2. Practical assessment Carry out Levelling Operations

© Canberra Institute of Technology Page 1 of 13 Date created: 21/06/2022
CRICOS No. 00001K | RTO Code 0101 Date updated: 31/08/2022
Observation/Practical Assessment
Student Name: CIT Number:
Name of Subject:
Carry OutLevelling Operations
NAT ID:
CPCCOM3006
CRN:
Assessment Name Carry Out Levelling Part 2
Assessment Date
Student Statement
This assignment is my own work, except where I have acknowledged the use of the works of other
people. I understand that by submitting this assessment electronically, I agree to this statement.
Student Signature: Date:
Privacy Disclaimer
CIT is collecting your personal information for assessment purposes. The information will only be used in
accordance with the CIT Privacy Policy.
Assessor Feedback
Attempt 1 ☐ Satisfactory ☐ Not Yet Satisfactory Date:
Attempt 2 ☐ Satisfactory ☐ Not Yet Satisfactory Date:
Assessor Signature: Date:
Note from Assessor (including any reasonable adjustment):

Student Information
Review the important information below in relation to this assessment task.
Instructions
Assessment Task Instructions for Students
You will be required to complete and submit photos of the following documents to Ready Skills
3/ completed height of collimation booking sheets.
You will be required to complete the following tasks:
 Read and understand all aspect of this assessment including instructions, plans, specifications and
marking requirements and standards before commencing. Complete a JSA (Job Safety Analysis)
and Toolbox talk
Task 1: Complete a “2 Peg test” for accuracy using booking table.
Task 2: Calculate the height of building components from a datum using height of collimation method.
Task 3: Calculate the height of building components from a datum using inverted height of collimation
method.
Task 4: Calculate and record the height of an existing slab and the depth excavation for footings
Task 5: Clean-up work site, and store materials and tools appropriately.
TASK 1: Check accuracy of optical level using “2 Peg test” method
As in part 1, you will check the accuracy of your optical level. You will measure two points, move the optical
level, and measure them again, comparing the results.
 Select a suitable test range for 2 points. It should be roughly the length of a building site (30m-60m) and
flat. You can use flat ground, kerbs, or a tar sealed area.
If you are using a road, make sure a traffic control plan is in place.
 Mark 2 points on the ground with either wooden pegs or marking paint. Indicate which point is
backsight (BS) and which is foresight (FS).
 Set the optical level up according to manufacturer’s instructions about midway along a straight line
between the pegs.

 Place the staff at the BS (backsight) peg, take the reading of the staff through the optical level and
record it in the backsight column of your booking sheet.
 Repeat the process at the FS (foresight) peg and book it (Record in the booking sheet).
In the example table 1 below the BS is 1.425mm and the FS is 1.360mm.
 Subtract the BS from the FS to calculate the rise or fall. If the number is positive put it in the rise column,
if it is negative put it in the fall column
In the example subtracting the BS from the FS (1.425 - 1.360 = 0.065mm.) will find the difference in
height.
Table 1. ExampleBooking sheet for reading one
Backsight Intermediate Foresight Rise Fall Reduced
level
Remarks
READING ONE:
1.425 BS peg
1.360 0.065 FS peg
In this example the backsight is more mm than the foresight. This means the Backsight is further away from the
horizontal plane that the level uses to measure (known as the line of collimation).
If it is further from the horizontal plane (line of collimation), the backsight is on lower ground than the Foresight.
Because the foresight is rising uphill along the ground, the difference is recorded in the Rise column.
 Now Move the instrument close to the BS peg (around 3 metres) on a straight line with the FS peg.
 Take the new readings to the BS and FS pegs and correctly book the readings.
 If the optical level is calibrated properly, there will be a very slight (0-5mm), or no difference at all
between the two readings.

