Teacher Guide

Teacher guide
CPC08 Construction, Plumbing and Services Integrated

Framework Training Package
Series 12 Flexible Learning Toolbox

Licensed to Plumb
Supporting resource for CPC40908 Certificate IV in Plumbing
and Services (Operations stream)
15/12/2009: Version 1.0
flexiblelearning.net.au/toolbox
Licensed to Plumb Toolbox Teacher guide
Commonwealth of Australia 2009
The views expressed herein do not necessarily represent the views of the Commonwealth of Australia. This work
is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any
process without prior written permission from the Commonwealth. Requests and enquiries concerning
reproduction and rights should be addressed to Training Copyright, Department of Education, Employment and
Workplace Relations, GPO Box 9880 Canberra City ACT 2601 or email copyright@training.com.au.
Australian Flexible Learning Framework

2
Acknowledgements
The Licensed to Plumb Flexible Learning Toolbox was funded by the Australian Flexible
Learning Framework Toolbox project and developed by Holmesglen Learning Innovation and
Development, Holmesglen Institute of TAFE.
Project Director:
Linda Smart
Project Manager:
Alexandra Mannell
Multimedia Manager:
Vlad Mezin
Instructional design:
Alexandra Mannell
Rowan Peter
Perdita Harper
Tina De Sarro
Reece Lamshead
Graphics:
Matthew Morris
Multimedia:
Adam Lemmo (lead multimedia developer)

Rowan Peter
Timage Abdul
Elias Madi
Nigel Thorne
Paul Douglas
Administration:
Debbie Forster/Bianca Neuhof

Kenneth Neven
Content experts:
Lyle Kelson
Gary Fox
Phillip Dent
Trevor Watson
Noel Roney
Gary Rees
Doug Trevethan
Technical review:
Paul Beauchamp
Owen Smith
David Vertue
The project team acknowledges the contribution of the Steering Committee members:
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Name
Organisation
Joan Whelan
Construction and Property Services Industry Skills Council
John McNally
Building Industry Consultative Council Industry Advisory Body
David Scannell
Curriculum Maintenance Manager for Building & Construction,

Furnishing and Water.
Gary Bath
Plumbing Industry Commission
Gary Workman
Master Plumbers and Mechanical Services Association of Australia
Gary Cook
National Plumbing and Services Training Advisory Group (NPSTAG)
Mark Leopold
Holmesglen
Shaun Yap
e-Works

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Table of Contents
Acknowledgements................................................................................................................. 3
Introduction............................................................................................................................. 7
Qualification and units of competency.................................................................................7
Unit guides.......................................................................................................................... 8
Recognition of prior learning (RPL).....................................................................................8
Employability Skills..............................................................................................................9
Target audiences............................................................................................................... 10
Toolbox structure and key features........................................................................................11
Learning context................................................................................................................ 11
Teaching and learning strategy..........................................................................................11
Structure............................................................................................................................ 12
Key features...................................................................................................................... 13
Communication approach..................................................................................................14
Resources......................................................................................................................... 14
Use of media..................................................................................................................... 15
Learner accessibility.......................................................................................................... 15
Using the Licensed to Plumb Toolbox...................................................................................17
Getting started................................................................................................................... 17
Alternative ways of using the materials.............................................................................18
Online teaching strategies.....................................................................................................19
Preparation........................................................................................................................ 19
Learner collaboration and interaction................................................................................19
Communication activities...................................................................................................20
Preparing learners to use the materials.............................................................................22
Assessment.......................................................................................................................... 23
Customisation....................................................................................................................... 23
Customising the learning resource for single unit delivery.................................................23
Hardware and software requirements................................................................................23
Appendix A............................................................................................................................ 25
Unit guide for CPCPGS4001A Plan, size and lay out consumer gas installations.............27
Unit guide for CPCPDR4001A Plan, size and lay out sanitary drainage systems..............33
Unit guide for CPCPDR4002A Plan, size and lay out stormwater drainage systems.........39
Unit guide for CPCPDR4003A Plan, size and lay out domestic treatment plant disposal
systems............................................................................................................................. 45
Unit guide for CPCPWT4001A Plan, size and lay out hot and cold water services and
systems............................................................................................................................. 51
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6

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Introduction
Qualification and units of competency
The Licensed to Plumb Toolbox is an online learning resource that is designed to assist
tradespeople in the plumbing industry obtain the skills and knowledge to plan, size and
document the layout of:
sanitary drainage systems
stormwater drainage systems
domestic treatment plant disposal systems
hot and cold water services and systems
consumer gas installations
The Licensed to Plumb Toolbox supports five core units of competency from CPC40908
Certificate IV in Plumbing and Services (Operations stream). CPC40908 is a new
qualification from the CPC08 Construction, Plumbing and Services Integrated Framework
Training Package, developed to provide higher level skills to experienced plumbing and
services industry trades people. The units of competency are referred to as skill areas in the
Toolbox and have been given more simplified titles to assist the learner.
The Toolbox addresses the following five units:
Unit of competency code and title
Toolbox title
CPCPDR4001A Plan, size and lay out sanitary

drainage systems
Sanitary drainage systems
CPCPDR4002A Plan, size and lay out stormwater

drainage systems
Stormwater drainage systems
CPCPDR4003A Plan, size and lay out domestic

treatment plant disposal systems
Domestic treatment plant disposal

systems
CPCPWT4001A Plan, size and lay out hot and

cold water services and systems
Hot cold water services and systems
CPCPGS4001A Plan, size and lay out consumer

gas installations
Consumer gas installations

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This Teacher guide has been developed to help you to use the Licensed to Plumb Toolbox to
deliver the Certificate IV in Plumbing and Services (Operations stream). It explains the types
of activities and resources contained in the Toolbox and offers suggested delivery strategies
and opportunities for customisation to help you to maximise the learning experience for your
learners. This includes providing guidance on how to create a collaborative learning
environment through facilitating discussions and information sharing amongst the group of
learners.
Unit guides
A Unit guide for each of the units in the Toolbox has also been developed. The Unit guides
are available within the Toolbox and are also included as Appendix A of this Teacher guide.
They provide an overview of the employability skills that are implicit within the unit, a detailed
breakdown of the featured interactive activities and the resources required to complete the
unit. Each guide provides advice on the skill recognition options that are available to learners
with existing skills and knowledge.
The Unit guides in this document include a mapping that demonstrates how the elements,
performance criteria and underpinning skills and knowledge of the unit are addressed by the
topics and activities of the Toolbox.
Recognition of prior learning (RPL)

Due to the licensed nature of the trade it is highly unlikely that learners engaged with this
Toolbox will apply for Recognition of Prior Learning. To do so, and produce evidence of such
activity, would imply that the individual had been working illegally in the industry. However, it
is possible that these learners have been working alongside their employer or another
licensed plumber to gain experience in the planning, sizing and layout of plumbing systems
and have gathered considerable skills and knowledge as a result.
Those learners who do present with existing skills and knowledge will be encouraged to have
their skills recognised by accessing the On the job task in each skill area. These sections
provide learners with a summary of the skill and knowledge required to complete the relevant
unit. They also outline the practical task that the learner is required to undertake to
demonstrate competency in the unit. On the job tasks may be completed in the learners
workplace or in the simulated work environment of an RTO.

