Student Workbook
RIICWD501E: Prepare Detailed Design of Foundations
What is the purpose of this document?
The Assessor Pack is a benchmarking document that defines the skills and knowledge required for the students to demonstrate competence in a unit of competency. This document outlines the evidence criteria used to judge the quality of performance (i.e., the assessment decision-making rules).
The document includes the following:
Information related to the unit of competency
Benchmark answers and guidelines to assess the student’s competency
Trainer/Assessor Evaluation
These documents are designed after conducting thorough industry consultation. Trainers are encouraged to evaluate this document and provide constructive feedback to their training organization if they feel that this document can be improved.
Link to other unit documents
The Student Pack is a document for students to complete to demonstrate their competence. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.
The Unit Requirements is a document that contains information related to the unit of competency for the Training Organization staff and students.
Qualification and unit of competency
Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code:
RIICWD501E
Name:
Prepare Detailed Design of Foundations
Releases:
1.1
Release date:
20/September/2022
Assessments
The student must be assessed as satisfactory in each of the following assessment tasks in order to demonstrate competence.
Evidence number
Assessment method/ Type of evidence
Assessment 1
Knowledge Test (KT)
Assessment 2
Project (PT)
Instructions to complete the outcomes of assessment in the Student Unit Tool assessment record
You are required to fill out the assessment outcome records in the Student Pack when:
The student has completed all requirements for the assessment tasks for this unit of competency.
The student’s work has been reviewed and assessed by you.
You have recorded a satisfactory/unsatisfactory result for each assessment task within this unit of competency.
Relevant and detailed feedback has been provided to the student.
Every assessment has a “Feedback to Student” section to record information. You must ensure that all sections are filled out appropriately, such as:
The results of the assessments (Satisfactory or Unsatisfactory)
Student name, signature, and date
Assessor name, signature, and date
Relevant and detailed feedback
Unit Requirements
The student must read and understand all the information in the Unit Requirements before completing the Student Pack.
Feedback to student
Feedback on the student’s assessment performance is a vital element of learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor think is important for the student to know with regards to a topic or a subject. At its best, feedback should:
Be provided for each Assessment Task
Guide students to adapt and adjust their learning strategies
Guide trainers/assessors to adapt and adjust their teaching to accommodate the student’s learning needs
Be a pivotal feature of learning and assessment design, not an add-on ritual
Focus on course and unit learning outcomes
Guide students to become independent and self-reflective learners and their own critics
Acknowledge the developmental nature of learning
Feedback should not provide short/one-word comments, such as “Fantastic” or “Great work!”. Feedback needs to be:
Constructive – highlighting the strengths and weaknesses of a given piece of work, it should set out ways in which the student can improve the work.
Timely – should be given while the assessed work is still fresh in a student’s mind before the student moves on to subsequent tasks.
Meaningful- should target individual needs, be linked to specific assessment criteria, and be received by a student in time to benefit subsequent work.
If students have not received proper feedback, they can speak to the Compliance or Administration Department responsible for looking after the quality and compliance services of the Training Organization
For more information, please refer to the Training Organization’s Student Handbook.
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one’s own unintentionally
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarized within your assessment, then a meeting will be organized to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorized collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.
Confidentiality
The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.
Recognized prior learning
Learners will be able to have their previous experience or expertise recognized on request.
Special needs
Learners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can be:
Direct observation
Product-based methods e.g. reports, role plays, work samples
Portfolios – annotated and validated
Questioning.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
Candidate Details
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for RIICWD501E: Prepare Detailed Design of Foundations
Name: _____________________________________________________________
Email: _____________________________________________________________
Student ID: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
The following forms the basis of the evidence that you need to collect from students for assessment in this assessment task. The task and specific assessment requirements that are given to students are also outlined.
Refer to all the blue and italic text for a guide to suggested answers and benchmarking for assessments and for instructions on how to use the assessment tools.
Ensure all outlined conditions of assessment requirements are met.
For each assessment task, an Assessment Result Sheet form for the student is completed. This is located at the end of each assessment task in the Student Pack
This Assessment Result Sheet allows the trainer/assessor to record the following items:
The outcome of the assessment tasks as either Satisfactory (S) or Not Satisfactory (NS).
Feedback to the student
The student declaration
The Trainer/Assessor declaration
The trainer/assessor and the student must sign the Assessment Result Sheet to show that the student was provided with the task outcome.
The Unit Mapping identifies what aspects of the Unit of Competency are being addressed in each assessment task.
Once all assessment tasks allocated to this Unit of Competency have been undertaken, the Student’s Assessment Plan (point 5 in the Student Pack) is completed to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
When all assessment tasks are deemed Satisfactory (S), the unit outcome is Competent (C).
If at least one of the assessment tasks is deemed Not Satisfactory (NS), the unit outcome is Not Yet Competent (NYC).
The following information is attached to each assessment task:
Assessment type
Assessment task description
Applicable conditions
Resubmissions and reattempts
Location
Instructions for completion of the assessment task
How trainers/assessors will assess the work
Task-specific instructions for the student
Resources required to complete the assessment task:
Computer
Internet
Access to Codes and standards i.e., AS2870, AS3600
Project Drawings & Specifications
Soil Testing Report / Geotechnical Report
MS Word
Printer or e-printer
Assessment task Instructions
There are written questions in this assessment pack.
The student must attempt all questions.
Instructions/Guidelines such as word-limit, what is expected from the student, example answer etc. have been given to each question.
The student must complete this task individually.
The student’s answers must demonstrate understanding and application of relevant concepts and critical thinking.
Q-1
Which legislation / Standard is required to prepare detailed design of foundations?
A-1
Q-2
What is the procedure to prepare detailed design of foundations?
A-2
Q-3
What documentations are required for designing of foundations?
A-3
Q-4
What are the most commonly used industry materials for construction of footings?
A-4
Q-5
Name and explain different types of footings. (Any Two)
A-5
Q-6
Name the types of software used for the Detailed designing of foundations?
A-6
Q-7
List down the machinery and equipment requirement for construction of footing.
A-7
Q-8
Briefly explain loads, shear forces, bending moments, stresses, areas, volumes and mass.
A-8
Q-9
What is the difference between verification and validation of a design?
A-9
Q-10
What are the techniques for identifying and evaluating design options for footing?
A-10
Q-11
What is defined in a soil testing report?
A-11
Q-12
What is the process for design approval?
A-12
Q-13
Explain briefly:
Cultural & Heritage Management.
Environmental Management.
Geotechnical Management.
Quality Management.
Hydrological & Meteorological Management.
A-13
Q-14
What is meant by System Close Outs?
A-14
Q-15
What are performance review techniques?
A-15
Q-16
What is meant by Statutory Compliance?
A-16
Q-17
Describe OHS regulation associated with Construction Works.
A-17
Q-18
Briefly explain the need and use of surveying before construction works?
A-18
Task – 1: Plan Detailed Design of Foundations
Tasks:
Meet with the Project Client and Architect to Discuss the project, work requirements and obtain relevant documents needed for the designing of foundation.
(Use meeting agenda and meeting minutes template provided below)
Access and interpret the obtained documentation to locate the construction area. Discuss the details provided in each document obtained from client.
Identify relevant industry standards and discuss the compliance requirements to ensure your work is following state regulations and standards.
Recommend the type of footing to be used in this project.
Prior to designing and construction of foundations, prepare a design management plan outlining the processes for the design and its implementation.
Identify potential site hazards, constraints, and conditions and conduct a risk assessment for your project.
Task 1.1:
Meet with the Project Client and Architect to Discuss the project, work requirements and obtain relevant documents needed for the designing of foundation.
(Use meeting minutes template provided below)
Minutes of Meeting
Meeting Objective:
Venue:
Date:
Attendees:
S.No.
Points Discussed
Actions Suggested
Target Date
1.
2.
3.
4.
Signature of attendee 1:
Signature of attendee 3:
Signature of attendee 2:
Signature of attendee 4:
Task 1.2: Access and interpret the obtained documentation to locate the construction area. Discuss the details provided in each document obtained from client.
Documents Obtained:
Details in the Document:
Task 1.3: Identify relevant industry standards and discuss the compliance requirements to ensure your work is following state regulations and standards.
Relevant Standards:
Standards Compliance Requirements:
Task 1.4: Recommend the type of footing to be used in this project.
Task 1.5: Prior to designing and construction of foundations, prepare a design management plan outlining the processes for the design and its implementation.
Task 1.6: Identify potential site hazards, constraints, and conditions and conduct a risk assessment for your project.
Risk Assessment Template
1. Background Information
School/Workplace:
Date:
Title of Assessment:
Name of person conducting assessment:
2. Risk Assessment
Identify and list Hazards
Associated Risk
Risk Rating
Risk Controls / Measures
1
2
3
4
Task – 2: Carry Out Detailed Design of Foundations
Tasks:
Communicate and coordinate with your manager and Team members to discuss your design according to workplace requirements.
Based on the information and data gathered in task 1, Design the required and recommended footings.
Please note that you are required to provide the cross-sectional characteristics of the foundation to be laid while finding out the loads, shear force, bending moment, stress, area, volume and mass.
Prepare a cost estimate for implementing design of foundations.
Using the CAD technology, draw the designed footing.
Prepare a report by complete and compiling all the documentation required for the foundations and send it to the stakeholders for review.
Prepare a presentation using engineering graphical presentation techniques for your meeting with the stake holders.
Tasks 2.1
Communicate and coordinate with your manager and Team members to discuss your design according to workplace requirements.
Minutes of Meeting
Meeting Objective:
Venue:
Date:
Attendees:
S.No.
Points Discussed
Actions Suggested
Target Date
1.
2.
3.
4.
Signature of attendee 1:
Signature of attendee 3:
Signature of attendee 2:
Signature of attendee 4:
Task 2.2:
Based on the information and data gathered in task 1, Design the required and recommended footings.
Please note that you are required to provide the cross-sectional characteristics of the foundation to be laid while finding out the loads, shear force, bending moment, stress, area, volume and mass.
Task 2.3:
Prepare a cost estimate for implementing design of foundations.
Task 2.4:
Using the CAD technology, draw the designed footing.
Task 2.5:
Prepare a report by complete and compiling all the documentation required for the foundations and send it to the stakeholders for review.
Task 2.6:
Prepare a presentation using engineering graphical presentation techniques for your meeting with the stake holders.
Task – 3: Finalise Design Process for Foundation.
Tasks:
Meet with the relevant stakeholders for a performance review meeting and gather their feedbacks.
Review client and stakeholder feedbacks and perform design verification according to your workplace requirements.
Explain the recording / filing / storage system of the workplace. Confirm design records are filed according to the workplace requirements.
Identify the authority responsible for granting approval to the designs. Gain approval for your foundation/footing design.
Close out the systems as per your organizations policies.
Tasks 3.1:
Meet with the relevant stakeholders for a performance review meeting and gather their feedbacks.
Minutes of Meeting
Meeting Objective:
Venue:
Date:
Attendees:
S.No.
Points Discussed
Actions Suggested
Target Date
1.
2.
3.
4.
Signature of attendee 1:
Signature of attendee 3:
Signature of attendee 2:
Signature of attendee 4:
Task 3.2:
Review client and stakeholder feedbacks and perform design verification according to your workplace requirements.
Feedback from Client:
What is Verification:
Why is it important:
What are the steps involved in Design Verification:
Task 3.3:
Explain the recording / filing / storage system of the workplace. Confirm design records are filed according to the workplace requirements.
Task 3.4:
Identify the authority responsible for granting approval to the designs. Gain approval for your foundation/footing design.
Authorities Responsible for giving the Approval:
Procedure to obtain the Approval:
Task 3.5:
Close out the systems as per your organizations policies.
Task – 4: Support & Review Design Implementation of Foundations.
Tasks:
Plan for a site visit when foundation design is being implemented. Provide clarification and advice to the site personnel regarding your designs as required to meet job requirements.
During your site visit, the site supervisor highlighted an issue.
“While excavation, some spots had big boulder of rocks. Removing those have caused additional excavated depth”.
You are to provide recommendations to deal with the situation.
Perform validation for the design of foundation to meet job requirements.
Review the application of the design and recommend changes for continuous improvement for future references and record them as per your organizational procedure.
Ensure all work on site is being commenced as per compliance.
Tasks 4.1:
Plan for a site visit when foundation design is being implemented. Provide clarification and advice to the site personnel regarding your designs as required to meet job requirements.
During your site visit, the site supervisor highlighted an issue.
“While excavation, some spots had big boulder of rocks. Removing those have caused additional excavated depth”.
You are to provide recommendations to deal with the situation.
Role Play Scenario:
Task 4.2:
Perform validation for the design of foundation in order to meet job requirements.
Review the application of the design and recommend changes for continuous improvement for future references and record them as per your organizational procedure.
What is Validation:
Why is it important:
What are the steps involved in Design Validation:
Lessons Learnt Document
S.No
What Went Well
Why
1.
2.
What Went wrong
Why
1.
2
3.
Recommendations for Continuous Improvement
1.
2.
3.
4.
5.
Task 4.3:
Ensure all work on site is being commenced as per compliance.
RIICWD501E Prepare Detailed Design of Foundation
Assessment Outcome Record
In order to be deemed competent in this unit, the candidate must answer all written questions correctly and satisfactorily complete all practical tasks. In order to complete all practical tasks, all Observation Criteria need to be satisfied, i.e. demonstrated and marked as an ‘S’. The task summary outcome must be noted as satisfactory to note the demonstration of a satisfactory outcome for each practical task requirement.
Student Name
Not Yet Competent
Competent
Comments
Assessor (Name)
Assessor Signature
Date
