block?
11. What would you do if your equipment suddenly broke or  
damage while you are using it?
Job Role/Environment Questions  
12. What would you do if other workers disturbing you while  
you are working?
13. What would you do if some workers give you other  
instruction different from your supervisor instruction?
14. What would you do if other workers not participate in  
working within your project?
15. What would you do if some workers acting like your  
supervisor?
 
Rules and Regulations  

16. What is the regulation needed for the masonry work?  
17. What is the concrete mixing proportion for Mortar?  
18. What is the measurement of the Block?  
19. Who is the over-all in-charge in the workplace?  
20. What is the standard mixing proportion for Plastering?  
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory
WRITTEN EXAM
NAME: ____________________________________________ DATE:_____________
Instruction: Read the question carefully, and select the correct answer.
1. Who Is Covered by OSHA?

a. Elderly workers
b. Public sector employee
c. private sector employee
d. all workers
2. Derived from ultramafic rocks?

a. Pedotope
b. Serpentine soil
c. Tillage
d. Arikaree Breaks
3. The agricultural preparation of the soil by mechanical agitation

of ... refer to any of the kinds of soil agitation:
a. Pedotope
b. Serpentine soil
c. Tillage
d. Arikaree Breaks
4. Rebarsis made in…

a. mild steel
b. stainless
c. good iron
d. all of these
5. The dowels must be…

a. welds
b. screws
c. tied
d. glue
6. Concrete is a mixture of sand, gravel, water, and _____?

a. clay cement
b. finishing cement
c. finishing lime
d. Portland cement
7. Concrete is reinforced with:

a. air bubbles
b. steel bars
c. wood fibers
d. aluminum wire
8. Vertical Rebar means?

a. C furlins
b. Columns
c. Beams
d. Dowels
9. The standard measurement of the dowels or the re-inforcement is…
a. 1 meter
b. 50 cm
c. 3 meter
d. 200 cm
10. The ________________________________ is the agency created to enforce

the Occupational Safety and Health Act.
a. purity of water
b. Department of Health
c. Occupational Safety and Health Administration (OSHA)
d. Safety officer
11. The first step in building a concrete masonry wall is to locate the
______________?
a. Corners of the structure
b. Block
c. Foundation
d. Wall
12. To lay concrete block, start with the two outside corner __________ of
the first lead, or course.
a. Cement
b. Block
c. Rebar
d. Aggregates
13. Wear an appropriate ____________ for the particular job to do.

a. Tools
b. PPE
c. Helmet
d. T-shirt
14. A ____________ shows the relationship between two quantities?

a. competency
b. cement
c. graph
d. Block
15. the shape of the _________ describes the change

a. Block
b. Layout
c. Graph
16. The ___________ only shows how far away from her starting point the snail
has gone after so much time?
a. Level
b. layout
c. building lines
d. Graph
17. Make ____________ and follow building lines.

a. Lay-out
b. Stake
c. Blocks
d. Lines
18. The first step in laying a block wall is to carefully plan the ________?.
a. Beam
b. Column
c. Project
d. House
19. What Are the Employer's Responsibilities?

a. Keeping records of work related injuries or illnesses
b. Give the responsibility to all employee
c. Ignore all accident in the workplace
d. all of these
20. What Are the Worker's Responsibilities?

a. Following the employer's health and safety rules and safe work
practices
b. Utilizing all required gear and equipment
c. Reporting hazardous conditions to the employer
d. all of the above
ANSWER KEY:
1. D 11. A
2. B 12. B
3. C 13. B
4. A 14. C
5. C 15. C
6. D 16. A
7. B 17. A
8. B 18. C
9. A 19. B
10. C 20. D
MODEL ANSWER FOR QUESTIONING TOOL