In the picture the angle ‘e’ is the same for a
correctly adjusted level.
You can adjust the line of sight so
that it is the same as the horizontal plane.
The error in an unadjusted level is known as the
collimation error
Table 2. ExampleBooking sheet reading two
Backsight Intermediate Foresight Rise Fall Reduced
level
Remarks
READING ONE:
1.425 BS peg
1.360 0.065 FS peg
READING TWO:
1.453 BS peg
1.415 0.038 FS peg
Collimation Error = 0. 027
* Collimation error = the difference between the two readings
As you can see in table 2 the collimation error is 27mm (0.065 minus 0.038).
Sometimes the ‘Two Peg Test’ is faulty due to human error so repeat the test again if you feel that this
may be the case.
Some levels are adjustable so read the manuals instructions on how to do this where others are not and
need to be serviced.
Recordyour readings in the booking table below.
Backsight Intermediate Foresight Rise Fall Reduced level Remarks
READING ONE:
BS PEG

FS PEG
READING TWO:
BS PEG
FS PEG
COLLMINATION ERROR =
Table for Optional Second Exercise:
Backsight Intermediate Foresight Rise Fall Reduced level Remarks
READING ONE:
BS PEG
FS PEG
READING TWO:
BS PEG
FS PEG
COLLMINATION ERROR =
TASK 2: Conduct levellingproceduresusingheight of collimation method 2
This task requires you to do the same procedure as task 3 but this time in a grid to simulate checking the height
of piers before installing a subfloor.
This is used to find the highest pier and how much you need to pack the lower piers.
This can be done on existing piers like the example near P-block or you may set out at least 10 points in a
rectangular configuration with around 1.2m between each point.

 This Photo shows the piers at “P” Block. Sketch your own plan view of your setup and number each one.
 Confirm where the datum is with your assessor. All other heights should be worked out from this point.
 Set up and calibrate your optical level so that it can measure as many points as possible without moving
it.
 Starting at the datum, work your way around the piers measuring the change in height from the height
of collimation. Record the measurements in your booking table and double check which point you are
measuring on your sketch.
 Minus the height of the instrument (height of collimation) from each measurement to calculate each
points height compared to the datum.
Remember that the smaller the number the taller the pier because it is closer to the height of collimation.
 Check the accuracy of your records with the 3-check method.

Find the total of the foresight column minus the total of the backsight column. This should be the same
as the difference from the first and last reading in the height of collimation column. It should also be
the same as the change in RL.
TASK 3: Conduct levellingproceduresusingheight of collimation method 2
Now you will check the height of points above the height of collimation. This can be used to check ceiling
heights, deflection in beams or heights of posts.
 Using the same Datum, measure and record the height of a beam at each end to check it for level.
If you are doing this off site, you can put a timber between two ladders to simulate a bottom cord of a truss.
In the example you will measure the rafter of the Lean-To attached to the container.
 Invert the staff (turn it upside down) and measure the distance from the height of collimation to the
underside of the beam at one end. Record these measurements in your booking sheet.
 Repeat this for the middle and end of the beam.
 To calculate the height of the beam above the datum, add the height of collimation to your
measurements. Don’t subtract themlike you did for the piers. This is because your measurements are above
the height of collimation.
Mid Point
Start Point Finish Point

TASK 4: Calculatingheights of slabs on ground and shootinglevels for footings.
In this task you will be using an optical level to find the height of an existing slab. You are going to use that
height to work out how deep you need to dig some footings for an extension to that slab.
This would be used to work out heights to dig footings and pour a new slab that needs to marry into an
existing one.
 Set up an area at the edge of an existing slab of concrete, about 3 meters wide. In this example you will
use one corner of the sandpit at P-Block.
 Set up the optical level correctly and take the height of the edge of the slab at either side and centre of
your run using the height of collimation method. Record this in your booking table.
 Measure out 1m from the edge of the slab and mark a line parallel to the edge. This will be the location
of the thickened edge of a new slab that will marry into the existing slab.
3m

 Take the height of the ground level at the same points as you did at the edge of the existing slab.
 Using the detail below calculate how deep you must excavate at each point to allow for the full depth
of the thickened edge of the new slab. Write your answer in the note’s column of your booking sheet.
1m
400 mm

TASK 7: Clean-up work site, materials and tools
 All tools and equipment to be cleaned, checked, and returned to stores
 All excess materials to be stowed in racks
 Work site to be cleaned and free of hazards
Time Allowed
8 hours
Assessment Conditions
Assessment will be always conducted in simulated work environment at CIT Bruce under teacher supervision. If
at any stage the Assessor deems the assessment to be unsafe it will be stopped. Access to all resources,
manuals and standards are permitted. All mobile phones are to be switched off.
Materials Provided by CIT
All materials and tools required to complete the task will be provided.
Materials You Need
Pencil, Pen, Personal protective equipment PPE.
Attempts
You may have at least two (2) attempts for this assessment.
 If your first attempt is not successful, your teacher will discuss your results with you and will arrange a
second attempt.
 If your second attempt is not successful, you may be required to re-enrol in this unit.
Only one re-assessment attempt will be granted for each assessment item.
Please refer to the CIT Assessment Policy if you have any questions.
Carry Out Levelling - Observation Checklist Attempt 1 Attempt 2
S NYS S NYS
O1: 1. Student was able to interpret and apply relevant work instruction and complete
all documentation given.
☐ ☐ ☐ ☐
2. Student was able to read and interpret plans, site drawings and specifications. ☐ ☐ ☐ ☐
3. Student completed and agreed to follow JSA and Toolbox talk. ☐ ☐ ☐ ☐
4. Student selected and wore correctly fitting PPE throughout the entire assessment ☐ ☐ ☐ ☐

5. Student selected and checked and reported any faults on all tools and equipment ☐ ☐ ☐ ☐
6. Student calculated quantities of materials and safely handled and position it ready
for use
☐ ☐ ☐ ☐
T1: Two peg test
7. Levelling tool set up in accordance with manufacturer’s instruction at mid-way
point
☐ ☐ ☐ ☐
8. Accurately recorded Backsight and foresight ☐ ☐ ☐ ☐
9. Relocated instrument and recorded new backsight and foresight ☐ ☐ ☐ ☐
10. Calculated and recorded Collimation error ☐ ☐ ☐ ☐
11. Optical level accuracy was determined ☐ ☐ ☐ ☐
T2: Height of collimation for piers task:
12. Levelling tool set up in accordance with manufacturer’s instruction ☐ ☐ ☐ ☐
13. Datum, backsight, intermediate points, change points and foresight were
recorded.
☐ ☐ ☐ ☐
14. Reduced levels for all stations were calculated and levels recorded accurately
(height of collimation method).
☐ ☐ ☐ ☐
15. Highest pier was identified and packing requirements for other piers was
calculated and recorded.
☐ ☐ ☐ ☐
T3: Height of collimation for ceiling member’s task:
16. Levelling tool set up in accordance with manufacturer’s instruction ☐ ☐ ☐ ☐
17. Inverted backsight, intermediate points, and foresight were recorded. ☐ ☐ ☐ ☐
18. Reduced levels for all stations were calculated and levels recorded accurately
(height of collimation method).
☐ ☐ ☐ ☐
T4: Calculate height of slab and depth of footings using height of collimation method.
19. Levelling tool set up in accordance with manufacturer’s instruction and checked
for accuracy
☐ ☐ ☐ ☐
20. Backsight, intermediate, and foresight of existing slab were recorded. ☐ ☐ ☐ ☐
21. Backsight, intermediate, and foresight of ground level were recorded at position
of footings.
☐ ☐ ☐ ☐
22. Depth of excavation for footings was calculated to meet existing slab level. ☐ ☐ ☐ ☐
T5: The student was observed completing the following tasks during clean up:
23. Materials, tools and equipment are stored in line with marking rubric and
instructions and work area is left clean and free from hazards
☐ ☐ ☐ ☐

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