January 2004
UNIT FCA 035 (01/00)
Remove and Replace Fittings and Fixtures
Work Activity 1
Tools and equipment used for
removing and replacing components
This activity looks at the range of tools and equipment that are used in this Unit in terms
of their:
•
type
•
characteristics
•
uses
•
storage and maintenance
Outcomes
By the end of this activity, students should be able to:
•
recognise and name each tool and piece of equipment used in the Unit
•
select and use the appropriate tool/equipment to remove/replace components
•
check the accuracy of spirit levels
•
store and maintain the tools and equipment correctly
FCinBCO - Section 5 – Remove Replace Fixtures Fittings – TH
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Work Activity 1
January 2004
Hand tools and equipment
Delivery
Presentation
Show and describe a variety of screwdrivers with:
- Flat head
- Phillips head
- Pozidrive head
Describe the care and maintenance of screwdrivers.
Student involvement
Ask students what is likely to happen if the size of the screwdriver head is
wider than the head of the screw.
Response required
The wood around the screw head would be damaged when the screw
was fully inserted.
Student involvement
Ask students what is likely to happen if the size of the screwdriver head is
much smaller than the head of the screw.
Response required
The screwdriver head could be damaged
The screw head could be damaged
The screwdriver would be difficult to turn
The screwdriver head could slip and cause damage
Resources
Screwdrivers of different sizes and heads:
- Flat head
- Phillips head
- Pozidrive head
Screws to match sizes and head shapes of screwdrivers
Student Activity Sheet 1A (see end of Work Activity Pack 1)
Provide students with a selection of screws, including all three shapes of recess, and a
selection of screwdrivers and ask them to match the correct size and shape of
screwdriver to each screw.
FCinBCO - Section 5 – Remove Replace Fixtures Fittings – TH
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Work Activity 1
January 2004
Hand tools and equipment
Screwdrivers
Many components are fixed with screws and it is important that the correct type and size
of screwdriver is used when inserting or removing screws. They can be purchased in a
variety of sizes and with any of three different head shapes. The size of the screwdriver
and the shape of the head will need to match the size and head of the screw being used.
The three screwdriver heads are:
Flat head:
to use with slotted screws
Phillips head:
to use with cross shape, recessed screw
head
Pozidrive:
to use with star shape, recessed screw head
Care and maintenance
Screwdrivers should be kept in a toolbox or set where they can be identified for use with
different size screws and different slots/recesses. Tips of flat screwdrivers can be filed
to keep the correct shape. Screwdrivers should not be hammered and care should be
taken to avoid damage to handles and heads.
FCinBCO - Section 5 – Remove Replace Fixtures Fittings – TH
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Work Activity 1
January 2004
Removing screws
Delivery
Presentation
Show a screw in position, e.g. on a hinge, with the head heavily painted
and the recess/slot totally blocked.
Student involvement
Ask students what needs to be done to the painted head before it can be
unscrewed.
Response required
All paint to be scraped off the head and out of the recess/slot using an
appropriate old screwdriver or similar (not a sharp chisel!).
Resources
Demonstration hinge with painted screws
Presentation
Demonstrate removing the paint and unscrewing the screw.
Health and Safety
Paint can chip – goggles to be worn
Resources
Scraper tool
Screwdriver
Goggles
Safety footwear
Gloves
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Work Activity 1
January 2004
Removing screws
Screws that have been in place for some time may be rusted, heavily painted or
damaged. To remove a screw it is important that the screw slot/recess is in a fit state to
receive the appropriate size and shape of screwdriver.
Rusted screws should be cleaned up with a wire brush or similar and the slot/recess
cleaned out sufficiently for the screwdriver to get a positive grip. A drop of lubricating oil
around the edge of the screw head helps to break the adhesion between the screw head
and the item it is securing. A useful tip is to tighten the screw a little before commencing
the unscrewing action. Strong pressure should be maintained into the slot/recess to
avoid the screwdriver head slipping and causing damage to the screw head. Tapping
the screwdriver into the slot can help to increase the pressure when turning the screw.
Often screw heads are painted over, e.g. in hinges, and it is essential that all of the paint
is removed from the head and the slot recess before attempting to unscrew. The same
process of unscrewing applies as with the rusted screw.
Sometimes the slot/recess can be damaged and to unscrew is difficult. Where
necessary, the slot/recess should be cleared, using the blade of a hacksaw if necessary.
The hacksaw blade is useful when removing rusted, painted or damaged screws since it
can be used for cleaning out slots or creating a new slot across the screw head.
FCinBCO - Section 5 – Remove Replace Fixtures Fittings – TH
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Work Activity 1
January 2004
Fixing screws
Delivery
Presentation
Demonstrate how to use a hand drill and/or bradawl to prepare a pilot
hole in the material for the screw to follow. Explain that this helps to
prevent splitting the material and eases the screwing process.
Describe/show how a lubricant, such as silicone or grease, can help in
the fixing/removal of a screw.
Show the difference between screwing into a pilot hole and attempting to
screw into unprepared wood.
Student involvement
Say that brass screws are brittle and can easily break if too much
pressure is used. Ask how this can be avoided.
Response required
Insert steel screw of same size first to cut the thread etc. Remove steel
screw and fix brass screw into the prepared material.
Resources
Hand drill
Drill bits
Bradawl
Screws
Screwdriver
Wood
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Work Activity 1
January 2004
Fixing screws
Screws are, in effect, wedges of metal with the thread acting to draw the screw into the
wood or other material and to anchor the screw. To prevent the screw from splitting the
material and to make it easier to insert the screw into the material, a pilot hole can be
drilled into the material for the screw to follow. The pilot hole will be of lesser diameter
than the screw, to allow the thread to anchor itself in the material. A small amount of
lubricant such as grease or silicone on the screw will make it easier to insert and
remove. An alternative to drilling a pilot hole is to use a bradawl to create a hole for the
screw to follow. If possible, the bradawl should, when used in timber, cut the fibres
rather than part them, to avoid splitting along the grain.
Hand drill and bradawl
Brass screws are quite brittle and will shear, or the head will break, if subjected to a lot
of pressure when being screwed in. To avoid this it is good practice to screw in a steel
screw of the same size and then replace it with the brass screw.
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Work Activity 1
January 2004
Hammers
Delivery
Presentation
Show and describe a claw hammer and a cross-pein hammer.
Show how the claw hammer can be used for extracting nails. Use a
timber or ply pad under the claw to prevent damage to the surface of the
wood.
Student involvement
Ask students what will happen if the surface of the wood is struck by the
hammer head.
Response required
The wood will be damaged and show the imprint of the hammer head.
Resources
Claw hammer
Cross pein hammers – different weights
Delivery
Presentation
Show how a nail can be driven into wood most of the length and then
finished by using a nail punch.
Describe care and maintenance of hammers.
Resources
Hammer
Nails
Nail punch
Pieces of wood
Student Activity Sheet 1B (see end of Work Activity Pack 1)
Provide students with scrap wood, claw hammer and nail punch. Two
oval nails to be driven into wood with head below the surface. One round
head wire nail to be driven almost in and then extracted using a claw
hammer.
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Work Activity 1
January 2004
Hammers
There are various shapes and sizes of hammers but two common hammers used in
construction are the claw hammer and the cross pein hammer. The claw has the
advantage that it can be used to extract nails. Claw hammers can be purchased with
steel or wooden shafts. The steel shafts are stronger. Wooden shafts are usually made
from ash or hickory since these are strong and resilient. Claw hammers can be
purchased in different weights from 450 to 570 grams. The heavier weight is useful
when driving in larger nails.
Claw hammer
Cross pein hammer
Cross pein hammers have wooden shafts, again made from ash or hickory. They are
generally used for lighter work and can be purchased in different weights from 113 to
450 grams. The lighter weight cross pein is commonly called a pin hammer and is used
for driving in small nails and panel pins.
When using hammers on wooden items, care should be taken to avoid damaging the
surface of the wood. When levering the claw hammer to draw out a nail, the pressure of
the hammer can indent the wood. To avoid this, a piece of ply or thin wood can be used
under the claw head to spread the weight. Similarly, the striking face of the hammer will
cause deep indents in wood if, for example, a nail is driven home with force. To prevent
this, the nail can be driven in almost to the surface of the wood and a nail punch used,
with a hammer, to drive the nail the remaining distance.
Using a nail punch
Care and maintenance
Hammers should be kept clean. The striking face of the hammer head can be cleaned
by rubbing it across sandpaper, on a flat surface. In very hot weather, the wooden
shafts can dry out and become loose in the head. The wood can be dampened to swell
it out to the true size. Wooden and steel shafted hammers should be kept in tool boxes
or bags when not in use.
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Work Activity 1
January 2004
Spanners
Delivery
Presentation
Show and describe an open-ended spanner, a ring spanner and a socket
spanner.
Demonstrate using spanners in confined spaces.
Demonstrate holding bolt head with one spanner while tightening the nut
with another spanner.
Student involvement
Ask students what could be used to assist in the movement of the nut on
the thread of the bolt.
Response required
Lubricant, e.g. oil
Resources
Three different types of spanner
Nuts and bolts
Demonstration models for fixing and removing nuts and bolts
„
Student Activity Sheet 1C (see end of Work Activity Pack 1)
Provide students with pre-drilled pieces of wood and ask them to fit and
tighten, then remove a nut, bolt and washer using each of the three types
of spanner.
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Work Activity 1
January 2004
Spanners
Spanners are used to tighten or remove nuts and bolts. There are three common types
of spanner, open-ended spanners (fixed and adjustable), ring spanners and socket
spanners.
Open-ended spanners are made from toughened steel in the shape of a jaw with one
end open. They come in a range of sizes to suit the sizes of nuts and the jaw slides
tightly against two edges of the nut. The shaft of the spanner acts as the lever when
tightening or removing a nut. The head of the spanner is at an angle to the shaft so that
in confined spaces the spanner can be turned over to obtain a further levering
movement. One disadvantage of the open end is that it can slip off the nut.
Open ended spanner
Rather than buy a range of spanners it is possible to buy open-ended spanners with
adjustable jaws that can be opened or closed to fit a wide range of nut sizes and
shapes.
Ring spanners provide an all round grip on the nut and are stronger than open-ended
spanners. Because of the all round grip they are less likely to slip off the nut. Ring
spanners can be obtained in a vast range of sizes.
Ring spanner
Socket and wrench
Sockets are similar to ring spanners in providing an all round grip. A range of sizes is
available and they are normally bought in a set. Each socket fits into a ratchet head on
a wrench. The ratchet can be reversed so that it can be used for either tightening or
removing nuts. An advantage is that accessories are available such as extension bars
and universal joints to enable the socket to be used in awkward places.
Care and maintenance
Spanners should be kept clean and free from debris on the jaws. A slight oiling will
prevent rusting. They should be stored in a secure place, preferably in sets. Sockets
and wrenches should be stored in order of size in the box provided with the set.
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Work Activity 1
January 2004
Spirit levels
Delivery
Presentation
Show and describe a long and a short (boat) spirit level with horizontal
and vertical bubble tubes.
Show how the levels can be used for checking vertical and horizontal
surfaces, e.g. corners of walls, door openings, borders.
Student involvement
Ask students what else the long level could be used for.
Response required:
Drawing horizontal and vertical lines on vertical surfaces.
Resources
Long spirit levels
Short (boat) spirit levels
Student Activity Sheet 1D (see end of Work Activity Pack 1)
Students to draw a horizontal and a vertical line on a piece of paper fixed
to a vertical surface, using a long spirit level to obtain true lines and
levels.
Teacher to check the accuracy of the lines.
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Work Activity 1
January 2004
Spirit levels
Spirit levels are used by most trades people in the construction industry. They are used
to check horizontal and vertical lines and levels. The level works on the basis of a
bubble of air rising to the top of an oily liquid in a slightly curved, clear glass or plastic
sealed tube fixed in a wood or metal parallel straight edge. They can be obtained in a
variety of lengths commonly ranging from 225 mm up to 1.2 m. The shorter levels are
used for checking and adjusting small pieces of work. Long levels are used for checking
longer distances, often in conjunction with a straight edge.
Long metal level
Boat level
It is important that the spirit level is accurate since even a small error becomes multiplied
over a long distance. Some of the spirit levels have adjustable bubble tubes so that any
inaccuracy can be corrected. Many modern spirit levels, however, have fixed tubes and
have to be sent to the manufacturer for adjustment.
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Work Activity 1
January 2004
Spirit levels (continued)
Checking for accuracy
Delivery
Presentation
Show and describe how to check a spirit level for accuracy using two
screws in a fixed, horizontal surface and by reversing the level.
Show and describe a similar process using two screws in a fixed vertical
surface.
Show and describe how the level can be adjusted to make it accurate.
Student involvement
Ask students what they would do if they found that a spirit level was faulty
or out of true.
Response required
Report the fault to the person in charge.
Resources
Fixed horizontal surface
Fixed vertical surface
2 screws
Screwdrivers
Bradawl
Long spirit level
Student Activity Sheet 1E (see end of Work Activity Pack 1)
Each student to check a long spirit level for accuracy by reversing. Each
to record and report any fault to the teacher.
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Work Activity 1
January 2004
Spirit levels (continued)
Checking for accuracy
The level can be checked, by driving two screws into a fixed, horizontal piece of wood
with the heads protruding about 6 mm. The screws should be a little less than the length
of the spirit level apart for the level to be able to rest on them. By turning one screw
down the level can be moved until the bubble is exactly between the lines marked on the
tube. The level is then reversed in its length and again rested on the screws. If the
bubble still lies between the lines it is accurate. If the bubble is in a different position the
level needs adjusting. This can be done by turning one screw down until the amount of
error is halved. The tube is then adjusted in the level so that the bubble is between the
two lines. By reversing the level the adjustment can be checked as correct.
The vertical (plumb) bubbles can be checked in the same way, with the screws fixed in a
vertical surface. It is good practice to check the accuracy of the level when in normal
use by reversing it on the work surfaces or lines.
The more detailed pictures show the
bubble in the level between the two
black lines in the tube filled with liquid
Screws
Care and maintenance
Levels are delicate tools and need to be treated with care avoiding being dropped,
knocked or used for any other purpose than levelling. They must be kept clean,
particularly on the flat edges and the bubble tubes. Accuracy can be checked each time
in use by reversing the level as outlined previously.
FCinBCO - Section 5 – Remove Replace Fixtures Fittings – TH
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Work Activity 1
January 2004
Tape measures
Delivery
Presentation
Show and describe steel and fabric tape measures in various sizes
including 30 metres long measures. Explain their use and show how they
can be used on running lengths and, in the case of the 2 – 6 metres
tapes, between reveals.
Describe how to treat them with care and to avoid kinking the steel
blades.
Student involvement
Ask students why fabric tapes should not be used for accurate
measurements.
Response required:
Fabric tapes can stretch.
Resources
A variety of tape measures, both steel and fabric.
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Work Activity 1
January 2004
Tape measures
Tape measures are used extensively in construction and are available in various sizes
from 2 metres up to 30 metres long. They are made from thin, continuous metal or
fabric, about 13 mm wide, which enables them to be wound up tightly within plastic or
metal cases. This allows the 2 m – 6 m measures to be carried in the pocket or on a belt
clip. The longer tape measures are used for long distance work such as measuring
boundaries or marking out foundations.
Most tape measures have dual measurements marked on them for metric and imperial
measurements. Metric is now the more commonly used version. The cases for the 2 m
– 6 m tapes are usually of a specified size so that they can be part of the overall
measurement when measuring, for instance, between reveals of openings. Fabric tape
measures can stretch and are not recommended when accurate measurements are
required.
Care and maintenance
Tapes should be kept clean and dry. When used in wet conditions they should be
cleaned and dried after use. Steel blades should have a smear of oil rubbed along the
blade to prevent rusting. Care should be taken to avoid kinking the blade as this will
make the tape inaccurate and could fracture and break the tape.
Imperial
Lock
Nib
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Metric
Work Activity 1
January 2004
String lines
Delivery
Presentation
Show and describe a building line. Demonstrate how it can be used
horizontally, e.g. on brickwork with corner blocks or line pins.
Show and describe a plumb bob. Demonstrate how to use it with a line to
mark out a vertical line.
Describe and demonstrate putting a chalk line onto a flat surface, e.g.
wall or floor.
Student involvement
Ask students where they think a plumb bob could be used.
Response required:
For marking out rainwater down pipes
Wallpapering
Marking out vertical lines for wall tiling
Resources
Builder’s line
Plumb bob
Chalk
Corner blocks
Line pins
Student’s Handbook
Teacher to distribute reference pages relating to Work Activity 1.
Students to insert the missing words.
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Work Activity 1
January 2004
String lines
Building lines are used extensively in construction, for example, in marking out
foundations, laying bricks/blocks to line and providing lines when setting out rainwater
gutters and pipes. Modern lines can be bought in skeins (often multiple skeins) to
provide lengths of tens of metres. They are usually coloured, orange being a favoured
colour, so that they can be seen against most backgrounds, and are made from nylon or
similar for strength and durability.
String lines can be used to mark vertical lines when used in conjunction with plumb
bobs. These are special weights, in brass or steel, which are attached to the line. When
marking out vertical lines, for example when wallpapering, the line is held at ceiling level
and the weight allowed to hang at rest near the floor level. The line is then perfectly
perpendicular.
Lines are sometimes rubbed with chalk to obtain a line on a flat surface. This line is
made by holding the chalked line very tightly along the line to be marked and then
snapping it onto the surface. Purpose made chalk lines are available.
Care and maintenance
String lines should be kept clean and dry to prevent rotting. Care should be taken to
avoid the line becoming knotted or tangled.
Line and
Plumb
Bob
Line pulled taut from
corner blocks
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Work Activity 1
January 2004
Student Activity 1A
Delivery
Students to be provided with a selection of screws that includes all 3
shapes of slot/recess. Provide a selection of screwdrivers and ask the
students to match the correct size and shape of screwdriver to each
screw.
Resources
For each student:
•
6 countersunk head screws of differing head sizes, 4 up to 14
gauge, with varying slots/recesses to correspond with the 3
screwdriver head shapes.
•
A range of screwdrivers that will match the screws that have been
given out. Numbers to be stuck to each screwdriver for
identification.
•
Activity chart.
Note: Chart can be produced as an IT exercise.
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Work Activity 1
January 2004
Activity Sheet 1A
You have been given 6 countersunk head screws.
Match each screw with the correct size and head shape of
screwdriver.
List below the head size and shape of each screw and the number of
the screwdriver that you think is the correct one to use on it.
Head size of
screw
Type of screwdriver head
required, i.e. Flat, Phillips,
Pozidrive
Number of
screwdriver
1
2
3
4
5
6
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Work Activity 1
January 2004
Student Activity 1B
Delivery
Each student to be provided with two pieces of scrap wood, nails,
hammers and nail punch and asked to fasten the two pieces of wood
together using two oval nails with the heads of the nails driven just below
the surface of the wood. One round head clout nail to be driven in to
within 3 mm of the surface of the wood. This nail to be extracted using
the claw hammer.
Teacher to check finished pieces of work for hammer marks.
Resources
For each student:
•
2 pieces of scrap wood, each approximately 150 mm x 50 mm x 25
mm
•
2 oval nails 40 mm long
•
1 round head clout nail
•
Cross pein hammer - 140 gram
•
Claw hammer – 140 gram
•
Nail punch
•
Ply pads approximately 50 mm x 50 mm
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Work Activity 1
January 2004
Activity Sheet 1B
You have been given two pieces of scrap wood, approximately 150
mm long x 50 mm wide by 25 mm thick, and three nails.
• Place one piece of the wood flat on the other and use the two
oval nails to fasten them together with the nails about 100 mm
apart. The nails should be driven so that the heads are just
below the surface of the wood. Use a nail punch for the last
few millimetres.
• Drive the round-headed nail into the wood at about the centre
of the face of the wood. Leave the head sticking up out of the
wood about 3 mm. Use a claw hammer to draw out the roundheaded nail.
Your work should not show any hammer marks when completed.
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Work Activity 1
January 2004
Student Activity 1C
Delivery
Students to be provided with two pre-drilled pieces of scrap wood, each
about 20 mm thick. Students to be asked to select a nut, bolt and
washer, suitable for bolting the two pieces of wood together. Nut and bolt
to be tightened and removed three times using a different type of spanner
each time.
Resources
For each student:
•
2 pre-drilled pieces of wood
•
Selection of nuts, bolts and washers with at least one suitable nut and
bolt for each student
•
Range of spanners
- open ended
- ring
- socket
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Work Activity 1
January 2004
Activity Sheet 1C
You have been given two pieces of drilled wood.
• Select a suitable nut, bolt and washer to fix the two pieces of
wood together.
• Select a suitable spanner and tighten and remove the nut, bolt
and washer. Repeat this three times, each time using a
different type of spanner from the following:
1. Open-ended spanner
2. Ring spanner
3. Socket spanner
The teacher will check that you have selected the correct sizes
of nuts, bolts, washers and spanners.
• At the end of the activity replace the nut, bolt, washer and
spanners in their correct storage places.
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Work Activity 1
January 2004
Student Activity 1D
Delivery
For each student securely pin an A3 sheet of paper to a vertical, fixed
surface. Ask the students to draw a horizontal line about halfway up the
paper using a long spirit level. Then to draw a vertical line about halfway
across the paper, again using the spirit level.
Teacher to check the drawn lines for accuracy
Resources
For each student:
•
Sheet of blank A3 paper
•
Drawing pins/adhesive tape/blutac
•
Long spirit level with horizontal and vertical bubble tubes
•
Pencil
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Work Activity 1
January 2004
Activity Sheet 1D
You have been given a long spirit level and a pencil.
On the sheet of paper that has your name on the top right hand
corner:
• Use the spirit level and pencil to draw a true horizontal line
about halfway up the paper
• Use the spirit level and pencil to draw a true vertical line about
halfway across the paper
The teacher will check the accuracy of both lines.
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Work Activity 1
January 2004
Student Activity 1E
Delivery
For each student provide an inaccurate, long spirit level. Ask the
students to check the accuracy of the level by reversing and to record and
report the details of the inaccuracy.
Resources
For each student:
•
Long spirit level in need of adjustment (level to be numbered)
•
Board with two screws in place
•
Screwdriver
•
Paper and pencil or use of IT
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Work Activity 1
January 2004
Activity Sheet 1E
You have been given a long spirit level, a board with two screws fixed
in it and a screwdriver. You also have a sheet of paper and a pencil.
• Fix the board horizontally in a bench vice with the screws at the
top.
• Place the level on the screws.
• Check the accuracy of the level by reversing it on the screws.
• Record the result of the check on the piece of paper. Show the
number of the level on the record.
• Pass the record to the teacher.
The teacher will check the accuracy of your record.
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Work Activity 1
January 2004
Enhancement
Visit to a building site to see tools being used and to observe how horizontal/vertical
lines and levels are being set out.
Under guidance, students should prepare an observation /question checklist prior to the
visit.
Key Skills
Communication
•
oral – asking questions, seeking clarification, answering questions, taking part in
discussions
•
production of chart
IT
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Work Activity 1
January 2004
Student’s Handbook
Work Activity 1
Exercise 1
True or false
1.
2.
3.
4.
5.
False
True
True
False
True
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Work Activity 1
January 2004
THIS PAGE IS BLANK
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Work Activity 1