Questions to probe the candidate’s underpinning knowledge
Extension/Reflection Questions
1. What are the tools and equipment needed for laying of block/brick?
Answer: Pointed trowel, measuring tape, plum bub, steel square,
pencil, nylon, claw hammer, Grinder, and concrete mixer.
2. What are the PPE needed to use when laying brick/block?
Answer: Harness, safety shoes, hard hat, cover-all suit.
3. Enumerate the procedure on laying of brick/block?
Answer: Prepare the plan, make a lay-out for the project, mixed a
mortar for the blocks, make a guide for the blocks, lay the blocks
accordingly to the plan, always clean the area.
Safety Questions
4. What are the 5 basic rules on safety handling tools booth hand tools
and power tools?
Answer:
1. Always follow the instruction on how to take care your tools and
equipment.
2. Always clean the tools and equipment after you used it.
3. Never repair equipment until you unplug it in the power.
4. Always follow manual instruction of the tools.
5. Wear PPE when using hand tools and equipment’s.
5. What are the safety requirements for handling mixer machine?(refer
from user manuals instruction)
Answer:
6. What is the feeling of using a right PPE when performing the job?
Answer: Confident and feel secured while working.
7. How do you feel when you are laying of brick/block by following safety
requirements?
Answer: Feel safe and not worried.
Contingency Questions
8. What would you do if the machine is not properly working?
Answer: Don’t use and report to the authority, put a warning plug for
the machine.
9. What would you do if the tools and equipment needed to perform task
is not available?
Answer: cancel the task for a while and wait for the right tools and
equipment’s.
10. What would you do if you don’t understand the procedure on laying
brick/block?
Answer: Don’t do the task and report to your supervisor.
11. What would you do if your equipment suddenly broke or damage
while you are using it?
Answer: Stop using it, make a report and request for a new
equipment.
Job Role/Environment Questions
12. What would you do if other workers disturbing you while you are
working?
Answer: Talk to the worker not to disturb you while you are working,
make a report to your supervisor.
13. What would you do if some workers give you other instruction
different from your supervisor instruction?
Answer: Don’t follow that instruction.
14. What would you do if other workers not participate in working within
your project?
Answer: Report it to your supervisor.
15. What would you do if some workers acting like your supervisor?
Answer: Report it to your supervisor.
Rules and Regulations
16. What is the regulation needed for the masonry work?
Answer: Civil regulation
17. What is the concrete mixing proportion for Mortar?
Answer: 1 cement, 4 sand, 6 gallon of water
18. What is the measurement of the Block?
Answer: 10cm X 20cm X 40cm
19. Who is the over-all in-charge in the workplace?
Answer: The Project engineer, Project Manager
20. What is the standard mixing proportion for Plastering?
Answer: 1 cement, 3 fine sand and 6 gallon of water
Inventory of Training Resources

Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
1. Hand out on masonry tools For
and material. printing
2. User’s manual of machine For
equipment. printing
3. Hand out on Safety handling For
of tools and equipment. printing
4. National Civil Code books For
printing
 Non Print Resources As per TR As per Remarks
Inventory
1. Slide presentation of masonry For cd
material, tools and equipment 1 burn
Slide presentation
2. Video presentation on 1 For cd
performing PERFORM LAYING burn
BRICK/BLOCK FOR STRUCTURE.
Resources for Skills practice of Competency #1
______________________________
 Supplies and Materials As per TR As per Remarks
Inventory
Concrete Hallow blocks 625 pcs. Ok for use
in training
Bricks 4450 pcs. Ok for use
in training
Cement 20 bags Ok for use
in training
Sand 6 m3 Ok for use
in training
Reinforcing bars (10 mm dia) 50 pcs. Ok for use
in training
Water Ok for use
in training
GI wire 40 kls. Ok for use
in training
Common wire Nails (assorted sizes) 10 kls. Ok for use
in training
Lumber(2” x 2” x 10’) 100 pcs. Ok for use
in training
Concrete nails 5 kls. Ok for use
in training
Lime 10 bags Ok for use
in training
Fly ash 10 bags Ok for use
in training
Pencil 25 pcs. Ok for use
in training
Nylon string 5 kls. Ok for use
in training
Gravel 6 m3 Ok for use
in training
Sand Screen 100mm 5m Ok for use
in training
Concrete neutralizer 5 gals. Ok for use
in training
Plywood ½” X 4’ X 8’ 9 pcs Ok for use
in training
Handrails 3”x4”x8” 12 pcs. Ok for use
in training
5”x5” pre-cast baluster 50 pcs. Ok for use
in training
 Tools
Bucket 10 pcs. Ok for use
in training
Mixing board 1 pc Ok for use
in training
Shovel 12 pcs. Ok for use
in training
Steel trowel 25 pcs. Ok for use
in training
Wooden float 25 pcs. Ok for use
in training
Steel tape 25 pcs. Ok for use
in training
Mason hammer 6 pcs. Ok for use
in training
Plumb bob 6 pcs. Ok for use
in training
Scaffolding 1 set Ok for use
in training
Marking gauge 6 pcs. Ok for use
in training
Hand saw 6 pcs. Ok for use
in training
Bar cutter 2 pcs. Ok for use
in training
Bar bender 2 pcs. Ok for use
in training
Steel square 4 pcs. Ok for use
in training
Cold chisel 25 pcs. Ok for use
in training
Hacksaw 12 pcs. Ok for use
in training
Level hose 6 pcs. Ok for use
in training
Straight edge 25 pcs. Ok for use
in training
Spirit level 6 pcs. Ok for use
in training
Claw hammer 25 pcs. Ok for use
in training
Chalk line 25 pcs. Ok for use
in training
Steel float 25 pcs. Ok for use
in training
Measuring box 4 pcs. Ok for use
in training
Hack saw blade 2 dozen Ok for use
in training
Welding rod 5 kls. Ok for use
in training
Tri-square 12 pcs. Ok for use
in training
Steel brush 25 pcs. Ok for use
in training
Wheel borrow 4 pcs. Ok for use
in training
4” Paint Brush 25 pcs. Ok for use
in training
2” Paint Brush 25 pcs. Ok for use
in training
Claw bar 12 pcs. Ok for use
in training
Sledge hammer 4 pcs. Ok for use
in training
Rope 1“ dia. 20 meters Ok for use
in training
Pulley 4 pcs. Ok for use
in training
Drill bits 1 set Ok for use
in training
 Equipment
One bagger mixer 1 unit Ok for use
in training
PPE 25 sets Ok for use
in training
Automatic level (optional) 1 set Ok for use
in training
Welding machine 1 unit Ok for use
in training
Portable Grinder 2 pcs. Ok for use
in training
Hammer drill 2 pcs. Ok for use
in training
Electric drill 2 pcs. Ok for use
in training
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