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Employability Skills
The Toolbox implicitly addresses employability skills. These are sometimes referred to as
generic skills, core skills, essential skills, capabilities or key competencies.
The following table highlights a sample of the learning strategies and activities that address
employability skills in this Toolbox.

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Employability Skill
Learning and assessment strategies and activities
Communication
Simulations
Demonstrations
Working in groups
Communicating with and responding to internal/external

clients and customers
Team or group projects
Group discussion
Workplace teams
Interactive activities
Case studies
Simulations
Investigative projects and research
Using various problem solving tools and techniques
Problem solving in teams and networks
Decision making activities
Designing innovative and creative practices and solutions
Initiating change
Research and data collection
Developing plans
Planning and organising events
Goal setting activities and scheduling tasks
Collecting and analysing information
Work plans
Using log books to record time management skills and monitor

own performance
Learning
Using skills in different contexts
Technology
Use of internet, intranets
Using ICT skills to complete activities
Industry relevant software, technology and equipment
Teamwork
Problem solving
Initiative and enterprise
Planning and organising
Self management

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Target audiences
Learners
The Licensed to Plumb Toolbox is designed to meet the needs of existing plumbing industry
employees who have completed their Certificate III in Plumbing and Services or an
equivalent trade qualification. This learning cohort is expected to include predominantly fulltime workers, who are registered plumbers seeking their plumbing licence in order to operate
as a licensed plumber in their state or territory. Many of them are likely to be male, aged from
their early 20s. It is highly likely that the cohort will have average levels of literacy and
numeracy and prefer the use of diagrams to explain concepts. Learners are likely to be
computer literate with an interest in using technology such as mobile phones, palm pilots and
laptop computers.
Teachers/facilitators
The Licensed to Plumb Toolbox is likely to be utilised by teachers, trainers and/or assessors
in an educational setting who deliver training, conduct assessments and issue qualifications.

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Toolbox structure and key

features
Learning context
The Licensed to Plumb Toolbox addresses the skills and knowledge related to tasks in the
water, gas and drainage streams of the plumbing industry that underpin licensing
requirements. It reflects the workplace process a licensed plumber works through to
complete plumbing projects. The content is workplace relevant with industry-based examples
and interactions, diagrammatic representation of concepts and formulae, and worked
examples of sizing calculations.
The Licensed to Plumb Toolbox guides learners through the structured processes that a
licensed plumber needs to follow in order to plan, size and document the layout of plumbing
systems. It is designed to provide opportunities for the learner to develop and then verify the
required underpinning knowledge necessary to achieve competence in the five skill areas.
Each topic contains a number of tasks and activities that align with the requirements of the
associated competency.
The Toolbox supports principles of access and equity, cultural diversity and cultural
inclusiveness by including characters from culturally diverse backgrounds, a range of ages
and both genders.
Teaching and learning strategy

The Licensed to Plumb Toolbox offers an engaging, self-paced interactive learning
experience. It features a task directed approach to learning, which means that the learner is
guided through the content by following the structure of the topics and subtopics. Interactive
activities are integrated throughout the content to formatively test the learners understanding
as they progress. Tasks that detail realistic plumbing project specifications provide the
learner with opportunities to consolidate their learning and solve problems. The Toolbox also
suggests a number of opportunities for learners to communicate and collaborate with fellow
workers, classmates and their teacher. This feature is called Talking Plumbing and will be
discussed further in this guide.
Learners engage with the Toolbox by selecting the stream/s they wish to seek licensing for
and working through the content and activities available in the skills areas. The drainage
stream contains three skill areas required for licensing, the gas and water streams require
one skill area each. It is noted that completing these skill areas will not result in the issue of a
plumbing licence. Learners will still be required to follow the licensing process that is
prescribed by the regulatory authority in their state or territory.

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Structure

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Learners are guided through the learning material in each skill area by the structure of the
content and tasks that lead progressively to the completion of a plumbing project. Each skill
area features major topics with cascading sub-topics and activities that map the logical
progression of the plumbing process.
Each skill area contains six topics as detailed below:
The Groundwork topics feature underpinning knowledge and content that will assist the
learner to undertake the design process. The learners role here is somewhat passive
because the topics are heavily content driven. It is anticipated that learners with a high level
of existing knowledge will choose to skip Groundwork.
The Plan topics are set against the backdrop of a realistic plumbing scenario which is
designed to assist learners to understand plumbing planning stages. Each Plan topic
features a licensed plumber who has been contracted by a client for a specific job. The
learner shadows the plumber as they gather information and then assists the plumber to
make decisions. The learner engages with interactive activities to help them confirm the
findings of the plumber. At various times throughout Plan the learner is encouraged to
communicate with peers, colleagues and their teacher to further their understanding of the
content.
The Layout topics provide the learner with information on the principles of laying out
pipework for different plumbing installations that is compliant with the relevant Australian/New
Zealand Standards. The topics include worked examples, audio-visual tutorials and some
interactive exercises. Collaborative communication is also encouraged throughout these
topics.
The Size topics focus the learner on sizing the pipework for plumbing systems by using
formulas to complete calculations. At all times the learner is directed to reference the relevant
Australian/New Zealand Standards. Worked examples, audio-visual tutorials and interactive
exercises feature in these topics.
The Give it a go! topics are case study activities. To complete the case study the learner
assumes the role of a newly licensed plumber undertaking a client project. Plans,
specifications and other relevant information related to the skill area are made available to
the learner via a simulated Personal Digital Assistant (PDA). These should be downloaded
and printed. The client information and job specifications provide the learner with the details
of the plumbing task they are required to complete. All completed documentation is to be
submitted to the teacher for review and feedback. The Give it a go! case studies can be
used as part of an assessment regime, as class-based activities or homework tasks for
learners.
The On the job topics provide the learner with a summary of the knowledge and skills that
are required to demonstrate competence in the unit. It is anticipated that teachers will use the
On the job tasks as part of the final assessment of the skill area. Learners with workplace
experience may access the On the job topic at any time as a skill-recognition pathway.

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SUGGESTION
The Toolbox provides a number of plans for use in completing Toolbox activities, particularly
in the Give it a go! topics. These plans have been developed so that they print to a specific
scale which means that some print at A3 size.
In these instances the learner has the option to print the plans at either A3 or A4 size
depending on their printer access. The A4 plans have been designed to fold and attach
together to create a correctly sized plan document.
To ensure that the scale is maintained when printing plans, check that the printing options
used maintain the printout size at 100%. Any printing options related to page scaling such
as Shrink to fit, Reduce to printer margins or scales other than 100% of the printout
should be avoided to get the best results.
A scale bar is shown on each plan so the learner can confirm the scale of the printed
document.
Key features
There are a number of key features within the Toolbox that are designed to engage the
learner.
The Try it out features within the Toolbox represent the interactive activities. The learner
may access Try it out activities from the right hand column of the relevant screen, which
highlights to the learner that there is an activity on the page (occasionally activities may be
slightly out of sight given the page length). Alternatively the activity may be accessed from
the inline link, which appears within the content on the page. Try it out activities open as pop
ups. Learners complete the activities and receive feedback on their attempts. Learners may
choose to attempt the activity immediately or review the content first.
The Toolbox makes use of guided tutorials, which present information to learners. These are
usually used to demonstrate the principles behind documenting the layout of plumbing
pipework systems. The tutorials feature sample plans and present layouts that are compliant
with the relevant Australian/New Zealand Standard. A transcript of the audio is available to
the learner who may pause the tutorial at any time. Audio controls are also available.
SafePlumb contains plumbing specific content and activities related to Occupational Health
and Safety and environmental protection issues. Learners are reminded to access this
section from the Plan topic specifically but it is available at all times in the Toolbox.
The Talking Plumbing sections encourage the learner to communicate and collaborate with
their workmates, peers, colleagues and teacher. This feature is discussed further below.

16
Plumbing Legislation, available from the home page, details the regulatory authorities and
other regulations that apply to plumbing work in each Australian state and territory. This is
important advice for learners in different states who may find that their work must meet local
requirements in addition to those stipulated by the relevant Australian Standards.
Communication approach
The Licensed to Plumb Toolbox features Talking Plumbing sections which encourage the
learners to communicate and collaborate with their workmates, peers, colleagues and
teacher. Talking Plumbing appears at various times throughout the Toolbox in sections that
lend themselves to further discussion. In some instances the learner is encouraged simply to
have a discussion about a topic; in other instances the learner is encouraged to contribute to
an online collaborative tool such as a wiki or a blog. Advice on how to set up these types of
tools is available in the Online teaching strategies section of this guide.
For example, the Talking Plumbing scenario in SafePlumb encourages the learner to:
Talk to your workmates and your trainer about some of the more unusual hazards you
have seen in your workplace. How did you or your employer manage the risks
associated with these hazards?
The Toolbox can be used in a Learning Management System (LMS). The LMS
communication tools could be used to engage the learner in discussion and debate to extend
knowledge.
Resources
It is expected in the plumbing industry that tradespeople continually refer to the requirements
of the relevant Australian/New Zealand Standards as well as any state or territory legislation
to ensure their work is compliant. In the same manner, learners are expected to have access
to the following Australian/New Zealand Standards to work through the content and complete
the activities in the Toolbox:
Australian/New Zealand Standard AS/NZS 1547:2000 On-site domestic-wastewater

management
Australian Standard AS 5601:2004 Gas installations
Australian/New Zealand Standard AS/NZS 3500.2:2003 Sanitary plumbing and

drainage
Australian/New Zealand Standard AS/NZS 3500.3:2003 Stormwater drainage
Australian/New Zealand Standard AS/NZS 3500.1:2003 Plumbing and drainage Part 1:

Water services
Australian/New Zealand Standard AS/NZS 3500.4:2003 Plumbing and drainage:

Heated water services

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Australian Standard AS 2419.1:2005 Fire hydrant installations: System design,

installation and commissioning
Australian Standard AS 2441:2005 Installation of fire hose reels
Australian/New Zealand Standard AS/NZS 1221:1997 Fire hose reels
Note to teachers: Copyright restrictions prohibit the standards being made available as
resources within the Toolbox. Learners should be advised to have hard copies of these
documents.
Use of media
A variety of media are used to enhance learning and to cater for students different learning
styles. They also provide variation to help maintain the learners motivation and interest.
Media used include:
text
audio
graphics (illustrations and photographs)
animation.
Audio is used to simulate actual workplace conversations and is accompanied by the

corresponding text on the same screen. Animated illustrations are used to demonstrate
plumbing processes. Textual content has been broken down into small chunks to avoid
confronting the learner with an overwhelming amount of text. The Toolbox utilises a
concertina device which allows the learner to access content by selecting headings as
required, rather than viewing all the content at the same time.
Learner accessibility
The Licensed to Plumb Toolbox has been designed to comply with accessibility standards.
For example:
layout and fonts consider the needs of screen-readers
text alternatives have been provided for activities and other interactions inaccessible to
screen-readers or computers with JavaScript disabled
text that is not scalable directly within the resource can be scaled by the learner within
the text alternative
where audio is used, text is displayed on screen and/or the transcript can be accessed
clear and simple language has been used throughout the content.

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19
Using the Licensed to Plumb

Toolbox
Getting started
Before you can start using the Licensed to Plumb Toolbox in your teaching you need to be
familiar with the resource and how it operates. It is a good idea to spend some time exploring
the resource as if you were a learner to get to know its features.
The first screen the learner encounters in Licensed to Plumb is the splash screen. The
Teacher and Technical guides are available here. The Teacher guide provides an overview of
the educational content and intent of the Toolbox. The Technical guide provides details of the
technical specifications that will enable providers to use the Toolbox within their LMS systems
and contextualise the resource if required. From this screen learners select Enter Toolbox to
access the home page.
The home page of the Toolbox welcomes the learner to Licensed to Plumb and provides brief
information about the resource. The home page contains:
links to the Gas, Drainage and Water plumbing streams and their corresponding skill
areas
the First time user link (on the bottom right of the screen) which provides the learner
with an overview of the Toolbox and gives advice on how to navigate through it
the Plumbing legislation link (on the bottom left of the screen) which provides the
learner with information about plumbing legislation and regulations for each Australian
state and territory.
Learners can select and begin working directly in any one of the five skill areas at any time.
Once a skill area has been selected the learner will move to the introduction screen for that
area. From here the learners will be able to select from the six topics within each area:
Groundwork
Plan
Layout
Size
Give it a go!
On the job

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As a teacher, you must acknowledge that some of your learning cohort may have previous
knowledge and existing workplace skills in the plumbing streams addressed by the Toolbox.
These learners should consider the skill recognition pathway. Suggest that your learners
select and review the On the job task as appropriate. The On the job task enables learners
with prior knowledge to check how fully their skills match the competency. They are guided
by a summary of the skills and knowledge they need to have. They are then provided with
the overview of a project, which may be done in their own workplace or under the supervision
of their teacher at a training provider. The On the job task could be used as part of a skills
recognition assessment.
If the learner does not feel ready for the On the job task they should be advised to work
through the topics in the Licensed to Plumb environment.
SUGGESTION
Suggest that learners access the First time user for valuable tips on using the Licensed to
Plumb Toolbox.
The First time user has been provided for teachers and learners who are new to
Toolboxes in general or this Toolbox in particular. It is a sub-website available from the
Toolbox home page that includes advice on the structure of the Toolbox and how to
navigate its features.
Alternative ways of using the materials

The materials in the Licensed to Plumb Toolbox could be used:
as support materials in a classroom setting
for consolidation and review of work covered in a face to face setting
as distance learning materials.

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Online teaching strategies

Preparation
As a workplace teacher or supervisor, it is important to set aside adequate time to familiarise
yourself with the Licensed to Plumb Toolbox so that you can properly support your learners.
If you choose to include online discussion or chat sessions as part of your delivery strategy
you will need to set up discussion threads within an LMS in advance. You may need to
provide instructions to learners on how to use these online communication tools. You may
choose to use a mobile phone as a way to remind learners about tasks or deadlines. Text
messaging is an easy way to achieve results quickly.
If you manage a very large group of learners, or if learners are spread over different
locations, create a sense of community online by setting up study groups of four to eight
learners, all of who begin a unit of competency at more or less the same time. This makes it
easier for learners to gain the benefits of social learning and to form networks as they study.
Plan ahead and be clear to your learners about which activities you expect them to complete.
You will probably find that learners require different levels of support. Some learners may
benefit from a demonstration of how to navigate through the Licensed to Plumb Toolbox or
may need help with how to operate some of the activities, particularly if they are reluctant
readers who have issues with following written instructions. For example, they may have
difficulty with the mouse skills required in some activities where they have to enter data and
check their answer. In the first few weeks, get a clear picture of how each learner is coping to
enable early intervention. Remember that the activities and interactions have text alternatives
that may assist some learners who are uncomfortable in the online environment.
Learner collaboration and interaction

Learners should be encouraged to communicate with others to enrich the learning process.
Discussion and sharing of experiences relating to the concepts covered in this Toolbox can
benefit both the person relating their own personal experiences and the listener. Reflecting
on the application of the theory to their own reality is valuable to the individual but also the
listener who can draw on these experiences to add depth and relevance to their own
learning, as well as add their own reflections.
This collaboration and interaction may take the form of:
online discussions
face to face discussions
communications via email
a multi-user blog
a wiki that learners can contribute to
posting to image or video hosting sites

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Communication activities
Discussions
A number of the Talking Plumbing features in the Toolbox encourage the learner to engage
in discussion with their colleagues or teacher about a particular plumbing issue.
SUGGESTION
You will need to specify appropriate methods for learner discussions.
Depending on method of delivery, numbers of participants and resources available,
discussions may involve face to face group activities or online discussions via discussion
board, chat session, email or multi-user blog.
Wiki
You may consider the use of a wiki to provide your learners with a collaborative learning
opportunity that is external to the Toolbox. Wikis can provide an online social space that
allows a group of learners to contribute their thoughts on a topic or discussion and have their
comments reviewed and critiqued by others in the group.
A wiki is a valuable e-learning tool because it can be freely and easily set up by the teacher,
is relatively simple to administer and its membership can be limited to a specific cohort of
learners. Learners can share information and ideas with the others in their work or learning
group and the commercial confidentiality of their workplace is protected, because it is not
accessible by those external to the group.
While it is acknowledged that social learning technologies may not suit all learners in the
plumbing environment, wikis may be a simple option for some learners and training
organisations to encourage collaboration.
Within the context of the plumbing industry, a wiki could be used to discuss topics such as
risk assessment, dealing with council requirements or comparing photographic evidence of
plumbing work. You could pose a series of discussion topics at regular intervals during the
training process and encourage learners to contribute to the wiki.

23
Go to <http://www.wikispaces.com/> to learn how to set up and manage a wiki. There are

several alternatives for freely available wiki software. Before making a decision about which
one to use, you need to match your needs with features such as:
access limitations
ease of editing
download capacity
availability of page history
software support.
SUGGESTION
A wiki is a collaborative website that can be easily edited by anyone, special skills or
software are not needed. As wikis are accessible via a browser, they are available at any
time and at any location that has internet access. Content in a wiki can be modified by
anyone with access to the wiki, but you will often find learners are reluctant to alter the work
of others.
You need to establish clear guidelines about how you would like learners to engage with
this learning environment.
It is also recommended that you attend a workshop in how to use a wiki in an educational
setting if you have not experienced this learning environment before.

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Preparing learners to use the materials

Learners should be strongly encouraged to access the First time user section to orient
themselves before they start using the Licensed to Plumb Toolbox. You may also like to take
some time to introduce learners to the Toolbox in a practical, face to face session where
learners actually use the resource.
In addition to the practical aspects of using the resource, you should discuss with learners:
the units of competency they will be working through
communication methods they plan to use and (if necessary) how learners can access
these (eg for online discussion or chat)
expectations regarding participation in discussions and other collaborative activities
opportunities for collaboration
requirements for assessment purposes (in particular any outputs from the Licensed to
Plumb Toolbox that may be used as part of their assessment)
timelines and deadlines for completion of topics in the Licensed to Plumb Toolbox if the
learner is operating in a distance education or self-directed mode.
Introduce learners to the language of the internet, using email, sending and receiving
attachments, downloading documents, using web browsers, and using web forums and chat
systems. Some may already have these skills but others may not. Discuss the print option
functionality as it relates to plans in the Toolbox.
If you are delivering the program online, email will be the primary method of communication
with your learners. Ensure that you have a clear system of email folders for managing the
traffic. If you are using an LMS to deliver the Toolbox it would be helpful to establish a thread
on the discussion board where learners can seek assistance if they are having difficulty.
Often more than one student will have difficulty finding a resource and posting one response
in the discussion board will be quicker than responding to several emails.
It may be helpful to alert learners to topics and activities they should be undertaking
individually prior to a group activity. You might comment on the quality of work in the
preceding activity and provide tips and encouragement for the task at hand.
Plan ahead and make sure learners are clear about expectations. Set dates and targets for
learning so they know what to do and when to do it. These targets can help you with your
online lesson planning.

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Assessment
As a learning resource, the Licensed to Plumb Toolbox provides opportunities for
assessment through the Give it a go! and On the job topics, which draw together the
content covered within each competency. These tasks provide realistic contexts for the
application of theory and could be used as part of an overall assessment strategy.
Interactions throughout the Groundwork, Plan, Layout and Size topics may be utilised as
formative assessment during the training process.
Customisation
The Licensed to Plumb Toolbox provides content, worked examples and interactions that are
compliant with the relevant Australian/New Zealand standards in each skill area. The Toolbox
does not address state and territory regulatory requirements where these differ from the
Australian/New Zealand standard.
You may choose to customise aspects of the Toolbox to meet state and even local council
requirements.
To customise the resources in the Licensed to Plumb Toolbox you will need an understanding
of HTML and Flash. Learning resources from the Licensed to Plumb Toolbox, as well as
other resources, are available from the Toolbox repository at
<http://lorn.flexiblelearning.net.au> and can be combined in any way to meet the
requirements of your tailored program.
You will find further information in the Technical guide, which is available via the Technical
guide (Word 454 KB) link on the splash page.
Customising the learning resource for single unit delivery

The Licensed to Plumb Toolbox has been developed as five stand alone skill areas, which
represent five units of competency. The Toolbox will be separated at the unit level into five
learning objects that will be available from the Toolbox repository. Learning objects may be
edited as required to tailor delivery to suit specific needs.
For more information or assistance, contact the Toolbox Help Desk on 1300 736 710 or at
<Toolboxhelp@flexiblelearning.net.au>. However before calling or emailing, please make
sure that the answer you seek is not located elsewhere in this section, or available on the
support pages at <www.flexiblelearning.net.au/toolbox/support>.
Hardware and software requirements

These are available from the System requirements link on the splash page.

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27
Appendix A
Unit guide for CPCPGS4001A Plan, size and lay out consumer gas installations
Unit guide for CPCPDR4001A Plan, size and lay out sanitary drainage systems
Unit guide for CPCPDR4002A Plan, size and lay out stormwater drainage systems
Unit guide for CPCPDR4003A Plan, size and lay out domestic treatment plant disposal
systems
Unit guide for CPCPWT4001A Plan, size and lay out hot and cold water services and
systems

28

29
Unit guide for CPCPGS4001A Plan, size and lay out consumer gas
installations
This unit of competency specifies the outcomes required to plan, size and document the lay
out of consumer gas installations. It covers preparation for the planning, identification and
confirmation of gas installation specifications and requirements, and the planning of the
system layout and work finalisation processes, including records and documentation.
Unit mapping
Topic
Performance criteria
Groundwork
Groundwork addresses aspects of the required skill and

knowledge of this unit
This topic provides an overview

of:
consumer piping
materials
pressure control
appliances/components
Plan
Element Prepare for planning
This topic addresses learning

content relating to planning
consumer gas installations. The
content includes:
All performance criteria
site inspection
job specifications
working with other trades
follow OHS requirements
Element Identify system requirements

Performance criteria 6
Layout
Element Plan system layout
This topic addresses the

features of laying out gas
systems
Performance criteria 10, 12,
Size

content relating to sizing
consumer gas installations. The
content includes:
Performance criteria 6, 7, 8, 9
sizing pipe materials
sizing the flue
sizing the ventilation
Element four Restore work area

Performance criteria 13, 14, 15


30
Topic (continued)
Give it a go!
Whole unit
On the job
Whole unit
Employability skills
Employability skills: The following facets of employability skills are relevant to this unit.
Employability skill
To meet the industry requirements for this unit learners will

be expected to be able to:
Communication
Communicate with others to gather and provide information

(eg builders, clients, property owners, local councils,
environmental health officers)
Interpret a range of complex documents, including relevant

regulatory, legislative, licensing and registration
requirements; codes and standards; drawings and
specifications
Prepare a range of documents, including, reports, file

notes, drawings and sketches, building applications and
submissions
Facilitate site meetings
Work with colleagues to design consumer gas installations
Seeks expert advice where appropriate
Supervise others' work and monitor work processes
Select and locate appropriate components that meet

individual consumer gas installation requirements
Perform various calculations and measurements relating to

the design of the consumer gas installations
Review consumer gas installation design solutions for

effectiveness and compliance
Deal with customer complaints and disputes
Identify and plan the location of consumer gas installations

from plans
Identify typical faults and problems and take necessary

remedial action
Use creative design and drafting skills to meet site

conditions and ensure compliance
Teamwork
Problem solving

31
Employability skill
(continued)

Planning and
organising
Gather required tools and equipment
Ensure a coordinated development of drawings
Scope extent of work required
Plan details of relevant system layouts
Plan and arrange building applications and approvals
Ensure current building codes and standards are applied
Plan and set out work
Manage own performance to ensure required levels of

service standards, work quality and professional
competence, and compliance with relevant codes and
standards
Manage work priorities and professional development
Learning
Use appropriate mechanisms to inform others of applicable

standards and codes
Technology
Use information technology skills to operate office

equipment and computers including digital cameras
Use computer aided drafting (CAD) software where

applicable to produce and manage architectural drawing
and template files
Check relevant tools and equipment for serviceability
Self management
Purpose of activities
Activities Job specifications (two multiple choice activities)
These activities are in the Plan topic. Learners are provided with the specifications of two
different gas installations and are asked to determine what type of gas is being used on site.
Learners must be able to read and comprehend site plans and documentation to complete
this activity.
Activity Choosing pipe materials (multiple choice activity)

This activity is in the Plan topic. Learners are provided with the specifications of a gas
installation and are asked to determine a suitable pipe material. Learners must refer to the
AS 5601 and the specifications to complete this activity.
Activities Determining total appliance gas load (two data entry activities)
These activities are in the Plan topic. Learners are provided with the specifications of two
different gas installations and are asked to determine the total appliance gas load of the
appliances. Learners must refer to installation specific documentation to complete this
activity.

32
Activities Designing the consumer pipework path (three multiple choice

activities)
These activities are in the Layout topic. Learners are provided with the floor plans of three
different gas installations and are asked to select the correct consumer pipework path.
Learners must refer to the Australian Standard AS 5601 to complete this activity.
Activities Locating the manual shut-off valves (three multiple choice

activities)
These activities are in the Layout topic. Learners are provided with the floor plans of three
different gas installations and are asked to select the correct locations of manual shut-off
valves. Learners must refer to the AS 5601 to complete this activity.
Activity Locating a gas leak detection system (matching activity)

This activity is in the Layout topic. Learners are provided with the floor plan of a boat and are
asked to locate the components of the gas leak detection system. Learners must refer to the
boats documentation and the AS 5601 to complete this activity.
Activities Sizing pipe materials (two data entry activities)

These activities are in the Size topic. Learners are provided with the floor plan, working
drawings of two different gas installations and are asked to determine the size of consumer
pipework. Learners must refer to each gas installations documentation and the AS 5601 to
complete this activity.
Activities Sizing a pipe support system (three multiple choice activities)

These activities are in the Size topic. Learners are provided with the floor plan of three
different gas installations and are asked to determine the maximum amount of pipe support
spacing permitted. Learners must refer to the AS 5601 and to each gas installations
specifications to complete this activity.
Activity Sizing the flue (data entry activity)

This activity is in the Size topic. Learners are provided with the working drawings and floor
plans of multi-storey buildings plant room and are asked to determine the size of the plant
rooms flue system. Learners must refer to the plant rooms documentation and the AS 5601
to complete this activity.
Activity Sizing the ventilation (data entry activity)

This activity is in the Size topic. Learners are provided with the floor plan, working drawings
and floor plans of a boat and are asked to determine the size of the boats two ventilation
openings. Learners must refer to the boats documentation and the AS 5601 to complete this
activity.

33
Teachers may ask learners to electronically submit photographic evidence, working drawings
or plans with a completed system layouts that illustrates their gas installation workflow.
These could be loaded to a common area, for example a wiki, with a short statement from
the Learner relating to how the system was designed to meet the site requirements. Other
Learners would be encouraged to provide feedback on the photos and plans.
Assessment suggestions
Assessment for this unit is very specific as noted in critical aspects for assessment and
evidence for the unit. Teachers may choose to use the Toolbox On the job task as the basis
of a workplace assessment or the final RTO based assessment task for this unit. RTOs are
responsible for developing the assessment criteria that underpins the assessment of this
unit.
Teachers may choose to use the On the job task as the basis of a skill recognition pathway
for learners with existing skills and knowledge in this unit. Learners should be encouraged to
review the On the job task and consider this pathway option.
Related resources
To undertake the activities within this unit learners must have access to AS 5601:2004 Gas
installations.

34

35
Unit guide for CPCPDR4001A Plan, size and lay out sanitary
drainage systems
This unit of competency specifies the outcomes required to plan, size and document the
layout of sanitary drainage systems. It covers preparation for the planning, identification and
confirmation of system specifications and requirements, and the planning of the system
layout and work finalisation processes, including records and documentation.
Unit mapping
Topic
Groundwork


content relating to
understanding sanitary drainage
systems. The content includes:
effective drainage systems
types of sanitary drainage

systems
types of connections
features of drainage
systems
ventilation
materials
bedding and support

materials
trade waste
Plan

content relating to the planning
requirements for sanitary
drainage systems. The content
includes:
get job specifications
visit the site
gather information


36
Topic (continued)
Layout

content relating to laying out
sanitary drainage systems. The
content includes:
drawing layouts
design the layout
Size
sanitary drainage systems. The
content includes:
grade and fall
fixture unit rating
labelling
sizing drainage
components
Element Restore work area

Performance criteria 13, 14,15
Size addresses aspects of the required skill and

Performance criteria 7, 9
Give it a go!
Whole unit
On the job
Whole unit
Employability skill

Communication
communicate with others to gather and provide information (eg

builders, clients, property owners, local councils, environmental
health officers)
interpret a range of complex documents, including relevant
regulatory, legislative, licensing and registration requirements,
codes and standards, drawings and specifications
prepare a range of documents, including reports, file notes,
drawings, sketches and plans
facilitate site meetings.

37
Employability skill
(continued)

Teamwork
work with colleagues to plan sanitary drainage systems

seek expert advice where appropriate
supervise others' work and monitor work processes.
Problem solving
select and plan sanitary drainage systems that meet adverse

site conditions
perform various calculations and measurements relating to
planning a sanitary drainage system that will meet the
requirements of the site
review design solutions for effectiveness and compliance
manage customer complaints and disputes.
identify building sites from location drawings

identify typical faults and problems and take necessary
remedial action
apply creative design and drafting skills to meet site conditions
and ensure compliance.
Planning and
organising
gather required tools and equipment

ensure a coordinated development of drawings
scope extent of work required
plan details of relevant systems and layouts
plan and arrange inspections
ensure current building codes and standards are applied
plan and set out work.
Self management
Manage their own performance to ensure required levels of

service standards, work quality and professional competence,
and compliance with relevant codes and standards
manage work priorities and professional development.
Learning
use appropriate mechanisms to inform others of applicable

standards and codes
Technology
use information technology skills to operate office equipment

and computers including digital cameras
use computer aided drafting (CAD) software where applicable
to produce and manage architectural drawing and template files
check relevant tools and equipment for serviceability.

38
Activity Features of inspection opening (true or false activity)
This activity is in the Groundwork topic. Learners are provided with a range of statements
related to the location of inspection openings. Learners indicate if each statement is true or
false.
Activity Materials selection (multiple choice activity)

This activity is in the Groundwork topic. Learners are required to select the conditions that
will affect pipe material.
Activity Trade waste (matching activity)

This activity is in the Groundwork topic. Learners are asked to identify the trade waste pretreatment method that is suitable for each business type listed.
Activity Site inspection (multiple choice activity)

This activity is in the Plan topic. Learners are provided with observations from the site visit in
a scenario and asked to make decisions about how these will affect the layout.
Activity Gather information (multiple choice and data entry activity)

This activity is in the Plan topic. Learners are provided with the drainage plan from a
scenario and asked to make decisions about the system based on their interpretation of the
plan.
Tutorial Design the layout tutorial

This activity is in the Layout topic. Learners listen to a tutorial which explains the process of
designing the layout of the sanitary drainage system for a three bedroom house.
Activity Calculate the fall (multiple choice activity)

This activity is in the Size topic. Learners are provided with three different drainage situations
and asked to calculate the fall.
Activity Fixture unit rating (data entry activity)

This activity is in the Size topic. Learners view a house plan and are asked to determine the
number of fixture units contained in the plan. Using AS/NZS 3500.2 learners calculate the
fixture unit rating.

39
Tutorial Sizing drainage systems tutorial

This activity is in the Size topic. Learners listen to a tutorial which explains the process of
sizing sanitary drainage systems.
Activity Sizing drainage systems (two part activity: label, matching)

This activity is in the Size topic. In part one learners view regions of a house plan and are
asked to correctly size and label the main drain, the branch drains and gullies. In part two
learners to locate inspection openings and altering pipes on the plan.
Teachers may ask learners to electronically submit photographs or plans of interesting sites
they have worked on to plan a sanitary drainage system. These could be loaded to a
common area, for example, a wiki, with a short statement from the learner relating to how the
system was laid out to meet the site requirements. Other learners would be encouraged to
provide feedback on the photos or plans.
unit.
review the On the job activity and consider this pathway option.
Related resources
To undertake the activities within this unit learners must have access to the AS/NZS
3500.2:2003 Sanitary plumbing and drainage.

40

41
Unit guide for CPCPDR4002A Plan, size and lay out stormwater
drainage systems
layout of surface and sub-soil stormwater drainage systems. It covers preparation for the
planning, identification and confirmation of system specifications and requirements, and the
planning of the system layout and work finalisation processes, including records and
documentation.
Unit mapping
Topic
Groundwork


content relating to
understanding stormwater
drainage systems. The content
includes:
principles
stormwater collection
stormwater systems
stormwater discharge and

harvesting
water detention systems
Plan

stormwater drainage systems.
The content includes:
determine rainfall intensity
visit the site
OHS and environmental

requirements


42
Topic (continued)
Layout

drafting processes
site plan
locating stormwater
collection points
pipework layout

Size

nominal sizing method
general sizing method
sizing procedure
Give it a go!
Whole unit
On the job
Whole unit

43
Employability skill
To meet the industry requirements for this unit learners

will be expected to be able to:
Communication
Communicate with others to gather and provide

information (eg builders, clients, property owners, local
councils)
Interpret a range of complex documents, including

relevant regulatory, legislative, licensing and registration
requirements, codes and standards, drawings and
specifications
Prepare a range of documents, including reports, file

notes, drawings, sketches and plans
Work with colleagues to plan surface and sub-soil

stormwater drainage systems
Seek expert advice where appropriate
Select and plan stormwater drainage systems that meet

adverse site conditions
Perform various calculations and measurements relating

to sizing stormwater drainage systems that will meet the
requirements of the site
Review design solutions for effectiveness and compliance
Manage customer complaints and disputes
Identify building sites and site features from location

drawings
Identify typical faults and problems and take necessary

remedial action
Apply creative design and drafting skills to meet site

Teamwork
Problem solving

44
Employability skill
(continued)

Planning and
organising
Plan details of relevant systems and layouts
Plan and arrange inspections
Manage their own performance to ensure required levels

of service standards, work quality and professional
standards
Learning
Use appropriate mechanisms to inform others of

applicable standards and codes
Technology


and template files
Self management
Activity Rainfall intensity (data entry)
This activity is in Plan. After being given the Bureau of Meteorology rainfall intensity data for
Newcastle, learners are asked to calculate the rainfall intensity in mm/h for the activity site.
Activity Site inspection (matching activity)

This activity is in Plan. Learners are required to identify the purpose of various common site
inspection tasks.
Activity Stormwater sizing (interactive tutorial requiring data entry)

This activity is in Size. It is a combined audio tutorial and interactive calculation activity.
Learners listen to the tutorial that details the steps to follow when sizing stormwater drainage
pipework sections for a job site. Each stage of the tutorial commences with a worked
example and then learners are required to complete calculations and fill in sections of the
pipe sizing table. This is a complex activity. Please allow an adequate amount of time for
learners to complete.

45
Teachers may ask learners to calculate the rainfall intensity for a variety of areas including
their own town and then discuss the effect this data has on planning stormwater drainage
systems. Learners are encouraged to contact the Environmental Protection Authority in their
state to obtain the stormwater protection requirements. They may also like to take photos on
site that demonstrate the way in which they manage their stormwater protection
responsibilities and post these to a blog or wiki for discussion. Learners may also be required
to contact their local council to obtain the council requirements for stormwater systems.
unit.
Related resources
To undertake the activities within this unit learners must have access to the
AS/NZS 3500.3:2003 Stormwater drainage.

46

47
Unit guide for CPCPDR4003A Plan, size and lay out domestic
treatment plant disposal systems
layout of domestic treatment plant disposal systems. It covers preparation for the planning,
identification and confirmation of system specifications and requirements, and the planning of
the system layout and work finalisation processes, including records and documentation.
Unit mapping
Topic
Groundwork
Groundwork addresses aspects of the required skills

and knowledge for this unit

content relating to
understanding domestic
treatment plant disposal
wastewater
wastewater treatment
systems
land application systems
Plan

domestic treatment plant
disposal systems. The content
includes:
visit the site
gather information

Performance criteria 6, 7, 8, 9,10
Size

includes:
design flow
septic tank capacities
sizing trenches and beds
sizing evapo-transpiration
absorption systems
sizing irrigation systems

48
Topic (continued)
Layout

includes:
trench and bed layout
irrigation layout
documentation
Element Restore work area

Give it a go!
Whole unit
On the job
Whole unit
Employability skill

Communication

councils, environmental health officers)
Interpret a range of complex documents, including

relevant regulatory, legislative, licensing and registration
requirements; codes and standards; drawings and
specifications
Prepare a range of documents, including, reports, file

notes, drawings and sketches, building applications and
submissions
Work with colleagues to plan disposal systems
Seeks expert advice where appropriate
Teamwork

49
Employability skill
(continued)

Problem solving
Select and plan disposal systems that meet adverse site

conditions
Perform various calculations and measurements relating

to comparisons of alternative disposal systems
Review design solutions for effectiveness and compliance
Deal with customer complaints and disputes
Identify building sites from location drawings
Identify typical faults and problems and takes necessary

remedial action
Use creative design and drafting skills to meet site

Employability skill

Planning and
organising
Plan details of relevant systems and layouts
Plan and arrange building applications and approvals
Manage own performance to ensure required levels of

service standards, work quality and professional
standards
Learning
Use appropriate mechanisms to inform others of

applicable standards and codes
Technology


and template files
Self management

50
Activity Wastewater activity (matching activity)
This activity is in Groundwork. Learners are asked to identify and classify sources of
domestic wastewater as either greywater or blackwater. A number of items in the list are not
sources of domestic wastewater.
Activity Selecting disposal systems (three stage decision tree style activity)
The three stages of this activity are included in Get job specifications, Visit the site and
Gather information which are subtopics of Plan. While the stages are related to the same
task each activity can be completed in isolation if desired. Learners are provided with the
specifications of a disposal system project and asked to determine which system will be the
most appropriate choice for the site. The information that the learner receives at each stage
of the activity will narrow the potential options the learner has and guide them towards a
single correct answer in the third stage.
Activity Design flow activity (data entry activity)

This activity is in Size. Learners are provided with four sample sites and asked to calculate
the daily flow allowance and the total design flow for each property. Learners must refer to
AS/NZS 1547 to complete this activity.
Activity Septic tank capacity (date entry activity)

This activity is in Size. Learners are provided with four sample sites and asked to calculate
the required capacity for the septic tank that meets the property requirements. Learners must
refer to AS/NZS 1547 to complete this activity.
Activity Trench sizing (data entry activity)

This activity is in Size. Learners are provided with two sample sites and asked to calculate
the required trench lengths to meet the property requirements. Learners must refer to
Activity ETA sizing (data entry activity)

the required ETA trench lengths to meet the property requirements. Learners must refer to
Activity Irrigation system volumes (data entry activity)

the irrigation volume capacity of the property. Learner must determine the total design flow
for the property and decide if the site can support an irrigation system. Learners must refer to

51
Activity Trench layout (four stage interactive activity)

This activity is in Layout. It is a four stage activity which requires learners to manage a
variety of complex decisions to ensure a compliant trench layout. Learners are provided with
a site plan and job specifications for a project. In stage one learners must determine the
correct trench length to meet the job specifications. In stage two learners are required to use
their mouse to draw the perimeter of the disposal envelope for the property. In stage three
learners are required to indicate the position and length of each trench that ensures
compliance with the Australian Standards. In stage four learners are required to drag and
drop connector pipes between the trenches in the correct position. Feedback is provided at
each stage. Learners must refer to AS/NZS 1547 to complete this activity.
Tutorial Layout of irrigation systems (guided audio tutorial)

This tutorial is in Layout. It provides the learner with a step by step explanation of the
process of laying our irrigation systems. The audio tutorial is accompanied by images and
plan details that highlight the audio.
Teachers may ask learners to electronically submit photos or plans of interesting sites they
have worked on to plan the disposal system. These could be loaded to a common area, for
example a wiki, with a short statement from the learner relating to how the system was
designed to meet the site requirements. Other learners would be encouraged to provide
feedback on the photos.
unit.
Related resources
AS/NZS 1547:2000 On-site domestic-wastewater management.

52

53
Unit guide for CPCPWT4001A Plan, size and lay out hot and cold
water services and systems
layout of hot, tempered and cold water services, and fire hydrant and hose reel systems for
multi-floor buildings. It covers preparation for work, identification of water service and system
requirements, planning the service and system layout and completion of work finalisation
processes, including records and documentation.
Unit mapping
Topic
Groundwork
Groundwork addresses aspects of the required skills

and knowledge for this unit

content relating to
understanding hot and cold
water services and systems.
water services and systems
water pressure
cold water systems
hot water systems
warm water systems
water service valves
fire services
Plan

content relating to planning hot
and cold water services and
site inspection
job specifications


54
Topic (continued)
Layout

content relating to laying out hot
and cold water services and
sketching layouts
water pipework layout
locating water heaters
sizing water heaters
locating fire services
designing water service

layouts
Element Plan service and system layout

Size

content relating to sizing hot and
cold water services and
sizing water services
probable simultaneous
demand
sizing cold water services
sizing hot water services
sizing fire services
sizing flush valves
sizing water storage tanks
Element Plan service and system layout

Give it a go!
Whole unit
On the job
Whole unit

55
Employability skill

Communication

councils, environmental health officers)
Interpret site plans and specifications
Supervise others work and monitor work processes
Plan and coordinate tasks with others
Seek expert advice where appropriate
Determine required materials
Identify job requirements
Apply numeracy skills to determine measurements and

perform calculations
Read and interpret a variety of documentation

(regulations, standards, plans, specifications and
drawings)
Identify and accurately report faults in tools, equipment

or materials
Identify and plan the location of hot and cold water

services from plans
Conduct site inspections when required
Follow instructions specified in job specifications and

regulations
Learning
Use new and emerging technology to document work

and to communicate and collaborate with others
Technology
Access and understand site-specific instructions in using

variety of media
Use technology to communicate with others

Teamwork
Problem solving
Planning and
organising
Self management

56
Activity Available water pressure (data entry activity)
This activity is in the Plan topic. Learners are provided with the value of mains water
pressure and asked to calculate the pressure in metres head. Learners must refer to AS/NZS
3500.1 and the Best Bed Motel plan to complete this activity.
Activity Job specifications: Valves (multiple choice activity)

This activity is in the Plan topic. Learners are provided with motel plans and are asked to
determine the number of tempering and isolating valves required for the Best Bed Motel.
Learners must refer to AS/NZS 3500.1 and the Best Bed Motel plans to complete this activity.
Activity Static head (data entry activity)

This activity is in the Plan topic. Learners are provided with the value of mains water
pressure and asked to calculate the static head for the ground and second floor. Learners
must refer to AS/NZS 3500.1 and the Best Bed Motel plan to complete this activity.
Activity Fire services (multiple choice activity)

This activity is in the Plan topic. Learners are provided with motel plans and are asked to
determine the number of fire hydrants and fire reels required for the Best Bed Motel.
Learners must refer to AS/NZS 3500.1, AS 2441, AS 2419.1 and the Best Bed Motel plan to
complete this activity.
Tutorials Designing water service layouts (guided audio tutorials)

There are three tutorials in the Layout topic. These provide the learner with an overview of
the principles of documenting water services pipework using the Best Bed Motel as a case
study. The tutorials focus on cold, hot and tempered water services, rain water and flush
valve systems and fire services.
Activity Calculate index length (data entry activity)

This activity is in the Size topic. This is the first activity in the worked example which
demonstrates how to size the external cold water pipework for the Best Bed Motel. Learners
are provided with a sketch of the motel plan and are asked to calculate the index length for
the pipework.
Activity Calculate pressure drop (data entry activity)

This activity is in the Size topic. This is the second activity in the external cold water pipework
worked example. Learners are required to calculate the pressure drop along the index length
of the external cold water pipework.

57
Activity Pipe sizing table: PSD (data entry activity)

This activity is in the Size topic. This is the third activity in the external cold water pipework
worked example. Learners are provided with an incomplete pipe size table and are asked to
size the probable simultaneous demand for the nominated pipe sections. Learners must refer
to AS/NZS 3500.1 to complete this activity.
Activity Pipe size table: DN (data entry activity)

This activity is in the Size topic. This is the fourth activity in the external cold water pipework
size the pipe diameter for the nominated pipe sections. Learners must refer to AS/NZS
3500.1 to complete this activity.
Activity Calculate index length (data entry activity)

This activity is in the Size topic. This is the first activity in the internal cold water pipework
worked example which demonstrates how to size the internal cold water pipework for the
Best Bed Motel. Learners are provided with a sketch of the motel plan and are asked to
calculate the index length for the internal cold water pipework.
Activity Calculate pressure drop (data entry activity)

This activity is in the Size topic. This is the second activity in the internal cold water pipework
worked example. Learners are provided with the formula required to calculate the pressure
drop along the index length of the internal cold water pipework and are asked to calculate the
pressure drop.
Activity Pipe size table: LU and PSFR (data entry activity)

This activity is in the Size topic. This is the third activity in the internal cold water pipework
determine the probable simultaneous demand flow rates for the nominated pipe sections.
Learners must refer to AS/NZS 3500.1 to complete this activity.
Activity Pipe size table: DN internal (data entry activity)

This activity is in the Size topic. This is the fourth activity in the internal cold water pipework
size the pipe diameter for the nominated pipe sections. Learners must refer to AS/NZS
Activity Diversified flow rate for hot water (data entry activity)
This activity is in the Size topic. This is the first activity in the worked example which
demonstrates how to size the hot water pipework for the Best Bed Motel. Learners are
provided with an incomplete pipe size table and are asked to calculate the diversified flow
rate for the nominated pipe sections. Learners must refer to AS/NZS 3500.1 to complete this
activity.

58
Activity Pressure gradient for hot water (data entry activity)

This activity is in the Size topic. This is the second activity in the hot water pipework worked
example. Learners are provided with an incomplete pipe size table and are asked to
calculate the pressure gradient. Learners must refer to AS/NZS 3500.1:2003 to complete this
activity.
Activity Pipe size for hot water (data entry activity)

This activity is in the Size topic. This is the third activity in the hot water pipework worked
example. Learners are provided with an incomplete pipe sizing table and are asked to
determine the pipe diameter for the nominated sections. Learners must refer to AS/NZS
Activity Pipe support system (multiple choice activity)

This activity is in the Size topic. Learners are provided with motel plans and are asked to
determine the minimum number of brackets and clips required to support the hot water
pipework. Learners must refer to AS/NZS 3500.1, the pipe sizing chart and the hot water
pipework isometric sketch to complete this activity.
Activity Sizing fire services (data entry activity)

This activity is in the Size topic. Learners are required to refer to AS 2419.1 and indicate the
required pipe size for fire services.
Activity Flush valves (data entry activity)

This activity is in the Size topic. Learners must determine how many flush valves are
required at the Best Bed Motel.
Activity Water storage tasks (data entry activity)

This activity is in the Size topic. Learners must determine the minimum capacity of the break
tank at the Best Bed Motel.

59
Teachers may ask learners to electronically submit photographic evidence of water service
installations. These could be loaded to a common area, for example a wiki, with a short
statement from the learner relating to how the system was designed to meet the site
requirements. Other learners would be encouraged to provide feedback on the photos and
plans.
unit.
Related resources
AS/NZS 3500.1:2003 Plumbing and drainage Part 1: Water services.

60
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Teacher guide

CPC08 Construction, Plumbing and Services Integrated

Series 12 Flexible Learning Toolbox

15/12/2009: Version 1.0

Licensed to Plumb Toolbox Teacher guide

Commonwealth of Australia 2009

Australian Flexible Learning Framework

Licensed to Plumb Toolbox Teacher guide

Adam Lemmo (lead multimedia developer)

Debbie Forster/Bianca Neuhof

Licensed to Plumb Toolbox Teacher guide

Construction and Property Services Industry Skills Council

Building Industry Consultative Council Industry Advisory Body

Curriculum Maintenance Manager for Building & Construction,

Plumbing Industry Commission

Master Plumbers and Mechanical Services Association of Australia

National Plumbing and Services Training Advisory Group (NPSTAG)

Australian Flexible Learning Framework

Licensed to Plumb Toolbox Teacher guide

Licensed to Plumb Toolbox Teacher guide

Australian Flexible Learning Framework

Licensed to Plumb Toolbox Teacher guide

Australian Flexible Learning Framework

Licensed to Plumb Toolbox Teacher guide

sanitary drainage systems

stormwater drainage systems

domestic treatment plant disposal systems

hot and cold water services and systems

consumer gas installations

CPCPDR4001A Plan, size and lay out sanitary

Sanitary drainage systems

CPCPDR4002A Plan, size and lay out stormwater

Stormwater drainage systems

CPCPDR4003A Plan, size and lay out domestic

Domestic treatment plant disposal

CPCPWT4001A Plan, size and lay out hot and

Hot cold water services and systems

CPCPGS4001A Plan, size and lay out consumer

Consumer gas installations

Australian Flexible Learning Framework

Licensed to Plumb Toolbox Teacher guide

Recognition of prior learning (RPL)

Australian Flexible Learning Framework

Licensed to Plumb Toolbox Teacher guide

Australian Flexible Learning Framework

Licensed to Plumb Toolbox Teacher guide

Learning and assessment strategies and activities

Communicating with and responding to internal/external

Team or group projects

Investigative projects and research

Using various problem solving tools and techniques

Problem solving in teams and networks

Decision making activities

Designing innovative and creative practices and solutions

Research and data collection

Planning and organising events

Goal setting activities and scheduling tasks

Collecting and analysing information

Using log books to record time management skills and monitor

Using skills in different contexts

Use of internet, intranets

Using ICT skills to complete activities

Industry relevant software, technology and equipment

Initiative and enterprise