Date Developed: Document No.

Qualification : MASONRY NCII

Unit of Competency : LAY BRICK/BLOCK FOR STRUCTURE

Module Title : LAYING BRICK/BLOCK FOR STRUCTURE

EWPCI Training and Testing Center Inc.

Date Developed: Document No.

The unit of competency, "LAY BLOCK/BRICK ON STRUCTURE SESSION",

The module, Lay Block/bricks Session, contains training materials and

In this module, you are required to go through a series of learning

Plaster wall surface Session.

Date Developed: Document No.

List of CORE Competencies

No. Unit of Competency Module Title Code

Date Developed: Document No.

UNIT OF COMPETENCY : LAY BRICK/BLOCK FOR

MODULE TITLE : LAYING BRICK/BLOCK

MODULE DESCRIPTOR : This modules covers the knowledge, skills and

NOMINAL DURATION: 84 hrs

Date Developed: Document No.

 Selection and use of appropriate PPE.

 Appropriate PPE is selected and used in line with job requirements.

The participants will have access to:

1. Masonry tools and equipment

 Concrete blocks/bricks  Reinforcement bars

Date Developed: Document No.

Learning Activities Special Instructions

1. Read Information Sheet 3.3-1

Compare answers with the answer

Date Developed: Document No.

Date Developed: Document No.

Personal protective equipment (PPE) refers to

 Hand and arm protection

What is Personal Protective Equipment (PPE)?

Waterproof, weatherproof, or insulated clothing is subject to the Regulations only

Legal duties and obligations around PPE

The Personal Protective Equipment at Work Regulations 1992 These regulations

Who should pay for PPE?

When to use PPE

Assessing and choosing PPE

The need for PPE must be identified through Risk Assessment.

For example, a Control of Substances Hazardous to Health (COSHH) risk

Date Developed: Document No.

Information, instruction and training on PPE use

Where PPE is provided, employees must be provided with adequate information,

Information and instruction should cover:

Date Developed: Document No.

An effective system of maintenance of PPE is essential to make sure the

Maintenance may include; cleaning, examination, replacement, repair and

Duties of employees regarding PPE

The Personal Protective Equipment at Work Regulations place duties on

Self-employment and PPE

Date Developed: Document No.

There are three main types of hearing protection:

Hearing protection must be worn by anyone who is likely to be exposed to noise

There are three widely used types of head protection:

Tasks where head protection may be required include:

There are several types of eye protection:

Tasks where eye protection may be required include:

There are a number of types of safety footwear: