document resume - eric · module 8.04 - assembly of oxy-acetylene equipment. 87. module 8.05 -...

DOCUMENT RESUME

ED 234 269 CE 037 086

TITLE Career Preparation Program Curriculum Gui de for:Metal Fabrication, Machinist Training.

INSTITUTION Britigh Columbia Dept. of Education, Victoria.Curriculum Development Branch.

REPORT NO ISBN-0-7719-9261-0PUB DATE 83NOTE 402p.; For related documents, see CE 037 083-085.

Except for section 3, contents are duplicated by therelated documents.

PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICEDESCRIPTORS

MF01/PC17 Plus Postage.Behavioral Objectives; Bibliographies; CooperativeEducation; Course Descriptions; Curriculum Guides;Engineering Drawing; High Schools; LearningActivities; Learning Modules; *Machine Tools;Machinists; Measurement; *Metal Industry; Metallurgy;Metals; *Metal Working; Postsecondary Education;Program Descriptions; Safety; Secondary Education;Trade and Industrial Education; Welding

ABSTRACTThis curriculum outline provides secondary and

postsecondary instructors with detailed information on studentlearning outcomes for completion of the metal fabrication machinisttraining program requirements. A program overview discusses the aimsof education; secondary school philosophy; and career preparation.programs and their goals, organization, and evaluation. Sections twoand three provide the curriculum_format for programs in grades 11 and12, respectively. Each program is divided into units containing from1 to 19 modules. Both course and unit general aims are cited. Modulesconsist of these components: goal statements, learning outcomes, andstudent activities to support the learning outcomes. Topics coveredin the 18 units in the grade 11 program and the 17 units in the grade12 program include cooperative career preparation; shop practices,human relations, and safety; hand tools; mechanical drawing;soldering; gas welding; oxyacetylene welding, brazing, and cutting;shielded metal arc welding; metallurgy; power saws, shapers, andmilling machines; hot metals; grinding, polishing, and surfacefinishing; drilling, reaming, and tapping; lathes; drill pressoperations and setups; power saws, fitting, and assembly;measurement; blueprint reading; applied mathematics; and rigging andmaterial handling. Section four contains resource materials and achapter on rigging and erection. (YLB)

***********************************w************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

***********************************************************************

CAREER PREPARATION PROGRAM

CURRICULUM GUIDE FOR

METAL FABRICATION MACHINIST TRAINING

PROVINCE OF BRITISH COLUMBIA

MINISTRY OF EDUCATION

__USDEPARTMENT OF EDUCATIONATIONAL INSIITUTE_OF EDUCATIONUCATIONAL_ RESOURCES INFORMATION

CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.

1 Minor changes have been made to improvereproduction quality.

Points of view or opinions stated in this docu-ment do not necessa'ily represent official NIEposition or policy.

1983

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

CURRICULUM DEVELOPMENT BRANCH

Do, © MINISTRY OF EDUCATION, PROVINCE OF BRITISH COLUMBIA, CANADA

No part of this publication may be reproduced in any form

(Nr)without permission in writing from the publisher.

4;

iCanadian Cataloguing in Publication Data

Main entry under title:Career preparation program curriculum guide for metal

fabrication, machinist training

Cover title.ISBN 0-7719-9261=0

1. Machine-shop practice - Outlines, syllabi; etc.

2. Machine shops - Vocational guidance - British

Columbia - Outlines, syllabi, etc. I. British

Columbia. Schools Dept. Curriculum Development

Branch.

TJ1160.C37 621.8'07'12711 C83-092202-4

ACKNOWLEDGEMENTS

o The Ministry of Education gratefully acknowledges the workof the Metal Fabrication curriculum committee members fortheir contribution to this Career Preparation Program andcurriculum guide:

John Bigley

Dan Bradford

Wayne Fagrie

Ted Marchant

Howard Thompson

Fred Packford

Doug Podetz

Mickey Zoyetz

Vancouver (S.D. #39)

Selkirk College, Castlegar

Pacific Vocational InFtitute, Burnaby

Pacific Vocational Institute, Burnaby

North Vancouver (S.D. #44)

Greater Victoria (S.D. #61)

Surrey (SA1; #36)

Cariboo College, Kamloops

The Ministry of Education personnel involved in this project was:

Ken Douglas

The B.C. Teachers Federation and those numerous persons inthe fielo who contributed to and supported the productionof this document.

- v -

TABLE OF CONTENTS

PAGE

ACKNOWLEDGEMENTS iii

INTRODUCTION 1

SECTION ONE - PROGRAM OVERVIEW 5

PART 1.0 - AIMS OF EDUCATION 7

PART 2.0 - SECONDARY SCHOOL PHYLOSOPHY 8

PART 3.0 - CAREER PREPARATION PROGRAMS 9

PART 4.0 - GOALS OF CAREER PREPARATION PROGRAMS. . 15

PART 5.0 - ORGANIZATION 17

PART 6.0 - EVALUATION 22

SECTION TWO - C P 11 - METAL FABRICATION 35

UNIT 1.0 - COOPERATIVE CAREER PREPARATION (SCHOOLBASED) 36

MODULE 1.01 - CAREER DEVELOPMENT AND COMMUNICATION 37

MODULE 1.02 = WORK ETHIC AND WORK OBSERVATION . . 40

MODULE 1.03 - ORGANIZATIONAL STRUCTURES AND ROLE OFMANAGEMENT AND LABOUR 41

MODULE 1.04 - WORKING CONDITIONS AND LABOURLEGISLATION 43

MODULE 1.05 - JOB SEARCH SKILLS AND JOB INTERVIEWS 44

MODULE 1.06 - FIELD TRIPS AND RESOURCE SPEAKERS . 46

MODULE 1.07 - EDUCATIONAL REQUIREMENTS FOR CAREERPLANNING 47

- vi -

PAGE

UNIT 2.0 - SHOP PRACTICES, HUMAN RELATIONS AND SAFETYPROCEDURES 48

MODULE 2.01 - SHOP RULES AND PRACTICES. . . . 48

MODULE 2.02 - HUMAN RELATIONS AND PERSONAL ATTRIBUTES . 51

MODULE 2.03 - GENERAL SHOP ADMINISTRATION 54

MODULE 2.04 - EMERGENCY PROCEDURES (FIRE AND MEDICAL --

ROUTINES) 55

UNIT 3.0 - TECHNICAL - READING, WRITING AND REPORTING . 57

MODULE 3.01 - TECHNICAL REPORTS AND WORK SHEETS 57

UNIT 4.0 - FASTENERS 59

MODULE 4.01 - TYPES OF FASTENERS 59

UNIT 5.0 - TOOLS AND EQUIPMENT 61

MODULE 5.01 - USE AND CARE OF HAND TOOLS 61

MODULE 5.02 - MEASURING TOOLS 62

MODULE 5.03 - LAYOUT TOOLS. 65

MODULE 5.04 - USE AND CARE OF PORTABLE POWER TOOLSAND ACCESSORIES 68

UNIT 6.0 - MECHANICAL DRAWING CONCEPTS 69

MODULE 6.01 - BASIC CONCEPTS- 69

MODULE 6.02 - MEASUREMENT 71

MODULE 6.03 - PICTORIAL DRAWINGS 72

MODULE 6.04 - ORTHOGRAPHIC DRAWINGS 73

MODULE 6.05 - CONVENTIONAL LINES AND SYMBOLS 75

MODULE 6.06 - CONVENTIONAL CONCEPTS 77

PAGE

UNIT 7.0 - SOFT AND SILVER SOLDERING 80

MODULE 7.01 - SOFT SOLDER 80

MODULE 7.02 - SOFT SOLDER APPLICATION 82

MODULE 7.03 - SILVER SOLDER 83

UNIT 8.0 - GAS WELDING OPERATIONS 84

MODULE 8.01 - WELDING SAFETY PRACTICES 84

MODULE 8.02 - STORAGE AND HANDLING OF OXYGEN ANDFUEL GAS CYLINDERS 85

MODULE 8.03 - HANDLING AND OPERATING OXY-ACETYLENEEQUIPMENT 86

MODULE 8.04 - ASSEMBLY OF OXY-ACETYLENE EQUIPMENT 87

MODULE 8.05 - TESTING FOR LEAKS 88

MODULE 8.06 - CORRECTLY !IGHT AND SHUT DOWN THEOXY-ACETYLENE UNIT 89

MODULE 8.07 - TORCH LINE EXPLOSIONS 90

MODULE 8.08 - FIRE PREVENTION 91

MODULE 8.09 - FIRE EXTINGUISHERS 92

MODULE 8.10 - VENTILATION 93

MODULE 8.11 - WELDING AND CUTTING CONTAINERS. 94

MODULE 8.12 - PROTECTIVE EQUIPMENT 95

UNIT 9.0 - OXY-ACETYLENE EQUIPMENT 96

MODULE 9.01 - OXY=ACETYLENE WELDING EQUIPMENTPROCESSES AND APPLICATIONS 96

MODULE 9.02 - CONSTRUCTION OF OXYGEN AND FUELGAS CYLINDERS 97

MODULE 9.03 - CONSTRUCTION OF PRESSURE REGULATORS . 98

MODULE 9.04 - OXYGEN AND FUEL GAS HOSE-

MODULE 9.05 - OXY=ACETYLENE TORCHES

MODULE 9.06 - MANIFOLD SYSTEMS-

MODULE 9.07 - SELECTION OF FLAMES

MODULE 9.08 - TIP SELECTION AND MAINTENANCE

UNIT 10.0 - OXY-ACETYLENE WELDING, BRAZING ANDCUTTING (0 A W )

MODULE 10.01 - WELDING POSITIONS

MODULE 10;02 - SELECTION OF FILLER METALS

MODULE 10.03

MODULE 10.04

MODULE 10.05

MODULE 10.06

MODULE 10.07

MODULE 10.08

MODULE 10.09

MODULE 10.10

MODULE 10.11

MODULE 10.12

MODULE 10.13

MODULE 10.14

MODULE 10.15

MODULE 10.16

MODULE 10.17

MODULE 10.18

MODULE 10.19

FOREHAND WELD

- BEADING

- CORNER JOINT

- LAP JOINT

EDGE JOINT

- TEE JOINT

BUTT JOINT

- FUSION WELD OF CAST IRON

- BRAZE WELDING

= BRAZE WELDING-

= BRAZE WELDING-

= BRAZE WELDING-

= BRAZE WELDING-

= BRAZE WELDING-

= BRAZE WELDING-

- GAS CUTTING OXY-FUEL CUTTING-ACETYLENE

- GAS CUTTING OXY-FUEL CUTTING-ACETYLENE

PAGE

99

100

101

102

103

104

104

105

106

107

108

109

110

111

112

113

114

116

117

118

119

120

121

122

126

PAGE

UNIT 11.0 - SHIELDED METAL,ARC WELDING 130

MODULE 11.01 - FUNDAMENTALS OF ARC WELDING 130

MODULE 11.02 - ARC WELDING SAFETY 132

MODULE 11.03 - ARC WELDING EXERCISES 134

UNIT 12.0 - METALLURGY 139

MODULE 12.01 - FERROUS METALS 139

MODULE 12.02 - NON=FERROUS METAL.; 141

MODULE 12.03 - WELDABILITY OF STEELS 142

MODULE 12.04 = HEAT TREATMENT 143

MODULE 12.05 = SHAPES OF METALS 144

UNIT 13.0 = POWER SAWS, SHAPERS AND MILLING MACHINES . . 145

MODULE 13.01 - POWER SAWS 145

MODULE 13.02 - SHAPERS 147

MODULE 13.03 - MILLING MACHINES (VERTICAL, HORIZONTAL) 148

UNIT 14.0 - HOT METALS 150

MODULE 14.01 - TOOLS AND EQUIPMENT 150

MODULE 14.02 - FORGING AND BENDING 151

MODULE 14.03 - FOUNDRY 152

UNIT 15.0 - INTRODUCTION TO SHEET MCAL 155

MODULE 15.01 - SHEET METAL TRADES 155

MODULE 15.02 - SAFETY IN THE SHEET METAL SHOP 156

MODULE 15.03 - COMMON SHEET METALS 1s7

MODULE 15.04 - HAND TOOLS 158

MODULE 15.05 - SHEET METAL MACHINES 159

PAGE

MODULE 15.06 - APPLIEL GEOMETRY 160

MODULE 15.07 - SIMPLE PATTERN LAYOUT 162

MODULE 15.08 - PARALLEL LINE DEVELOPMENT 163

MODULE 15.09 - RADIAL LINE DEVELOPMENT 164

MODULE 15.10 - HEAVY GAUGE AND STRUCTURAL FABRICATION 165

UNIT 16.0 - GRINDING, POLISHING AND SURFACE FINISHING . 166

MODULE 16.01 - GRINDING MACHINES 166

MODULE 16.02 - SAFETY PRECAUTIONS 167

MODULE 16.03 - BUFFING AND POLISHING 168

MODULE 16.04 - PAINTING 169

MODULE 16.05 - PLATING AND COLOURING METAL. SURFACES . 170

UNIT 17 -0 = DRILLING, REAMING, TAPPING 171

MODULE 17.01 - DRILLING MACHINES 171


MODULE 17.03 - REAMING 174

MODULE 17.04 - TAPS AND DIES 175

UNIT 18.0= LATHES 176

MODULE 18.01 - LATHE NOMENCLATURE 176

MODULE 18.02 - WORK HOLDING 177

MODULE 18.03 - LATHE CUTTING TOOLS 178

MODULE 18.04 - FEEDS AND SPEEDS 179

MODULE 18.05 OPERATIONS 180

SECTION THREE - C P 12 - MACHINIST' TRAINING

UNIT 1.0 - COOPERATIVE CAREER PREPARATION (COMMUNITY BASED)

MODULE 1.01 - PREPLACEMENT ROUTINE

MODULE 1.02 - PLACEMENT (EXTERNAL TO SCHOOL)

MODULE 1.03 - POSTPLACEMENT ROUTINE

MODULE 1.04 - STUDENT REPORTING PROCESS

MODULE 1.05 - LETTER OF THANKS TO EMPLOYER

UNIT 2.0 - SAFETY

MODULE 2.01 = ACCIDENT PREVENTION

MODULE 2.02 - FIRE PREVENTION

UNIT ?.0 - INTRODUCTION TO MACHINES

MODULE 3.01 - SHOP MACHINERY

UNIT 4.0 - HAND TOOLS

MODULE 4.01 - HAMMERS

MODULE 4.02 - WORK HOLDING

MODULE 4.03 - SCREW DRIVERS

MODULE 4.04 - WRENCHES

MODULE 4.05 - PUNCHES AND STAMPS

MODULE 4.06 - HAND SAWING

MODULE 4.07 - FILING

MODULE 4.08 - CHISELS

MODULE 4.09 - BROACHING

MODULE 4.10 - DRILLS

MODULE 4.11 - TAPS, DIES

1i

PAGE

189

190

190

192

193

194

195

196

196

199

201

201

202

202

203

204

205

206

207

208

209

210

211

212

PAGE

UNIT 5.0 - DRILL PRESS OPERATIONS AND SETUPS 213

MODULE 5.01 = DRILL PRESS TERMINOLOGY 213

MODULE 5.02 - SPEEDS AND FEEDS 215

MODULE 5.03 - CUTTING FLUIDS 217


MODULE 5.05 - DRILLING 220

MODULE 5.06 - COUNTERSINKING AND COUNTERBORING 223


MODULE 5.08 - LARGE HOLE CUTTING 227

MODULE 5.09 - THREAD CUTTING 229

UNIT 6.0 - LAYOUT 231

MODULE 6.01. - LAYOUT TOOLS 231

MODULE 6.02 - PREPARING FOR LAYOUT 233

MODULE 6.03 - CARE AND USE OF HEIGHT GAUGE 235

UNIT 7.0 - POWER SAWS 236

MODULE 7.01 - POWER SAW TYPES AND OPERATIONS . 236

MODULE 7.02 - INSTALL AND ADJUST SAW BLADES 238

MODULE 7.03 - COLD SAWS AND ABRASIVE CUTOFF SAWS 240

MODULE 7.04 - CONTOUR BANDSAWS 241

UNIT 8.0 - SHAPERS, PLANERS AND SLOTTERS 242

MODULE 8.01 - SHAPERS, PLANERS AND SLOTTERS 242

UNIT 9.0 - MILLING MACHINES

MODULE 9.01 - MILLING MACHINE NOMENCLATURE

MODULE 9.02 MILLING CUTTERS


MODULE 9.04 - SPEEDS AND FEEDS

MODULE 9.05 BASIC MILLING OPERATIONS

MODULE 9.06 - INDEXING DEVICES

MODULE 9.07 GEARS AND GEAR CUTTING

UNIT 10.0 - GRINDING

MODULE 10.01 ABRASIVES AND WHEELS

MODULE 10.02 - GRINDING MACHINES

UNIT 11.0 - FITTING AND ASSEMBLY

MODULE 11.01 - BOLTS AND SCREWS

MODULE 11.02 - SHAFT FASTENERS

MODULE 11.03 SCREWS AND RIVETS

UNIT 12.0 - METALLURGY

MODULE 12;01 - FERROUS MATERIALS-

MODULE 12.02 - PHYSICAL PROPERTIES

MODULE 12.03 - HEAT TREATMENT

UNIT 13;0 - LATHES

MODULE

MODULE

MODULE

MODULE

MODULE

13.01

13.02

13.03

13.04

13.05 =

- LATHE TERMINOLOGY

- WORK HOLDING

- CUTTING TOOLS

- TURNING TECHNIQUES

THREADING

MODULE 13.06 -

MODULE 13;07 -

DRILLING, REAMING 'AND BORING

PAGE

245

245

246

248

250

251

253

255

256

256

258

260

260

262

264

265

265

267

268

270

270

272

274

276

279

281

1FILING AND POLISHING '1283

PAGE

UNIT 14.0 - MEASUREMENT 284

MODULE 14;01 - MEASURING SYSTEMS AND SCALES 284

MODULE 14;02 - RULES 286

MODULE 14;03 - CALIPERS 287

MODULE 14.04 - MICROMETERS AND VERNIER CALIPERS; 289

14;05 - SQUARES - PROTRACTORS 290

291

MODULE

MODULE

MODULE

UNIT 15.0

MODULE

MODULE

MODULE

UNIT 16.0

MODULE

MODULE

MODULE

MODULE

UNIT 17.0

MODULE

MODULE

SECTION FOUR

14.06 - MISCELIANEOUS MEASUREMENTS

14.07 - CARE AND ADMUSTMENT OF MEASURINGINSTRUMENTS 293

- BLUEPRINT READING 294

15.01 - SKETCHING 294

15.02 = ALPHABET OF LINES AND SYMBOLS . 296

15.03 = DIMENSIONING 298

- APPLIED MATHEMATICS 300

16.01 - BASIC CALCULATIONS 300

16.02 - GEOMETRIC MEASUREMENTS 302

16.03 - TRIGONOMETRY 304

16.04 - APPLIED MATH 305

- RIGGING AND MATERIAL HANDLING 307

17.01 - SAFETY REGULATIONS ON RIGGING . . 307

17.02 - MATERIAL HANDLING EQUIPMENT 310

- RESOURCE MATERIAL 309

1

INTRODUCTION

The purpose of this career preparation curriculum outline is toprovide the secondary school teachers and post-secondary instructorswith detailed information on student learning outcomes for completionof the career preparation program requirements. Information containedin this outline may be used as reference by students. counsellors,school administrators, employers and the general public. Performancestandards and guidelines for instruction will be established accordingto the criteria developed by teachers for the modules and courseswhich comprise each career preparation program.

,CAREERCAREERCAREERCAREERCAREERtAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREER

Section OneProgram Overview

PREPARATIONPREPARATIONPREPARATIONPREPARATION'PREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATION

PROGRAMPROGRAMPROGRAMPROGRAMPROQRAMPROGRAMPROGRAMPROGRAMPROGRAMPROGRAMPROGRAMPROGRAMPROGRAMPROGRAMPROGRAM

IC

5

PAGE

SECTION -ONE PROGRAM OVERVIEW

PART 1.0 - AIMS OF EDUCATION 7

PART 2.0 - SECONDARY SCHOOL PHILOSOPHY 8

PART 3.0 - CAREER PREPARATION PROGRAMS 9

PART 4.0 - GOALS OF CAREER PREPARATION PROGRAMS . 15

PART 5.0 - ORGANIZATION 17

PART 6.0 - EVALUATION 22

7

PART 1.0 AIMS OF EDUCATION

The basic function of the British Columbia system of public educationis to serve society and to meet the needs of individual students.School personnel have the primary responsibility to educate everyoneby enabling each student to pursue excellence, to experience successand to realize maximum potential in every course. The curriculumshould enable each student to achieve educational and vocational goalsin the development of their interests, skills and abilities.

Central to thPt responsibility is the promotion of learning, theacquisition of knowledge and the mastery of skillsa This is essentialto provide the student with a solid base upon which a successful futuremay be built. This responsibility implies an obligation to go beyondthe provision of a learning opportunity and to link instruction andlearning through activities that make it possible for the pupil tobecome a purposeful, effective and competent learner. Students shouldbe encouraged to develop a sustained interest in learning and a con-fidence in their ability to learn by the realization that any studybecomes effective through an orderly and sustained approach.

The primary responsibility of school personnel should be complementedby the many other facets of school life which contribute to thedevelopment of the maturing student. Teachers should encourage sports-manship, good health and fitness, promote a willingness to serve theschool and community, and provide opportunities to appreciate andshare in the social customs of the school and society._ Students shouldbe encouraged to be active participants in the community by meetingtheir obligations and responsibilities as citizens.

The philosophy of the school is best achieved in a purposeful andchallenging environment which motivates the best performance ofstudents and staff. The environment should be safe, supportive,rewarding and satisfying; and should reflect mutual respect andcourtesy among students, staff and parents. The facilities, equipmentmaterials and organization should enable students and staff to pursuestated educational goals. The environment must also be conducive toeffective participation by the staff in decisions affecting them andtheir students. Such participation is fostered by open, flexible andcooperative patterns of organization and communication based on a spiritof mutuality.

Teachers, parentf, and the community share the responsibility for foster-ing the optimum growth and development of each student. Shared respons-ibility should be directed to the end that each student will become aknowledgeable, self-reliant, self-disciplined, adaptive human being witha sense of enduring values and social and civic responsibility, able tocommunicate and participate effectively in a technologically advancingand increasingly mobile, complex and changing society.

PART 2.0 SECONDARY SCHOOL PHILOSOPHY

Secondary schools are primarily concerned with the development ofthe individual in a changing society. Organization of the secondary_school system is based on the belief that students should be providedwith a meaningful sequence of courses directed toward a particularpurpose which they themselves consider valuable and which lies withintheir abilities. Motivation of adolescents to maintain a positiveattitude with commitment to their studies is a challenging task forteachers. Students need educational experiences that will help themto cope with their responsibilities in society; to prepare for furthereducation at a college, Provincial institute or university; and/or toenter employment with a marketable skill.

General goals of the secondary school system should be incorporatedinto the educational philosophy of each school. Secondary schoolcurriculum goals should:

a. provide opportunities for all students to achieve a maximum ofgeneral and basic preparatory education,

b. emphasize those subjects needed for individual intellectualdevelopment for future career goals,

c. enable students to arrange subjects into broad patterns orprograms on the basis of their interrelationships and useful-ness for further education and employment,

d. permit individual choice of school programs according toalternatives that are available,

e. include opportunities for students to develop personal interestsand avocational values,

f. increase opportunities to relate course offerings to the needsof the school population and the community, and

g. allow students to select for themselves educational goals andpatterns of study in accord with their proven interests andabilities.

As students acquire and develop their skills and talents at thesecondary school educational level, interest in future careersbecomes increasingly important. The need to improve the transitionbetween schools, colleges, Provincial institutes and employment hasbeen addressed through the introduction of career preparationprograms.

19

PART 3.0

3.1

CAREER PREPARATION PROGRAMS

Aims and Purpose

Career preparation is vitally important to every individual in theirchoice of lifestyle and their economic security. In conjunction withthe pro,,,ision of basic education for all citizens, the school systemshould ensure that all students are provided the opportunity toincrease their awareness of career planning leading to vocationalchoices. The general education acquired through the public schoolsystem should complement the personal and intellectual development ofindividuals for success in the world of work.

Occupational needs are never static and students should have theopportulity to increase their awareness of the world of work whileattending public schools. The influence of modern technology hasaltered individual and family lifestyles and many students recognizethe need for preparatory training that will lead toward success in avocation of their choice. This increased emphasis on education andtraining will help students to understand the iacreasingly complexworld of business and industry. Pertinent questions should beconsidered. What are the qualifications for particular occupations?Which occupations require a post-secondary education or other -credentials? Which vocations require work related experiences?How should the school experience provide for student needs as theyconsider their future careers?

The last question is being partially answered through Career PreparationPrograms. Students who enroll in a career preparation program will gaina broad overview of a particular industry and will be provided withvocational experiences in a career area of their choice. Essentialcomponents of the total program include specialized courses with coopera-tive career preparation studies and the completion of all requirementsleading to a secondary school graduation certificate. Examples of some

career areas are the hospitality/tourism industry, general mechanics and

business education. Graduates of a career preparation program may bequalified to pursue further studies toward a profession, attend a collegeor Provincial institute to acquire further specialized education, orproceed directly to employment with some marketable skills. SecondarYschool teachers will need to cowerate with employers and post-secondaryinstructors to effectively integrate the career preparation programs.

2'

- 10 -

Adults at the school and community level have a responsibility toensure that all students will achieve a basic understanding andawareness of the world of work to prepare for emerging trends insociety. Increased school and community cooperation through thecareer preparation program will provide appropriate educationaland career development experiences to help students acquire market-able skills for future employment. This new program for thesecondary schools is consistent with the general aims of theBritish Columbia school system in striving to meet the needs ofall students.

The development of students who can think for themselves and learnon their own is one of the more important educational goals. Incareer preparation programs, practical experiences that combinemethods, resources and activities provide an important teachingstrategy to enhance learning and thinking abilities. Both indivi=dual and group problem solving strategies help students to utilizeabstract thinking abilities through practical learning activities.

In the grade 11 and 12 school terms, students in career preparationprograms have opportunities to apply basic skills and abilitiesgained from earlier educational experiences. Learning outcomesbecome more effective when students can develop abilities andtalents with new applications and a wider variety of resources.

The career preparation programs in British Columbia senior secondaryschools are designed to provide students with options that enablestudents to enter the work force, proceed to a college or Provincialinstitute or to pursue further academic studies leading to a profes-sional career. Courses related to career fields at the seniorsecondary level are intended to improve the transition of studentsbetween school and employment and between school and post-secondaryinstitutions. Students enrolled in a career preparation programwill participate in cooperative career preparation studies to spendpart of their school time in a learning situation in the communityat a training station. This experience is designed to providepractical experience for a student in an occupational field directlyrelated to a program specialty in the school.

All students will utimately enter the work force in some capacityand career preparation programs will assist students to recognizecurrent occupational practices and the avenues for advancement towardcareer goals. From these experiences, students can be encouraged torecognize the spectrum of employment within an occupational cluster.

3.2 Core Curriculum

Many of the core curriculum learning outcomes are integral parts ofthe learning outcomes that comprise a career preparation program.Students will be encouraged to relate their basic education experiencesto practical experiences through the application of talents, skills,abilities and competencies to simulated roles relative to futureemployment responsibilities.

Career preparation programs provide opportunities for students toapply the following aspects of the core curriculum to their schoolexperiences: (a) reading; (b) writing; (c) speaking; (d) principlesof measurement; (e) roles, responsibilities and rights of theindividual in society; (f) research and study skills; and (g) inquiry,analysis and problem solving. Practical application of the skills andpurposes of the core curriculum to the career preparation program willhelp students to function effectively as active and responsible citizens.

3.3 Responsibility of the School Staff

Preparation for employment concerns everyone and the educationalexperiences of a student have a direct impact on each person'sselection of a career path. One's choice of an occupation is closelyaligned with the desires for a particular lifestyle. Teachers in ourschools have a major responsibility to assist students in the develop-ment of attitudes toward work and the rewards that one may expect fromfuture employment. School experiences should help people to preparefor satisfying and successful employment. From this premise, there isincreasing recognition of the need for students to relate their schoolexperiences to career goals and the benefits that can be derived fromthe completion of courses for career advancement.

The school experience for students should include the acquisition ofcareer information, the development of skills and talents for specificoccupations and the opportunity to gain practical experience alongwith completion of general education requirements. The purpose ofcareer preparation is to provide students with information and gen-eralized skills which apply to a broad series of interrelated occupations.Students will then be able to make meaningful decisions concerning theadvantages and disadvantages of occupations. Along with the generaleducation requirements a student on a career preparation program willcomplete the following studies in grades 11 and 12.

Grade 11: General orientation to an occupational cluster will be providedin school by practical experience in a career field and cooperativecareer preparation studies. To understand the occupational competenciesrequired in vocations, students will have access to resource people andto information that will help them select a career. This cooperativeapproach to the involvement of community personnel is designed tobroaden the students' educational background and perspective of possiblecareer paths.

- 12 -

Development of skills and talents is the primary purpose of the practicalexperiences. Courses that comprise the specialty area of study must badirectly related to occupational requirements for future employment andto the related programs offered at colleges and Provincial institutes.

Each course is divided into units and modules with student experiencesdescribed in terms of learning outcomes. Students will have the opportun-ity to explore a wide variety of core skills in an occupational field andthe expected performance levels will be identified from the curriculumoutline.

Grade 12: Student attendance in these courses will lead to the acquisi-tion of skills and talents which may qualify them for entry levelemployment in related occupations and/or for advanced standing at apost-secondary institution. Emphasis is on career preparation; not ontraining for specific jobs. As students build on the earlier experiencesfrom grade 11, they will be better prepared to focus on their futurecareer goals.

Classroom experiences will be supplemented by cooperative career prepara-tion studies which provide for community based learning external to theschool. Teachers in each career preparation program will arrange withemployers in the community for each student to acquire practical experienceand will then conduct visitations to the training station to assess thislearning experience. The external practical component of the programmust be scheduled for a minimum of 100-120 hours with a well definedtraining plan. The personal contact between teacher/employer/studentwill strengthen the program. Teachers should assume the responsibilityfor coordinating the activities both at the school and the trainingstation.

3.4 Definitions

Career Preparation Program: A Career Preparation Program is defined asa selection and arrangement of courses in general education subjects andcourses in major vocational fields to form a systematic pattern leadingto graduation from a senior secondary school with advanced admission toa post-secondary program and/or direct entry to employment. Requirementsto complete a program consists of six approved specialty courses (includ-ing cooperative career preparation studies) together with prescribedconstant courses and electives to meet the criteria for secondary schoolgraduation in British Columbia.

Career Preparation Program Teacher: A suitably qualified teacher employedby a school to teach a specialty subject and who, in addition, has theresponsibility of coordinating and supervising related job experience.

Cooperative Career Preparation: The process of integrating the instruc-tional, administrative and organizational activities of career preparationexperience into a cooperative relationship between the school and thecommunity.

- 13 -

Cooperative Education: _A comprehensive term used to describe sharedresponsibilities and roles of teachers and employers in the provisionof educational experiences that will prepare people for employment:

District Work Experience Coordinator: A teacher employed by a schoolboard to direct, coordinate and supervise work experience and cooperativecareer preparation studies for the whole school district.

Training Plan: A written outline indicating what is to be learned by thestudent at the training station and what is to be taught in the school.

Training Sponsor: The individual at the training station directlyresponsible for the supervision of the student's activities external tothe school.

Training Station: The location external to the school where the studentreceives training related to an individual career development plan.

Work Experience: Activities at a training station undertaken by astudent as an integral part of an approved school program under thecooperative supervision of a qualified work experience teacher and anemployer.

3.5 Definition of Curriculum Terms

Learning Package: A self-contained package, comprised of a series ofmodules sequenced in a logical way to progressively build knowledge andskills which will enable attainment of an intended learning outcome.The package should include a diagnostic pretest and a posttest.

Learning Outcome: A learning outcome stated in behavioural, measurable,or performance terms is an assertion of what is expected to happen as aresult of learning having taken place. The statement usually defineswhat the activity and subject matter will be, the conditions under whichit will take place, and the minimum performance standard required. Thepurposes of the learning outcomes are

a. The student and teacher know what is expected upon completion ofan instructional unit.

b. The most appropriate instructional materials and strategy can bechosen in order to ensure achievement of the learningoutcome.

c. The statements provide a basis for measuring student progressrelated to the learhing tasks.

-= 14

Module: A combination of goals, instructions, content, and activitieswhich facilitate the development of a desired competency. Each modulefocuses on a specific job task and learning outcome. Modules may focuson the need for essential knowledge, or hands-on practice, or integrationof knowledge and skills to perform a job task.

Modules for Self-paced Instruction: The students can work through themodules, with the supervision of the teacher, at their own pace, insteadof an imposed time schedule. The module is completed when the studentdemonstrates mastery of the intended learning outcome.

Vocational Education: The educational experiences offered at the secondaryand post-secondary school levels that provide individuals with skillsand talents to develop capacities for: (a) entry level employment, or(b) upgrading in an occupation, or (c) retraining in a new occupation,leading to qualifications for employment requiring less than a universitydegree upon completion of the program.

- 15 -

PART 4.G GOALS OF CAREER PREPARATION PROGRAMS

4.1 Review Process

From a review in 1977 of the effectiveness of secondary programs toadequately prepare students for future employment, three conclusionswere made:

a. There was a need to undertake a more efficient and relevantuse of student time for t'e grade 11 and 12 years.

b. There was a lack of realistic orientation to the world ofwork and this was deemed to contribute to the poor employmentsituation for many students.

c. There was evidence from the Report of the Commission onVocational, Technical and Trades Training in British Columbia,(1977) that more effective vocational training was needed ingrades 11 and 12 to adequately prepare some students for directentry into the work force.

Pilot programs in career preparation were undertaken in various areasof the province between 1977 and 1980 and the results of these programssupported assumptions that:

a. in addition to the present provisions for secondary schoolgraduation, the school may extend the opportunity in grades 11and 12 for a student to gain marketable skills and/or advancedstanding in post-secondary courses or programs;

b. the provision of employment skills, should not reduce thepercentage of graduating students when compared to the schoolpopulation generally;

c. the provision of marketable skills should have a positiveeffect upon the graduates' employment opportunities whencompared to the total graduate population;

d. the monitoring of the pilot projects would provide informationon the effects of the projects on the number of studentschoosing to further their full time studies;

e. the pilot projects would have a positive effect upon the totalintegration process between secondary and post-secondaryeducation (including the Apprenticeship Branch of the Ministryof Labour);

f. the funding arrangements for the pilot project would providethe information necessary to establish a rational system offunding if the projects are extended to the whole province;

g. monitoring of the pilot projects would provide information onthe effects of the project on:

i. the basic comprehensive graduation programs offeredin the schools;

ii. the standards and expectations of post-secondarycourses and programs with respect to secondary schools,andthe possible areas of conflict regarding the responsi-bilities of the secondary school and teachers and thepost-secondary institutions and in;tructors.

46

-1b-

4.2 Recommendations

In 1980, the Ministry of Education agreed to the recommendations ofa steering committee that the career preparation program receiveformal endorsation. Four goals for the program were established.The Ministry of Education should:

a. foster career training in the schools without sacrificing thegeneral education function of the school,

b. increase the articulation of programs between secondary schoolsand post-secondary institutions through joint development ofrelevant curriculum units in career and vocational areas,

c. define the career preparation program and monitor careertraining in order to assure the status, quality and provincialcredibility of such training, and

d. develop, through joint consultation, the administrative frame-work which will guide the general and specific conditions forcourse recognition by post-secondary institutions.

The primary goal for the career preparation program is to providestudents at secondary schools with the opportunity to gain.increasedawareness of career and employment needs without sacrificing thegeneral educational function of the schools. Courses are designed tointegrate with the business and industrial community and with post-secondary colleges and Provincial institutes.

4.3 Student Outcomes

Goals for student outcomes in career preparation programs are:a. to develop competencies and marketable skills for some

individuals to prepare for an entry level job;b. to acquire prerequisite qualifications for some individuals

who may pursue further training and/or advanced placement inan integrated program at a post-secondary school;

c. to attain skills necessary to locate, read and comprehendmaterial or literature related to their particular field ofcareer interest;

d. to attain a basic level of skills and talents needed foremployment in a particular vocation (occupation);

e. to achieve the competencies necessary for critical thinkingand problem solving in a specialized area of study;

f. to develop self-discipline for constructive work and studyhabits;

g. to develop feelings of pride and self-confidence in achievementand progress;

h. to acquire a sense of respect and concern toward personalproperty as well as the property of others;

i. to increase personal and social competencies and acquire asense of social responsibility; and

j. to increase cooperative work skills to attain group goals.

17-

PART 5.0 ORGANIZATION

A career preparation program has been defined as a selection andarrangement of courses in general education subjects and in majorvocational fields to form a systematic pattern leading to secondaryschool graduation with qualifications for direct entry to employmentand/or advanced admission to a post-secondary school program.

5.1 Goals- and Outcomes

General goals are provided for each program, each course, and foreach module within the course. These goals are intended to providegeneral direction to the teachers, students and employers to indicatethe broad parameters at each level.

Learning outcomes are specified for each module in terms that willindicate the performance levels that students are expected to achievefor completion of each unit and course. Criterion referenced testsmay be developed by teachers to ensure that projected competenciesfor students are similar in various regions of the province.

5.2 Program Requirements

Requirements to complete a career preparation program consist offour constant courses, six provincially approved specialty coursesand at least two additional elective courses for a minimum of twelvecourses to meet the requirements for secondary school graduation.Within the six specialty courses of approximately 120 hours each(minimum of 700 hours), students will complete units in cooperativecareer preparation studies in grades 11 and 12.

Courses in the sample outline that follows for a student program ingrades 11 and 12 should be regarded as the basic requirements forgraduation with a career preparation specialty. There will be situationswhere it will be necessary, and to the student's advantage, to apply theelective courses to subjects as mathematics, physics or general businessto acquire adequate preparation for a vocational choice or for require-ments of a post-secondary institution. Students planning on a careerin trades related to general mechanics will benefit from a mathematicscourse while another student may require a business education course fora career in the hospitality industry. The student program should beorganized to provide the most useful background for entry into a chosencareer field.

-18=

CAREER PREPARATION PROGRAM FOR

METAL FABRICATION

CONSTANTS English 11(4) English 12

Social Studies 11Physical and Health Education 11

SPECIALTY C P 11 Metal Fabrication )

(6) C P 11 Metal Fabrication )

C P 11 Metal Fabrication )Minimum) of

C P. 12 Metal Fabrication) Machinist Training) 700C P 12 Metal Fabrication) Sheet Metal ) hoursC P 12 Metal Fabrication) Welding )

) Millwright )

ELECTIVES(4)

4 courses

SECONDARY SCHOOL REQUIREMENTS - completion of a minimum of twelvecourses for graduation. Forfurther details4 refer to theAdminittrative Handbook 1981.

- 19 -

5.3 Guidelines

The fundamental purpose in the foregoing organization is to ensurethat students complete the general education constants and acquiresome specialized experiences that will prepare them for employmentor continuing education. When students enter a career preparatibnprogram in grade 11, they will concentrate on the accolisition ofcore skills related to an occupational field or industry. Developmentof personal and interpersonal skills and an orientation to the organiza-tion of business and labour will be an integral part of the learningprocess.

In grade 12, the students will move from the core skills acquired ingrade 11 to more specific skills related to an occupational/vocationalchoice. During this school year, students will gain practical experiencein community based learning activities at a job site for a minimum periodof 100 - 120 hours. Teachers of the specialty courses will arrange forthe external practical experience with various business firms and visiteach student at the training station as part of the cooperative careerpreparation studies. Teachers should prepare information that willassist the employer in assessing the performance of the-student at atraining Station.

Practical experience is an-integral part of the educational program forstudents enrolled in career preparation. 'School credit is granted forthe cooperative career preparation component at a job site but thestudent should not be paid wages while working under the supervisionof school personnel. The student must not displace a regular employeeand should recognize that there is no assurance of a job at the conc1J-sion of the training period.

In addition to Workers' Compensation Board coverage for school arrangedcoopei-ative career preparation with an employer, a student or theirparents may choose to purchase personal accident insurance. Any studentunder the age of majority requires' parent or guardian.app,uval inwriting before participating in a learning situation external to theschool. Further details and approval forms are available from theMinistry of Education (Career Programs).

5.4 Advisory Committees

Advisory committees can perform a valuable role in the development ofcareer preparation programs. The advice and guidance provided toteachers by representatives of employers, employees and the communityis extremely important. The function of the advisory committee isnot to establish policy or to make financial decisions but thisvoluntary group can provide -a vital communication link between theschool.and the community. Recommendations for action will representthe best advice available to plan viable programs for the benefit ofthe student.

-20-

Functions of advlsory committees as they relate to career preparationprograms are:

a. to assist in determining and evaluating the needs which theprogram is designed to meet;

b. to assist in defining relevant program objectives;c. to assist in promoting public awareness of the instructional

program by colleges, unions, professional associations, employersand appropriate community groups and government;

d. to assist in securing community support of the instructionalprogram, including formal recognition by industry and regulatorybodies, as well as government approval;

e. to assist in the placement of graduates; andf. to assist in obtaining and coordinating student field experience

in the community.

Advisory committees should have representation, where appropriate,from the secondary school, school district, local industry, unions orrelated associations, and post-secondary institutions in the region.A suggested composition for the advisory committee would include:Superintendent of Schools or representative; school principal orrepresentative; teacher(s); college or Provincial institute representative;employer reprsentative(s); employee representative; district careercoordinator (work experience coordinator); labour representative; schooltrustee.

5.5 Cooperative Education

Education is currently viewed as the way to prepare people for theirlifework and the need for experiential learning is evident. One of theproven methods for the student to develop responsibility and dependabilitywithin the educational process is to arrange for organized learningexperiences with an employer. Opportunities can be provided for the studentto gain practical experience with an employer under the concept ofL.uuyclutiVe nrhipatinn The primary purpose of cooperAtiw= garl---tion isto provide the student with planned and evaluated practice/experienceswhi.ch will enhance the integration of theory learned in the classroomwith pragmatic requirements of the work situation. Acceptance of thispremise implies that there are definite procedures that must be followedfor implementing cooperative education practices.

Primary responsibility rests with the teacher to:a. design an overall plan for the student to participate in

cooperative education;b. involve the advisory committee to validate proposed plans

before implementation;c. consult with teachers, counsellors and CHOICES specialists

concerning career goals for students;d. establish and maintain training stations;

3i

- 21 -

e. outline parameters of student experiences to be provided byemployers;

f. develop a training plan of proposed experiences and how theseactivities relate to school based courses;

g. provide guidelines that may be used by the employers;h. outline the legal requirements that apply to students for

compliance with guidelines from Ministry of Education, Ministryof Labour and the Workers' Compensation Board;

i. contact the local office of the appropriate labour organization(where applicable);

j. conduct visits with each student at the training stations; andk. determine and implement the evaluation procedures that will be

used for each student in the course.

In conducting the cooperative education component of a career preparationprogram, the teacher coordinator is of vital importance to the operationof a successful plan. Detailed planning and evaluation procedures willenable all the affected parties to contribute to the learning experiencesof each student. All activities between the school and _a business mustbe coordinated in a manner that allows maximum opportunity for eachstudent to practice what they learn. When evaluation techniques arewell designed, the teacher and the advisory committee will be able toanalyze the results and consider changes for improving this aspect ofexperiential learning.

Educational planning for cooperative career preparation experiencesare incorporated as an integral part of this curriculum guide. Theprovision of the cooperative career preparation studies cannot beimplemented as a separate component in isolation to approved courses.When people from the education system develop a cooperative approachwith the business community to the learning needs of students, thetransition from school to work will be more effective for all studentswho participate in cooperative career preparation.

Teachers of career preparation programs will need to coordinate theirplanning with a district staff person assigned to coordinate activitiesbetween the schools and employers. In large school districts there willbe greater need to develop procedures between schools to organize theefforts of teachers who provide general work experience for studentsin any subjects and for students in the cooperative career preparationstudies. The district coordinator will be responsible for maintainingconsistency in policy and ensuring that all legal requirements arecomplied with according to school board policies.

-22=

PART 6.0 EVALUATION

6.1 Evaluation Process

One of the important components of the Career Preparation Program thatis critical to the successful acceptance by the community and post-secondary institutions is the matter of evaluation. Criteria within acurriculum guide for student performance must be established to indicatestudent progress. Evaluation must be consistent to provide the necessarydocumentation of the student achievement. Each program is organized inunits and modules to indicate expected performance in terms of intendedlearning outcomes. On the basis of the statements concerning studentperformance, various testing methods may be employed to validate theachievement for the benefit of the students, parents, post-secondaryteachers and potential employers.

Included in the evaluation process will be tests to consider progress inthe affective, cognitive, psychomotor and perceptive domains. Terminalperformance should consider theoretical knowledge, practical skillsand the personal and interpersonal attributes that contribute to success-ful employment. Students are expected to affirm their understanding ofthe learning outcomes for each module through valid expression of theirskills and talents. Indications of their cooperation with others andattitudes to work and future learning needs are an important considerationof the evaluation process for career preparation.

Students can be encouraged to judge their own progress in relation tothe established objectives for the modules comprising a course outline.Rigid time limits for each module are not prescribed since there isrecognition of the variable abilities of individuals to acquire skillsand talents necessary for acceptable performance.

Learning outcomes and criteria have been stated according to theperceived needs of the students, employers and instructors of relatedcourses and programs in colleges and Provincial institutes. Evaluationtechniques and methods must be flexible but the results should indicatethe standard of performance that has been achieved. Collaborationbetween teachers at secondary schools and instructors at post-secondaryinstitutions is essential to ensure that the goals of the program arebeing met to effectively integrate courses which comprise each careerpreparation program. Regular meetings of advisory committees will helpfacilitate reviews of the goals and objectives and ensure that theinterests of the concerned individuals are being considered.

3,)

-23-

Evaluation processes should be designed to assist students to acquirethe necessary skills and talents that will be useful for a vocationalgoal. Performance criteria can be reviewed at appropriate intervalsto ensure that standards are realistic and that employers and post-secondary instructors are satisfied with the graduates of the programs.Students should acquire a broad view of an employment field beforethey select an occupation that will require concentrated study andpreparation. Qualifications for one job are often related to otherjobs and the evaluation process must be designed to enhande studentgrowth for employability in related occupations. Procedures fortesting in any career area should help and not hinder student growthin the realization of personal goals that will lead to gainful employ-ment. Evaluation should clarify the capabilities of individuals andprovide essential information to students, parents and employers.

6.2 Determination of Performance Criteria

Part of the learning process concerns the evaluation process andvarious methods may be used by teachers to determine the progressof students. Teacher strategies will be employed in the affective,cognitive, psycnomotor and perceptive domains. Performance levelsin the cognitive domain will usually be assessed by formal writtenexams. In addition, there will be procedures to determine perfor-mance in the practical demonstration of abilities and other teststhat will require the professional expertise of the teacher to assessperformanCe levels. There are at least six evaluation proceduresthat teachers may apply to assess student progress toward the learn-ing outcomes in this curriculum guide.

A bank of evaluation resource materials, including curriculumreferenced tests and procedures for evaluating manipulative skills,will be developed and made available on a provincial basis to assistthe classroom teacher and to serve as external benchmarks. At thesame time, within the six categories below, it is expected thatteachers will develop and share other materials that may be appliedto the instructional process.

- Comprehensive written examination (on the cognitive level forall aspects of subject matter)

= Practical demonstration (on manipulative skills)= Oral examination (on verbal descriptions of processes)- Team or group examination (on activities that involve twoor more students)

- Observation- Questionnaire/opinionnaire instrument (on reactions fromcooperative education experiences)

3 ;

-24-

CURRICULUM FORMAT

The following sections of this curriculum guide consist of:

- Aims and purposes for students enrolled in a Career PreparationProgram for Metal Fabrication.

Course/unit general aims which indicate the general knowledge/skill required to achieve a satisfactory level of performance,

- Goal statements and learning outcomes for each module withstudent outcomes fOr the expected levels of achievement,

- Student activities des.igned to support the learning outcomesof each module, and

-Bibliography and resources that may be used to assist the studentachieve the learning outcomes.

The learning outcomes specify the minimum levels that are essentialfor the satisfactory completion of each module. This information iscompiled under particular topics but the sequence of teaching-anyaspect of the program **.s the responsibility of the teacher. Professionalexpertise should be applied to plan instruction and to expand and enhancestudent performance without undue_reliance on tests to measure cognitiveknowledge. In the process of evaluation the teacher should consider allaspects which_contribute to the effective mastery of skills for eachoccupation. Evaluation should include assessment of skills, knowledge,talents, personal and interpersonal behaviour related to a vocation.The development of attitudes toward the work ethic should be consideredin the provision of experiences leading to successful employment.

Essential components to support the learning experiences outlines incourses will be cooperative career preparation studies. Teachers shoulddevelop procedures with business personnel in the community to ensurethat cooperative activities at school and in the community are providedfor all aspects of the career preparation program. Organized learningexperiences away from the school building should be related to particulargoals and learning outcomes stated in the following sections of thiscurriculum guide.

PROGRAM:

COURSE/UNIT:

MODULES:

Can you test the

level?

What activitie

will support the

desired

performance?

General Aims and Purpose

General Aim General Aim General Aim

Goal Statements

learning Student

Outcomes Activities

./

Goal Statements

Learning Student

Outcomes Activities

Directly related

to learning

outcome

statements

Criterion

Referenced

Tests

Criterion

Referenced

Tests

3l)

Criterion

Referenced

Tests

General Aim

Goal Statements

Learning Student

Outcomes ACtivities

em..m....1 1111=,Criterion

Referenced

Tests

Criterion

Referenced

Tests

Loommowor

CAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERcAREFRCAREERCAREER,CAREER.CAREERCAREER.

PREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATION.PREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATION

PROGRApRoGRA_PRO.

PROGRA.PROGRAPRO RAPROGRA.PROGRApROGRA_PROGRA_PROGR. _PROGRARR GRA_PROGRA

SECTION TWO

UNIT 1.0

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

UNIT 2.0

MODULE

MODULE

MODULE

MODULE

- 29 -

PAGE

C P 11 = METAL FABRICATION 35

= COOPERATIVE CAREER PREPARATION (SCHOOLBASED) 36

37

. 40

1.01 - CAREER DEVELOPMENT AND COMMUNICATION.

1.02 - WORK ETHIC AND WORK OBSERVATION . .

1.03 - ORGANIZATIONAL STRUCTURES AND ROLE OFMANAGEMENT AND LABOUR 41

1.04 - WORKING CONDITIONS AND LABOUR --

LEGISLATION 43

1.05 - JOB SEARCH SKILLS AND JOB INTERVIEWS. 44

461.06 - FIELD TRIPS AND RESOURCE SPEAKERS . .

1.07 - EDUCATIONAL REQUIREMENTS FOR CAREERPLANNING 47

- SHOP PRACTICES, HUMAN RELATIONS AND SAFETYPROCEDURES

2.01 - SHOP RULES AND PRACTICES

2.02 - HUMAN RELATIONS AND PERSONAL ATTRIBUTES

2.03 - GENERAL SHOP ADMINISTRATION

2.04 - EMERGENCY PROCEDURES (FIRE AND MEDICALROUTINES)

UNIT 3.0 = TOOLS AND EQUIPMENT

MODULE 3.01 = USE AND CARE OF HAND TOOLS

MODULE 3.02 = MEASURING TOOLS

MODULE 3.03 - LAYOUT TOOLS

MODULE 3.04 - USE AND CARE OF PORTABLE POWER TOOLSAND ACCESSORIES

48

48

51

54

55

57

57

58

61

64

-30-

PAGE

UNIT 4.0 - FASTENERS 65

MODULE 4.01 - TYPES OF FASTENERS 65

UNIT 5.0 - TECHNICAL - READING, WRITING AND REPORTING 67

MODULE 5.01 - TECHNICAL REPORTS AND WORK SHEETS . 67

UNIT 6.0 - MECHANICAL DRAWING CONCEPTS- 69

MODULE 6.01 - BASIC CONCEPTS 69

MODULE 6.02 - MEASUREMENT 71

MODULE 6.03 - PICTORIAL DRAWINGS 72

MODULE 6.04 - ORTHOGRAPHIC DRAWINGS 73

MODULE 6.05 - CONVENTIONAL LINES AND SYMBOLS 75

MODULE 6.06 - CONVENTIONAL CONCEPTS 77

UNIT 7.0 - SOFT AND SILVER SOLDERING 80

MODULE 7.01 - SOFT SOLDER 80

MODULE 7.02 - SOFT SOLDER APPLICATION 82

AMODULE 73 - SILVER SOLDER 83

UNIT 8.0 - GAS WELDING OPERATIONS 84

MODULE 8.01

MODULE 8.02

MODULE 8.03

MODULE 8.04

MODULE 8.05 -

MODULE 8.06

- WELDING SAFETY PRACTICES 84

- STORAGE AND HANDLING OF OXYGEN ANDFUEL GAS CYLINDERS-

HANDLING AND OPERATING OXY=ACETYLENEEQUIPMENT 86

- ASSEMBLY OF OXY- ACETYLENE EQUIPMENT ; 87

TESTING FOR LEAKS 88

- CORRECTLY LIGHT AND SHUT DOWN THEOXY-ACETYLENE UNIT

4G

89

- 31

PAGE

MODULE 8.07 - TORCH LINE EXPLOSIONS 90

MODULE 8.08 - FIRE PREVENTION 91

MODULE 8.09 - FIRE EXTINGUISHERS 92

MODULE 8.10 - VENTILATION 93

MODULE 8.11 - WELDING AND CUTTING CONTAINERS 94

MODULE 8.12 - PROTECTIVE EQUIPMENT 95

UNIT 9.0 - OXY-ACETYLENE EQUIPMENT 96

MODULE 9.01 - OXY-ACETYLENE WELDING EQUIPMENTPROCESSES AND APPLICATIONS 96

MODULE 9.02 - CONSTRUCTION OF OXYGEN AND FUELGAS CYLINDERS 97

MODULE 9.03 - CONSTRUCTION OF PRESSURE REGULATORS 98

MODULE 9.04 - OXYGEN AND FUEL GAS HOSE 99

MODULE 9.05 - OXY-ACETYLENE TORCHES 100

MODULE 9.06 - MANIFOLD SYSTEMS 101

MODULE 9.07 - SELECTION OF FLAMES . . . . . . . . 102

MODULE 9.08 - TIP SELECTION AND MAINTENANCE 103

UNIT 10.0 - OXY-ACETYLENE WELDING, BRAZING ANDCUTTING (O.A.W.). .... . ... . . . . 104

MODULE 10.01 - WU_DING POSITIONS 104

MODULE 10.02 - SELECTION OF FILLER METAL' 105

MODULE 10.03 - FOREHAND WELD 106

MODULE 10.04 - BEADING 107

MODULE 10.05 - CORNER JOINT 108

MODULE 10.06 - LAP JOINT 109

-32-

MODULE 10.07 - EDGE JOINT 110

MODULE 10.08 - TEE JOINT- 111

MODULE 10.09 - BUTT JOINT 112

MODULE 10.10 - FUSION WELD OF CAST IRON 113

MODULE 10.11 - BRAZE WELDING 114







MODULE 10.18 - GAS CUTTING OXY-FUEL CUTTING-ACETYLENE 122

MODULE 10.19 - GAS CUTTING OXY-FUEL CUTTING-ACETYLENE 126

UNIT 11.0 - SHIELDED METAL ARC WELDING 130

MODULE 11.01 - FUNDAMENTALS OF ARC WELDING- 130

MODULE 11.02 - ARC WELDING SAFETY 132

MODULE 11.03 - ARC WELDING EXERCISES 134

UNIT 12.0 - METALLURGY 139

MODULE 12.01 - FERROUS METALS 139

MODULE 12.02 - NON-FERROUS METALS 142

MODULE 12.03 - WELDABILITY OF STEELS 143

MODULE 12.04 - HEAT TREATMENT 144

MODULE 12.05 - SHAPES OF METALS 145

4

-33-

UNIT 13.0 - POWER SAWS, SHAPERS AND MILLING MACHINES. .

MODULE 13.01 - POWER SAWS

MODULE 13.02 = SHAPERS

MODULE 13.03 - MILLING MACHINES (VERTICAL, HORIZONTAL)

UNIT 14.0 - HOT METALS

MODULE 14.01 - TOOLS AND EQUIPMENT-

MODULE 14.02 - FORGING AND BENDING

MODULE 14.03 - FOUNDRY

UNIT 15.0 - INTRODUCTION TO SHEET METAL

MODULE 15.01 - SHEET METAL TRADES

MODULE 15.02 - SAFETY IN THE SHEET METAL SHOP

MODULE 15.03 - COMMON SHEET METALS

MODULE 15.04 - HAND TOOLS

MODULE 15.05 - SHEET METAL MACHINES

MODULE 15.06 - APPLIED GEOMETRY

MODULE 15.07 - SIMPLE PATTERN LAYOUT

MODULE 15.08 HEAVY GAUGE AND STRUCTURAL FABRICATION

MODULE 15.09 - .RADIAL LINE DEVELOPMENT

MODULE 15.10 - HEAVY GAUGE AND STRUCTURAL FABRICATION

UNIT 16.0 = GRINDING, POLISHING AND SURFACE FINISHING .

MODULE 16.01 = GRINDING MACHINES

MODULE 16.02 SAFETY PRECAUTIONS

MODULE 16.03 BUFFING AND POLISHING

MODULE 16.04 - PAINTING

MODULE 16.05 - PLATING AND COLOURING METAL SURFACES .

PAGE

146

a46

148

149

151

151

152

153

156

156

157

158

159

160

161

163

164

165

166

167

167

168

169

170

171

- 34 -

PAGE

UNIT 17.0 - DRILLING, REAMING, TAPPING 172


MODULE 17.02 - DRILLING MACHINES- 173


MODULE 17.04 - TAPS AND DIES- 176

UNIT 18.0 - LATHES- 177

MODULE 18.01 - LATHE NOMENCLATURE 177


MODULE 18.03 - LATHE CUTTING TOOLS 179

MODULE 18.04 - FEEDS AND SPEEDS 180

MODULE 18.05 - OPERATIONS 181

-35-

C P 11 = METAL FABRICATION

The primary aim of the Metal Fabrication is to provide learningexperiences_ for students to develop marketable skills for employmentor to qualtfy for_advanced standing in a related program at apost-secondary college or provincial institute; Part of the programincludes an integral component of cooperative career preparationstudies which is designed to orient students to the requirements ofemployment through work -study experiences; This component can beorganized by the specialist teacher to use various resource personswho can provide the expertise necessary to help students understandaspects of career preparation studies.

Student shoUld acquire knowledge of:

a. career opportunities and educational requirements in the metalfabrication industry;

b. basic practices in the development of generic skills;

c. theory and operation of fitting, machining and fabrication ofnetels;

d. concepts applicable to the mathematics, layout and measuring ofthe metal trades;

e. practice of clean, safe and orderly work habits;

f. employment opportunities and occupational qualifications neededfor initial job entry levels;

continuing education opportunities at various post-secondaryinstitutions;

h. job satisfaction concepts and an appreciation of work ethics forsuccessful employment;

i. attitudes and skills required for entry and advancement inoccupations related to metal fabrication; and

i surveys of industrial shops through field trips to develop anappreciation of actual working conditions.

-36.=

UNIT 1.0 COOPERATIVE CAREER PREPARATION (SCHOOL BASED)

Career planning and preparation involves a combination_of educationalexperiences that will enhance the individual's personal developmentand provide practical experiences_ leading to a vocational field ofinterest; Cooperative_ educational experiences are designed toprovide opportunities for studentS to become_ involved in careerrelated experiences through community participation. In grade 11 thestudents will have opportUnitiet to:

a. learn about_career development within the course requirements,b. observe employees at work in the community,c. participate in discussion with resource persons frOm the

community,d. acquire knowledge of proven procedures for job searching and

interviewing, ande. become aware of educational requirements for particular careers.

These educational experiences are intended to be an_integral part ofthe learning_experiences within the career preparation program.Students will gain further experiences in cooperative education ingrade 12 through actual work experience in the community.

General Aims

The student will:

a. gain practical assistance in making the transition from school toa career field of _interest,

0. develop_skills and abilities that are needed for employment in acareer field of the student's choice,

c. be prepared to enter the world of work with an increased measureof competence, _

d. develop respect for other people and the work that they do;é. develop a systematic approach to solving m-oblems,f. participate in discussions related to career choice and life

style to increase the student's awareness of the importance tohealth, happiness and economic security.

46

37-

MODULE 1.01 CAREER DEVELOPMENT AND COMMUNICATION

_Goal_Statements

The learning experiences in this module are detigned to help eachstudent:

a; increase awareness of the -job opportunities in the community;b; gain insight into the aptitudes and skills required for various

occupations;c. develop a relationship between immediate experiences and

decisions that influence_ their evolving career development;understand factors that influence the choice of a vocation orprofession;

e. develop suitable, realittic and personally desirable careergoals;

f. enter the world of work with an increased measure ofcompetence;

g. gain experiences in decision-making skills;h. understand communication processes and barriers;i. learn and practice good work habits for employment situations;j. acquire skills in writing reports in a specified format.

Learning Outcomet Student Activities

The student should be able to:

1.01.01

identify reasons that lead peopleto work

1.01.02

analyze and list tentativevocational choices in the metaltrades

- machinist- millwrighttool and die makermachinist fitter

- sheet metal worker- boiler maker- plater and fitterwelder

- plumber- pipe fitter- iron worker

structural steel worker

- consider why people work- discuss work ethic, social

values, economicindependence

- compare vocational familygrouping of occupations

4 1

-38-

- blacksmith and farrier- foundry_worKer- production fabricator- auto_body man= refrigeration mechanic- saw filing fitter= aircraft sheet metal worker- gas fitter- oil burner mechanic- roofer

1.01.03

analyze factors to consider incareer selection

1.01.04

convey positive attitudes towardpunctuality, honesty; courtesy,responsibility and cooperation

1.01.05

identify factors that influencethe student's vertical andhorizontal mobility in a selectedcareer field

1.01.06

practice communication skills inan employment situation

1.01.07

describe successful work behaviour- attitudes, skills and responsi-bilities

48

- discuss reasons for peopleto work

- examine job cluster charts- discuss educational

requirements of jobs- identify factors toconsider in careerdecisions

- discuss career 'payoffs'

- discuss company losses dueto theft, absenteeism,shoplifting, materialwastage

- discuss employee respon-sibilities and personalrelations.

- analyze qualifications forjob entry

- use examples from industry

- view films or readexamples and react

- discuss importance ofclear communication

-39-

1.01.118

participate and use communicationskills in group interactionsituations

1.0%09

use verbal and non-verbalcommunication skills

1_;_o_1_10

list three things that influencehow one makes a decision

1.01.11

speak clearly and confidently insituations involving anotherindividual or a group and using atelephone

1.01.12

participate and use communicationskills in group interactionsituations

1.01.13

prepare a brief report or memofrom prepared examples ofoccupational situations

1.01.14

prepare a report of a workSituation in school

= participate in small andlarge group discussions

= listen to instructions andrestate them accuratelyand interpret. them

= react_to problemsituations

- discuss communicationtechniques to resolve aproblem situation

- work with other studentSin class

- review and discuss typesof reports used in variousemplOyment situations;e.g. accident reports,evaluation,communications, etc.

diScuss reports

-40-

MODULE 1.02 WORK ETHIC AND WORK OBSERVATION

Goal Statements

The learning activities in this module are designed to:

a. review the concept of 'work ethic' in. relation to the economy,b. provide each_student with various methods of conducting

observation (shadowing) session, andc. ihcrease_the_student's ability to interview and gather

information from people.

Learning OUtcomes Student Activities

The student Should be able to:

1.02.01

describe positive work habits andattitudes

1.02.02

conduct a informational gatheringanalysis of a particularoccupation

prepare a brief oral report on aselected career that outlines,advantages and disadvantages foremployment in the field

1;02.04

list the safety factors that arecritical to a particular job

1.02.05

list training requirements forthree specific careers in area ofinterest

- class discussion- discuss job/career

satisfaction

- discuss the nature of worktasks and social skills

- examine the impact oftechnology change

review social and economicaspects_of variousoccupations

- examine present_and futuredemands_for_employment inparticular jobs.

- consider training needsdiscuss "external"dangers, and jobs withhigh degree of ritk_ihmaintenance, e.g. minesitesresearch importance of"Safety_attitude"categorize "risk" factors

use related resourceinformation and sources ofcareer information

59

-- 41

MODULE 1.03 ORGANIZATIONAL STRUCTURES AND ROLE OFMANAGEMENT AND LABOUR

_Goal -Statements

The learning experiences in this module are designed to:

a; help each student relate individual jobs to variousorganizational structures,

b. provide examples of the inter - relationships -of occupations andfunctions in a company related to mechanical trades,

c. help each student to understand the function and responsibilityof_management

d. help the student recognize the role of the labour organizationsin_company operations,

e. orient the student to the respective roles of labour andmanagement personnel,

f, provide the student with a brief overview of the process ofcontract negotiations,

g. increase student awareness of the contribution of labour toeconomic growth and development in the country,

h. provide information that outlines the contribution of thelabour movement to the social and economic growth of thecountry, and

i. examine the organizational structure and development of themajor unions.

Learning OutComes Student Activities


1.03.01

prepare a chart to outline atypical company organization

L.f17 -O2_

compare the essential differencesbetween management roles andworkers

L 13

list some of the attributes of amanager and a leader

- discuss the importance ofvarious roles in a company

- review organizational planfor small and largecompanies, identify"essential" positions

-42-

1.03.04

list some of the methods used toaccomplish company goals

1.03.05

OUtline the steps that arefollowed for contract negotiations

1.03.06

debate an issue concerning any ofthese topics: unionism,capitalism, equal rights; sexualequality or employee benefits

1.03.07

discuss the concept of the labourmarket in a career field andproject conditions that wouldaffect them

1.0.as

list the procedures to be followedin a grievance procedure

1-03;1)9

define common terminology, e.g.shop steward, local, grievance,negotiation process

1.03.10_

describe background fordevelopments in the labourmovement

1.02.11

make a flow chart on the labourorganizational structure.

- discuss social andconsumer goals and needs

- group discussions andguest speaker

- discuss with resourcespeakers

- discuss job stability- project employment needsand the role of labour

- use resource people fromlabour organizations

- review prepared materials- read. case studies (print,

tape)

- discuss handouts and films

- group discussions andactivities

5

-43-

MODULE 1.04 WORKING CONDITIONS AND LABOUR LEGISLATION

Goal Statements

Tne_learning experiences in this module are designed to help eachstudent:

a.

b.

c.

d.

becaMe familiar with common requirements and responsibilitiesof an employee,become aware of employeeleMployer_rights under legitlation,develop an awareness of the legislative process and lawt thatprotect_employee rights, andbecome familiar with the sources of information relative toemployee rights and responsibilities.

Learning Outcomes Student Activities

The student should be able

1.04.01

list examples of proper care ofcompany equipment and materials

1.04-02

list reasons for employeepunctuality in five occupations

define 'overtime' in two differentoccupations

1;04;04

complete various types ofapplications forms; income taxforms, time cards etc.

1.04.05

analyze desirable andnon=desirable considerations thatrelate to_a specific geographicallocation for employment

- differentiate betweenrouting maintenance andcareless breakage

- discuss differentoccupational requirements

- discuss labour laws- relate concept of overtime

to salary

- practice completion ofbasic forms that employeesuse

- calculate salary by day,week, month and year

- discuss particular jobs inurban, rural and remoteareas

-44-

MODULE 1.05 JOB SEARCH SKILLS AND JOB INTERVIEWS

Goal Statements

The learning experiences in this module are designed to help eachstudent:

become familiar with a disciplined and methodical approach tothe job search process;review examples of proven processes in preparing resumes andqualifications briefs,

c. analyze some non-traditional job search skills,d. prepare for job interviews,e. practice methods of conducting job interviews, andf. review and clarify various methods of arranging and

participation in an interview for employment.



1.05.01

identify the 'hidden' job market

1.05.02

complete two resume outlines forsimulated situations

1.05.03

draft a covering letter for resume

1.05.04

examine procedures_used to screenapplicants for employment

1.05.05

follow detailed instructions tocomplete an application form

- review methods used bypeople to find jobs

- use various formats,_chronological; functional,qualifications brief

- organize information in -anapproved format and style

- write letters and comparewith others in clatt

- discuss various companypersonnel procedures

- use and complete sample

application forms

-45-

1.05.06

outline basic steps to follow forinitial contact with an employer

1A5_..07

apply successful job searchtechniques

1.05.08

list employment opportunities fora metal trades occupation from asearch of:

- newspaper classifiedsections

- personal contacts= informational interviews

(friends)= Canada Employment and

Immigration Committion

1.05.09

practice interviewing tkillt

1.05.10

prepare a job prospect card

- prepare a letter thatrequests an applicationfOrM

- discuss pros and cons ofCOntraCtt_by phone, letteror interview

- use resource personnelfrom Canada Employment andImmigration Commission_(CEIC)

litt agencies andorganizations that may becontacted for jobs

- discuss terms andoccupational titles forvarious occupations

- interpret information fromprinted employment wantads

- tape a simulated interviewsituation with otherstudents

- demonstrate appropriatemanners and etiquette

- writing letters of thankswhere appropriate

- review examples andcomplete a sample

-46-

MODULE 1.06 FIELD TRIPS AND RESOURCE SPEAKERS

Goal Statements


a. provide the opportunity fOr occupational observation byutilizing the resources of the community, and

b. involve the community in the educational career development ofstudentS.


The student should be able to

1.06.01

write_a synopsis of a film or - view films or articles andarticle On a career field of the discuss in classstudent's choice

1.06.02

contact and arrange for a guestspeaker to visit the class for adittuttion

1.06.03

interview three employers torecord opinions and requirementsthat are deemed to be important toeffective employment

1.06.04

prepare an outline of specificitems on working conditions thatshould be observed during a plantvisit

- discuss procedures and actas host/hostess

- conduct interviews andmake oral report to class

- complete writtenevaluation outline

-47-

MODULE 1.07 EDUCATIONAL REQUIREMENTS FOR CAREER PLANNING

Goal Statements

The learning experiences in this MOdUle are designed to:

enable the student to enter the world of work with an increasedmeasure of competence;

b. help each student increase -their awareness of a wide variety ofcareer and educational options; and

c. provide -the student with an Understanding of opportunities forcontinuing education - university, college or Provincialinstitute programs.



1_;07_.01

identify the_most powerfulreinforcers to their proposedcareer choices

1A7.02

list the names and lOtatiOns ofpostsecondary institutionsoffering courses in three careerfields

1.07.03

demonstrate an ability to definecareer ladders and how to reachmore advanced positions

- class discussions

review entry requirements,program offerings, lengthof terms for specificcoursesselect one career fieldand prepare an educationalplan for report to class

- review a line diagram of acompany organizationpatternwork from prepared samplesto design a career ladderin a particular field ofinterestinterview people atdifferent levels in acareer area and assessopinions regarding jobsatisfaction

-48-

UNIT 2.0 SHOP PRACTICES, HUMAN RELATIONS AND SAFETY PROCEDURES

General Aim

The student should develop and apply positive attitudes toward theapplication of standard shop practices, interpersonal relations andobservance of safety rules and regulations.

MODULE 2.01 SHOP RULES AND PRACTICES

Goal- Statements


a. help_enable the student to acquire sufficient skills toidentify, select, maintain and to safely operate shopequipment;

b. increase student awareness of the construction and operatingprinciples of various items of shop equipment;

c. help each student acquire a sensitivity for determining stressand strain in certain lifting operations; and

d. safe use of compressed air and gas.



2.01.01

identify safety and health hazards

2.01.02

demonstrate good housekeepinghabitS

2.01.03

Maintain a clean and Safe workarea

= locate safety and healthequipment and discussreasons for safety andheath protection

= list areas that requirehousekeeping and variousmethods used

- review both safP andunsafe work areas

-49-

2;01;04

use_safety_glasses, shields,guards,_and other protective_clothing according to prescribedstandards

_Jentify and use proper cleaningagents

2.01.06

safely handle and store cleaningagents

2.01.07

describe the design, safeoperating procedures, andmaintenance for general shopequipment

2.01.08

explain first aid for commoninjuries;_lay out procedure ofresponse in_any injury for yourWork situation

2.01.09

describe the need for the use 0;safety tags

2.01.10

identify and explain the procedureto follow when finding a safetytag on a piece of equipment

2.01.11

State the basic steps to follow infiling a claim with Workers'Compensation Board

- discuss proper_applications of protectiveequipment

- study and discuss thecharacteristics ofdifferent cleaning agentsand their applications

- examine safety storageprovided and considerapplitable regulations

- proper cleaning andmaintenance of equipment

- discuss basic proceduresfor reporting anddisposition of injuries

- discuss the need for theuse of safety tags

- discuss the procedure tofollow when finding asafety tag on a piece ofequipment

- discuss the importance ofW.C.B. and their role in

Worker safety

- 50-

2A1-12

list examples of legal protectionfor employees within Workers'Compensation Board

- discuss legal role ofW.C.B.

- consider limitations offirst aid and importanceof adequate trainingbefore treating injured'persons

- 51 -

MODULE 2.02 HUMAN RELATIONS AND PERSONAL ATTRIBUTES

Goal-_ Statements


develop an awareness of their own potential; a sense of pridein accomplishment and confidence in their own ability;

b; develop an awareness of appropriate standards of humanrelations for various occupations;

c. become familiar with techniques for improved interpersonalrelations;

d. develop positive attitudes in relations With teachers andstudents;

e. appreciate the continuing importance of good human relations;f. make_an inventory of interests and_ capacities;g. develop a sense ofpersonal identity and_worth;h. consider the_ theories of perceiving_ people as individuals-

rather than identification_by traditional_ sex roles in society;i. prepare information_regarding interests, temperaments and

aptitudes required for various jobs;j. recognize the importance of appearance and personal ethics to

employment success;_andk. become aware of theirown indiVidUal values and reactions

toward people, situations and themselves.



2.02.01

exhibit positive behaviour towardsother students

2.02.02

display acceptable manners in allactivities

- role playing- display approved techni-

ques for interpersonalrelationthipt

- discuss_need forappropriate manners

- 52-

demonstrate individual differencesin perception

2.02.04

complete a self - appraisal outlineon personal traits and attitudes

2.02.05

assess strengths, capabilities andWeaknetses of people

2.02.06

use particular skills necessary togather; process and act upon_ _

information about self in relationto their environment

2.02.07

recognize the importance ofstandards in appearance, dress andgrooming, manners; and correct useof the English language

2.02.08

list factors that influencediscrimination, i.e. race,religion and sex

- use examples of good andpoor relations betweenemployers and employees;teachers and students

= discuss importance ofpersonality, attitudes andhealth to occupations

- assess personal traits andtalents

- consider and ditcuttproblems in relation toemployment roles

- discuss the need tocorifOrm in specifitsituations

- review the importance ofhealth for_employment

- list positiVe_and negativepersonal attributes

- discussion of self-development

- observe films- review safe workingconditions concerningdress

- discuss equality ofindividuals

- react to examples ofprejudice

- discuss ways to overcomediscrimination

-53-

2.02.09

identify five important reasonsfor appropriate drett for anoccupation

2.02.10

provide an example of a conflictsit..ation created by employee/employer attitudes toward dress

= group ditcuttions

= group ditcutsiont

-54-

MODULE 2.03 GENERAL SHOP ADMINISTRATION

Goal Statements

The learning experiences in thiS module are designed to:

provide each_student with a working knowledge of fundamentalprinciples of shop systems, and

b. help each student recognize the need for efficiency in shopadministration procedures.



outline tool check out system inuse

2.03.02

recognize areas where specifictypes of work may take place

2.03.03

direct responsibilities in asupervisory capacity during cleanup

2.03.04

list responsibilities required tomaintain assigned area

- betome familiar with areafor tool storage and checkout tyStem

tketth a simplified shoplayout

-55-

\MODULE 2.04 EMERGENCY PROCEDURES (FIRE AND MEDICAL ROUTINES)

Goal Statements


a. introduce the student to approved processes for dealing withemergencies in shop situations; and

b. describe the basic operation of four types of fireextinguishers (A B C D)



2iO4._01

demonstrate proper procedures forassigned emergency situations

2A4;02

distinguish between variousclasses of fires

2.04.03

describe the basic operation offour types of fire extinguishers(A B C D)

2.04.4

use appropriate fire extinguisherson different types of fires

-; discuss common injuries- review available safetyfilms and procedures

- in group activities; usethe correct fire fightingequipment and_describecorrect use of an oil fire(in a controlled environ-ment)

- examine all fireextinguishers

- local fire departmentinvolvement

- discuss school emergencyexit procedures_

- practice prescribed exitprocedures

- inspect any given_piece offire fightiftg equipmentand state the type of fireon which it may be used

- review locations of

extinguishers (refer to

0:--sketch of shop layout)

- 56 -

2.04.05

identify basic_first aid pro-cedures and telephone numbert foremergency assistance

- locate the required firttaid equipment and ditcustuse

=57-

UNIT 3.0 TECHNICAL - READING, WRITING AND REPORTING

General Aim

The student should further develop skills for reading, writingand reporting information.

MODULE 3.01 TECHNICAL REPORTS AND WORK SHEETS

Goal Statements_

The learning experiences in this module are detigned to:

a. help each student read and interpret technical information,b. increase student ability to use English_in COrtiMUnication,c. encourage neatness and legibility in all written work, andd. to develop the abilities to record and maintain accurate work

done.



3.01AI

interpret technical text books andother reference sources

3;01;02

compete a net and legible reporton an assigned reporting task

maintain a neat and legiblenotebook on activities

3.01.04

use correct English in verbal andwritten communications

- review various manuals

= at task completion, ashort concise report is tobe forwarded to theinstructor for evaluation

- practice completion of

daily work sheets

- 58=

3.01.05

record information in a neat andlegible format

3.01.06

describe in appropriate terms,work performed during a day

3.01.07

complete a basic 'time card' orrecord a work form

- compare samples ofworksheets

= compare various formatsand assess need foraccuracy and neatness

- 59-

UNIT 4.0 FASTENERS

General Aim

The student should develop an understanding of fattening devicesand their selection, installation and maintenance.

MODULE 4.01 TYPES OF FASTENERS

Goal Statements

The learnings experiences in this module are designed to:

a. help each student identify and select common fasteners,b. increase ability to classify .i-to categories various types of

fastenerS,c. make students aware of the types and uses of adhesives, andd. make students aware of the consequences of using disSimilar

metals in fasteners.

Learning Outcomes Student ActivitieS


4.01.01

identify and classify types ofthreads according to:

a. sizeb. pitchc. thread seriesd. thread classes

- S.L metric- unified-- Imperial

e. pipe threads

4.0_1_02

identify ano classifya; types of bolts and machine

screwsb. types of bolt heads

- hex- square- Allen or socket- Phillips- Robertson

- slotted

- study and discuss thereasons for usingdifferent types of threadt

- identify threads for avariety of fasteners froma large assortment

- use pitch gauge, steelrule and calipers tomeasure bolts and nutSizes

- compare common uses ofbolts and screws

C_01;03

identify and classify varioustypes of nuts:

- hex- square- slotted hex- castellated- acorn- pal- interference- self locking

4.01.04

identify and classify types of:= flat washers= lock washers= snap rings

4.01.05

identify and classify selftapping screws_:

type A sheetmetal screws- cfrive screws

head shapes

4.01.06

identify and claSSify varioustypes of pins:

cotter- sprilg- doWelt= aligning= taper

- common use of nuts

= compare common uses ofwashers

compare threadconfigurations and commonuses

- compare various types anduses

- compare common uses

-61 -

UNIT 5.0 TOOLS AND EQUIPMENT

General Aim

The student_shoUld develop an understanding of the proper usecare of toolt used in the metal trades.

MODULE 5.01 USE AND CARE OF HAND TOOLS

Gtal Statement

The learning exreriences in this module are designed to helpstudent identify, select, use and maintain hand tools necessause in the metal trades.



5.01-01

identify and select appropriatehand tools required for use in themetal trades

5.0d;02

demonstrate a knowledge of metricand imperial tool sizes

5;01_.03

explain the construction, safehandling and techniques of handtools tur.h as:

- namners, punches- wrenches,_ pliers- chisels, files, hacksaws,

drills- vises, clamps

- list usage of hand ti

- use hand tools:- hammers, punches- chisels, pliers,wrenches

- files, hacksaws- screwdrivers- clamp, vises

- 62 -

MODULE 5.02 MEASURING TOOLS

Goal-Statement

The learning experiences in this module_are desAned to_help eachstudent identify; :elect and become proficient in handling non-precision and precision instruments, and interpreting theirreadings (both S.I. metric and Imperial).

Learning Outcomes student Activities


02.01

state the necessity of measuringinstruments such as:

- steel scalestapesinside calipers

- outside calipers- squares- hermaphrodite calipers- dividers= drill gauge- wire gaugemicrometers (outside,inside)vernier calipers

= dial indicators- feeler gauges- telescoping gauges= thread gauges

5.02.02

identify the_4ecified_ steelmeasuring rules (flexible ornon-flexible) in tarr.is of:

- types- valus of graduations- obtainable measuring

accuracy- measuring rangeholding techniques formeasuring, checking andlayout operationt

- applications- determine and apply the_,correct methodS of handlinstoring and MaintainingSteel measuring rules

- discuss why exactmeasurements are required

- use SA.IMperial

- apply procr w;nuiingmanipulation tochr.ipues

- discuss and use measuringinstruments on samplepieces

- use S.I. metric andImperial

- 63-

5.02.03

identify precision steel squares- types- sizesholding techniques forchecking and layoutoperations

- applications

5.02.04

identify the micrometer (outside,inside; depth) measuring tools

- typescomponents and workingprinciplesattaching and securingextension rods

- holding techniques formeasuring operations

- setting; locking andmeasuring micrometers atdetermined values

- handling; storing andmaintaining micrometers

5A2_;05

identify vernier calipers- types- components and working

principlesholding techniques formeasuring operations

- setting and measuringcalipers at determinedvalueshandling, storing andmaintaining calipers

5.02.06

identify dial indicators- types- components and working

principles- obtainable measuringaccuracy

- handling, storing andmaintaining dial indicators

- discuss and use instru-ments on sample pieces

- discuss and in smallgroups use micrometers onsample pieces

- discuss and in smallgroups use verniercalipers on sample pieces.

- discuss the use of dialindicatorS

1

= 64 =

5. 02. 0_7

identify feeler gauges- types- overall checking rangeusing individual andcombination blades todetermine the correctmeasurement

- hCding techniques forchecking operationshandling, storing andmaintaining thickness gaugesets

5.02.08

identify telescoping gauges- overall checking rangeapplications

= hOlding techniques forchecking operationsetting, lOtkirig and_measuring the - overall valveWiththe outside micrometer

= handling, storing andmaintaining telescopinggauges

5.02.09

identify check gauges- drill gauges- wire gauges- pitch gauges - S.I. metric

- Imperial5.02.10

identify calipers- outside calipers- inside calipers- hermaphrodite calipers

5.02.11

identify dividers

5.62.12

select proper measuring devicesfor specific jobs

- discuss and in smallgroups use feeler gaugeson sample pieces

- discuss the use of telescoping gauges on samplepieces

- discuss and use checkgauges where applicable

- discuss and use caliperswhere applicable

- discuss and use dividers

- study and discuss thereasons and advantages ofeach instrument

- study and diSCUSS thedifferent measuring

systems

-65-

MODULE 5.03 LAYOUT TOOLS

Goal Statements

The learning experiences in this module are designed to

help each student identify, select and become proficient in theuse of layout tools, and

b. help each student use layout tools to produce accurate layoutsto specification.



5.03 ;O1

identify and list various layouttools:

- scribers (hook, pocket,straight)

- steel rules (metric andimperial

- precision square- combination set- plain steel protractor- hook rule- dividers- angle-plates- hermaphodite caliperssurface-gauge

- trammels- centre punch- prick punch- surface plate- toolmakers clamp- vee blocks- scratch awl

- list basic layout tools

- 66-

5.03.02

scribe a line parallel to a datumedge using various tools andmethods

- steel rule and scribercombination set square andscriber

- hermaphrodite caliperssurface plate, angle plateand surface gauge

- tool makers clamp andsurface gauge

5.03.03

scribe a line at 90° to a datumedge using various methodt andtools

- combination square- precisicn square- angle plate, precisionsquare and Surface gauge

5.03.04

scribe circles, arcs and tangentlineS using various tbolS andmethods

- dividers or compass= trammels- dividert and steel rule

5.03.05

Scribe angles to specificationusing various tools and methods

- protractor- protractor_head (combination

set square)- vee block and surface gauge- bevel vernier protractor

,t)

- laYoUt a project orprojects to include layoutactivities outlined inModules 3.03.02 to 3.03.10to specifications

- 67-

5.03.06

layout equal distances withvarious tools and methods tospecification

dividers, layout equaldistances around acircumferencediViderS, trammels, layoutequal distances alOng ascribed line_

- Tayout parallel lines withdiViderS

- layout perpendicular linesWith dividers and trammels

- bisect an angle withdividers

5.03-07

find the centre of circles usingvarious tools and methods

- hermaphrodite calipers- dividers- centre-head (combination set

square)- vee blocks and surface gauge

_5;01.08

prick punch accurately around afinished layout

5.03.09

prepare a layout for drilling byprick punching, then centrepunching

5.03.10

layout a double circle with centreTines to facilitate accuratedrilling

- 68-

MODULE 5.04 USE AND CARE OF PORTABLE POWER TOOLS AND ACCESSORIES

Goal Statement

The learning experiences in this module are designed to eachstudent identify; select; use and maintain portable power tools andaccessories for use in the metal trades.



5,04,01

recognize the purpose, type andapplication of electrical and airpower tools, i.e.:

- portable drill presses- portable hand drills= portable hand grinders and

polishers

5.04.02

demonstrate the safe and correctuse of electrical and airpower tools

_5,_04;03

point out and list the care andservice required for electricaland air power tools

study and discuss powertools and accessoriesdiscuss the effect offerrous and non-ferrousmetals on grinding wheelS

= after instruction; useappropriate equipment

review manuals andassigned materials

= 69 =

UNIT 6.0 MECHANICAL DRAWING CONCEPTS

General Atm

The student should develop skills to read, sketch, draw andinterpret basic methods used for graphic representation.

MODULE 6.01 BASIC CONCEPTS

Goal Statements


help the student recognize the necessary instruments used into prepare accurate drawings,

b, help the student practice gothic lettering and numberingtechniques, and

c, develop skills in sketching.



5.01.01

identify types of pencils

6.01.02

identify types of instruments and

- discuss basic types ofpencils

= hard = 9H, 8H 4H- medium - 3H, 2H, H,

HB, B= Oft = 2B, 3B, 4B

7B

- discuss types and uses ofinstruments- T square- set square 30°-60°,

45°- triangular architects

scale- triangular engineering

scale- triangular metric

scale- irregular curves- protractor _

- erasing shield

- drawing paper- tape- other

- 70-

6;01A3

identify the reasons foraccuracy

- neatness

6;_01.04

perform gothic lettering andnumbering

6.01.05

identify the need for spacing anduse of guide lines on drawings

6.01.06

Sketth

= horizontal lines= vertical lines= circlesangles

- discuss

- complete gothic letteringand numbering sheets

- discuss and practice

- discuss and completedrawing sheets

- 71 -

MODULE 6.02 MEASUREMENT

Goat Statements


improve measuring skills with the use of triangular scales, andb. help each student recognize and interpret scale drawings.

simple components.



6.02.01

identify and use the followingtriangular_ scales

- architett'S scale- mechanical_ engineers' scale- metric scale

6.02.02

explain the use of scaled _

engineering or blueprint drawingS

- discuss and use each online measurement exercises

- diScuSS

2 -

MODULE 6.03 PICTORIAL DRAWINGS

Goal Statements


a. help each student_to recognize and develop the basic principlesof pictorial drawings, and

b. develop in each student the ability to freehand sketch and alsoaccurately develop instrument drawings of machine parts.

Learning OutcomeS Student Activities

The student shOuld be able to:

6.03.01

identify pictorial drawings

6.03.02

do isometric drawings- freehand sketching- with drafting instruments

6.03.03

do perspective drawings- one-point perspective- two-point perspective

6.03.04

identify and sketch obliquedrawings

- cavalier- cabinet

- discuss

- discuss and completeisometric drawings

- sketch perspectivedrawings

- sketch oblique drawing:.

= 73 -

MODULE 6.04 ORTHOGRAPHIC DRAWINGS

Goal Statements


help each student recognize and develop concepts ororthographic drawings,

b. develop in each student the abil ty to freehand sketch anddevelop instrument drawings machine parts, and

c, increase student ability to read orthographic drawing andrelate them to actual components.

Learning Outcomes Student Activit


_6.04.01

identify orthographic drawings

6-.04.02

complete a one-view drawing= freehand sketching= instrument drawing

6.04.03

complete a two-view drawing= freehand sketching= instrument drawing

6.04.04

complete a three-view orthographicdrawing in third angle projection

- freehand sketching- instrument drawing

= discuss

= discuss and completeone=view drawings

- discuss and completetwo=view drawingS

- discuss_and completethree-view ,,-thographicdraWings

-74-

6;04_;_05

relate lines and surfaces betweenpictorial and orthographicdrawings

- discuss and completeunfinished views

- reference text (blueprintreading for industry)

- 75-

MODULE 6.05 CONVENTIONAL LINES AND SYMBOLS

Goal Statement

The learning experiences in this module are designed to_help eachStudent read and interpret the meaning of conventional lines andsymbols used in graphic representation.



6;05;0!

it;tmtify basic.lines used ingraphic.repr-7entation

border or visible lines- section- hidden- centre- exnsion- dimensioncutting planeshort breaklong breakleadersphantomother

identity paste symbols used ingraphic representation

- arrowheads- diameter symbol (D) (0)

- radius symbol (R)

- countersink (C'SK)cold roll steel (C.R.S.)

- hot roll steel (H.R.S.)hexagon (HEX)

= others

- discuss and list basiclines

- discuss and list basicsymbols

- 76-

6.05.03

identify surface finish_ ratings1000 very rough (torch

cut)= 500 rough machinThg

(heavy cut on millmachine)

= 250 coarse_(Coarsemachining operationWith sharp tool)

= 125 mediuM_(fiheMachining operationWith sharp tool)

63 good machine finish(extra fine feeds)high grade machinefiniSh (extremelyfine feed on latheor mill)

- 16 hig quality rachinefinish (surfacegrinding)

- 8 ve4 fine machinefinish (fine honingor lapping)

- 2-4 everemely smooth(extra-fine honingor lapping)

- recognize and list symbols

77

MODULE 6.06 CONVENTIONAL CONCEPTS

&o_al__Stetements_

The 1earri experiences in this module are designed to:,-;

a; hel, .;1 student acquire competency in conventional cunceptsof dimensioning and use _of symbols,

b. help students understand auxiliary viewsi andc. help each student understand the use of different types of

sectional views.



-6-.06.01

identify mater'al symbols= brick- concreterubble and stone

- steel- wood-- perforated metal- marblecoarse_wire mesh

= fine wire meshiron

- brass7i- um _

metal, babbit

6.06.02

identify schematic threadingsymbols

- external- internal

- discuss and list sectionlinings

- discuss

- 78-

6.06.03

select proper placement Ofdimension and extension lines on adrawing

6 -06.04

dimension- figures- angles- arcs- fillets and rounds- holes- threadstapers

- chamfers- keyways- knurls- other

identify special methods insiuning

- baseline- po.nt to :)oint- datum= tolerancing= fits- other

6.06.06

identify the purpose of anauxiliary view

6.06.07

identify the purpose of sectionalviews

- discuss rules fordimensioning drawings

- identify the- ,Jlidirectional- aligned system

- discuss and completedrawings

- recognize nnd list specialdimew;'. methods

- discuss and complete adrawing using an auxiliaryview

6.06.08

identify the types of sectionalviews

= full section= half sectionbroke-oUt section

- revolved section= removed section= other

6.06.09

identify welding SYmbols

6.0_6_;10

identify architectural symbols andschedules

- mechanical- electrical- structural

- discuss and_completeSectional views of parts

- recognize and list weldingsymbols

- recognize and list symbolsand schedules

8,)

- 80-

UNIT 7.0 SOFT AND SILVER SOLDERING

Geloral Aim

The s''udent should gain experience using approved practiceS for thesafe management and operation of soft and silver soldering_equipment and gain proficiency in various soldering operations.

MODULE 7.01 SOFT SOLDER

Goal Statements


a. develop skills in the proper preparation c soldering coppersfor soft soldering;

b. help each student select proper fluxes for various solderingoperations;

c. make the student aware of the composition of tin=lead tOlder;6. help the student understand the uses of soldered_ OintS; ande; make the student aware of the potential danger of fluxes.



7.01.01

forge a soldering copper

/_;01_;_02

tin a copper

1_;111.03

select fluxes for specificoperations

J

= discuss various Solderingcopper shapes such aspointed and bottom copper

= heating and mechanicalcleaning of coppers

theinitally clean and tincopper

discuss purposes of a fluxcorrosive and noncorrosivefluxes; safe handling andstorage

use fluxes for plated andbright stWs andnonferrous metals

- 81 -

7.01.04

discuss the composition and formson tin-lead solder

7.01.05

explain the various uses of softsolder jointS

= discuss solders forarious applications -50 -50, 60=40, 95=5, bodyleads etc.

- study_various formS:- wire- cored wire= bar= sheet

- discuss_sOldering forwater-tight joints in_sheet metal and plumbing,airtight joints forblowpipingi sweatsoldering for partsassembly.

- 82 -

MODULE 7.02 SOFT SOLDER APPLICATION

Goal Statements


a. make the student aware of the safe procedures in s., :Ing;b. help the student become proficient in applying so' andc, help the student become proficient in suface claa

soldering.

Learning Outcomes StI:dent Activities


7.02.01

e>.)lain the safe procedures forsoloring

TAI_Lltz

properly apply soft solder withsoldering coppers and open flametorch

clear metal surfaces aftersoldering operations

- study and discuss dangersinherent in various fluxes

- lighting firepots;furnaces and torchessafely

- handling hot work safety

- prepare ana solder variousjoints such as:

laprivettedseamedpre-tinnedplumbing

- remove corrosive fluxesand restore surface finishof various metals such as:

- bright steel- nonferrous-- stainless steel

-83-

MODULE 7.03 SILVER "ALDER

Goal Statements

The learning eperi'nces ;n this module are designed to:

a. assist the student to understand the need for silver soldering.b. help the student to safely apply silver solder to metal joints,

andc. help the student become proficient in surface cleaning up after

Silver SOlderihg.

Learning OUttomes Student Activities


7.03.01

select and prepare joints forsilver soldering

apply solder using operflame tr.:ci

L..03.03

clean metal surfaces after silversoldering

- discuss applications ofsilver soldering

- discuss and fabricatescarf and butt joints andsweat solder joints

= ?poly silver solder inproper amounts to variousjoints

- remove corrosive fluxesand restore surfacefinitheS on ferrous andnonferrous wtals

84

UNIT 8.0 GAS WELUINC OPERATIONS

General Aim

The student should gain experience using approved practices for thesafe management and operation of gas welding equipment.

MODULE 8.01 WELDING SAFETY PRACTICES

Goal Statements


a. help each student appreciate the importance of applying safepractices in the use of gas welding equipment;

b. introduce the stud,nt to methodt_of checking gas weldingequipment before c;-.,rating on welding or heating tasks, and

c. increase_student ewreness of the characteristics of gases u:edfor heating and welding operations.

Learning OuttOmes Student Activitiet


8.01.01

identify the safety regulatior,for gas welding; cutting andheating to ensure a sF.Fe workingenvironment

- read anr1 discuss Workers'Compenscon BoardSections 14, 17, 18.

= 85-

MODULE 8.02 STORAGE AND HANDLING OF OXYGEN AND FUEL GAS CYLINDERS

Goal Statement

The learning experiences in this module are designed_tb_ehsure thateach student can safely handle and store oxygen and fuel gascylinders.

Learning Outcomes Student Activit'


8.02.01

demonstrate the correct storageand handling practices ofoxygen and fuel gas cylinders

- identify correct storagepractices for empty Oxygencylinders

- identify correct storagepractices for emptyAcetylene cylinders

- identify correct handlingpractices for full Oxygencylinders

- identify correct haryllingpractices for fullAcetylene cylinders

- identify correct procedurein removal of defectiveAcetylene cylinder fromserve

- identify correct mode oftransporting cylinders inshop

- transport to end storeempty cylinders in storagearea

-86 -

MODULE 8.03 HANDLING AND OPERATING OXY-ACETYLENE EQUIPMENT

G081 Statement

The learning experiences in this module are designed to enable eanhstudent to correctly handle and operate oxy=acetylene equipment


The s).udent should be able to:

8.03.01

describe correct handling andoperating practice of oxy-acetylene equipment

- crack cylinder and purgevalve with appropriatewrench

= identify appropriateregulator to be used

= identify types of threadson acetylene equipment

- describe why an Oxygenregulator is set facingaway_from a acetyleneregulator

- describe how oxy- acetylenefuel gas hose is stored

- describe correct method inpurging oxy-acetylecie_

- describe the effett of oil

and grease in cintact withoxygen

- describe correct equipmenthandling practices _

describe correct equipmentoperating practices

-87-

MOULE 8.04 ASSEMBLY OF OXY-ACETYLENE EQUIPMENT

Goal Statement

The learning experiences in this module are designed to enable thestudent to correctly and safely assemble oxyacetylene equipment.



correctly assemble a portable oxyacetylene unit

- selett place and securecylinders in cart

- remove cap and crackcylinder valves

- attach regulators andhoses with proper wrench

- release regulatoradjusting screw, opencylinder valve and setpressure to blow out hose

- open needle_ valves, attachtorch assemble and blowout torch assembly

- attach welding or cuttingapparatus to torch bodysecurely.

=88-

MODULE 8.05 TESTING FOR LEAKS

Goal Statement

The learning experiences in this_module are designed to enable thestudent to safely test oxy-acetylene equipment for leaks.



8.05.01

demonstrate correct procedures andmethods in testing for leaks

- describe methods employedin detecting leaks inoxygen and fuel gassystems

*- pressurize oxy-acetyleneequipment and adjustregulator to workingpressure

*= close cylinder valve andobserve high pressuregauge on regulator

*- determine pressure drOpiif any

*- apply nondetergent soapsuds with brush to jointsand connections

*- depressurize oxy- acetyleneequipment and makenecessary repair

- repeat * and determineOutcome of repair

*star denotes repeat ofoperation

-89-

MODULE 8.06 CORRECTLY LIGHT AND SHUT DOWN THE OXY-ACETYLENE UNIT

Goal Statement

The learning experiences in this module are designed to enable theStudent to correctly light and safely shut down the oxy-acetyleneUnit.



8.06.01

correctly light an oxy-acetyleneunit

8.06.02

shutdown the oxy=acetylene unitsafely

= employ general and per-sonal safety precautions

- identify tip size andselect appropriate oxygenand acetylene pressures

- test connections for teaksusing detergent; soapywater

- open_acetylene valve ontorch and light withStriker.__AdjUSt acetyleneflow until SMokedisappears - _

- open-oxygen needle valveuntil complete combustionOf_acetylene occurs

- adjust torch to neutralflame setting

- review general safetyprecautions

- close acetyene needlevalve owtorch body

- close oxygen needle valveon torch body

- acetylene cylindervalve; open acetyleneneedle valve on torch body

- turn out pressureadjusting screw onacetelyene regulator; thenclose needle valve

- close oxygen cylindervalve; open oxygen needlevalve on torch body

- turn out pressureadjusting screw on

9joxygen regulator then

cloe needle-valve- coil oxy-acetylene hose on

unit.

-90-

MODULE 8.07 TORCH LINE EXPLOSIONS

Goal Statement

The _learning _experiences in this module are designed to enable thestudent to identify the causes of torch lihe explosions.


The student shouli be able to:

8.07.01

identify the causes of flashback,backfire, burnback

- describe conditions andcauses for a flashback

- describe conditions andcauses for a backfire

- identify equipmentmaintenance procedures toeliminate explosions

- describe gas speed andspeed of flame propagation

- identify the purpose of areverse flow check valve(RFCV)

- identify conditionscausing a burnback

Information_note

Backfire - the flame backsup into the tipand generallyreestablishesitself with abang or poppingnoise

Burnback combustion takesplace steadilyin the tip andmixer

Flashback - occurs when onegas backs upinto the otherline forming anexplosive mix-ture. Flashbackalways occurs inthe line carrp-

1 U;) in- the lowerpressure.

=91 -

MODULE 8.08 FIRE PREVENTION

Goal Statement

The learning experiences in this module are designed to enable thestudent to identify the requisites in fire prevention.

Learning Outcomes Student Activitiet


8;08;01

identify the requisites in fireprevention

- define th0 term fireprevention

- describe the welder'sresponsibilities for fireprevention

- describe the employers'responsibilities for fireprevention

- describe conditionscreating fire hazards andexplosions

- identify remedies toeliminate fire hazards andexplosions

- identify the importance ofa fire watcher

=92-

MODULE 8.09 FIRE EXTINGUISHERS

Goal Statement

The learning experiences in this module are designed to enable thestudent to identify the components of a fire, types of fires, andextinguishers.



BA9.01

identify pressurized A, B, and Ctype fire extinguishers

- describe the requisitesfor afire

- describe the types offir-et

- describe the Clattet offires _

- describe the types of fireextinguishers

- describe_the_classes of

fire extinguishers- identify the types of fireextinguishers used toextinguish rUbbith andpaper_firet

- identify types of firescombated with CO2 fireextinguishers

- identify the uses of A,fire extinguishers

-93-

MODULE 8.10 VENTILATION

Goal Statement

The learning experiences in this module are designed to give asimulated working environment to enable the student to identifyVentilation requirements for welding; cutting and general shopwork.



8,1m1

identify ventilation requirementsfor welding, cutting and generalshop work

- review Section #17,Workers' CompensationBoard Regulations forventilation requirements

= identify conditions thatrequire ventilation

- identify materials thatemit toxic fumes whenheated, welded or cut withtorch

- identify precautionsrequired when working inconfined areas

-94-

MODULE 8.11 WELDING AND CUTTING CONTAINERS

Goal Statement

The learning experiences in tHs module are designed to enable thestudent to identify the correct and safe methods for welding andcutting containers.

Learning Outcomes Students ActivitieS


8;11;01

identify the extreme-hazardsinvolved in_welding or_cuttingcontainers that are sealed orcontainers that have heldcombustibles

- study and discuss safemethods of welding or--cutting containers

a; steam cleaningb. purging using inert

gasesc. filling with water

-95--

MODULE 8.12 PROTECTIVE EQUIPMENT

Goal Statement

The learning experiences in this module are designed to enable thestudent to select and use protective equipment in welding.



8.12.01

identify and select properprotective equipment

- describe the reason forwearing safety glasses

- describe uses_and types ofgoggles in welding andcutting

- describe the uses andtypes of welding helmets

- describe the_ use of tintedor_coloured lenses inwelding and cutting andtheir shade description

- identify types of hearingprotection equipment used

- identify the advantage ofusing leather jackets inwelding and cutting

- identify the advantages ofusing leggings and apronsin welding and cutting

- 96 -

UNIT 9.0 OXY-ACETYLENE EQUIPMENT

General Aim

The student should identify, understand, and use oxy-acetylenewelding equipment.

MODULE 9.01 OXY-ACETYLENE WELDING EQUIPMENT PROCESSES ANDAPPLICATIONS

Goal-Statement

The learning experiences in this module are designed to provideintroductory experiences that will enable the student to identify,understand; and use basic oxy-acetylene welding equipment.



9.01.01

describe the production andproperties of oxygen and acetylenegas

- describe the nature ofoxygen

- describe the properties ofoxygen

- describe the production ofoxygen

- describe the nature ofacetylene

= describe the properties ofacetylene

- describe the production of

acetylene

-97-

:MODULE 9.02 CONSTRUCTION OF OXYGEN AND FUEL GAS CYLINDERS

final Statement

The learning experiences in this module are designed to provideintroductory experiences that will teach the student to identify,understandi and use basic oxy=acetylene welding equipment.



describe the construction ofoxygen and fuel gas cylinders

= state agencies that governstandards in cylinderconstruction

= describe the constructionof an_oxygen cylinder

= detcribe the function ofthe oxygen cylinder valve

- describe the function ofthe oxygen cylinder valvecover

- describe the constructionof an- acetylene cylinder

- describe the constructionof_an acetylene cylindervalve__des-cribe the constructionOf a fUtible plug and itslocation

- describe the constructionOf_a mapp-gas cylinder andvalve

-98-

MODULE 9.03 CONSTRUCTION OF PRESSURE REGULATORS

Goal Statement

The learning experiences in this module are designed to provide_introductory experiences that will enable the student to identify,understand, and use basic oxy-acetylene welding equipment.



9.03.01

identify the construction andapplication of regulators on oxyacetylene equipment

- state purpose of apressure-reducing deviceinoxy- acetylene equip-ment

= describe the constructionof the single and doublestage regulator

= identify the limitationsof a single stageregulatoridentify the operatingcharacteristics of atwo=stage acetyleneregulator

- identify correctmaintenance procedures forregulators

-99-

MODULE 9.04 OXYGEN AND FUEL GAS HOSE

Goal Statement

The learning experiences in this module are designed to provideintroductory experiences that will teach the student to identify,understand, and use basic oxy-acetylene Welding equipment.



9.04.01

identify the correct maintenancepractices for oxygen and fuel gashoses

- describe the constructionof twin design oxygen andfuel gas hose

- identify the colouringscheme employed toseparate oxygen and fuelgases _

- identify the thread - designemployed in the fuel gashose connector fittings

- identify correct practicesin splicing of oxygen andfuel gas hose

- identify correct practicesin coiling and_storingoxygen and fuel gas hoses

- 100 -

MODULE 9.05 OXY-ACETYLENE TORCHES

Goal Statement

The learning experiences in this_module are designed to provideintroductory experiences that will enable the student to identify,Understand, and use basic oxy-acetylene welding equipment.



9.05.01

identify and describe two typesoxy-acetylene torches

- describe the function of abalanced pressure typemixing chamber

- describe the function ofan injector type mixingchamber

- identify the limitationsof a one-piece torch

- identify the advantagesand disadvantages of atwo-piece torch

- identify correct methodsin installing heating,cutting and welding tips

- identify correct_maintenance practices forone and two-piece torches

- 101-

MODULE 9.06 MANIFOLD SYSTEMS

Goal Statement

The learning experiences in this_module_are_designed_to provide_introductory experiences that will enable the student to identify,understand, and use basic oxy-acetylene welding equipment.


The student should

identify the application of amanifold system

able to:

- identify types of manifdldsystems

- identify regulations andstandards governingconstruction and operationof manifold systems

- identify and define theterm 'pickled pipe'

- explain the requirementsfor a hydraulic backpressure valve

- identify the purpose of

pigtails and check valves- identify the purpose of amaster regulator

- identify the advantagesand disadvantages of amanifold system

- 102-

MODULE 9.07 SELECTION OF FLAMES

GOal Statement

The learning experiences in this module are designed to provideintroductory experiences that will enable the student to identify,understand, and use basic oxy-acetylene welding equipment.



9A7A1

identify the use of neutral;oxidizing; and carburizing flamesin oxy-acetylene welding andcutting

- identify the types offlames

- identify the_ temperatureranges for neutral,oxidizing and carburizingflames

- identify and define the 3Xflame system

= determine the use of a 3Xflame

.= identify the type of flameemployed in oxy-acetylenecutting and welding ofplain carbon steel

- 103-

MODULE 9.08 TIP SELECTION AND MAINTENANCE

Goal Statement

The learning experiences in this_module_are designed to provide_introductory experiences that will enable the student to identify,understand, and use basic oxy-acetylene welding equipment.



R.38_.01

identify and select the correctwelding or cutting tip

9-.08.02

perform tip cleaning procedure

- identify types of cuttingtips

- identify purpose ofnumbering systen;3 used

- install selected tipemploying accepted methodt

- identify condition of

models- identify maintenanceprocedures employed fortip cleaning

- 104-

UNIT 10.0 OXY-ACETYLENE WELDING, BRAZING AND CUTTING (O.A.W.)

General Aim

The student should gain experience using_approved practices for thesafe management and operation of oxy-acetylene welding, brazing andcutting.

MODULE 10.01 WELDING POSITIONS

Goal Statement

The learning experiences_in this module are designed to provide the'student with the letter identification for groove (G) and fillet(F).



10.01_.01

identify the accepted positions ofwelding

- review handout onpositions of welding

- identify the -F- positions- identify the -G- positions

- 105 -

MODULE 10.02 SELECTION OF FILLER METALS

Goal Statement

The learning experiences in this module are designed to enable thestudent to select filler metals.

Learning Outcomet Students Activities


10.02.01

identify and select proper fillerrod

10.02.02

select an R.G. 60 rod

review gas welding fillermetals

= identify type of steel tobe joined

- identify types of gaswelding rods

- select one filler_rod fromstock and match withproperties of steel _

- identify selected fillerrod

=106=

MODULE 10.03 FOREHAND WELD

Goal Statement

The learning experiences in this module are designed to enable thestudent to become proficient in using the forehand method ofwelding.



10.03.01

forehand weld with theoxy-acetylene welding process(O.A.W.)

Refer to:

Provincial Welding CUrriculumLevel "C"Forehand WeldModule: P 3Goal 11Performance Objective: #2

- employ general andpersonal safetyprecautions

- select piece of M.S.1/8" x 6" x 8 ", removeoxides and place in flatposition

- select tip, install;choose and set correctoxv-acetylene pressuresand light torch

- right handed_person, holdtorch with flame pointingto left, lower flame ontoplAte

- hoid flame 1/6" overplate, preheat and createpuddle

- oscillate torch and movefrom right to left in astraight line holdingtorch at 45°

- review progress and repeatprocedure

- 107 -

MODULE 10.04 BEADING

Goal Statements

The _learning experiences in this module are designed to enable theStudent to become proficient in bead welding with the O.A.W.process.



10.04.01

deposit beads with the O.A.W.process

Refer to:

Provincial Welding CurriculumLevel "C"Gas Welding PracticalModule: P 3Goal 11Performance Objective #3

read specification sheetand employ general safetyprecautionsselect base metal andfiller materialselect tools and equipmentfor jobdetermine sequence ofoperation and employpersonal safetyprecautions

*- clean metal surfaces andplace metal in flatposition

*= heat to desiredtemperature

- apply filler metal withthe dipping method andemploy forehand technique

*= let cool and performspecification check

- repeat process and follow* tasks

*star denotes repeat ofoperation

1

- 108-

MODULE 10.05 CORNER JOINT

Goal Statement

The learning experiences in_this module are designed to enable thestudent to weld a corner joint with the O.A.W. process.



10;05.01

fusion weld a_corner joint, withthe O.A.W. process

Refer to:

PrOVintial Welding CurriculumLeVelGas Welding PracticalMbdule: P 3Goal 11Performance Objective: #4

- read specification sheetand employ general safetyprecautions

- select base metal andfiller material required

- select tools and equipmentfor job

*- determine sequence andposition of operation

*- clean metal surfaces,assemble and support partsto be joined

*- employ personal safetyprecautions

*- heat to desired .

temperature, tack weld inappropriate places andplace joint into position

*= apply filler metal intojoint;_empToy_forehandwelding technique


= follow repeat procedureson handout and follow *tasks.

- 109 -

MODULE 10.06 LAP JOINT

Goal Statements

The learning experiences in this module-are designed to enable theStudent to perform a lap weld with the O.A.W. process.



10.06.01

fusion weld a lap joint with theO.A.W. process

Refer to:

Provincial Welding CurriculumLevel "C"Module: P 3Goal 11Performance Objective: #4







*- heat to desiredtemperature, tack weld inappropriate places andplace joint into position

*- apply filler metal intojoint, employ forehandwelding techniques

*- let cool and performspecification check

- follow repeat procedureson handout and follow *tasks.

- 110-

MODULE 10.07 EDGE JOINT

Goal Statement

The learning experiences in this module are designed to enable thestudent to fusion weld an edge joint with the O.A.W. process.



10.4)7,01

fusion weld an edge joint with theU.A.W. process

Refer to:

Provincial Welding CurriculumLevel "C"Gas Welding PracticalModule: P 3Goal 11Performance Objective:

- read specification sheetand employ general safetyprecaution







*- apply filler metal intojoint, employ forehandwelding technique


- follow repeat procedureson handout and follow *tasks.

MODULE 10.08 TEE JOINT

Goal Statement

The learning experiences in this module are designed to enable theStudent to fusion weld a tee joint with the O.A.W. process.

Learning Outcomet_

Student Activities


10A8.01

fusion weld a te_e_joint with theO.A.W. process

Refer to:

Provincial Welding CurriculumLevel "C"Gas Welding PracticalMbdule; P 3Gbal 11PerforMance Objective #5

- read specification sheetand employ General SafetyPrecautions





*- employ personal safetYprecautions

*- heat to desired tempera-ture; tack weld inappropriate places andplace joint into position

*- apply filler metal intojoint; employ forehandwelding technique


- follow repeat procedureson handout and follow *tasks;

- 112-

MODULE 10.09 BUTT JOINT

Goal Statement

The learning experiences in this module are designed to enable thestudent to fusion weld a butt joint with the O.A.W. process.



10.09.01

fusion weld a butt joint with theO.A.W. process

Refer to:

Provincial Welding CurriculumLevel "C"Gas Welding PracticalModule: P 3Goal 11Performance Objective #7


= select base metal andfiller material required



*- clean metal _surfaces,assemble_and support partsto be joined

*- employ personal safetyprecautions_

*= heat to desired tempera-ture, tack weld inappropriate places andplace joint into position

*- apply filler metal intojoint, employ_Forehandwelding_technique


- follow repeat procedUreson handout and follow *taSkS

- 113-

NODULE 10.10 FUSION WELD OF CAST IRON

Goal Statenemt

The learning experiences in this module are designed to enable thestudent to fusion weld cast iron using the O.A.W. process.



10.10.01

fusionweld grey cast iron withthe O.A.W. process.

Refer to:

Provincial Welding CurriculumLeVel 11C"

GaS Welding PracticalMOdUle: P 3GOaT 11Performance Objective #13


- bevel joints and assureaccurate fitup of castiron

- clean metal surfaces,assemble and support castiron

- sear metal surfaces andapply appropriate preheat

- preheat cast iron todesired temperature

- heat filler metal andapply fluxing agent

- apply heat to attainmelting temperatures; addfiller metal

- continue fusion welding in

the forehand method andcomplete weld

- cool slowly to roomtemperature and performspecification check.

Information-Nate:

Cast iron should not bequenched; But be cooledunder controlled conditions

1 9

- 114-

MODULE 10.11 BRAZE WELDING

Goal Statement


a. define the braze welding process,b. identify filler metals,c. identify types of fluxes;d. identify flame type in braze welding, ande. identify types of edge preparations.



10_.11A1

define the braze welding process

10.11.02

identify filler metals

1 9

- read handout- explain what occurs inliquid-solid phase joining

- describe 2 types ofprocesses

- identify the types of heatrequired for braze welding

- identify correct surfacepreparations in brazewelding

- identify the properties offiller metals in brazewelding

- identify the nature of thebraze bond

- read handout- identify type of basemetal to be joined

- identify the mainconstituent metal in acopper base alloy weldingrod

= identify-the properties ofzinc in the braze weldingprocess

= identify_a low fumingbronze alloy in brazewelding

= identify a common type offiller metal used in braze

welding

- 115 -

10.11.03

identify types of fluxes

10A1;04

identify flame type used in brazewelding

10.11.05

define the types of edgepreparations

- read handout- defihe_the term flui- identify types of_fluxes

and their propertieS_ _

- identify two types of fluxemployed in braze welding

- identify the type Of fluxon the coated non fumingRCUZN-C filler metal

- read handout- identify the effect of a

reducing flame in brazewelding

- identify the effect of ahighly oxidizing flame

- read handout- describe the nature of the

braze bond- identify the effect of

searing- identify the desired bevel

angle in braze welding- identify the purpose of

fluted bevels- identify the effect ofunbroken edges on thebraze bond

-. 116-


Goal- Statement

The learning experiences in this module are designed to provide thestudent with the opportunity to deposit beads with RCUZN-C fillermetal on M.S. plate. (Mild Steel Plate)



10.12.01

deposit beads with RCUZN=C fillermetal on M.S. plate

Refer to:

PrOVintial Welding CurriculumLeVel "C"Braze Welding PracticalMOdUle: P 3Goal 12Performance Objective #1

- read specification sheetand employ_general safetyprecautions

= identify filler metal andselect base metal

- clean metal surface andemploy_ personal safetyprecautions

- choose correct O.A. flameand heat base metal todesiredtempet-ature

- employ_forehaod technique,add filler, observetinning action

- proceed to deposit fillermetal

- 117 -


Goal Statement

The learning experiences in this module are designed to_provide thestudent with the opportunity to perform braze welds to lap joints.



10.13.01

perform braze welds on lap joints

Refer to:

Provincial Welding CurriculumLevel "C"Braze Welding PracticalModule: P 3Goal 12Performance Objective #2








*- apply filler metal intojoint, employ Forehandwelding technique


- follow repeat procedureson handout and follow *tasks

.1_ 9 6

- 118-


Goal-- Statement

The learning experiences in this module are designed to provide thestudent with the opportunity to braze weld tee joints.



10.14.01

Braze weld tee joints

Refer to:

Provincial Weldirq! CurriculumLevel "C"Braze Welding PracticalModOle: P 3Goal 12Performance Objective #3


- select base metal andfiller materials required




= employ_personal safetyprecautions

4c= heat to desired;

temperature, tack weld inappropriate places andplace joint into position

*- apply filler metal intojoint, employ forehandwelding technique


= follow_ repeat procedureson handout and follow *tasks

- 119-


Goal Statement

The learning experiences in this module are designed to provide thestudent with the opportunity to braze weld M.S. plate.



10.15.01

braze weld M.S. plate

Refer to:

Provincial Welding CurriculumLevel "C"

Braze Welding PracticalModule: P 3Goal 12Performance Objective #4

= read specification sheet,employ general safetyprecautions

= bevel joint and assureproper fitup of plate

- clean metal surfaces,assemble, space andsupport plateemploy personal safetyprecautionsheat to desiredtemperature

- tin joint and proceed tofill groovelet cool and apply finalcleaningperform specificationcheck

- 120-


Goal Statement-

The learning experiences in this module are designed to provide thestudent with the opportunity to braze weld cast iron.



10.16.01

braze weld grey cast iron

Refer to:

PrOVinCial welding CUrriculumLeVel "C"Bra2e Welding PracticalMbdule: P 3Gdal 12Performance Objective #5


- prepare_joint and assureproper fitup

- clean metal surfaces,essemble, space andsupport cast iron

- employ personal safetyprecautionssear metal or jointsurface and preheat todesired temperatureassure good tinning andproceed to fill groove

= cool slowly and applyfinal cleaning

= perform specificationcheck

- do not quench

- 121 -


Goal Statement

The _learning experiences in this module are designed to provide thestudent with the opportunity to weld dissimilar metals;



10.17.01

braze weld dissimilar metals

Refer to:

Provincial Welding CurriculumLevel "C"Braze Welding PracticalModule; P 3Gbal 12Performance Objective #5


- prepare joint to_givendimensions and assureproper fit=up

= clean metal surfaces,assemble, space andsupport metals

= employ personal safetyprecautions

= sear cast iron surface andpreheat metals

= heat to desiredtemperature, assure goodtinning action and proceedto fill groove

= let cool and apply finalcleaning

= perform specificationcheck

= 122

MODULE 10.18 GAS CUTTING O.F.C. -A. (OXY-FUEL CUTTING - ACETYLENE)

Goal Statement

The learning experiences in this module are designed to provideknowledge and experience that will help the student underttand anduse gas cutting equipment, efficiently and safely.



define the oxy-fuel gas cuttingprocess and its application

10.18.02

define and apply terminology usedin 0.F.C.-A

10.18.03

identify Wcrker's CompensationBoard standard governing cutting

10.18.04

describe three types of cuttingequipment

- describe how chemicalreactions generate heat

- explain an exothermicreaction

- explain an endothermicreaction

- identify the mostefficient methods inthermal cutting

- identify the term O.F.C. -A- read and study reference

material- define the term "cutting

attachment"

- identify and read section17 of Worker's Compensa-tion Board IndustrialHealth and Safetyregulations

- describe manual cuttingequipment

- describe types of portable0.F.C.-A machines

- list advantages and dis-advantages of portableM.G.-A machines

- describe types ofstationary 0.F.C.-Amachines

- list advantages and dis-

advantages of stationaryO.F.C. -A machines

- 123 -

10.18.05

identify a two-piece oxy-acetylenecutting torch

10_18A6

install a four-holeoxy-acetylene cutting tip

10.18.07

correctly assemble a portableoxy-acetylene cutting unit

13

- describe the function ofan injector type mixingchaMber

- identify tht limitatiOnsof a one-piece cuttingtorch_-

- identify the advantagesand disadvantages of atwo-piece cutting torch

- identify correctmaintenance practices forone and two -piece cuttingtorch

- identify correct methodsin installing heating,cutting and welding tips

identify types of cuttingtipsidentify purpose ofnumbering systems usedselect a #2 four-hole oxy-acetylene cutting tipidentify condition Ofvarious tipsinstall selected tipemploying accepted methodsidentify maintenanceprocedures employed fortip cleaning

select; place and securecylinders in cartremove cap and crack-Winder V6lVe§attach regulators andhoses with proper wrenchrelease regulatoradjusting screw, opencylinder valVe and setpressure to blow out hoSeopen needle valves, attachtorch assembly and blowout torch assembly

insert cutting tip intotorch and tighten snuglywith proper wrench

- 124 -

10.18.08

correctly light a cutting torch

10.18.09

identify the use of the neutraloxy-acetylene flame in cutting

10.18.10

shut-down the oxy=acetylene unit

- employ general and per-sonal safety precautions

- identify tip size andselect appropriate oxygenand acetylene pressures

- test connections for leaksusing appropriate medium

= open acetylene valve ontorch and light withstriker; adjust acetyleneflow until smokedisappears

- open oxygen needle valveuntil complete combustionof acetylene occurs

- identify the types offlames

- identify the temperaturerange of an oxidizingflame

- identify the type of flameemployed in oxy-acetylenecutting of plain carbonsteel

- review general safety pre-cautions

- close acetylene needlevalve on torch body

- close oxygen needle valveon torch body

- close acetylene cylindervalve; open oxygen needlevalve on torch body

- turn out pressureadjusting screw onacetelene regulator thenclose needle valve

- close oxygen cylindervalve; open oxygen needlevalve on torch body

- turn out pressure adjust-ing screw on oxygen

regulator-then closeneedle valve _

- coil oxy-acetylene hote on

unit

- 125-

10.18.11

identify the six main factorsgoverning oxy-acetylene cutting

10._1&12

identify the metals that can becut with 0.F.C.-A process

- identify materialthitknetS

- determine surfateconditions

- determine size of cuttingtip

- determine_ condition ofcutting tip

- assure proper flamesetting and select correctcutting oxygen pressure

- determine speed_Of travel- identify conditions

determining a good qualitytut

- list the ferrous alloysthat cannot be cut

- describe what_occurs whennon - ferrous alloys aresubjected to the cuttingtorch

- describe the behaVibUr of

various elements whenexposed to the cuttingprocess

- list the high allOy steelsthat cannot be cut withthe 0.F.C. -A _

- identify the ferrousmetals that_can be cutwith the 0.F.C.=A process

- 126-

MODULE 10.19 GAS CUTTINt O.F.C. A (OXY-FUEL CUTTING - ACETYLENE)

Goal Statements

_ _


a. enable the student to becoMe proficient in using gascuttingequipment.


The student should be able :

10.19.01

cut sheet steel with the 0.F. .-Aprocess

10_;19A2

cut mild steel plate with the0:F.C.-A process

Refer to:

Provincial Welding CurriculumLevel "C"Module: P 2Goal 6Performance Objectives #3

- employ general and person-al safety precautions

- mark a straight line withscriber, soapstone, chalk-line, or employ centrepunch

- proceed with cuttingemploying correct angleand speed

- perform specificationcheck and review qualityof cut

- employ general safetyprecautions

- read specifications sheet- employ_ personal safety

precautions- light cutting torchselecting appropriateflame

- proceed with cuttingoperation; employ correctangle and speed_

- shut down oxy=acetyleneunit


- follow repeat procedures

-'127 -

10.19.03

cut structural sections with the0.F.C. -A process

Refer to:Provincial Welding CurriculumLevel "C"Module: P 2Goal 6Performance Objective #7

10.19.04

cut round stock with the 0.F. . A

process

Refer to:

Provincial Welding CurriculumLevel "C"Module: P 2Goal 6Performance Objective #8


- read specification sheet- measure and mark member tobe cut in appropriateplaces

- employ personal safetyprecautions

- light cutting torchselecting appropriateflame

- identify sequence ofcutting operation

- proceed with cuttingoperation employingcorrect angle and speed

- shut down oxy-acetyleneunit



- read specification sheet- measure and mark selected

piece of stock- employ personal safety

precautions- light cutting torch

selecting appropriateflame


- proceed with cuttingoperation employingcorrect ang'.e and speed


- perform specificationcheck_and review qualityof cut

13,

- 128-

1C419;05

perform bevel cuts on mild steelplate with the O.F.C.-A process

Refer to:Provincial Welding CurriculumLevel "C"Module P 2Goal 6Performance Objectives #5

10.19.06

pierce holes in mild steel platewith the 0.F.C. -A process

Refer to:

PrOVincial Welding CurriculumLevel "C" -

Module: P 2Goal 6Performance Objectives #6


- read specification sheet- determine degree of bevel,measure and mark selectedmild steel plate


- light cutting torchselecting appropriateflame


- proceed with cuttingoperation employingcorrect angle and speed




= read specification sheet3. determine size of holes;measure and mark selectedmild steel plate

.3 determine thickness ofmetal; select and installappropriate size cuttingtip

= identify sequence ofpiercing operation

= employ personal safetyprecautions

= proceed with piercingoperation, employingcorrect starting technique


- 129-

10.19.07

gouge weldments with the 0.F.C.-Aprocess

Refer to:Provincial Welding CurriculumLevel "C"Module P 2Goal 6Performance Objective #9

10.19.08

fit structural members with the0.F.C.=A process

- employ general safety pre-cautions

- read specification sheetand obtainweldment sample

- determine width and depthof gouge requiredselect and installappropriate size gougingtip

= determine and selectcorrect oxygen -and_acetylene pressures

= identify sequence ofgouging operation

= employ_ personal safetyprecautions-

- proceed with gougingoperation, employingcorrect starting technique

- stop gouging and restartlost cut


= read specification sheet- determine_type of

structural member to befitted

- measure and mark sectionsto be cut in appropriateplaces

- allow for cutting loss,and identify sequence ofcutting operation

- proceed with cuttingoperations employingcorrect angle and_speed

- clean cutting surfaces,remove_ slag_ and oxides

= fit cut membersanddetermine quality of cutsperform specificationcheck

- 130-

UNIT 11.0 SHIELDED METAL ARC WELDING S.M.A.W.

General Aim

The student should gain experience using approved practices for thesafe management and operation of arc welding equipment.

MODULE 11.01 FUNDAMENTALS OF ARC WELDING

Goal Statement

The learning experiences in this module are designed to provideintroductory experiences that will help the student to understandthe fundamentals of arc welding.



11;01=01

demonstrate a working knowledge ofbasic electricity as applied toshielded metal arc welding

identify types of arc weldingmachines

11;01;0-3

demonstrate a working knowledge ofelectrodes

- study and discuss:- voltage, amperage;current flowcharacteristicsdirectional flow,straight and reversepolarity and effectsof each

- define the uses of anA.C. transformer

- define the uses of arectifier

- define the uses of anAC/DC rectifier

- define the uses of anelectrical motor generator

- define the uses of anengine driven generator

- identify the types ofcovered arc weldingelectrodes in S.M.A.W.

- study the classificationsystem of carbon steelelectrodes

- identify the application

and_characteristics ofmild steel

- 131 -

11.11L._04_

understand and identify basicjoints and variations in jointdesign

electrodes, i.e.: sizes,diameters

- identify the function ofelectrode coatings

- identify and sketch thefollowing basic joints:

- butt- corner- tee- edge- lap

- 132-

MODULE 11.02 ARC WELDING SAFETY

Goal Statment

The learning experiences in this module are detighed to help eachstudent understand the importance of applying safe practices in theuse of arc welding equipment.



11A2_;(11

describe the need and use ofpersonal protective equipment

11.02.02

identify electrical hazards intheielded metal arc welding(.S.M.A.W.)

11.02.03

identify corrective measures toeliminate electrical hazards

11.02.04

explain the effects of arc flashand identify first aid treatment

1 ti

identify and discuss theuse of the following:

- protective clothing,i;e; boots, gloves,leathers

- welding helmets- helmet lenses (shade

numbers)- flash goggles- hearing protection= extreme hazards ofcontact lensesbutane lighters

- discuss electric shock andthe effects on_the body

= describe the effects ofdamaged cables and leads

= identify the cause ofelectrical fires

= inspect add repair weldingcables and leadsdemonstrate correct stepsin maintenance ofS.M.A.W. machinesselect proper fireextinguisher forelectrical firesimportance of a properground connection

= identify and discuss thethree types of radiation:

- ultra violet- infra-red- visible light rays

-133-

11.02.05

describe the effects of hot metalburns

11.02.06

describe the effects of inadequateventilation

11.02A7

identify acceptable noise levelsin a welding environment

- discuss burns and thefirst aid treatment forburns:

- first degree- second degree- third degree

- identify toxic fumes anddiscuss their effect:

- lead- zinc- cadmium- painted surfaces- ozone (the product of

intense arc amperage)

- discuss and identify theneed for hearingprotection

- study Workers' Compensa-tion Board Handbook,Section 13

- 134-

MODULE 11.03 ARC WELDING EXERCISES

Goal Statements


a. develop manipulative skills in basic competency of arc welding(S.M.A.W.); and

b. demonstrate arc welding techniques_on various types of joints_and weld positions, 1-2-3 groove, fillet, 1-flat, 2-horizontal,3-vertical.

Learning OuttOmes Student Activities


11;03.01

strike an arc using the S.M.A.W.process when given the equipment,materials, tools and a proceduresheet

Refer to:


Module: P 4Goal 11Performance Objective #2

11;03;02

run beads by applying single andmultipass stringer beads on 1/4plate when given the equipment,materials, tools, and a proceduresheet

Refer to:


Module: P 4Goal 11

Performance Objective #3

- read procedure sheet andselect electrode_ _

- cut and clean_M.S; plate- secure plate in flatposition and attach ground

- select polarity andamperage_(welding current)

- insert electrode instinger, apply personalsafety precautions andstart machine

- strike electrode on pre-determined spot on plateusing scratch method

- strike electrode on plateusing tap method

- define the term Stringerbead

- read specification sheetselect materials, weldingmachine and weldingcurrent

- attach ground to plate,insert electrode intostinger and apply personalsafety precautions

- start welding machineapply stringer bead- remove slag and spatter- apply second stringer bead

- compare to model- remove slag and spatter

- 135-

11.03.03

weave a bead by producing depositsWith the Weave methods when giventhe equipment, materials, toolsand a procedure sheet

Refer to:



11.03.04

produce tack weldswhen given theequipment, materials, tools and aprocedure sheet

Refer to:



11.03.05

arc weld lap joints by followingall the procedures

- apply third stringer bead- compare to model- remove slag and spatterperform specification

check

define the term weavemethod of weave beadread specification sheetselect materials, weldingmachine and weldingcurrentattach ground to plate,insert electrode intostinger and apply personalsafety precautionsstart welding machineapply filler material inthe screscent weave methodremove slag and spatter_

- compare deposit to modelapply second weave beadadjacent to previous passemploying herringboneweave

- remove slag and spattercompare deposit to model

- define the term tack weld- read_proceduresheet_= identify and locate M.S.

platecut plate, clean metalsurfaces, and assureproper_fit=up_assemble and supportplates

= select welding_ machine andwelding current

= apply tacks in_prscribedplaces on jointsremove slag and spatterperform specificationcheck

read specification sheetand employ general safetyprecautions

= identify and locate plateand electrode

- cut plate, clean metal

surfaces and assure properfit=up

1455

- 136-

Refer to:



LIA1-06

arc weld a corner joint byfollowing all the procedures

Refer to:



11;03;07

arc weld a tee joint (2F) byfollowing all the procedures

Note: Filler metal - E6012;E6010/11; 5/32" dia; E7018, 1/8"dia;

Refer to:



1 ri


- assemble* support and tackweld plates in prescribedposition

- apply filler material insequence; clean betweenpasses

- final cleaning- perform visualspecification Chetk

- perform destructive bendtest and evaluate


- identify and locate plateand electrodes


- cut plate, clean metalsurfaces; tack weld platesin prescribed position

- apply filler metal insequence, clean betweenpasses

- final cleaning ofcompleted weldment

- perform specificationcheck


- identify and locate flatbar and electrodes


- cut plate; clean metalsurfaces; tack weld platesin prescribed position

- apply filler material- final cleaning- perform visual specifica-tion check and evaluate

- perform physical specifi-

cation check and evaluate

- 137-

11.03.08

arc weld a corner joint (3G)vertical down by following all theprocedures

Refer to



11.03-09

arc weld a tee joint (2F)12.GA.MS. plate by following allthe procedures

Refer to:

Provincial Welding Curt-iculumLevel "C"


- read specification sheetand employ_general safetyprecautions_

- identify and locatematerial and electrodes

- cut material to_size,Clean metal surfaces andassure accurate fit=0

= employ_ personal safetyprecautions_

- use scrap sheet metal toadjust amperage, selectelectr.ode _angle, arclength_and speed of travel

- assemble, support and tackweld material inprescribed position

- strike electrode_in weld_jointi_apply filler metalWith_single_paS-

- final cleaning Ofcompleted weldment_


- read specification sheetand employ general safetyprecautions_identify and locate _

Material and electrodescut material to size,clean metal surfaces andassure accurate fit=upemploy personal safetyprecautions_ _

use scrap sheet metal toadjust amperage, selectelectrode_ angle, art_length_and tpeed_of travelassemble, support and tackWeld material inprescribed position

- strike electrode in weld_jointi_apply filler metalwith_single_pass__final cloahihg ofcompleted weldmeht

peform specification check

14

- 138

1103.10

arc weld a lap joint (1F) byfollowing all the procedures

Refer to:

Provincial Welding CurriculumLevel "c"



- identify and locatematerial and electrodes

- cut material to size,clean metal surfaces andassure accurate fit-up


- use scrap sheet metal toadjust amperage, selectelectrode angle, arclength and speed of travel

- assemble, support and tackweld material inprescribed position

- strike electrode in weldjoint, apply filler metalwith single pass

- final cleaning ofcompleted weldment


=139=

UNIT 12.0 METALLURGY

General Aim

To teach the student the fundamentals of basic metallurgy asapplied to the metal trades.

MODULE 12.01 FERROUS METALS

Goal Statements


a. introduce each student to basic processes used in makingferrous metals,

b, introduce to the student the various types of ferrous metals,and

c. help the student acquire sufficient skills to identify andselect the proper types of ferrous metals.



introduce basic metallurgy

12;01.02

describe the furnaces used in theprocess of making ferrous metals:

- blast- open hearth- basic oxygen process- electric arc

12.01.03

describe the types of ferrousmetals

- cast- grey- white- malleable

- ductile- steel

- read and study handout onterminology

- discuss the types offurnace and their products

- discuss the various typesof casts

14 r,)

- 140-

12.01.03 (Cont'd.)

- carbon steelt- low carbon steel- medium carbon steel- high carbon steel

- alloy steels- high speed steel- stainless steel- nickel steel- chromium steel- others

12.01.04

describe the procedures forclassifying and identifyingdifferent types of ferrous metals

- spark test- Society of AutomotiveEngineers numbering

- American Iron and SteelInstitute numbering

12._01A5

4Ndescribe the effects of alloyingelements on the weldability ofsteel

12.01.06

describe mechanical and physicalproperties as_applied to theweldability of steel

- discuss the various typesof carbon steels

- discuss the various typesof alloy steelt

- discuss and individuallyperform practise tests onsample pieces of ferrousmetals

describe the elementsaffecting weldability

- identify carbon steelsrequiring pre and postheatihq_to improveweldability_

- identify alloy steelsrequiring control weldingheat

- define the causes andeffects_of the HeatAffected Zone

- identify and studyMechanical propertiet suchas_hardness andmalleability

- identify and studyphysical properties suchas carbon and alloying

- 141 -

MODULE 12.02 NON-FERROUS METALS

Goal Statements


a. introduce the student to the various types of non-ferrousmetals, and

b. introduce the student to the skills to identifying andselecting the proper types of non-ferrous metals for a givenapplication.



12.02.01

describe the types of non-ferrousmetals

- aluminum- babbitt- brass- bronze- copper- lead- magnesium- nickel- zinc- others

12;0M2

describe the procedures forclassifying and identifyingdifferent types of non-ferrousmetals

- discuss the various typesof non-ferrous metals

- discuss and identifysamples of various piecesof non-ferrous metals

- 142-

MODULE 12.03 WELDABILITY OF STEELS

Goal _StatPment

The learning experiences in this module are designed to teach thestudent the heat effects in welding on the weldability of steel.



12._01.01

understand the influence of heateffects in welding.

- study and discuss heateffects of a single beadarc weld- to the weld- to the surroundingbase metal

- identify the effects ofelectrode size- current- welding speed

- discuss the effect ofatmospheric temperatures(freezing) on welds madeoutdoors

- 143-

MODULE 12.04 HEAT TREATMENT

Goal Statements


a. ihtrOdUte the student to the basic principles of heattreatment, and

b. introduce to the student the methods to determine the hardneSSof heat treated metals.

Learning Outcomes Student ActivitiOS


12.04A1

describe the different types ofheat treating methods

- hardening- tempering- annealing- normalizing- surface hardening- various methods

12.04;02

describe the method to determinethe hardness of a heat treatedmetal

= Brinell method= Rockwell method- others

- discuss and in smallgroups perform heattreating processes onsample pieces of metal

- discuss and in small

groups perform hardnesstests on heat treatedsample pieces

- 144 -

MODULE 12.05 SHAPES OF METALS

Goal Statement

The learning experiences in thiS module are designed to introducethe student to the various shapeS of metals.



12.05.01

identify various shapes of metals- H-beam- 1-beam- Charnel- Rail- Angle- T- Square- Hexagon- Octagon- Round- Pipe- Tubing- Bar- Half oval- others

- discuss the various shapesof metals and theirmanufacture

- 145-

UNIT 13.0 POWER SAWS, SHAPERS AND MILLING MACHINES

General Aim

The student should develop a basic understanding of power saws,shapers, and milling machines, their nomenclature and safeoperation.

MODULE 13.01 POWER SAWS

Goal Statements

The learning experiences in those module are designed to:

a. enable the student to recognize the various types of powersaws,

b. introducf. the student to the nomenclature of power saws, andc. help the student operate a power saw in a correct and safe

manner.

Learning Outcomes


13.01.01

identify and list various types opower saws

- horizontal reciprocating- horizontal bandtaw- vertical bandsaW- cutoff saw

abrasive_wheel- saw wheel

13.01.02

identify and list the operatingparts of a

- vertical band saw- horizontal reciprocating

Student Activities

- list various types ofpower saws

- list operating parts of avertical band saw

- list operating parts of ahorizontal reciprocatingsaw

146

,;(11_,03

adjust and operate a horizontalpower_saw in a correct and safemanner

13.01.04

clamp and saw a workpiece to aspecified length

13.01.05

adjust and operate a vertical sawin a correct and safe manner

- adjust and operate ahorizontal saw

- saw a workpiece to length

- saw to a layout li ne

- 147=

MODULE 13.02 SHAPERS

Goal Statements


a. introduce each Student to the nomenclature of the shaper,b. help the student operate the shaper in a correct and safe

manner, andc. enable_the student to shape a component accurately and to

specification.

Learning OutcomeS Student Activitiet


13.02.01

identify and list the operatingparts of a shaper

1302;02

adjust and operate the shaper in acorrect and safe manner

13.02_03

clamp workpiece in place on theshaper table using various toolsand fixtures

- T bolts- parallels- vicg.

- angL:. plates- scrap clamps- ve-e blocks- lead hammer- round bar

11;02;04

shape surfaces square to eachother and to specification

- list operating parts of ashaper

- operate the shaper safely

- clamp a workpiece to thetable

- shape all four sides of ablock

- 148-

MODULE 13.03 MILLING MACHINES (VERTICAL, HORIZONTAL)

Goal- Statements


a. introduce the student to the nomenclature of the millingmachine,

b. help the student operate the milling machine in a correct andsafemanner,_and

c. enable the student to mill a component accurately and tospecification.



13.03.01

identify andlitt the operatingparts of various types of millingmachines

13.03.02

adjOSt and operate the millihgmachine in a correct and safeManner

13.03.03

clamp a workpiece on the millingtable using various tools andfixtures as needed

- T -bolts

= vice _

- parallels- lead hammer- angle plates- strap clamps- packers- round bar

13_;03A4

mount a vise on the milling table,square with table travel using a

dial indicator and parallel

15

- list operating parts of amilling machine

- operate the millingmachine safely

- clamp a workpiece to thetable

- dial in a vise

- 149 -

13.03A5

identify and list variouscutters

13.03.06

select and mount a cuttercorrectly and safely

ypes

13A3A7

touch on workpiece and zero dials(table)

13;03;08

mill surfaces square to each otherand to specification

- list various types ofcutters

- mount a cutter

- touch on and zero dials

- mill all four sides ofblock

= 150=

UNIT 14.0 HOT METALS

Genera_l_Aim

The student will develop an awareness of the types andcharacteristics of hot metal forming in relation to the metaltrades.

MODULE 14.01 TOOLS AND EQUIPMENT

Goal Statement

The learning experiences in this module are designed to identify,select and use th0 tools and equipment related to hot metalforming.



14.01.01

describe the types of tools usedin hot metal forming

- anvilt- forging hammers- tongs- vices- fUllert- swage blocks- swages

14.01.02

describe the equipment used in hotmetal forming

- gas fired forges- drop hammer- press forges- coal fired forges- oil fired forges

- discuss the types of toolsused in hot metal forming

- discuss the types ofequipment used it hotmetal forffirl!-

1G,

- 151 -

MODULE 14.02 FORGING AND BENDING

Goal Statement

The learning experiences in this module are designed to introducethe student to the operations and procedures involved with forgingand bending hot metals.



14._02_.01

identify the safety equipment andprocedures dealing with hot metalforming

14_.-01;02

describe the procedures involvedin bending hot metals

- angle bending- circular bending- etc.

14_.02A3

illustrate the necessarycalculations for bending metals

- arcs- circles- L-angle- radius

14A2A4

draw out a point, change sections,hot twist

- discuss the needs forproper use of safetyequipment and proceduresdealing with hot metalforming

- discuss and, in smallgroups, bend hot metalsample pieces

- discuss and demonstratethe necessary calculationfor bends on flat bar andround metal material,

- forge hot metal workpieces

- 152 -

MODULE 14.03 FOUNDRY

Goal Statement


a; help each student appreciate the importance of applying safepractices in the foundry;

b. introduce the student to the operations and procedures of afoundry;

c. introduce the student to methods in forming a mold; andd. introduce the student to methods of cleaning a casting.



14;u3;0_1

describe the equipment_used infoundry melting processes

- gas fired furnaces- electric-arc furnaces

_14;03;02

identify the safety procedures onproper and approved safetyequipment for foundry pouring

= face shieldsleather or heat resistantaprons

- heat resistant gloves- heat resistant legging- leather ShoeS- others

14.03.03

describe the various metalS usedin the casting process

- aluminum- brass or bronze- iron- steeletc.

- discuss and, wpossible, show uhe processin operation

- discuss the needs_forwearing proper safetyequipment for foundrypouring

- diScuss metals for casting

- 153 =.

14.03.04

identify safety procedures forhandling and_Making a pour

= trUCibleS- pre-heating metals- poUring tongs= Othert

14.03.05

detcribe the types of tools usedin foundry_work

- riddleS- flaSkS- rammers- slick and spoon- trowel- bellows- others

14;03A6

illustrate the different types ofmaterials used for making patterns

wood- metals- plaster of Paris- wax- plastic- others

1403;07

explain_the use of the differenttypes of patterns used in foundrywork

- solid patterns- split patterns- matched plate patterns

14.03.08

describe the techniques used inmaking and finishing a pattern

- discuss_andperform ademonstration for properhandling and pouringprocedures

- discuss the use of thedifferent types of tollsused

.= discuss the differenttypes of materials usedfor making patterns, theiradvantages and workinglive

- discuss the use and cost

of different _typos ofpatterns used

- discuss the probleMt thatthe pattern maker_ mustencounter when making apattern

- draft

- shrinkage-; etc.

- 154 -

14.03.09

demonstrate the making of a moldgreen sandwaterless sand

- shell molding- investment

14.03.10

explain sand preparation andcontrol

- refractoriness- cohesiveness- permeability- collapsibility- moisture content

14;03.11

discuss the use and design ofcores

14.03.12

illustrate the purpose of= gates= risers- sprues= others

14.03.13

illustrate the importance ofpouring temperatures of metals

- pyrometers

14.03.14

explain the different methods forcleaning castings

= Sand blasting= ShOt blatting- tumbling

- discuss the uses ofdifferent sand for forminga mold

- discuss the importance ofproper sand preparation informing a mold

- discuss and make a core

discuss and in smallgroups use_a pattern andram up a mold

- discuss meTting_andpouring temperatures ofmetals

- di.;cuss and in a smallgroop,_wheredemonstrate the differentmethods for cleaning acasting

- 155-

UNIT 15.0 INTRODUCTION TO SHEET METAL

General Aim

The student should gain an insight into the scope and demandt ofthe sheet metal trades.

MODULE 15.01 SHEET METAL TRADES

Goa -l-- Statements


a. provide the student with an insight into the sheet metalindustry, and

b. describe the qualifications required for entry into the metaltrades.

Learning Outcomes


15.01.01

recognize the special demandsplaced on tradesmen in the varioussheet metal trades

15.01.02

explain and list the qualifica=__tions required for entry into thevarious sheet metal trades

15.01.'3

explain and list the types of workperformed by the various sheetmetal trades in:

= blow pipe- ventilation- stainless steel- marine work- architectural

Student Activities

- study and_discuss variousaspects of the metaltrades

- visit shops and work. sites(field trips)

- 156 -

MODULE 15.02 SAFETY IN THE SHEET METAL SHOP

_Goal_Statement

The learning experiences in this module are designed to develop anappreciation for the special precautions invulved in handling plateand sheet metal; and for the use of specialized machines related tosheet metal fabrication.



15.02.01

properly handle thin sheet metaland plate to avoid injury fromedges, burrs and notches

15.02.02

avoid tearing clothing and shoeson materials stacked on floorS andbentheS

15.02.03

operate all types of shears safelyand properly

15.02.04

avoid crushing fingers in formingmachines

15A2A5

be aware of the hazards to eyescaused by fluxes and acid cleaningbaths

15_;_02A6

remove all mushroom heads onimpact tools

15.02.07

illustrate the danger of carryingobjects in pockets

- study andspecialized prOb, -15inherent_in the n_A..ri8ISand machines used themetal trades

- grind a ;id remove mushroomheads on rivet sets,groovers, chisels,punches, etc.

5 t;

- 157 -

MODULE 15.03 COMMON SHEET METALS

Goal Statements


a. enable the student to gain an understanding of thecharacteristics of common sheet metals such as base metals,coated metals and alloys;

b. enable the student to understand and select the appropriatethickness of materials needed according to the correct gaugeschedules; and

c. enab,-2 the student to learn the various standard sheet sizes.



15.03.01

demonstrate a working knowledge ofhot and cold rolled steel, copperand alluminum

15.03.02

understand_the need for coatingssuch as galvanized, tin, and terneplate

15.03.03

explain the purpose and_uses ofCommon alloys_such as- aluminum,tSS and Stainless steel

15.03.04

select sheet stock according tosize, gauge, and composition:

- U.S. Standard gauge for

steels- the Brown & Sharpe gauge for

non=ferrouS metals

- study and discuss thefinishes on steel sheet,hot and cold rolled

- study and discuss thecharacteristics and usesof copper and aluminumsheet

- study and discuss thevarious coating methodsand uses of coated metals

= discuss how alloyingaffects the characteris-tics and uses of sheetmetals

= practise selecting sheetaccording to gauge andappearance

- 158-

MODULE 15.04 HAND TOOLS

Goal Statement

The learning experiences in this module are designed to help thestudent identify; select; use and maintain the hand tools specificto the sheet metal industry.



recognize, maintain; and usecorrectly the following handtools:

scratchcratch awl- tinners and riveting hammers- tin snips- aviation snips- mallets- hole punches- rivet sets- hand groovers- circumference rulersprotractors

- layout and testing squares- dividers- corlasses- tnumels- bevel gaugesbending tongs

- pliersnippers

- vice gripscold chisels and punches

- forming stakes and driftpins

- others

select p,opc- hand ',00lsfor spec c jobs

= maintain and sharpen handtools as required

- 159 -

MODULE 15.05 SHEET METAL MACHINES

Goal Statement

The learning experiences in this module are designed to enable thestudent to recognize, use, and maintain sheet metal machinery.



1 05:0

describe the adjustment, correctuse and maintenance of:

- barfolds- standard and pan brakes- roll forming machines- squaring shears and circle

shears- Beverly and hench shears- bending and crimping

machines- turning machines- burring machines- Pittsburgh, button lock, and

Acme lock ma ines- others

15A15az

recognize ineffective or damagedmachinery and initiate necessaryrepairs

- discuss, dismantle,service; and set up sheetmetal machinery

- study operations andpractice skills towardsmastery of sheet metalmachinery

- discuss methods of bladereplacement and repair ofdamage

I :;J

- 160-

MODULE 15.06 APPLIED GEOMETRY

Goal Statement

The learning experiences in this module are_designed to help thestudent become proficient in practical applied geometry requiredfor pattern layout.



15A6A1define and name all partsgeometric shapes such as:

- squares- rectangles- circlestrianges

= pyramids= cylinders== cones

15.06.02Bisect a line or arc

15.06.03divide a line or circumferenceinto equal parts

15.06.04construct a right angle usingproportions of 3-4-5

15.06.05biSeet an angle

15-06.0_6

draw an angle equal to a givenangle

- learn the formula forcalculating

perimeterareavolume

of various geometricalshapes

- use dividers and straightedges to construct andsolve geometric problems15.06.02 to 15.06.16

- learn the definitions,relationships and names ofall parts of geometricshapes such as:- squares= rectangles= circles- triangles- pyramids= cylinders- cones

15-06-0Terect a perpendicular to a line orarc from a point on that line orarc

15_;_06_;_08

erect a perpendicular to a line orarc from a point off that line orarc

4.1

- 161 -

15.06.05

draw lines parallel and at _setdistances apart using dividerS

15.06.10

diVide a circle into 12 equalparts

15.06.11

diVide a circle int7 16 equalparts

15,0_612_

construct a right triangle withina circle

15A6-13

draw an arc through three points

15A6_;14

find the centre of an arc orcircle

from a point on a circlecircumference draw a line tangentto the circle

15.06.16

from a point_outside of a circledraw a line tangent to that circle

- solve problems involvinggeometric formulae

= 162-

MODULE 10.07 SIMPLE PATTERN LAYOUT

Goal Statements


a. enable the student to become proficient in pattern developmentbased on flat surfaces and right angles;

b. develop_an understanding of seam and edge treatments as appliedto sheet metal; and

c. help the student develop proper layout of notches.

Learning Outcomes 'fiudent Activities


15.07.n1

develop patterns and fabricateworkpieces in,:olVing simple layoutof angular shapes

1507.;02

apply proper techniques involvingselection; development andfabrication of lap, riVetted,single and double seams, hems andwire edges

develop and apply notchingtechniques for correct fits

= lay out and fabricatelight gauge workpiecessuch as boxes, pans;trays, garbage_boxes,_toolboxes, and wash-up pans

- 163-

MODULE 15.08 PARALLEL LINE DEVELOPMENT

Goal Statements


a. enable the student to become proficient in parallel linedevelopment based on cylinders;develop an understanding of seams and edge treatment for asapplied to cylindrical shapes; andhelp each student understand the importance of proper notchingtechniques.



15.08.01

develop patterns and fabricateworkpleces involving parallel linedevelopment

15.08.02

apply proper techniques involvingselection, development, andfabrication of lap, rivetted, andgroove single and double :,cams,hems, and wire edges as aliplied tocylinders

15.08.03

develop and_apply notchingtechniques for correct fits

= lay out and fabricatelight gauge workpiecessuch as cans; pails, oilmeasurers, elbows, teesand branches

- 164

MODULE 15.09 RADIAL LINE DEVELOPMENT

Goal Statements

The learning experiences in thit module are desk to:

-;a; enable the student to become proficient in radial line

development in right cones and pyramids;b. develop an understanding of seams and edge treatments as

applied to conic and pyramid shapes andc. help the student develop proper notching techniques:



15.09.01

develop patterns and fabricateworkpiece involving radial linedevelopment of round and squarebased objects

15.09.02

apply proper techniques involvingselection, development andfabrication of lap, rivetted,single and double seams, hems andwire edges

15.09.03

develop and apply notchingtechniques for correct fits

- lay out and fabricatelight gauge workpiecessuch as pails, funnels,and/or conical, pyramidshaped projects

- 165 -

MODULE 15.10 HEAVY GAUGE AND STRUCTURAL FABRICATION

Goal Statements


a. enable 2ach_student to become proficient in working heavy gaugesheet and miscellaneous bar, pipe and structural shapes;

b. teach each student to safely handle heavy materials; andc. teach each student to develop patterns making allowances for

metal thickness and inside and outside measurements.



15;10;01

develop patterns and fabricateworkpieces in heavy sheetinvolving problems of fits dueto metal thickness

15.10.02

cut, bend, form, twist, andfabricate jobs using miscellaneoussectional shapes

15.10.03

develop proper techniques forapplying rivetted, welded, andbolted joints to heavy gaugesheet, bar, and structural shapes

- lay out and fabricateworkpieces such as tanks,containers, furniture,guards, railings andwrought iron work

-166

UNIT 16.0 GRINDING, POLISHING AND SURFACE FINISHING

General Aim

The students should gain experience in methods of grinding,polisiing and surface finishing.

MODULE 16.01 GRINDING MACHINES

Goal Statements


a. introduce the student to the proper use and variousapplications of grinders and sanders, and

b. assist the student to select grinding wheels and belts ofvarious grits and abrasives for particular operations.



16.01;01

demonstrate a working knowledge ofbench and pedestal grinders foroffhand grinding

16_._01A2

demonstrate a working knowledge ofangle grinders using cloth backedand fibre wheels

16.0L03

demonstrate a working knoWledge ofbelt sanders for grinding andsurface cleaning

- sharpen tools- grind edges to a reference

line

- grind welds, remove oxidesand surface finishes

- grind welds, finish edges,remove burrs and oxides,and polish surfaces

=167-

MODULE 16.02 SAFETY PRECAUTIONS

Goal StatementThe learning experiences in this module are designed to emphasizethe safety precautions which must be practised while grinding andpolishing.


16.02.01describe the safe operation andmaintenance procedures forgrinders and buffing machines,disk sanders, angle grinders andbelt sanders

1

- study and discuss thefollowing precautions andprocedures:

- adequate eye protec-tion

- clothing hazards- tool rest adjustment- suitable guards- work positions in

relation to the wheel,grind up rather thandown

- excessive wheel vib-rati on

- clamping devices tohold small work whilegrinding

- heat generated whilegrinding and polishing

- even wheel wear- catching work its wirewheels and buffingwheels

- setting down disksanders on the disk

- flying grit from port-able grinders andsanders

- excessive noise- belts breaking while

in use- getting tangled up in

disk sanders and beltsanders

- cracked or chippedwheels and disks andcut belts

= loading the wheeltruir 4nding wheels

- rot wheels andcc rotation

- all A andpoi ,H ,,awards andedge

- 168-

MODULE 16.03 BUFFING AND POLISriING

Goal Statments


a. teach the Student the proper use and various applications ofsurface pOlishing on metals.

b. assist the student to select buffing and polishing processesfor particular applications



16.03.01

mount and properly use clothbuffing wheels and wire wheels

16_.0102

select buffing and polishingmaterials and compounds accordingto the type of material and thedegree of polish required eitherby hand or by machine process

- discuss various buffingand polishing processes

- buff and polish metalsurfaces as required

- 169-

MODULE 16.04 PAINTING

Goad Statements


a; prepare metal surfaces for paint finishes;b. introduce the student to the various types of paint finishes

and application in common use andc. develop an understanding of :afe procedures used in cleaning,

etching, dipping and finish applications.

Learning Outcomes Student ActivitiOS


16.04.01

properly clean and prepare metalsurfaces for paint finishes

16A4;02

select suitable paints accordingto job requirements

- discuss industrialcleaning, dipping andetching processes

- clean and prepare metalsurfaces using variousetching and washingmethods

- discuss various paints andplastic finishes

- 170-

MODULE 16.05 PLATING AND COLOURING HETAL SURFACES

Goal StatmentS

The learning experiences in this module are deigned to:

a. introduce the student to the various plating techniques used inindustry, and

b. give the student an understanding of the use of heat andvarious chemicals to colour Metal surfaces.

Learning Outcoms Student Activities


16._;05;,01

outline the different techniquesused in ele:Lio-plating and hotdipping

16;05;02

describe the use of heat to colourmetal surfaces throw variousoxidation rates

16.05.03

select elementary chemicalcombinations or substances such asof sulphur to color metal surfaces

- discuss plating methodsheat treating; and acidd chemical colouringmetals

- plate and c our metals asrequired

171 -

UNIT 17.0 DRILLING, REAMING, TAPPING

General Aim

The student should develop an awareness of the safe operation andsetups of drilling, reaming and tapping procedures.

MODULE 17.01 DRILLING MACHINES

Goal Statement

The learning experiences in this module are designed to help thestudent become conversant with the different types of drillingmachines.


The student should he able to:

identify the varc.ls types ofdrilling machines and their uses

idify various parts of drillingmachines and their uses

- review notes, textbookSand handoutS

- maintain and_pperiiteavailable drillingmachinOS

- 172-

MODULE 17.02 DRILLING MACHINES

Goal Statements

The learning experiences in this module are designe-.! to:

a. familiarize the stud-ent with the_basic_theOry of drill feedsand speeds relative to the material being_drilledi

b. demonstrate the correct method of work holding,c; familiarize the student with twist drills and their hOlding and

drive methods,d; help the student select the correct setup for drilling holes,

andfamiliarize the student with the -types and uses ofcountersinks, counterbores, circle cutters and reamers.

LE". ing Jutcomes Student Activities

The student should he to:

JT;02;01

calculate te required R.P.M. whengiven a cutting speed aid drilldiameter

17.02.02

apply the correct pressuredependihg upon material anti drill

17.02.03

select the correct vise or workholding device to safely securework piece

- calculate the correctR.P.M. using the drillspew' formula

- drill holes within a giventolerance, using differentdrill diameters

= select from a group ofwork holding fixtures thecorrect device for aspecific application

- 173-

17.02.04

select the correct drill holdingdevice with respect to straight ortaper shank

select the correct setup forvarious drilling operations

17.02.06

recognize the various types ofdrillS

- straight shanks= taper shanks- counterbore= countersink

17.02.07

identify various types of drillSize methods

= IMperial= S.I. metricnumberletter

- mount straight or tapershank drills according tojob requirements

- drill - thin metals- deep holes= large holes

- review notes, textbooksand handouts

- review notes, textbookSand handoutS

- 174 -

MODULE 17.03 REAMING

Goal Statement

The learning experiences in this module are designed to familiarizethe student with the types and uses oC machine reamers.



113 01

recognize the various types ofreamers

- straight flute- helical flute

- review notes, textbooksand handouts

determine drilling allowances for - calculate drill size formachine reaming reaming

17.03.03

6eterml:te speeds and feeds for - calculate speeds and feedsreaming for reaming

17.03.04

ream an accurate hole on the drill - set up a drill press andpress ream a hole

- 175-

MODULE 17.04 TAPS AND DIES

Goal Statement

The learning experiences in this module are designed to familiarizethe student with taps, dies and their use.

Learning OutComes Student Activities


17.04.01

identify various thrTA systems- metric (I S 0)- Imperial (Unified)- pipe

1 0A_A2

select the correct drill sizefrom a tap drill chart

1_7A4.03_

identify the various types of taps- taper

rLigbottomingpipe

- straight pipe

_17_.04A4

identify various types of dies

17.04.05

tap a hole with a hand tap

17.04.06

thread a rod with a solid oradjustable die

17.04.07

thread and tap pipe fittings withend Inreading tools

- review notes, textbooksand ;landouts

- study classroom notes andthe Prescribed textdescription

- review notes and handout

- review notes and handouts

- drill and tap a hole

= thread a rod to size

= thread and tap pipe

fittings

1 -)

- 176-

UNIT 18.0 LATHES

General Aim

The student should develop a basic understanding of types oflathes; tools and operations which can be performed; and becomeproficient in basic lathe operations.

MODULE 18.01 LATHE NOMENCLATURE

G6Pal Statement

The learning experiences in this module are designed to help thestudent become conversant with the different types of lathes andtheir parts.


The student ShOuld be able to:

18.01.01

identify the various types oflathes and uses

18.01.02

identify the various parts c an

engine 1?the and their use

- review notes and handouts= shop tour

- review notes and handouts- shop tour

177 -

MODULE 18;02 WORK HOLDING

Goal Statement-

The learning experiences in this module are designed to provide theStudent with experiences with various work holding methods.

Learning OutcOMeS Student Activities

The stude. should be able to:

18.02.01

identify the following spindlenoses

- camlOtk- threaded- taper and key- flange

18.02.02

identify the following workholding devices and their uses

- universal three jaw- independent four jaw- combination- face platedriving platecollets

18.02_;113

demonstrate the care and knowledgenecessary to mount chucks on thevarious types of spindle noses

18.02.04

mount a workpiece in a universalthree jaw chuck

18.02.05

mount a workpiece in a fouruniversal chuL!',

18.02.06

mount work between ,:.ektres

= review notes and handoutS= shop tour

- review notes and andoutS- shop tour

- mount and dismount chuckson various spindle noses

- mount a workpiece in a

three jaw chuck

- mount a workpiece in a

forir jaw clibCk

*mout_a wr.'piece betweencentres using tne correctdog and dead centrePressure

-178-

MODULE 18.03 LATHE CUTTING TOOLS

Goal Statement

The _learning experiences in this module are designed to_faMiliari20students with the various types of high speed stee' rutting toolS.

Lnrning Outcomes Student I 'OS

18.03.01

identify the various shapes ofcutting tool5

18.03.02

identify the various tool bitcutting and clearance angleS

18.03.03

grind a high speed steel tool bitfor turning Steel

- review textbookinformation

- review textbobkinformation and handout

- practice grinding on coldrolled steel beforeattempting to grind a highspeed bit

MODULE 1

Goal

- 179 -

FEEDS AND SPEEDS

The .'rning experiences in this module are designed to enable theStud:Lint to recocnize the need for different feeds and speeds.



18.04.01

determine factors that affectspeeds and feeds

18.04.02

calculate speed and feeds forbasic lathe operations

- review textbookinformation relating tofeeds and speeds

- review textbook materialsrelating to cutting speedsof metals

- 180-

MODULE 16.05 OPERATIONS

Goal Statement

The learning experiences in this module are designed_to introducethe student to the basic operations which can be performed on anengine lathe.



1.8_;05;_01

prepare a workpiece for mountingbetween centres

18.05.02

turn a cylindrical workpiece

18.05.03

bore a through ho Lo size

18.05.04

knurl a workpiece-for .7,;e andappearance

18.05.05

cut a 60° thread

18,05.06

drill and machine ream a hole

- face and centre c 11

workpiece and mor-tbetween centres

- set up and turn thecylindrical workpieceparallel

- select the correct toolsand set up to bore athrough hole

- set up and knurl a

.:orkpiece

= set up and cut a thread

- review_reaming speeds anaoperations in the textbook

- set up and ream a hole

- 181 -

1&05;07

part off a workpiece

12;115;08

turn a taper using- compound rest- taper attachment- offset method

- set up and part off a

workpiece

- turn three tapers using:- compound rest- taper attanhm-t ,_--

- offset met

G .,_,_EERP_,-: PARATION-..PkOGRAIVI.' _BEER PREPARATION pROdRA .

: REER PRE : RATION PRO:- -Rk_2r RE R .P13EVAR TION PFO6RA. ,

,CAREER t PREPA:_ATION PRO ''RA_ -I

cAREER pREPARATIONPROttaiRA__.CAREER PREPARATION PROGRAMScAREE PREPARATION PROGRAM-cA_FtEEREPARATION .,-. .nGRAN.1...CARFER-PriEpAR_ATION PROGRAMCAREER PREPARATION- PROGRA...CStEER PREPARATION PROGRA_____CAREER PREPARATION P G.RA. ._

._--AREER PREPARATION _ ,JGRA---CARtER.PREPAAATION. It 14.0GRAt__

-185-

SECTION THREE C P 12 = MACHINIST TRAINING

UNIT 1.0 - COOPERATIVE CAREER PREPARATION (COMMUNITY

MODULE 1.01 - PREPLACEMENT ROUTINE

MODULE 1.02 - PLACEMENT (EXTERNAL TO SCHOOL)

MODULE 1.03 - POSTPLACEMENT ROUTINE

MODULE 1.04 - STUDENT REPORTING PROCESS

MODULE 1.05 - LETTER OF THANKS TO EMPLOYER

UNIT 2.0 SAFETY

MODULE 2.01 - ACCIDENT PREVENTION

MODULE 2.02 - FIRE PREVENTION,

UNIT 3.0 - INTRODUCTION TO MACHINES

MODULE 3.01 - SHOP MACHINERY

UNIT 4;0 - HAND TOOLS

MODULE 4.01

MODULE 4.02

MODULE 4.03

MODULE 4.04

MODULE 4.05

MODULE 4.06

MODULE 4.07

MODULE 4.08

MODULE 4.09

MODULE 4.10

MODULE 4.11

BASED).

- HAMMERS

- WORK HOLDING

- SCREW DRIVERS

= WRENCHES

= PUNCHES AND STAMPS

= HAND SAWING

= FILING

= CHISELS

= BROACHING-

= DRILLS

= TAPS, DIES

PAGE

189

190

190

192

193

194

195

196

196

199

201

201

202

202

203

204.

205

206

207

208

209

210

211

212

-186-

PAGE

UNIT 5.0.- DRILL PRESS OPERATIONS AND SETUPS 213

MODULE 5.01 - DRILL PRESS TERMINOLOGY 213

MODULE 5.02 - SPEEDS AND FEEDS 215

MODULE 5.03 - CUTTING FLUIDS 217


MODULE 5.05 - DRILLING 220

MODULE 5.06 - COUNTERSINKING AND COUNTERBORING 223


MODULE 5.08 - LARGE HOLE CUTTING 227

MODULE 5.09 - THREAD CUTTING 229

UNIT 6.0 - LAYOUT 231

MODULE 6.01 - LAYOUT TOOLS 231

MODULE 6.02 -7.- PREPARING FOR LAYOUT 233

MODULE 6.03 =- CARE AND USE OF HEIGHT GAUGE 235

UNIT 7.0 - POWER SAWS 236

MODULE 7.01 - POWER SAW TYPES AND_OPERATIONS . . 236

MODULE 7.02 - INSTALL AND ADJUST SAW BLADES 218

MODULE 7.03 - COLD SAWS AND ABRASIVE CUTOFF SAWS 240

MODULE 7.04 - CONTOUR BANDSAWS 241

UNIT 8.0 - SHAPERS, PLANERS AND SLOTTERS 242

MODULE 8.01 - SHAPERS, PLANERS AND SLOTTERS 242

UNIT 9.0-- MILLING MACHINES

-187-

PAGE

245

245

246

248

FEEDS 250

251

253

255

256

256

258

260

260

262

264

265

265

267

268

270

270

272

274

276

279

281

.teZy

MODULE 9.01 - MILLING MACHINE NOMENCLATURE

MODULE 9.02 - MILLING CUTTERS


MODULE 9.04 - SPEEDS AND

MODULE 9.05 - BASIC MILLING OPERATIONS

MODULE 9.06 - INDEXING DEVICES

MODULE 9.07 - GEARS AND GEAR CUTTING

UNIT 10.0 = GRINDING

MODULE 10.01 - ABRASIVES AND WHEELS

MODULE 10.02 - GRINDING MACHINES

UNIT 11.0 - FITTING AND ASSEMBLY

MODULE 11.01 - BOLTS AND SCREWS

MODULE 11.02 SHAFT FASTENERS

MODULE 11.03 SCREWS AND RIVETS

UNIT 12.0 - METALLURGY

MODULE 12.01 - FERROUS MATERIALS

MODULE 12.02 PHYSICAL PROPERTIES

MODULE 12.03 - HEAT TREATMENT

UNIT 13.0 - LATHES

MODULE 13;01

MODULE 13.02

MODULE 13;03

MODULE 13.04

- LATHE TERMINOLOGY-

- WORK HOLDING

- CUTTING TOOLS

TURNING TECHNIQUES

MODULE 13.05 - THREADING

MODULE 13.06 - DRILLING, REAMING AND BORING

MODULE 13;07 - FILING AND POLISHING

- 188-

PAGE

UNIT 14.0 - MEASUREMENT 284

MODULE 14.01 - MEASURING SYSTEMS AND SCALES 284

MODULE 14.02 - RULES 286

MODULE 14.03 - CALIPERS 287

MODULE 14.04.- MICROMETERS AND VERNIER CALIPERS. . 289

MODULE 14.05 = SQUARES - PROTRACTORS 290

MODULE 14.06 = MISCELLANEOUS MEASUREMENTS 291

MODULE 14.07 - CARE AND ADMUSTMENT OF MEASURING

INSTRUMENTS 293

UNIT 15.0 - BLUEPRINT READING 294

MODULE 15.01 SKETCHING 294

MODULE 15.02 - ALPHABET OF LINES AND SYMBOLS 296

MODULE 15.03 - DIMENSIONING 298

UNIT 16.0 - APPLIED MATHEMATICS 300

MODULE 16.01 BASIC CALCULATIONS 300

MODULE 16.02 - GEOMETRIC MEASUREMENTS 302

MODULE 16.03 - TRIGONOMETRY 304

MODULE 16.04 - APPLIED MATH 305

UNIT 17.0 - RIGGING AND MATERIAL HANDLING 307

MODULE 17.01 - SAFETY REGULATIONS ON RIGGING 307

MODULE 17.02 - MATERIAL HANDLING EQUIPMENT 310

SECTION FOUR - RESOURCE MATERIAL -314-

-189-

C P 12 - MACHINIST TRAINING

General Aim and Purpose

The primary aim of this grade 12 program is to provide learningexperiences that will help students develop marketable skills orqualify for advanced standing in a related program at -a college orprovincial institute. At the grade 12 level, an integral part of thelearning experience involves practical experience in a workingsituation external to the school. This cooperative careerpreparation component involves at least 100 hours of activities thatare community based to provide actual work experience organizedthrough the cooperation of employers and union organizations.

Students should acquire a comprehensive knowledge of:

a. basic requirements for successful employment in the machinisttrade;

b. practices necessary for clean, safe and orderly habits;

c. the characteristics, properties, machinability, sizes and shapesof varicus sheet, bar and extruded metals used in the machinisttrade;

d. sketching, pattern developwent, blueprint reading and appliedmathematics;

e. the tools and machinery used in industry;

f. machining methods used in the various branches of industry;

employment opprtunities and occupational qualifications neededfor job entry levels;

procedures and opportunities and occupational qualificationsneeded for job entry levels;

. employers expectations for a positive attitude toward the workethic and good relations in working with others.

=190-

UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED)

General Aims

The student should:

a. develop an increased understanding of the employment opportuni-ties in the community, province and country;

b. gain practical experience relating to employmentresponsibilities;

c. benefit from the knowledge and experience of resource personsfrom business and industry.

Community representatives should participate in organizedactivities connected with the program.

MODULE 1.01 PREPLACEMENT ROUTINE

Goal Statements


a. provide an opportunity for the student to review appropriateregulations of Workers' Compensation Board;

b. review all necessary procedures for student transportation toand from a placement work site;

c. increase student responsibility to school and employer;

d. acquaint the student with documentation, forms, contracts, and

the reports of employer, teacher, and student.


The student will be able to:

1.01_01

dress appropriately for the typeof employment experience

1.01.02

describe the transportationprocedures necessary to reachthe job site

1 q

= discuss appropriate dressfor different occupations

- consider public or privatemeans

- 191 -

1.01.03

list the important factors relatedto behaviour on the job

review introductoryprocedures to contactemployersdiscuss manners, speech,things to observediscuss significance ofreports

- read examples of reportsthat will be written bythe employer and theteacher

192 =

MODULE 1.02 PLACEMENT (EXTERNAL TO SCHOOL)

Goal Statements


a. provide the student with experiences that will relate schoolexperiences with actual working conditions;

b. provide students with actual job experience in a workingenvironment;

c. increase student awareness and understanding of employeeresponsibilities;

d. have the student practi:.e increased responsibility within awork environmentfacilitate effective transition of students between school andemployment;

f. assist the student to see value in education and training;g. create a student awareness of the opportunities for further

training.



1.02.01

function effectively in a jobsituation

1;02J)2

work cooperatively with otherstudents or employees

- follow directions mutuallyagreed to by employer andteacher

= ask questions related tocareer goals

- maintain good relationswith othersacquire trainingexperiences in thecommunity

- 193 -

MODULE 1.03 POSTPLACEMENT ROUTINE

Goal Statements


a. assist the student to make a job analysis of an occupationrelated to the placement,

b. review employment and career possibilities related to actualjob experiences.

Learni, g Outcomes Student Activities


1.03-01

prepare a job analysis of anoccupation where work experiencewas obtained

1.03.02

list safety factors that must beobterved in a chosen occupation

- review format of sampleanalyses

- discuss career paths

- review safety aspectsrelated to self and others

- 194-

MODULE 1.04 STUDENT REPORTING PROCESS

Goal Statements

The learning experiences in those module are designed to:

a. provide students with a format for reporting on their field

experience with an employer,b. examine the role of employee duties in an occupation and relate

to particular school experiences, and

c. have the student prepare a formal list of contacts and

practical job experiences.



1.04.01

complete a report of the jobplacement and discuss in detailthe positive (and negative)aspects of the experience

1.04.02

explain the various advantages anddisadvantages of an occupation

1.04.03

list criteria of satisfactory jobperformances

1.04.04

list criteria of unsatisfactoryjob performances

- review content of reportsand prepare details on thework experience

- prepare an oral report tothe class on theexperience at a job site

- discussions in class

iscussions in class

- discussions in class

- 195

MODULE 1.05 LETTER OF THANKS TO EMPLOYER

Goal Statement

The learning experiences in this module are designed to provide thestudent with a format for preparing a letter of thanks to employerswho provided work experience.



105.0_1

organize and write a letter ofthanks to the business firm wherejob experiences was obtained

- prepare a draft for theconsideration of theteacher

- type or write a neatletter using correctgrammar

- mail or deliver tobusiness within one weekof return to school

-196-

UNIT 2.0 SAFETY

General Aim

The student should be knowledgeable of safe work practices in the

shop.

MODULE 2;01 ACCIDENT PREVENTION

Goal Statements


a: make the student aware of the causes of accident,

b. increase the student's knowledge of protective equipment,

c. make the student aware of the effect their personal attitude

has on safety,d. help the stuJent acquire sufficient skills to identify safety

---------------procedures,

e. help each student acquire a sensitivity for determining unsafe

stresses on equipment,f. make the student aware of the safe use of compressed air, and

g. help the stuaent differentiate between types of fire fighting

equipment.



2.01.01

identify basic causes of accidents - list areas and activitiesthat can cause accidents

= poor attitudes= lack of cooperationwith fellow workersimproper tool use

- horseplay- poor machine guards- excess haste- electrical hazards

=197 -

2.01.02 list types and uses ofprotective equipment

identify personal protective - proper clothing

equipment - hat- shoes- safety glasses;

shields and goggles- welding screensprotective creams

- guards

2 =0L 3.

identify and demonstrate safelifting habits

2-C11._04

demonstrate good housekeepinghabits

2.01.05

identify safe electrical practice

- list and demonstrate safelifting habits

- physical liftingmechanical lifting

- rigging- hoisting- jacks

list areas that requirehousekeeping

cleanlinessremoval of scrapmaterialsremoval of spilled oilproper materialstorage

- proper equipmentstorage

list and physicallyidentify safe electricalpractice

- proper grounding of

electric tools- authorization for

repairs- tag out routines- observation of tag

outs- tag removal

2.111-06 - list compressed air

dangers

identify the dangers of compressed - physical danger

air - first aid procedures

- 198 -

2.01.07

state the required steps whenfiling an accident claim witiWorkers Compensation Beard

- discuss the importance ofWorkers Compensation Boardand their role in workersafety

- list basic regulationsapplying to the MetalFabrication Industry

-199-

MODULE 2;02 FIRE PREVENTION

Goal Statements_

The learning experiences in this mudule are designed to:

a. acquaint the student with the various causes of fires,acquaint the student with the various types of fires,

c. enable the student to identify methods of extinguishing thevarious types of fires,

d. familiarize the student with safety practices in conjunctionwith fire prevention.


The student will be aLle to:

2_0201

state or list some of the majorcauses of fires

2.02.02

state or list the types of fires

- review and list some majorcauses of fires

- welding sparks- electrical sparks- matches or cigarettes- spontaneous combustion

- discuss and list the typesof fires

= Class A = wood andpaper

- Class B - grease,solvents, paints orany combination of Aand B

- Class C - electricalinvolved with anycombination of A and B

- Class D - metals,magnesium, phosphor-ous, sodium

2`u

- 200 -

2.02.03

identify and list the variousextinguishing methods

2.02.02

identify some safe fire preventionpractices

- discuss the properapplication of protectiveequipment

- Class A - water as ajet spray or fog orany chemicalextinguisher for smallspot fires

- Class B - soda acid,

CO ,_dry chemicalnozzle without water

- Class C - CO , drychemical, leave al oneif high voltage isinvolved

- Class D - drycompounds

= discuss and list some fireprevention rules

- proper waste disposal- rags andwaste

- used oil- used solvent- metallic chips

- proper storage- oil and grease- dry materials awayfrom heat

= chemicals- fire pails for

fire only

-201 -

UNIT 3.0 INTRODUCTION TO MACHINES

General Aim

This unit will give the student knowledge of the variety ofmachines used in the trade and the type of operations performed.

MODULE 3.01 SHOP MACHINERY

Goal Statements


a. give the student an awareness of the type of equipment used inthe trade,

b. give the student a working knowledge of the capabilities of theequipment.



3.01.01

recognize the types of machinesused-in the machine shop

3.01.02

recognize the basic capabilitiesof the machines

- identify and list thefollowing machines

- drilling machines- grinders- power saws- lathes- milling machines- shapers and planers- boring mills- furnaces- welders= hydraulic presses- gas welding equipment

- identify and list thebasic operations performedon the machines listedabove

- 202 -

UNIT 4.0 HAND TOOLS

General -Aims

The student will acquire the ability to select the correct toolsfor a given job, and know how to use and care for them safely and

efficiently.

MODULE 4.01 HAMMERS

Goal Statements


a. select and use the correct hammer, andb. maintain and care for hammers.



4.01.01

select and correctly use hammers

4.0Laa

identify hammers and theirconstruction

4.01.03

care for and recondition varioustypes of hammers

- use hammers- ball peen= lead- plastic wood

- list and identify hammersand their construction

- reconditioning soft facedand ball peen hammers

- 203 -

MODULE 4.02 WORK HOLDING

Goal Statements


. enable the student to select the correct work holding device,

b. enable the student to use the correct work holding methodsc. help the student care and maintain work holding devices.



4.02.01

select the correct work holdingdevice

4_02_02

demonstrate correct work clampingmethods

- list the correct workholding device for variousclamping situations

- machinist vise= plain- swivel- quick action

= hand clamps= pin vise= magnets

jigs and fixtures- soft jaws

- demonstrate work clampingmethods

- clamp work in vise- clamping in vee blocks- use of hand clamps- use of jigs and

fixtures- use of soft jaws- use of magnetic

devices

- 204 -

MODULE 4.03 SCREWDRIVERS

Goal Statement

The learning experiences in this module are designed to enable thestudent to select, use and maintain screwdrivers.



40311

select and name the correct screw-driver for a given application

4.03.02

use a screwdriver correctly

4.03;03

correctly maintain screwdrivers

list and identify screw-drivers- slotted- robertson= phillips= socket head- nut drivers

- list and identify correctand incorrect uses ofscrewdrivers- screwdrivers used as:

chisels- screwdrivers used as:

pry bar- incorrect size

- recondition screwdriversby grinding and filing

21

- 205 -

MODULE 4.04 WRENCHES

Goal__Statements

The learning experiences in this module are designed to enable thestudent to:

a. identify various types and methods of designating size,b. select and use the proper wrench as required.



4.04.01

identify_ various types and sizesof wrenches

select and use the correct wrench

- correctly identifywrenches of the followingtypes:

- open end, box andcombination

- adjustable- hexagon- socket- hook and pin- strap- torque- inch, metric and

British

- demonstrate the proper useof wrenches according to:

- leverage= fit- application

=206-

MODULE 4.05 PUNCHES AND STAMPS

Goal Statement

The learning experiences in this module are designed to -enable thestudent to correctly use and maintain various types of punches and

stamps.


Ine student will be able :

4_05_01

select and name the correct punchfor a given application

4.115-02

use and maintain punches correctly

4.05.03

select, use and maintain stamps

- list and identify punches= pin punches

drift pin

- list uses of punches- removing dowels- removing taper pins- hammer size in

relation to pin- reconditioningmushroom heads

- discuss and liSt uses ofstamps

necessary _layout tobalance stamping

- stamping on hardsurfacesmushroom headscorrect procedure

=207=

MODULE 4.06 HAND SAWING

Goal Statement

The learning experiences in this module are designed to enable thestudent to select and apply the correct methods for hand sawing avariety of types and shapes of materials.



4.06.01

handidentify and use n hacksawsaccording to:

- frame types and sizes= holding and adjusting saw

blades- applications- storing

4.06.02

identify and list saw bladesaccording to:

- sizes- pitch- sets- material

406;_03

use a hand hacksaw correctly andsafely

- select hand hacksaws

- select the saw blade forthe type and shape ofmaterial to be cut

- determine- cutting speed- cutting pressure

- apply skills when startingand finishing the cut

- 208 -

MODULE 4.07 FILING

Goal Statements

The learning experiences in this module are designed to;

a. help each student select the correct file,b. enable the student to correctly use files, andc. help each student to maintain files.



4 T--01

select the correct file given thesize and type of work

4.07.02

use a file correctly for a givenapplication

4.07.03

maintain files correctly

- identify and list filesaccording to use- ferrous- non ferrous- non metalic

- filing- to layouts- contour surfaces- contours to fit

templates- with safe edge files= flats- with needle files= for surface finish

- clean pinned file- use file card- mount handle

MODULE 4,08 CHISELS

Goal Statements


a. help each student select the correct chisel,b. enable the student to use chisels, correctlyc. enable each student to maintain and grind chisels.



4.08.01

recognize and select the correctchisel given the operationrequired and type of material:

= flat (cold)- gouge- round nose- diamond point- cape

4;08;02

use a chisel correctly

COMB

grind a chisel correctly

- identify and list chiselsaccording to use

- grooving- cutting to a layout- cutting a vee groove- removing bolt and

rivet heads- removing nuts

- chiseling- to a layout- cut a concave groove- cut a square groove= cut a rivet

- grind a flat chisel to the

correct angle- remove mushroom heads by

grinding- grind a diamond point

chisel- grind a cape chisel

- 210 -

MODULE 4.09 BROACHING

Goal Statement

The learning experiences in this module are designed to enable the

student to select and use a hand broach for cutting an internal

keyway or shape.


The stuent will be able to:

4.09.01

identify the broach and relatedaccessories

4_09_02

check and ensure the correctalignment of the work and thebroach

4.09.03

apply cutting oils as required

4.09.04

determine the finished depth ofkeyway

- how to measure- addition of clearance

- select the requiredbroach, horn and shims

- set up a part forbroaching

- complete the broachingoperation using shims asrequired

2 I 3

-211-

MODcLE 4.10 DRILLS

Goal _Statements


help each student select the correct type and size of drill,enable the student to correctly grind a twist drill,

c. enable the student to correctly select the lip and tip anglesfor various materials,

d. make the student aware of the need for web thinning.



4.10.01

select the correct drill forvarious materials

4.10.02-

select the correct lip angle andpoint for various materials

4.10.03

grind a drill correctly

4.10.04

realize the need for web thinning

4.10-05

thin a drill web

- identify and list types ofdrills according tomaterials being machined:

- steels- irons- aluminium= brass- woods, plastics

- list the various point andlip angles for variousmaterials

- grind drills to suitvarious materials

- outline the reason for webthinning

- thin a drill web by

grinding

219

- 212 -

MODULE 4.11 TAPS, DIES

Goal Statements


a, help each student select the correct tap and wrench,b. help each student select the correct die and stocks;c. enable each student to correctly cut internal and external

threads;d. enable the student to assemble, disassemble and clean taps and

dies,e. help each student select the correct tap wrench or holder,f. help each student select the correct die stock or holder.

Learning Outcomes


4.11.01

select the correct tap for aparticular operation

4.11.02

select the correct die for a givenoperation

C1103

select and use a tap and wrenchfor a given application

4.11.134

use a die correctly for a givenapplication

22

Student Activities

- select and list taps forvarious operations

- through holes- blind hole- taper (pipe)

- select and list dies forvarious operations- solid button- split bUttOn- rethreading (die nut)- adjustable

taper (pipe)

- tap- through holes= blind holes- pipe thread (straight,taper)

- cut external threads

-213-

UNIT 5.0 DRILL PRESS OPERATIONS AND SETUPS

General Aim

The student will develop an awareness of the safe operation, main-tenance, and setup for drilling, reaming and tapping procedures.

MODULE 5.01 DRILL PRESS TERMINOLOGY

Goal Statements


a. help the student become conversant with different types ofdrilling machines,

b. help the student become conversant with the uses of variousdrilling machines,

c. enable a student to use and maintain the drilling machine in a

safe manner.



5.01.01

recognize the types and uses ofdrill presses

- sensitive- upright= radial arm= multiple spindle- gang drill

- identify the machines anddescribe their uses

=214-

5.01.02

recognize the terminology andidentify the major components ofdrill presses

- spindle- quill- table- arm- head- size designation- other

5;01;03

- identify and listcomponents

identify proper care and - practice care andmaintenance of the machines maintenance procedures

- 215 -

MODULE 5.02 SPEEDS AND FEEDS

Goal Statements


a. familiarize the student with the basic theory of drill speedsand feeds,

b. help the student select, adjust and apply the correct speed andfeed, and

c. enable the student to ascertain the effects of speeds and feedsin relation to drilling problems.



5_02-01

state the difference betweencutting speed and revolutions perminute

502 02

identify the various factorsaffecting cutting speed selection

5.02.03

calculate the drill rev/min for agiven drilling operation

- define "cutting speed" andhow it relates torevolutions per minute

- list factors that affectcutting speeds

- hole size= material to be drilled= drill material= type of cutting fluid- condition of drillingmachine

- size of drillingmachine

- work holding methods- hole surface finish

required- heat generation- chip disposal

- calculate drill rev permin for various given holesizes and cutting speeds

22,)

- 216 -

5.02.04

detemine the cutting speeds forvarious materials from a chart

5Sa;(35_

state and correct drillingproblems connected to speeds andfeeds

- list average cuttingspeeds for variousmaterials

- aluminium- alloy steel- mild steel= high carbon= brass and bronze- copper= stainless steel- cast iron

- list cause and propercorrective procedures forvarious drilling problems

PROBLEM CAUSE CORRECTION

drillbreaking

feedtoohigh

decreasefeed orincreaserev/min

rapidwearingofcuttingcorners

cuttingspeedtoofast

reducerev/min

cuttingedge andlipchipping

feedratetoohigh

reducefeed

crackingof highspeed(HS)drills

exces-sivefeed

reducefeed

roughholesurface

exces-sivefeed

reducefeed

drillsplit-tingalongcentre

exces-sivefeed

reducefeed

'-jt

- 217 -

MODULE 5.03 CUTTING FLUIDS

Goal Statements


a. enable the student to select and use the correct coolant orcutting fluid, and

b. introduce the student to various methods of preparing cuttingfluids and their application.



5.03.01

explain the reasons for the use ofcutting fluids

03_;oz

identify the various types ofcutting fluids

5 03.03

identify the attributes andproperties of cutting fluids

5.03.04

select the correct cutting fluidfor a given job

- list reasons for usingcutting fluids

- list operating conditionsthat affect cutting fluidselection

- list types of cuttingfluids

= chemic61 (synthetic)= emulsified- cutting oils

- list attributes andproperties of varioustyp.,s of chemical,and emulsified cuttingoils

- list metals and somesuitable cutting fluids

- aluminium (kerosene(soluble oil(lard ormi:leral oil

- brass (dry

(soluble oil- cast iron (dry

(soluble oil

Cont'd.

2`.F

- 218 -

5.03.04 Cont'd.

select the best method of cuttingfluid application for variousoperations

- copper (soluble oil(lard oil

- _steel (soluble oil(low carbon)(mineral oil

(sulphurbase oil

- steel (sulphur(tool)* base oil

(mineral oil(soluble oil

- list the proper method of

cutting fluid applicationfor a given job, i.e.material (aluminium, steeletc. and operation(drilling, boring, reamingetc.)

-219=


Goal Statements


a. familiarize the student with basic work holding devices, andb. show the student the correct and safe method of work holding.



5_04.01

recognize and describe variouswork holding devices

5.04.02

select the correct work holdingdevice to safely secure aworkpiece

- list and describe workholding devices

- parallel bars- vise- angle vise- C-clamp- T-bolts- T-nuts- strap clamps- step blocks- vee blocks- angle plates- drill jugs and

fixtures- screw jacks

- select from a group ofwork holding devices thecorrect setup for aspecific application

-220-

MODULE 5.05 DRILLING

Goal Statements


a. help the student identify the parts of a twist drill anddescribe their function,

b. introduce the student to the materials of twist drillconstruction,

c. determine the proper drill point angles for various materialsand operations,

d. help the student understand the need for correct lip clearanceand web thinning,

e. enable the student to determine the proper lid clearance forvarious materials,

f. help the student check drill sizes,g. help the student start a hole and check its location,h. enable the student to draw a hole that is off centre,i. help a student drill a through and blind hole,j. help a student identify and correct basic drilling problems.



5_05._01

identify the parts of a twistdrill and describe their function

5A5.02

outline the materials involved intwist drill manufacture

5.05.03

determine the proper drill pointangle for various materials

223

review handouts and notes- list the parts of a twist

drill and describe theirfunction

- review handouts and notes- list twist drill materialsand state their advantagesand disadvantages

- list the drill point anglefor various materials- general purpose- tool steel- brOn2e and brass

cast iron- aluminium= wood, hard rubber

-221-

5.05.04

explain and determine the need forproper lip clearance for variousmaterials

5.05.05

explain the need for pointthinning

5.05.06

state the reason for lipclearance angleslist lip clearance anglesfor various materials

- general purpose- tool steel- brass bronze- cast iron- aluminium- wood, hard rubber- hard metals

list four systems of drill sizes - list four drill systems

and identify their range of sizes and their ranges

5.05.0T

locate the size markings on twistdrills

5_05_0,9

determine the drill size of an - determine drill sizes

unmarked drill using a drill gauge or amicrometer and chart

5.05.09

start a hole using a centre or - set up and start a hole

standard drill

5.05.10

draw a drill which is off centre - spot surface- check for concentricity- cut one or more grooves in

wide side- spot surface- repeat above until hole is

concentric with layout

- 222 -

5.05.11

correctly drill a through or blindhole

5.05.12

identify, describe and correctbasic drilling problems

- drill holes to layouts andspecifications

- list drilling problems- hole oversize- chipped lip and

cutting edge- broken drills

- ferrous- nonferrous

- tang breaks= drill will not enterwork

- cutting on one lip= hole rough- outer corners break

= list corrections todrilling problems

=223=

MODULE 5;06 COUNTERSINKING AND COUNTERBORING

Goal Statements


a. help the student describe the types, parts and uses ofcountersinks and counterbores;

b. enable the student to select the correct speed;c. enable the student to perform countersinking and counterboring

operations;d. enable the student to gauge holes, sizes and depth;e. help the student use the correct pilot for counterboring;f. help students identify countersinking and counterboring

problems and solutions.



5,1)6.aL

describe the types of countersinksand counterbores available

5_06_02

describe the uses of countersinksand counterbores

506__A13

perform the countersinkingoperation choosing the correctspeed and feed pressure

5.06.04

measure to specification thecorrect countersunk hole size

list types of countersinkslist types and componentsof counterbores

list the uses ofcountersinks andcounterbores

calculate correct rev/minperform countersinkingoperation using thecorrect- feed pressure

= use cutting fluid ifrequired

measure countersunk hole

23i

-224=

5.06.05

identify and correct basiccountersinking problems

5.06.06

perform the counterboringoperation choosing the correctspeed and feed

ascertain the correct counterboring depth

5_06.08

spotface a workpiece correctly

- list causes and correc7__

tions fOr countersinkingproblems

- rough work- burred hole- tool_dulls rapidly= chatter- excessive heat

calculate the correctrev/min

- perform counterboringoperations using thecorrect feed

- review drawing specifica-tion for correct depth

- review text book

- spotface to drawingspecification or washerdiameter

- 225 -

MODULE 5.07 REAMING

Goal Statements


a. enable the student to select and use the correct reamer;b. assist the student to calculate the correct reaming allowance;c. enable the student to calculate the feed and speed for a given

size of reamer;d. help the student realize the necessity for reaming operations;e. assist the student to recognize and correct reaming problems.



5.07.01

recognize the various types ofmachine reamers

5._07_02

calculate the correct reamingallowance

5.07.03

select the appropriate reamer fora given job

- recognize and list- fluted reamers

- straight flute= helical fluted

- shell reamers- rose reamers- taper reamers- expansion chucking

reamer- step reamer

- list reaming allowar,:e fordifferent reamer diari,eters

- list the correct reamerfor a given job

- 226 -

5.07.04

calculate speeds and feeds for agiven operation

5.07.05

state the reason(s) for reamingoperations

5.07.06

select and apply the correctcoolant and cutting oil

5,07.117

state the correct steps in reaminga hole

5,07,08

identify and correct basic reamingproblems

- calculate speeds and feeds

- list cutting oils orcoolants for variousreaming operations

- list the steps in reaminga hole

- set up and accuratelydrill the correctreamer hole

- remove drill andreplace with correctreamer

- set drill for correctspeed and feed

- start reamer carefullyand apply the correctcutting fluid

- ream through andremove reamer from thehole while it is stillrevolving

- clean hole and checkfor dimensionalaccuracy

- reream if necessary- remove burrs

- list basic reamingproblems and theircorrections

- excessive wear= hole oversize= rough finish= tool runout

- cutting edge damaged

234 I

=227-

MODULE 5.08 LARGE HOLE CUTTING

Goal Statements


a. help the student make various sizes and shapes of holes,b. enable the student to recognize the various types of cutting

tools that can be used on standard drilling machines,c. enable the student to use various cutting tools to cut large or

unique holes.



5.08.01

recognize sizes and shapes ofbored holes that can be performedon drilling machines

5.08.02

recognize boring bars, hole sawsand circle cutting tools

5.08.03

determine correct cutting speeds

- sketch and name boredholes

- blind holes- counterbored holes- stepped holes- large holes- large holes (thinmaterial)

- internal recess

- sketch and name

- using notes state theproper cutting speeds forboring, circle cutting andhole saws

- 228 -

5;08.04

set up and bore holes to specifi=cation using various types ofboring bars and holders

5.08.05

assemble setup and use a circlecutting tool to cut large shallowthrough holes and grooves

5.08.06

assemble setup and use a holesaw

- set up and bore holesusing various types ofboring bars and holders

- solid boring bar- single point

adjustable- single point screw

adjustable- solid bar holder- adjustable bar holder

- assemble setup and cut alarge circular groole tospecification

- cut a large circularthrough hole

- use the correct cuttingfluid for cutting

- assemble setup and drillhole to specification

- use the correct cuttingfluid for cutting

Fa

23G

- 229 -

MODULE 5.09 THREAD CUTTING

Goal Statements


a. make the student aware of the advantages of thread cutting on adrill press

b. make the student aware of the types of die holders and tapdrivers that are available,

c. enable the student to set up and use die holders and tapdrivers,

d. help the student tap a hole,e. make the student aware of threading problems and their

correction,f. enable the student to use the correct cutting fluid.



5;09.01

calculate tap drill diameters inorder to achieve variouspercentage of thread

5_09.02

state advantages of threading on adrill press

tap a hole true with drill spindle

- calculate tap drilldiameters for variouspercentages

- list advantages of using adrill press for threading

- drill with the correct tapdrill

- chamfer top of hole with acountersink

- place tap in drill chuck

or use centre plug- apply cutting fluid- apply pressure with the

feed handle and turn chuckby hand

- feed into workpiece three

or four turns- finishing tapping on the

drill press or move to the

n,,ench and finish with a4Jstap wrench

- 230 -

5.agJA

identify various types ofthreading attachments

5_09._05

state basic threading problems andtheir correction

5.09.06

select the correct cutting fluidfor each threading operation

- list various types ofthreading attachments- die holders- tapping attachments

- list various threadingproblems and theircorrections

- tap breaking- teeth chipping- excessive thread wear- torn and rough threads- oversized threads- undersize threads

- list various material andtheir suggested cuttingfluids

- 231 -

UNIT 6;0 LAYOUT

General Aim

The student will develop an awareness of procedures, tools andmethods used in the layout of workpieces for various machine shopoperations.

MODULE 6.01 LAYOUT TOOLS

Goal Statement

The experiences in this unit are designed to enable the student tobe able to recognize the tools used in layout work as well as beable to practice the proper care and maintenance of the tools.



6.01.01

recognize the tools used ingeneral layout

- scribers- prick and centre punches- layout tables- V blocks- angle plates- parallels- surface gauge- squares- dividers- calipers- combination sets- height gauges- trammels- rules and keyseat clamps- surface plates- clamps

- identify the various tools

23j

-232=

6.01.02

practice care and maintenance oflayout tools

- perform maintenance of= scribers= dividers= punches= calipers= surface plates

- 233 -

MODULE 6.02 PREPARING FOR LAYOUT

Goal Statements


a. be able to prepare a workpiece for layout,b. measure and scribe layout lines on a workpiece,c. locate and establish hole centre layouts,d. use geometric constructions as they apply to layout work.

Learning Outcomes

The stucent will be able to:

6.02.01

recognize the need for propersurface preparation

6.02.02

determine the type of layout dye,as applicable

6.02.03

Student Activities

- remove sharp edges- remove oils and greases- establish datums (base

lines)

- identify and select asrequired

layout dye- whiting- copper sulphate- felt markers- heat

use layout tools as required to - select and use:

measure and scribe lines as well - rulers

as locate and establish hole - protractors

centres - squares- scribers= dividers- punches

-234=

6.02.04

develop and apply geometricconstructions

= parallel lineslocate centre of a circle oran arcbisect angles

- bisect lines- construct perpendiculars- transfer an angle- construct 30° and 60° angles- layout six hole bolt circles- divide a line into a

number of equal divisions

6.02z.05_

recognize the need for andapplications of transfer layoutsusing:

- templates- transfer punches- other

- demonstrate the use anddevelopment of geometricconstructions

- demonstrate the use of

transfer layout

- 235 -

MODULE 6.03 CARE AND USE OF HEIGHT GAUGES

Goal Statements


a. enable the student to identify the major parts and describe theapplications of the height gauge for precision layout,

b. enable the student to use the height gauge for layout work.



6.03.01

recognize the major parts of avernier height gauge

6.03_02

maintain vernier height gauges

.6 3,Sia

read vernier height gauges

- identify and list:- base- beam'- vernier plate- scriber

- describe care used in:- handling carbide

scribers- resharpening scri bers

- demonstrate ability to:- read inch and metric

dimensions- use zero reference andzero offset scribers

- demonstrate methods ofmounting work and layoutwhen using

V blocks- angle plates- other

-236-

UNIT 7.0 POWER SAWS

General Aim

To familiarize the student with the two types of power sawingapplications and the various equipment used on each.

MODULE 7.01 POWER SAW TYPES AND OPERATIONS

Goal Statements_

The experiences in this module are designed to enable the student

to:

a. recognize the classes and types of sawing machines,

b. recognize the various accessories used on sawing machines.

Learning Outcomes


7_01.111

identify the two main classes ofpower sawing and their purposes

- cut-off sawing- contour sawing

7.01.02

identify the types of machines inthe classes

- reciprocating- horizontal bandsaws- abrasive saws- cold saws- vertical contour saws

Student Activities

- identify and list thetypes of machines andtheir uses

- list advantages_anddisadvantages of thevarious machines

- identify and list powersaw classifications

- 237 -

7.01.03

identify accessories andoperations performed on variousmachines

- automatic bar stock feedingmechanism

- band filing= band polishing

friction sawing= power feed worktables

- describe and/ordemonstrate the use ofaccessories and operations

- 238 -

MODULE 7.02 INSTALL AND ADJUST SAW BLADES

Goal Statements


student to:

a. identify saw blade terminology,b. prepare and weld a bandsaw blade,c. select, install and adjust a bandsaw blade,d. select, install and adjust a power hanksaw blade,e. select, install and adjust cutoff saws.



7.02.01

use correct saw blade terminology- width and gauge- pitch- set- kerf- blade materials

7.02.02

identify different tooth forms asthey pertain to various materials

L_OL_01

define terminology used in thewelding of bandsaw blades

- resistance weld- annealing

7.02.04

successfully prepare and weld abandsaw blade

7.02.05

adjust blade guides on bandsaw

246

- identify and list the sawblades according to

= material being cut- shape being cut- set required

- describe terms used in

bandsaw welding

- weld, install and adjust ablade on a bandsaw

- 239 -

7A:12;06

install and adjust the blade on areciprocating hacksaw

7:n2AT

identify proper workholdingtechniques when clamping

- angle iron- 1 beam- channel iron- flat bar- multiple parts

7.02.08

determine recommended feedpressures and speeds

- correctly install a bladeon a reciprocating hacksaw

- demonstrate and/ordescribe proper holdingand clamping methods

- set correct feed pressuresand speeds

-240-

MODULE 7.03 COLD SAWS AND ABRASIVE CUTOFF SAWS

Goal statements


a. enable the student to identify and describe the operation of

abrasive and cold saws,b. make the student aware of the safety precautions involved with

abrasive cutoff saws.



7.03.01

recognize abrasive cutoff saws

7.03.02

recognize cold saws

7.03.03

recognize safety precautionsinvolved witht he use of abrasivecutoff saws

- use of guards- wheel speeds- wheel inspection- workpiece clamping

- identify and list advan-tages and disadvantages

- identify and list advan-tages and disadvantages

- list safety requirementsfor abrasive cutoff saws

- 241 -

MODULE 7.04 CONTOUR BANDSAWS

Goal Statements


a. identify the various operations which can be performed on thevertical bandsaw,

b. perform setups for the various operations.c. set speeds and feeds



7.04.01

select and set correct bladespeeds

7.04.02

setup for straight cutting usinghand and power feed

determine correct blade widthrequired for contour cuttingoperations

7-04_04

recognize methods used to cut outinternal sections

7.04.115

recognize related operations andsetups performed on contour saws

- friction sawing- band filing- band polishing

- perform cutting operations

- select proper blade forspecified operation

- describe procedures usedfor cutting out internalsections

perform-and /or- ribe- frictionsawiiig- band_filiflg andpolishing

2 4 :I

- 242 -

UNIT 8:0 SHAPERS, PLANERS AND SLOTTERS

General Aim

The student shoUld develop skills to accurately and safely operateshapers, planers and slotters.

MODULE 8.01 SHAPERS, PLANERS AND SLOTTERS

Goal Statement

The learning experiences in this module are designed to help thestudent identify the nomenclature, maintenance, use and lubricationof shapers, planers and slotters.



8A1101

identify and litt various types ofshapers :

- horizontal (crank type)- horizontal (hydraulic)= vertical ( slotters)

8.01.02

identify and list various types ofplaners

- double housing- open side

8.01.03

identify and list various parts ofshapers

8.01.04

identify and list various planerparts

8.01_05

maintain and care for shaper and

planers

- recognize and list shapertypes

- recognize and list planertypes

8:01-136

-243=

calculate cutting speeds forshapers and planers

identify and list various cuttingtools

- steel- roughing- round nose general

purpose- finishing

cast iron- roughing tool- finishing tool

miscellaneous- side cutting- key seating= dovetail

8.01.08

grind tool bits to specifications

8.01.09

check squareness of shaper andplaner table with a dial indicator

8.01.10

bolt down and align shaper visewith dial indicator

8.01.11

bolt workpieces to shaper andplaner tables using various typesof hold downs:

- tee boltsclamps

plain= U clamp= finger clamp- double finger- _gooseneck

- angle plates- step blocks- hold down grippers- toe dogs and poppets

- parallels

- calculate cutting speeds

- recognize and list variouscutting tools

- grind tool bits

check table squareness

- dial in shaper vise

23

- 244 -

8.01.12

set tool and clapper box anglecorrectly for various types of cut

- horizontal- vertical- angular- contour- keyways- T slots- dovetail

8.111_13

set up and shape flat horizontalsurfaces

8.01.14

set up and shape parallel surfacesto specification

8.01.15

set up and shape four sides of ablock perpendicular and parallel

8.01.16

set up and shape the ends of aworkpiece using vertical feed tospecification

8.111-17

set up and shape angular surfacesto specification

8 0i.18

set up and shape a groove orkeyseat to specification

8.01.19

set up and shape an internalkeyseat to specification

set tool for cutting

- plane horizontal surfaces

- plane parallel surfaces

- plane four sides

= plane ends

- plane angular surfaces

- cut keyseats

cut keyseats

-245-

UNIT 9;0 MILLING MACHINES

General-Aim

The student should develop skills to operate the milling machinein a safe and accurate manner.

MODULE 9.01 MILLING MACHINE NOMENCLATURE

Goal Statement

The learning experiences in this module are designed to help thestudent to identify the nomeclature, care and maintenance ofmilling machines.

Learning Outcomes


9.01.01

Student Activities

identify and list various types of - recognize and list variousmilling machines types of milling machines

plain knee and columnuniversal knee and columnvertical knee and columnmanufacturing typesautomation typesram turretplaner type

9.01.02

identify and list various parts of - recognize and list partshorizontal milling machines of horizontal mills

9.01.03

identify and list various parts of - recognize and list partsvertical milling machines of vertical mills

9_01 . 04

maintain and care for milling

machines- list maintenance and

lubrication schedules

=246-

MODULE 9.02 MILLING CUTTERS

Goal Statements


a. help the student identify milling cutters,b. enable the student to list the purpose and applications of

milling cutters,c. enable the student to correctly install arbours and other

cutter holders,d. enable the student to correctly mount cutters.



9;_02;111._

identify milling cutters by theirtype, shape and size

plain- side- side and (pace

= half side- single and double angle= face= profile relieved= shell end mills= slot drills= woodruff=T slot

fly cutters- saws

9.02.02

identify various cutter holdingdevices:

- milling machine tapers- A, B & C style arbours- collets and adaptors

9_02-03

identify the purpose andapplication of each type of cutter

2.;_)

- recognize and list cutters- identify cutters according

to:- size- hand of rotation- code (woodruff)

- recognize and list

- recognize and list cuttersaccording to type andoperation

-247.;

9.02.04

mount arbours and adaptors intothe spindle nose

9.02.05

mount cutters on:arbours

- adaptOrS_

= weldon shank= clarkson shank= straight shank

9_02.06

identify proper requirements forthe care, use and storage ofmilling cutters and arbours

- mount arbours and adaptors

- mount cutters usingcorrect tighteningprocedures and arbOursupports as applicable

- practice proper techniquesfor_the handling andstorage of cutters andarbours

=248-


Goal Statements


a. help the student identify various types of work holding

devices,b. help the student to securely bolt workpieces to milling tables.



9.03.01

identify various types of workholding devices and clamps

- tee bolts- locating plates- V blocks- machine vises- angle plates- rotary tables= jacks- step blocks- wedges= strap clamps- machinist clamps- parallels- foot stocks- dividing heads

9.03.02

mount a machine vise accurately,Asing ial indicator andparallel

25tj

- recognize and list workholding devices

mount a machine vise

-249=

9.03.03

align dividing head and foot stockcentres using a dial indicator andparallel test bar

9.03.04

mount a round workpiece in adividing head chuck

9.03.05

mount a workpiece directly on amilling table using tee bolts,clamps and packers

- align centres

- mount round work

mount workpiece on amilling table

- 250 -

MODULE 9.04 SPEEDS AND FEEDS

Goal Statements


student to:

a. calculate cutting speeds and feeds,b. use tables to determine recommended chip loads.


The student will

9.04.01

use tables to ecom- - select the chip load for a

mended chip loAds given operation

9.04.02

determine feed rates using = calculate feed rates

information and formulas required

9;04.03

select feed rates in a loTcalmanner using feed calculations toestablish a reference point

- apply appropriate feedrates for various cuttingconditions

- 251 =

MODULE 9.05 BASIC MILLING OPERATIONS

Goal- Statements


a. set up and machine a flat surface,b. recognize and correct basic problems,c. set up and machine slats and keyseats,d. locate hole centres using rectangular coordinate dimensioning.



9;0501_

check the spindle on a verticalmachine for alignment using a dialindicator

9.05.02

check table travel for perpen-dicularity to the spindle on auniversal machine

9.05.03

recognize the difference betweenclimb and conventional milling

9.05.04

align the spindle

- align the table

- identify climb andconventional millingoperations

adjust a backlash eliminator for - adjust a backlash

climb milling operation eliminator

9.05.05

recognize the advantages anddisadvantages of climb milling

- identify and list advan-tages and disadvantages.

25 '3

- 252 -

9;05.06

recognize the purpose of- adjustable trip dogs- table safety stops

9.05.07

perform the following setups andoperations on both horizontal andvertical machines

- mill a flat surface= mill sides of a block square

to each other= mill a slotmill a keyseat (open andblind)

- mill a pocket

9.05.08

determine rectangular coordinatesfrom polar coordinates

9.0509

locate hole centres usingrectangular coordinates

= identify and describe theuse of trip dogs andsafety stops

- set up and perform theoperations as indicated

- perform calculations todetermine depth of keyseat

- calculate rectangularcoordinates for X and Yaxis

= set_up and locate holecentres

26.1

- 253 -

MODULE 9.06 INDEXING DEVICES

Goal_ Statements


a. identify the types of indexing devices,b. operate and maintain these devices,c. perform calculations necessary for using these tools,d. identify and select the required method of indexing.



9.06.01

recognize the following types ofindexing devices and theirapplications: _

- rotary tables- rotary tables with indexing

attachment= direct indexing dividing

head- plain dividing head- universal dividing head- wide range dividing head

9.06.02

-cognize the various parts of thecools and be aware of theirfunctions

9.06.03

describe the following types ofindexing operations

- direct indexing- indirect indexing- angular indexing

- identify and list thetypes and applications ofthe indexing devices

- identify the parts andtheir functions

- describe the various typesof indexing operations andtheir applications

2 .6

- 254 -

9.06.04

perform calculations for the aboveindexing operations

9.06.05

set up a dividing head to performthe various indexing operations

9.06.06

use a rotary table for circularmilling operations

9.06.07

use a rotary table for spacing ofangularly dimensioned holes andsurfaces

- do calculations asrequired

- set up a dividing head,including sector anis, toperform the requiredoperations

- set up a circular millingoperation

- set -up and locate a rotarytable and workpiece f rangular spacing

- 255 -

MODULE 9.07 GEARS AND GEAR CUTTING

Goal Statements


a; identify common types of gears,b. idetify various types of materials used for gears,c. identify spur gear terminology;d. nerftrm calculations for spur gclrs.

Lea-;.ing Outcomes Student Activities

The 'student will be able to:

9A7.01

recognize various types of gears

recognize the types of materialwhich are used for gears

- ferrous- nonferrous= nonmetallic

9.07.03

recognize spur gear nomenclature

9.07.04

perform calculations required toproduce a spur gear

9.07.05

set up a machine and cut a spurgear

- identify and list types ofgears

- identify and list types ofmaterials and thE'r advan-tages and disadvantages

= identify and describeterminology pertain.ng tospur hearsidentify and describevarious gear cutters

- cut a spur gear

- 256 -

UNIT 10.0 GRINDING

General Aim

The student should be able to select, safely use and care for

grinding abrasives, wheels and machines.

MODULE 10X1 ABVSIVr' AND WHEELS

Goals Statements


student to:

a. be aware of proper safety practices in the use of grinding

machines, andb. select the wheel shape for a specific operation.

Learnin Outcomes Student Activities


10.01.01

describe wheel structure- abrasive- bonds- structures- wheel markings

10.01.02

recognize safety precautions to betaken when mounting and usingwheels

- ri ng test= visual check- speed check- flange washer,- work rests- wheel guards- balancing

2P

- describe and list wheelstructures and thenmarkings

- list and practice safework habits

- 257 -

10.01.03

recognize the proper wheel shapefor a grinding operation

- straight- cup- flaring cup- dish- cylindrical

10.01.04

recognize the need for truing anddressing grinding wheels

10.01.05

recognize the types of dressingtools and their uses

10.01.06

select wheels for stated appli-cations

- true and dress grindingwheels

- list and use dressingtools according to theirapplication

- given an application thestudent will sclect thecorrect wheel

- 258 -

MODULE 10.02 GRINDING MACHINES

Goal Statements


a. identify types of grinding machines and their uses,b. select the correct machine for a specific job,c. set up a surface grinding operation,d. determine workholding method for surface grinding,e. practice proper care and maintenance of surface grinders.



10.02.01

identify various grinding machinesand their uses

- offhand- surface- cylindrical- internal- tool and cutter

10_.0M2

select correct and safeworkholding techniques for:

= ferrous- nonferrous

thin materials

10.02.03

recognize proper wheel mountingand balancing methods

- list and describe thevarious machines and theirapplications

- identify correctworkholding methods andsetups

- identify and listprocedures for installinggrinding wheels

- 259 -

10.02.04

recognize the effect of varyingdepth of cut and feed rates whendressing a wheel

10;02.05

practice proper procedures fordressing a wheel on a surfacegrinder

10.02.06

freehand grind a project to size

10.02.07

grind a surface flat to a giventolerance

grind a cylindrical surface toa given tolerance

- identify and list theeffects

- dress a surface grinderwheel to produce variouseffects

- use an offhand grinder togrids to size

- use a surface grinder togrind a flat surface

-;- use a_cyllndrical grinder

to grind a round surfaceto tolerance

- 260 -

UNIT 11.0 FITTING AND ASSEMBLY

General_Aim

The student should develop an understanding of fasteners and their

methods of connection.

MODULE 11.01 BOLTS AND SCREWS

Goal Statement

The learning experiences in this module are designed to identify

and classify types of threads and systems.



11.01.01

identify and list imperial andS.I. metric threads by size andpitch

- terminology- size- pitch- thread classes

- metric- unified- imperial

- pipe threads

1L01.02

identify and classify types ofbolts and screws

- machine screws- cap screws

carriage bolts- stove bolts= studs- set screws

2

= recognize and list threadsby size and pitch

= list screw threadterminology

- recognize and list typesof bolts and screws

=261 -

11.01.01

identify and clasify types of nuts- hexagon- hex flanged- square- lock- castle- inteference- jam- pal- single thread- caged- nyloc- slotted- acorn

identify and classify types ofwashers

- flat- lock- spring washers- tooth lock washers- fender- finish

11.01.05

identify use and methods ofassemble of bolts, screws, nuts,studs and washers

11.01.06

classi fy bolt and screw fits andtensile strength

11.01.07

make basic assemblies using bolts,screws, nuts and washers

11.01.08

drill, ream and thread tospecification to facilitate basicfitups

- recognize and list typesof nuts

- recognize and list typesof washers

- list uses of variousbolts, screws, nuts, studsand washers

- list variou bolt andscrew fit classifications

- bolt up various assembles

2 e3rJ

-262-

MODULE 11.02 SHAFT FASTENERS

Goal Statements


a. help each student select an appropriate shaft fastener for aspecific connection,

b. enable the student to identify the correct assembly method.



11.02.01

identify and list various types ofshaft fasteners

- set screws- socket head- slot head- square head

- dowels- solid- taper= split= spiral wrap

- cotter pins= clevis pins- keys

- square= rectangular- gib- woodruff

- retaining rings- internal- external

11_;02:02

identify the use of various shaftfastening systems

recognize and list shaftfasteners

= recognize and list shaftassembly methods

- 263 -

identify methods of assembly forshaft faSteners

11.02.04

make basic assemblies using keysand pins

11.02.05

file, ream, scrape, groove anddrill to specification tofacilitate basic fitups

- assemble basic assembleswith various shaftfasteners

-264-

MODULE 11.03 SCREWS Atli RIVETS

Goal Statements

The learning experiences in this module are designed to help the

student identify, select and assemble components with screws andrivets.



11.03.01

identify and list various types ofsheet metal screws

11.03.02

connect components using varioustypes of sheet metal screws

11.03.03

identify and list various types ofrivets

11_03_04

connect components using varioustypes of rivets

- recognize and list sheetmetal screw types

- make basic assembles usingsheet metal screws

- recognize and list typesof rivets

= make basic assembles usingvarious types of rivets

2

r

- 265 -

UNIT 12.0 METALLURGY

General_ktn

To introduce the student to the methods used in the manufacture ofiron and steel and the methods of classification and coding.

MODULE 12.01 FERROUS MATERIALS

Goal Statements


a. introduce the students to the production of iron and steel, andb. enable the student to identify steels.



12.01.01

identify the materlals and processused in the production of pig iron

12.01.02

identify the processes used forthe production of steel

- open hearth= basic oxygen process

electric

12.01.03

recognize the difference betweenhot and cold rolled steel

12.01.04

recognize the difference betweenplain carbon and alloy steels andtheir applications

- describe the production ofpig iron

- describe the variousprocesses and their uses

identify and list the usesof plain carbon and alloysteels

2 '

-266.=

12.01.05

describe different types of steelsaccording to:

= spark test= numbering system

- identify steels by wingSociety of AutomotiveEngineers (SAE) and theAmerican Iron and SteelInstitute (AISI) systems

- identify steels using thespark test

-267 -

MODULE 12.02 PHYSICAL PROPERTIES

Goal Statement

The learning experiEnces in this module are designed to introducethe student to the basic physical properties associated withsteels.



12.02.01

describe the following physicalproperties

- tensile strength- ductility- malleability- hardness- toughness- machinability- corrosion resistance

12.02.02

identify the effects of thefollowing elements:

- tungsten- molybdenum- manganese- vanadium- carbon- lead- chrome- nickel

list and define thephysical propeties ofsteels

- list and identify theeffects of alloying

- 268 -

MODULE 12.03 HEAT TREATMENT

Goal Statements


a. iotroduce the student to the various heat treating operations,b. enable the student to describe the purpose of the heat treating

operation.

Learning Outcomes


12.03.01

Student Activities

recognize the purpose and methodsof stress relieving

12.03.02

recognize the method and purposeof a full annealing operation

.12_._01J13

recognize and understand the stepsrequired to perform a hardeningoperation

- heating- soaking- cooling

12.03.04

recognize the various methods ofsurface hardening

- cyanidilg= carburizing- nitriding- flame hardening- induction hardening

identify and describe theJlethods of and purposesfo stress relieving

- identify and describe the

methodc of and purposesfor a :1 anneal

- perform .1n annealingoperation on a samplepiece (weldments)

(alloy steel)

- identify and describe thehardening process

- perform a hardeningoperation on a samplepiece

- identify aod describe the

purposes of and methodsused for surface hardening

- 269-

12.03A5

recognize t:ie method and needsfor a tempering opei-ation

12;_fa3;06_

recognize the methods used todetermine the hardness of a heat;reated material

- file test- Rockwell- Brinell

other

- identify the methods ofand the purposes fortempering

- perform a temperingoperation on a samplepiece

- identify and describe thevarious methods ofhardness testing

- perform a hardness test ona sample piece

UNIT ,.0 LATHES

General AiH

=270-7-

The student should develop the ability and knowledge to operate thelathe ir a safe and efficient manner.

MODULE 13.01 LATHE TERMINOLOGY

Goal Statements

The leorflinj experiences n thit module are designed to enable the

student to:

a. beu:ale familiar w. A, qt,7erent types of lathes and their

capabilities,b. identify the major parts of the engine lathe,

. identify the use of the major parts of the engine lathe.

Learns y Outcomes Student Activities


13.01.01

recognize the various types oflathes, their operationscapabilities

13.;01.02_

- identify an6 list types of

lathes and their opration

recognize the major parts of an - identify the various parts

engine lathe

12-01.03

recognize the purpose of the major - identify the purpose of

parts the major parts

-271=

13_;01A4

identify and list work holdingdevices :

- 3 jaw universal- 4 jaw universal- combination- face_plate- driving plate= C011et- magnetic chuckS

2

-272-

MODULE 13;02 -ARK HOLDING

Goal_Statement

The learning experiences in this module are designed to enable thestudent to understand and apply the principles of work holdingdevices.



13.02.01

mount chucks on various types ofspindle nose

= camlock= flange- threads

taper and key

13.02.02

set up work in a 3 jaw universalchuck

- Cnucking procedure- clean chuck- clean work- deburr

13.02.03

- mount chucks on varioustypes of spindle nose

- accurately set up work in3 jaw universal chuL,-

set up work in a 4 jaw independent - accurately set up work in

chuck a 4 jaw chuck using

- work truing methods various methods depending

= chalk upon the accuracy required

= tool bit- dial indicator

-273-

13.02.04

mount work on centres, use face ordriving plates

- type;_features and functionsof lathe centres

- aligning centres- types; feaL-es and

functions of driving andface plates

11J12_i15_

set up work in a collet

13_102A016

mount a workpiece on a face plate- types; features and

functions_- methOdS of setting up workmechanics and balance

13.02.07

set up work on mandrelstypes; features andfunctions

- methods of mounting- methods of dismounting- precaution

13.02.08

set up work using steady andfollower rests

- types; features andfunctions

- tIigning work- clamping precautions- types of work requiring

rests

- align centres usingvarious methods

- mount work on centres

- mount collet set upset up work

- mount and balance aworkpiece on a face ,)late

- mount work on mandrels

- turn small diameterworkpieces using steadyand follower rests

-274-

MODULE 13.03 CU1TING TOOLS

Goal Statement

The_learning experiences in this module are designed to enable thestudent to develop skills in the selection of various lathe tools.

Learning Oi.tcomes Student Activities

The student will he able to:

13.0M1

identify shapes and sizes of toolbits

- high speed- carbide, throwaway- carbide

1L03.02

identify the alloys used ih toolbit mamfacture

13.03.03



identify tool bit clearance and I - state cutting angles

cutting angles

13.03.04

identify factors related to toolbit Selection

= material to be cut-atio


- 275 -

13.03.05

grind tool bits for basic turningoperations

- left and right hand- round nose general purpose- left and right hand facing- threading- boring- parting (cut-off)

13.03.06

identify and list principle ofmetal cutting

- forming a chip- types of cWp3- heat and coolants

- grind tool bits

- describe stress principlesinvolved at the tool pointduring a cutting operation

-276-

MODULE 13;04: TURNING TECHNIQUES

Goal Statement


student to perform basic turning operations.



13.04.01

face or square work using= 3 jaw universal chucks- 4 jaw independent chucks- centres

13.04Al2

turn work parallel- in a chuck

- 3 jao- 4 jaw

- in collets- cm. centres

13.04.03

turn a taper (chuck mounted) usingthe compound

= types features andfunctions of_tapers

= setting compound slide= testing and measuring tapers

13.04.04

tirn a taper using the set overmethod (work on centres)

wethods of mountingrises and limitationsmeasuring set averseffect of extrene set 01/2,'S

centres

= face workpiece

= turn parallel surfaces

- turn tapers

- Lurn tapers

-277-

1304;05

turn a taper using a taperattachment

-;- types, usc.ts ancl limitations

Of taper attachments= setting taper attachment

13.04.06

chamfer and/or round corners- types of chamfers- types of radii_- methods of turning

13.04.07

turn various types of shoulders- types, features and func-

tions of shoulders- filleted- angular- square- recessed

13.;_0408

cut grooves or necks on work heldon centres

- types of nks an grooves- use of spring tool !loK::rs

13.04.09

part, neck or groove work held ina chuck

- types of tools- method of parting

13.04.10

knurl_a workpiece to specification(mounted in chuck or on centre)

- knurling methods- types of knurls- reasons for- speeds feeds- lubrication- pressure- patterns

- dial&A- straight

- helical

- turn tapers

- turn chamfers and radii

- turn shoulders

- cut grooves and neckS

- part off workpiece

knur' various patterns- ft,,cribe the reasons for

knurling- describe the various

patterns available

2

- 278 -

-n contours with forming tools- types of form tools= types of contoured work

13.04.12

turn an eccentric on centres= types, features_and

functions of offsetsmeasuring offsets_

- methods of turning= mounting methods

13.04.12

turn an eccentric (chuck mounter)- method of layout- set up methods

13.01.14

file a surface to specification- filing methodsadvantages:and disadvantaget

- types of filetfile cleaning

- tarn contours

- turn eccentrics tospecifications

Til- turned surfaces- describe types of lathe

fi7es, their parts and use

-279-

MODULE 13.05 THREADING

Goal Statements


a; help the student understand the terminology related to threadcutting,

I); enable the students to screw cut external and internal singlestart thread,enable the student t3 check and measure threads.



Ia;os,a1

screw cut a single start externalthread mounted in a chuck or oncentres _

- tool setting gauges- mounting methods= thread specification- compound travel calculations= threading procedures

- types of chasing dies- height and position of

tool bit- speeds- gear trains- cross feed stops

- left hand threads- thread follower rests

13_;_0502

cut a single start internal threadmounted in a chuck

- types and uses on internalcutting tools

- direction of tool in feed- threading blind holes- bo'ring bar size= thread endings- bottoming precautions

- screw cut various sizesand pitOes of threads

- describe thread classifi-cations

- calculate compound travel- describe tool setting

gauges

- cut an internal thread- describe thread endings

2 :<

- 280 -

13.05.03

diagnose and correct basic screwcutting problems

13.05.04

die cut an external thread, workheld in check or on centres

- mounting workholding and feeding dies- work preparation

13;05.05_

tap a parallel thread work held ina chuck

- holding methods- tip alignment- work preparation

- die cut a thread

- tap a parallel thread

2

- 281 -

MODULE 13.06 DRILLING, REAMING AND BORING

Goa_l_Statements


a. help the student select the correct set up for drilling,b. enable the student to select and use the correct reamer,c. mak:. the student aware of the methods used for boring.



13.06.01

select and use the correct centredrill

- locating shaft centres- features and functions of

centre holes

13.06.02

drill a hole to specification- drill holding methods- drilling methods- drill types- drilling blind holes- drilling stepped holes

13_06_03

counterbore, spot face orcountersink a hole tospecification

- types and features ofcounterbores andcountersinks

= controlling depth- pilot binding

- list centre holes andcentre drill features

drill holes to specification

- countersink, counterboreand spot face

-282-

13.06.04

ream holes to specification- types, nomenclature and

functions of machine reamers- straight- tapered- helical

- holding methods- cutting speeds and feeds- allowances- coolants, cutting fluids- taper reaming- reaming blind holes

13_06_05

bore a parallel hole to specifi-cation

- types and functions ofboring tools and bars

- methods- centering work- chatter correction= blind holes- counterbore

- ream holes- calculate speeds and feeds- describe nomenclature and

types of machine reamers- calculate speed for

reaming

- bore holes- describe types of boring

bars

- 283 -

MODULE 13.07 FILING AND POLISHING

Goal Statement

The learning experiences in this module are designed to make thestudent aware of the various methods of filing and polishing.



13.07.01

file parallel, tapered, round andcontoured work to specification

- types of files- types of abrasives- kinds of work requiring

filing- speeds- filing allowances- polishing allowances- filing to shoulders'- file cleaning

- file cards- file pins

- surface finishes obtainable- procedures for contour

filing

13.07.02

polish an external or internalsurface

- types, features andclassification of abrasivesfor polishing

- methods of holding abrasivematerials

- speeds= surface finishes obtainable- reasons for- use of oils and coolants- polishing Sticks

- recognize and list typesof files

- recognize and list typesof abrasives

- file surfaces- polish surfaces- maintain files

- polish various surfaces- describe types of

abrasives

2 citJ a7-

-284-

UNIT 14.0 MEP.SUREMENT

General Aim

The student should develop an understanding of the care, use, andaccuracies of various measuring devices.

MODULE 14.01 MEASURING SYSTEMS AND SCALES

Goal _Statement

The learning experiences in this module are designed to help eachstudent recognize measuring systems and tools.



14.01.01

state the reasons for accuratemeasurement (interchangeability)

14.01.02

recognize and state the differencebetween measurement systems

- imperial- S.I. metric

14A1;_03

differentiate between graduationson steel rules

- fractional- S.I. metric- decimal rules- shrink rules- circumference rules

2

- describe the:- S.I. metric system as

it relates to machineshop applications

- imperial system as itrelates to machineshop applications

- 285 -

14.01.04

differentiate between micrometerand vernier scales

14.01.05

- describe micrometer scales= S.I. metric- imperial

- describe vernier scales= S.I. metric- imperial

state the principles of a vernier - list principlesscale

14;01-06

state the principles of a sine bar - list principles

14.01.0Z

recognize and state the principles - list principlesof gage blocks

14.01.08

list the various types and scalesof dial indicators

= S.I. metric- imperial

14.01.09

state the principles and reasonsfor go and no-go gauges

14;01;10

state the accuracies obtainablefrom various tools (S.I. metricand imperial)

- steel rules- inside and outside calipers- precision square- micrometers- vernier calipers- gear tooth calipers- hole gauges- telescope gauges- gauge blocks- sine bar

- recognize and list typesof dial indicators

- describe types of gauges- solid- adjustable

- describe the accuraciesobtainable from variousmeasuring tools

29

-286:

MODULE 14.02 RULES

Goal Statement

The learning experiences in this module are designed to provide thestudent with an opportunity to develop measuring skills (S.1.metric, imperial).



14-02.01

identify and list various types ofrules

- steel rules-.hook rules- caliper rule- circumference= steel tape- shrinkage rule

14.02.02

measure lengths, diameters andirregular shapes using steel tapes

14.02.03

measure lengths and diametersusing steel rules

14.-02.04

measure lengths and depths usingrule depth gauge

- recognize and list typesof rules

- measure lengths anddiameters

- measure lengths anddiameters

-287-

MODULE 14.03 CALIPERS

Goal Statement

The learning experiences in this module are designed to help thestudent recognize and use various calipers.



14.03.01

use outside calipers to measureoutside diameters, lengths andwidths

14.03.02

use inside calipers to measureinside diameters, grooves andslots

14._0303

describe and use the procedure forreading micrometers

- imperial- S.I. metric

14.03.04

use micrometers to measure round,square and miscellaneous shapes

14.03.05

describe and use the procedure forreading vernier calipers

= imperial- S.I metric

- measure outside diameterswith calipers

measure inside diameters,grooves and slots withcalipers

- describe procedures fartaking a reading withmicrometers

- measure round, square andmiscellaneous shapes withmicrometers

- describe procedures fortaking a reading withvernier calipers

- 288 -

14.03.06

use a vernier caliper to measureround, square and miscellaneousshapes

- measure round, square andmiscellaneous shapes withvernier calipers

-289-

MODULE 14.04 MICROMETERS AND VERNIER CALIPERS

Goal Statement

The learning experiences in this module are designed to help thestudent to accurately measure with various types of micrometers andverniers (S.I. metric and imperial).



14_;0401

use a depth micrometer to measurethe depth of holes, slots,shoulders, counterbores

14.04.02

use an inside micrometer tomeasure holes, bores and insidemeasurements

- inside micrometerinside micrometer (jaw type)

14.04.03

use vernier height gauge tomeasure height and hole centresabove a datum

- measure depth of slots andshoulders

- measure holes, bores andinside measurements

- measure heights and holecentres

-290-

MODULE 14.05 SQUARES - PROTRACTORS

Goal Statment

The learning experiences in this module are designed to enable thestudent to measure square and angular surfaces.



14.05.01

identify and list various types of - recognize and list typessquares of squares

- precision or machinistsquare

- combination square- cylindrical square- micrometer square

toolmakers square

14.05.02

check adjoining surfaces forsquareness using a square andsurface plate

:14.05.03

- check surfaces forsquareness

check adjoining surfaces for - check surfaces forsquareness using: squareness

- precision square- combination square- cylindrical square

14._05.04

check angles using:- combination square

(protractor head)- steel protractor- combination depth and angle

gauge- vernier bevel gauge

14.05.05

check a square for accuracy

- check and measure angles

check a square foraccuracy using a surface

plate

-291=

MODULE 14.06 MISCELLANEOUS MEASUREMENTS

Goal Statement

The learning experiences in this module are designed to enable thestudent to accurately measure holes, slots, angles, radii, tapersand threads.



14.06.01

measure small holes and slotsusing small hole gauges

- ball- flat bottom

14._06A2

measure small and large internalholes and cavities withtelescoping gauges

14.06.03

measure angles using sine bars,gauge blocks and dial indicator

14.06.04

measure fillets and corners usingradius gauges

14A6A5

measure threads with- screw pitch gauges- thread micrometers- wires- comparators

14.06.06

measure gear teeth with a geartooth vernier

- measure small holes withsmall hole gauges andoutside micrometers

- measure small and largeholes with telescopinggauges

measure angles

- measure fillets and radii

- measure threads

- measure gear teeth

29D

-292-

14-06.07

check measurements with go andno-go gauges

14.06.08

check surface characteristics(finish) using comparison blocks

14.06.09

identify and list types ofcomparators

= dial indicators- optical comparators= mechanical- air gauge- electronic- optical flats

14.06.10

list the imperial system ofdescribing tapers

morse- brown and sharpe- milling machine

spindle nose tapers

14-06_11

measure shafts using- outside micrometers- gauges with dial test

indicators= sine bars

- use go and no=go gauges

- use surface comparisonblocks

- recognize and list typesof comparators

- discribe and list imperialtaper systems

- measure shafts to_tolerance _usingmicro-meters and gauges

14.06.12

measure holes using - measure holes to tolerance

inside micrometers using micrometers and- gauges gauges

- 293 -

MODULE 14.07 CARE AND ADJUSTMENT OF MEASURING INSTRUMENTS

Goal Statement

The learning experiences in this module are designed to help thestudent maintain and adjust measuring instruments to ensure theiraccuracy.


The students will be able to:

14_G7.01

check various measuring instru-ments for accuracy

- outside micrometers- inside micrometers- vernier height gauge- dial indicator

- use_gauge bars and blocksto check accuracy

3ui

- 294 -

UNIT 15.0 BLUEPRINT READING

General Aim

The student should gain an understanding of pictorial drawings,dimension and size descriptions, drawing conventions and symPolsand develop an ability to interpret correct operations for shopprocedures.

MODULE 15.01 SKETCHING

Goal Statement

The learning experiences in this module are designed to enable thestudent to sketch quick, accurate interpretations of machine parts.


The student will be able to

15.01.01

sketch straight parallel lines,proportion lines, arcs andcircles, ellipses, radii and largecircles

15.01.02

sketch one-view drawings of simplemachine parts

15;01;0a

sketch two-view drawings of simplemachine parts

15AL04

sketch three-view orthographic,projections of simple machineparts in first angle mode

- sketch lines, proportioncircles etc.

- sketch one-view drawings

- sketch two-view drawings

- sketch orthographicprojections

-295-

15.01.05

sketch various basic shapes inisometric mode

= cube- rectangular blocks- cylinder- circles (ellipses)- radii- tubes- sectioned tube

sketch pictorial drawings inoblique and isometric modes

15_01-07

sketch orthographic drawings usinghidden, centre and dimension lines

- sketch various basicshapes

- sketch pictorial drawings

- sketch orthographicdrawings

=296=

MODULE 15;02 ALPHABET OF LINES AND SYMBOLS

Goal Statement

The learning experiences in this module are designed to help thestudent understand the meaning of lines and symbols.



15.02.01

identify basic lines used inengineering drawings

border- construction- section- hidden- centre- cutting planeshort breaklong break- phantom- extension

15_,02._02

identify basic symbols used inengineering drawings

- arrowheads= diameter symbol_(D) (0)- radius symbol (R)- countersink (C'SK)- cold rolled steel (CRS)- hexagon (HEX)- other

- recognize and list basiclines

- recognize and list basicsymbols

-297-

15.02.03

identify the basic welding symbols

1502;_04_

identify fillet weld symbols andtheir placement

15.02.05

identify groove, plug, J and slotweld symbols

- review handout andAmerican National StandardWelding Symbols chart ofstandard welding symbolsdescribe the significanceof the basic weldingsymbol

- identify the significanceof the basic weldingsymbol and its elements

= identify basic weldingsymbols

= identify supplementarywelding symbols

= identify locationsignificance of basicwelding symbosidentify preferred symbols

= identify the placement ofadditional information

- describe how size andlength of fillet welds isindicated in the weldsymbol

- identify the methods usedto determine the extent ofwelding

- identify the method usedto describe chain andstaggered welding

- describe and identifyvarious welding symbols

- 298 -

MODULE 15.03 DIMENSIONING

Goal Statement

The learning experiences in this module are des.igned to enable thestudent to understand the system of dimensioning.



15.03.01

identify all basic dimensioningtechniques

- extension lines- dimension lines- leaders- centre lines- arrow heads- inch marks- finish marks- radii- diameter- hole centres

15.03.02

identify basic section linings- cast iron- steel- bronze, brass- aluminium- white metal, babbit

- recognize and list basicdimensioning techniques

- recognize and list sectionlinings

=299=

15.03_03

i

,

dentlry special methods ofdimensioning

- baseline- point to point= datum= digital accuracy- tolerancing- threads

- erternal= internalpipe

- fits- screw threads- shafts- bearings

- sections- auxiliary views- welding descriptions- pins

15.ga.04

identify lines, edges, dimensionsand symbols from given drawings

- recognize and list specialdimensioning methods

- recognize and list lines,edges and symbols

- 300 -

UNIT 16.0 APPLIED MATHEMATICS

This unit should be taught throughout the program as its varioustopics become relevent to the unit being studied

General Aim

The student should develop skills to make calculations necessaryfor various machine operation.

MODULE 16.01 BASIC CALCULATIONS

Goal Statement

The learning_experiences in this module are designed to help eachStudent develop necessary skills in the computation of numbers,fractions and decimals.



16-01AI

add, subtract, multiply and dividewhole numbers

16G1_02

add, subtract, multiply and dividedecimals

16.01.04

calculate percentage problems

16.01.05

calculate problems in weights andlinear measures

- calculate problemsinvolving 16.01.01 to16.01.07

= 301 =

16.01.06

calculate problems involvingpowers and roots

16.01.07

calculate problems involving ratioand proportion

= belt drivesgear trains

- chain drives

3u

= 302

MODULE 16.02 GEOMETRIC MEASURMENTS

Goal_Statement

The learning experiences in this module are designed to help eachstudent develop skills in geometric measurements.



16.02.01

calculate and measure linear - measure geometric linesgeometric measurements

16.02.02

calculate areas of geometricfigures

- squares- rectangles- circles- hexagon- triangles- trapezoids

16._0M3

measure and calculate anglestriangles

- squares- hexagon- octagon

16.02.04

- calculate geometric areas

measure and calculateangles

calculate volumes of geometric - calculate geometric

figures volumes

- cubes- spheres= cones- cylinders

31 0

- 303 -

16_02_05

layout geometric constructions- perpendicular- perpendicular of bisector- tangents to a point on

circles- centres of circles- angle construction- angle bisectors- equal angles- parallel lines- congruent triangles= right triangles- fillets

- construct geometrictheorms

311

-304=

MODULE 16.03 TRIGONOMETRY

Goal Statement

The learning experiences in this module are designed to help eachstudent develop an understanding of the theory and applications oftrigonometric functions.



16.03-01

calculate angles and sides of = calculate angles and sides

right triangles using thepythagoras theorm

16_03-02_

use trigonometry tables to obtain - use trigonometry tablesvalues for functions

16.03.03

use trigonometry functions tosolve problems involving tapers

16.03.04

use trigonometry tables to solveProblems involving screw threadsmeasurement

16.03,05

use trigonometry functions tosolve probleas involving dovetails

16_03,06

use trigonometry functions tosolve problems involving anglecuts

- use trigonometry functions

- solve dovetail problems

solve for angles

- 305 -

MODULE 16.04 APPLIED MATH

Goal- Statement

The learning experiences in this module are designed to help ea-hstudent use math principals to solve practical problems.

Learning Outcomes


lb_A14;01

Student Activities

calculate cutting speeds and feeds - calculate cutting speedsfor lathe operations and feeds

16.04.02

calculate drilling speeds andfeeds

16.04.03

calculate milling speeds and feeds

16.04.04

calculate shaper speeds and feeds

16_04.05

solve problems using standardformulas and equations

16-04.06_

solve problems involving graphing - do various graphingproblems

16.04.07

solve problems involving weights - solve problems involvingof materials weights of materials

=306=

16.04.08

solve questions involvingproduction problems, i.e. pieces/hour

- 307 -

UNIT 17.0 RIGGING AND MATERIAL HANDLING

General-Aim

The student should be familiar with safe practices in rigginstaging and material handling

MODULE 17.01 SAFETY REGULATIONS ON RIGGING

Goal Statements

The learning experiences in this module are designed to;

a. develop safe practices in material handling,.b. increase the student's awareness of types of material handling

equipment,c. familiarize the student with crane hand signals and their

application,. familiarize the student with types of scaffolds and their safe

use.



17;01;01

list_and identify WorkersCompensation Board AccidentPrevention Regulations on rigging

identify and study Section8.50 on housekeepingidentify and study Section8.56 - 62 on storage ofmaterials

- identify and study Section14.02 - 20 on personalprotective equipment

- identify and study Section54.02 - 22 on rigging

- identify and study Section56.00 - 100 on hoistingequipment

- identify and studyAppendix 0 on hand signals

Cont'd

- 308 -

17.01.01 (Cont'd)

17.01.02

identify the principles governinghoisting

17_01-03

identify types of materialhandling equipment and their use

- identify and study Section30.12 - 16 on ladders

- identify and study Section32.12 - 82 on scaffoldsand stages

- determine weight to belifted

- determine type and shapeof material to be involved

- determine methods ofhoisting to be employed

- identify the safetyprecautions employed inthe process

- identify correct piling orblocking methods

= identify the types of rope- identify condition and

load capacities of fibrerope and wire rope

- identify condition andload capacities of chains

- identify types of grabchains and their uses

- identify the correct usageof Crosby clips

- identify the correctmethods in using plateclamps and plate hooks

- identify the correctmethods in usingcome-a-long and chainhoists

- identify the correctmethods in using hydraulicjacks

- identify the correctmethods in applying cableclamps

= identify the procedures ofslinging

- regular shaped objects- irregular shaped objects- for holding loads

horizontially- for holding loads

vertically- with a snatch block

- 309 -

17.01.04

identify the application of handsignals

17.131.05

identify and describe varioustypes of scaffolds

17.01.06

identify types of staging andtheir' use

17.01.07

identify safety proceduresemployed in checking scaffoldingand stages

= identify conditionsrequiring a signaller

= identify types ofsignalling systems

= identify authorized handsignals

- identify the generalrequirements forconstruction of scaffolds

- describe a wooden scaffold- describe a bracket

scaffold- describe a needle beam

scaffold- describe a thrust out

scaffold- identify the limitations

of ladder jack scaffolds

identify the generalrequirements forconstruction of stagingidentify the applicationof common stagesidentify the applicationof a swing stage

- identify type of work areato be inspected

- check grade and conditionof materialcheck correct footing ormounting and tie-in toother members

- check for correct spacingof members

- determine if materialsizes meet specifications

317

- 310 -

MODULE 17.02 MATERIAL HANDLING EQUIPMENT

Goal Statement

The learning experiences in this module are designed to familiarizethe student with safe methods of using materials handlingequipment.



17.02.01

identify types of materialhandling equipment

1702.02

given a shop model, the learnerwill be able to demonstrate thesafe methods of operating materialhandling equipment

- define the term "materialhandling equipment"

- identify methods ofmaterial handling

- identify methods ofhandling and storing wireropes

- identify limitations ofhuman model in materialhandling

- identify limitations of

fork lifts- identify limitations of

hydraulic hoists- identify limitations of

overhead cranes

identify shop model usedfor material handling

- identify relevant sectionin Workers CompensationBoard Industrial Healthand Safety RegulationsSection 26.24 - 26.50 all

- identify operatinginstructions of model

- observe shop rules onoperation of materialhandling equipment

- demonstrate correct use of

model

CAREERCAREERCAREERCAREERCAREERCAREER

_BEERCAREERCAREER.CAREERCAREER.CAREERCAREERCAREERCAREER

PREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATION

PROGRA__PROGRA...PROGRAPROGRA_ -

PROGRA...PROGRAPROGRA._.PROGRAPROGRAP_ROGRA._PROGRAMPROGRAMPROGRAMPROGRAMPROGRAM

31.3

MACHINIST TRAINING GRADE 12 RESOURCE MATERIALS

TEXTS

Krar, Oswald, St. Amand Technology of Machine Tools McGraw-HillRyerson Ltd. Toronto, Ontario

Lascoe, Nelson, Porter Machine Shop Operations and Setups AmericanTechnical Society, Chicago

Moltrecht, K.H. Machine Shop Practice Volume 1 and Volume 2Industrial Press Inc. New Yorke-

Delmar Publishers Milling Machine Work Delmar Publishers CanadaLtd. Toronto, Ontario

Krar, S.F. and Oswald, J.W. Turning Technology Delmar PublishersCanada Ltd. Toronto, Ontario

Krar, S.F. and Oswald, J.W. Grinding Technology Delmar PublishersCanada Ltd. Toronto, Ontario

Krar, S.F. and Oswald, J.W. Drilling Technology Delmar PublishersCanada Ltd. Toronto, Ontario

Johnson, Carl G. and Weeks, William R. Metallurgy American TechnicalPublishers, Alsip, Illinois

Thomas C. Basic Machine Technology Bobbs-Merrill EducationalPublishing Indianapolis, Ind.

Machine Shop Mathematics Delmar Publishers Canada Ltd. Toronto, Ontario

Oberg, Erik 'Jones, F.D. and Horton, Holbrook L. Machinery's HandbookIndustrial Press, New York, N.Y.

PROGRAMMED TEXT

Basic Machining Series American Machinists/Beckworth Training Systems

AUDIO-VISUAL Film Strip

Machine Tool Course Hoffman Occupational Learning Systems El Monte,California

Rigging and Erection= 315 =

INTRODUCTION

The field Boilermaker relies upon a variety oflifting and support mechanisms to transfer andsecure material and equipment on the jobsite. Atone extreme; immense, sophisticated cranesperform massive lifting and moving operationswhile at the other; simple systems of ropes andpulleys having sufficient mechanical advantagemanage smaller operations to enable "man-power" to provide the required energy: In bothcases, the fundamental unit of the system is theline or rope, and the Boilermaker must have acomplete understanding of the compoPition;characteristics. capabilities and uses of all typesof line and rope. This chapter describes naturalfibre, synthetic fibre and wire rope.

KNOTS AND HITCHES

Both natural and synthetic fibre lines can be tiedin various ways to produce knots andhitches to serve specific functions in riggingand erection operations.

In making knots and hitches, the rope (Figure 7-1) is described as having three parts:1. The running end or free end used when

making a knot or hitch.2. The standing pare is the main line or inactive

length of rope.3. The bight is the part, usually a loop, between

the running end an, the standing part.

SECURING LINE ENDS

When a rope is cut, the raw end(s) tends tounravel cr untwist and should be secured to

Bight

RunningEnd

StandingPart

Figure 74. Parts of the Rope

32.

prevent losing functional cord. Knotting the rawend is simple, but whipping has several ad=vantages:

1. It does not significantly increase the rope'scircumference and thus will still threadthrough openings:

2. It is a more durable and secure fastening.. It can be applied before a rope is cut to

prevent any untwisting.

WHIPPING A LINE END

Figure 7-2 illustrates the steps involved in whip-ping a line end:

Step.1-. Using a small cord, make a bight nearthe end and lay the doubled cordalong a groove in the rope betweentwo strands. The bight should projectabout 1/2- beyond the end of the rope.

Step 2. Begin wrapping the standing part ofthe cord tightly around the line andcord.

Step 3. Continue to wrap toward the end ofthe rope, ending about 1/2- from thecut. The wrapped portion should be aslong as the equivalent of 1-11/2 timesthe rope diameter.

Step 4. At the end of the wrap, slip the cordend through the bight. Then pull thefree end of the cord until the bight isdrawn under the whipping and thecord is tightened.

Step 5. Cut off ends at the edge of the wrap-ping leaving a finished termination.

KNOTS AT THE END OF A LINE

1. The overhand knot (Figure 7-3) is the sim-plest knot to make, but should be used onlywith small cord or twine on parcels. On alarger rope used in handlines and ropeblocks this knot jams when pulled tight anddamages the fibres of the rope.

2. The figure eight knot (Figure 7-4) does notinjure the rope fibres and is larger than anoverhand knot for tying on the end of a ropeto prevent it from slipping through afastening or a loop in another line.

- 316 =

Step 1

t

Step 2

Figure 7-2. Whipping a Line End

KNOTS FOR JOINING TWO LINES

1. The square or reef knot (Figure 7-5) is usedfor tying together two ropes of the same size;or for tying together the ends of a short ropeto make a temporary endless sling. Properlytied; a square knot will not slip when therope is dry and has 50% of the rope strength:

When tying a square knot, the standing partand the running end of each rope must pass

392.

Step 5

through the bight of the other rope in thesame direction. A square knot is easily un-tied by grasping the ends of the two bightsand pulling the knot apart:The granny knot or the thief knot (Figure 7-5) looks like a square knot, but will slip andjam under a load:

3. A single sheet bend (sometimes called aweaver's knot) is used to tie together twodry ropes of unequal size. Figure 7-7

- 317 -Rigging and Erection

Figure 7-3. Overhand Knot

Figure 7-4. Figure Eight Knot

1

Figure 7-5. Tying a Square Knot

- flS

.4

Figure 7-6. Granny Knot

illustrates the method of tying a single sheetbend. The knot will draw tight under lightloads but will loosen or slip when the linesare slackened.

4. A double sheet bend (Figure 7-8) is used tojoin wet or dry lines of equal or unequal size.It will not slip or draw tight under heavyloads.

First tie a single sheet bend (do not pull ittight), then take one extra turn around thebight, passing the running end under the

2

3

..i'

-,

..,'-:...,:;-Jr 77

.)r

Ill'

1121 11.''Plit

li-

.... ,,' ;,,,',i7 ....,V

$,s:-

4., 1,,,':.4''''

441.I

; 4 ,,_4

.-/It

":(- 1

-4+

S4,,

121

4o.... ,:

.,7 , ,

d'

.

fi''

A

1

b.I

1,IA

le'47

A'

-

417

`1k7 f:Ar'.1,

- 319 -Rigging and Erection

smaller line and over the larger line as forthe single short bend.

. The carrick bend is used for heavy loadsand for joining heavy line. It wiil not drawtight under a heavy load. Figure 7-9illustrates the steps in tying a carrick bend.

KNOTS FOR MAKING LOOPS

1. The bowline knot makes a non-slip loop thatwill not tighten under straining and can beuntied easily when the tope is slack. Figure

Figure 7-10. Tying a Bowline Knot

7=10 illustrates the steps in tying a bowlineknot.

2. The double bowline knot (or Frenchbowline) provides a secure, two-loop slingthat can serve as a seat for an operator (bypassing a small, notched board through theloops) or as spreaders to sling a load. Figure7-11 illustrates the steps in tying a doublebowline.

3. The running bowline knot is the basic knotused in rigging for raising or lifting loads asit produces a choker type sling at the end of

325

- 320 -

1

2

Figure 7-11. Tying a Double Bowline Knot

a single line. Figure 7-12 illustrates the stepsin tying a running bowline knot.

4. A bowline on the bight is tied to form adouble loop in the middle of a line that canbe used as a seat or as a spreader to sling aload. Figure 7-13 illustrates the steps in tyinga bowline on the bight.

5. A Spanish bowline forms two loops or "rab-bit ears" providing a double sling for liftinground objects or for rescue work. Figure 7-14illustrates the steps in tying a Spanishbowline.

6 The harness hitch produces a loop in a linewhich will not slip. Figure 7-15 illustrates thesteps in tying the harness hitch. 326

HITCHES

1. The half hitch is used to secure the freeenc.; of a line to a timber or to another largerline. Figure 7-16 shows unsafe and safe halfhitches.Two half hitches (Figure 7-17) provide amore secure fastening to a pole or timber. Itis important that the second half hitch ismade by passing the running end aroundthe standing part and back under itselfagain as shown in Figure 7-17.

2 A round turn and two half hitches is analternative method of fastening a line to atimber or pole, and involves passing therunning end of the line in two complete

.

.... . 'N. -

42... _ t.-- ...-- , ,l .1.

- i _

4.,,,,, .sIld .... e :.`'.7 -....4,.%..x....4,-..W.0. .41.-4"

.. - ''t ,:k% f

"111- _; I

;9\r/r

e

mit 7., txx te x

N.

.1-..., lir trI . I" I.d.' , e. ....1., x.,

, -

-t

.,....

r ,

1 "0 ...t . ' .0..

r

:t4

.F

-,,tb

,,

e. 1

r

.-

rat ,4`",`re...7

:

;Axe,.

t ,

t

vt.

ASettr64,..

- 322

2

Figure 7-14. Tying a Spanish Bowline

turns around the pole before making thetwo half hitches as shown in Figure 7-18.

3 The clove hitch offers a fast, simple way offastening a line to a post, timber or pipeand can be tied at any point in the line. Totie a clove hitch in the middle of the line,make two turns close together in the lineand twist them to bring them back to backas shown in Figure 7-19. Slip the loops overthe post. To tie a clove hitch at the end ofthe line, two underhand loops are tiedaround the post as shown in Figure 7-20.

4. The rolfing or Magnus hitch is used tofasten a line to another line, cable, timberor post and it will remain tight under ten=Sion or pull. This _hitch is also known as themooring hitch. Figure 7-21 illustrates thesteps in tying the roiling hitch.

5 A sheepshank is used to shorten a rope asa temporary measure. This may benecessary to take the load off a weak or

2 t)

damaged part of the line beforereplacement can be accomplished. Figure7-22 illustrates the steps in tying the sheep-shank.

6. The timber hitch is used to fasten rope tosteady loads of posts, planks, timbers andpipes. The knot will loosen when the ten-sion or pull is relieved. The hitch beginswith a half hitch and is completed by turn-ing or twisting the running end around it-self two or three times following the lay ofthe rope (Figure 7-23).

7. A timber hitch and half hitch provides aMore secure hold on heavy poles or timbersfor lifting or hauling. This involves tyingone or two half hitches around the load,and further along tying a timber hitch withthe running end of the line (Figure 7-24).

A catspaw (Figure 7-25) is a particularlyuseful method of attaching the middle of a

Rigging and Erection323 -

2

3

150c1,44M1,4iiiiiler"

Figure 7-15. Tying a Harness Hitch

Safe_

Figure /-16. Safe and UnvYsfe Half Hitches

4

.5

4

4f.'4,t

Unsafe

32

47,

<,4

4.,',t,04, 44444

324

1

it .

"

Figure 7-17. Two Half Hitches

Figure 7-18. Round Turn and Two Half Hitches

Figure 7-19. Tying a Clove Hitch in theMiddle of a Line

line to a hook. When removed from thehook, it unties itself.

9. The fisherman's bend provides a securefastening for a line or cable to an anchor orother situations where alternate tighteningand slackening in the line occurs. Figure 7-26 illustrates a fisherman's bend. With therunning end, take two turns through oraround the object to be fastened, thenaround the standing part and through theloop formed by the turns. Finally, make ahalf hitch around the standing part andseize the running end to the standing part.

Rigging and Erection == 325 -

p

4Jr,

Figure 7-20. Tying a Clove Hitch at the End of Line

2

AFigure 7-21. Tying a Rolling Hitch

10. The scaffold hitch is used to support singlescaffold planks so they will hang level andbe unable to tilt. Figure 7-27 illustrates thesteps in tying a scaffold hitch.

11. The Speir 1001 provides a constant loopwith a non7Slipping knot and can bereleased eaSily by a pull on the runningend. Figure 7=28 illustrates the steps intying a Speir knot.

12. The becket hitch provides a Secure meansof fastening a line to a ring Such as thebecket of a block. Figure 7=29 illuStrates

3

the steps in tying a becket hitch. Pass therunning end of the line through the eye ofthe ring, back around the standing part ofthe line, then over both sides of the loopand up through the bottom half of the loopas shown. Pull tight.

13. Barrel slings can be tied to hold barrelshorizontally or vertically. The horizontalsling (Figure 7-30) is made by tying abowline with a long loop. Make two "ears"by bringing_ the line at the bottom of the1210 etp up over the sides of the loop and slideL.' ..,

- 326 -

2

Figure 7-22. Tying a Sheepshank

the "ears" over the ends of the barrel. Thevertical sling is made as illustrated inFigure 7=31.

Note: Rope strength is reduced to 50% when aknot or bend is tied anywhere along itslength.

Rope strength is reduced to 75% when ahitch is Pied anywhere along its length.

A...., 41.

1t

Figure 7-23. Tying a Timber Hitch

Figure 7-24. Tying a Timber Hitch andHalf Hitch

Rigging and Erection - 327 -

Figure 7-25. Catspaw Hitch

Figure 7-26. Fisherman's Bend33

328

'43. N

5 :

,

_a

7- a

Figure 7-27. Tying a Scaffold Hitch 33;


,r

5

Figure 7-28. Tying a Speir Knot

2

Pm'4

11.1.

v"4?0,.,t

-

lA

f

'Fir

. ;4.

3.01040.4

NN

Aktti,742g'

.44P,j

J

-sLA

Ct,

`,"

Rigging and Erection

Figure 740. Horizootal Barrel Sling

3

_ _

4 die+ 1,0't

,74

et 4,74,_4

73Sti,

Figure 7-31. Making a Vertical Jerre! Sling

SPLICES

Splicing is a process of joining two ropestogether, or joining the end of a rope to a pointon the standing part. Splicing reduces the ratedstrength of the rope by 10-15%. Both natural andsynthetic fibre ropes can be spliced, but for alltypes of splices, two or more extra tucks arerequired for synthetic fibre rope. An importantconsideration in making splices is the care thatmust be taken in unlaying the rope andreweaving the strands so that the form and lay ofthe rope are not disrupted.

2-

SHORT SPLICE

The Short Splice is the strongest type of splice;however, it has the disadvantage of increasingthe diameter of the rope to such an extent that itis unsuitable for some uses such as runningthrough blocks or sheaves.

Procedure

Step 1. Unlay the strands at end of each ropefor six or eight turns. Whip the ends ofthe strands to prevent their untwisting,and bring together so that each strandof one rope alternates with a strand ofthe other (Figure 7-32, Step 1).

Step 2. Bring the ends tightly together andapply a temporary seizing where theyjoin (Figure 7-32, Step 2).

Step 3. Take any one strand and begintucking, the sequence being over oneand under one. Figure 7-32, Step 3,shows how Strand A is passed overthe strand nearest to it, which isStrand D, and then under the nextstrand, Strand E.

Step 4. Rotate the splice away from you one-third of a turn and make the secondtuck; Strand B is passed over Strand Eand then under Strand F (Figure 7-32,Step 4).

Step 5. Before making the third tuck, rotatethe splice again one-third of a turnaway from you. Strand C is thenpassed over Strand F, and under thenext one, Strand D. The splice now ap-pears as in Figure 7-32, Step 5.

Step 6. This completes the first round of tucksin the left hand half of the splice. Eachstrand should now be tucked at leasttwice more, always over one and un-der one as before, making sure thateach strand lies snug and is withoutkinks.

Step 7. To finish the splice, reverse the ropeend for end so that Strands D, E and Fare now at the left instead of the right(in the same position of Strands A, Band C in the illustrations) and repeatthe tucking operation on their side ofthe rope. Each of the six strands willnow have had at least three tucks. Atapered splice is made by taking twomore tucks with each strand, cutting

away some of the threads from eachstrand before each extra tuck.

Step 8. When tucking is finished, remove thecentre seizing and cut off the ends ofall strands, leaving at least 3/4" oneach end. To give a smooth ap-pearance, roll the splicP: back andforth, either under your foot or bet=ween two boards. The completedShort Splice Should look somethinglike the illustration in Figure 7=32,Step 8.

Step 2

Step 4

Step 5

B

Step 8

47: gli 110 il5S51Z sFigure 7-32. Making a Short Splice

3

Rigging and Erection 333

LONG SPLICE

The Long Splice is used for pulley work since itpermits ropes that have been spliced to be runthrough sheave blocks without jamming orchafing. Unlike the short splice, the diameter ofthe spliced rope is increased very slightly.

PrOcedure

Step 1. To make this splice, begin by unlayingone strand of each rope for 10 or 15turns, and whip the ends of eachstrand to prevent untwisting. Thenlock the two ropes together by alter-nating the strands from each end asilluStrated in Figure 7-33, Step 1.

Step 2. Starting at one end, take an oppositepair of strands, A and B, and unlayStrand A. Follow it with Strand B, turnby turn, continuing until only 1' or lessof Strand B remains. Keep Strand Btight during this step and pull it downfirmly into Strand A's former place.Repeat this operation with Strands Cand D. Strand D is unlaid and Strand Cis laid in its place. The splice at thisstage is illustrated in Figure 7-33, Step2.

Step 3. Now each pair of strands is tiedloosely together with a simpleoverhand knot, as indicated byStrandS A and B in Figure 7-33, Step 3.Each knot is then pulled down into therope like Strands C and D.

Step 4. Each strand is now tucked twice, overand under, as done in making theShort Splice: Figure 7-33, Step 4shows Strands C and D after tucking.If a smaller diameter splice is desired,tapering can be done by tucking eachstrand twice more cutting away someof the threads for each additionaltuck.

Step 5. When tucking is finished, cut allstrands off close to the rope and rollthe splice on the floor under your footto smooth it out. The completed LongSplice is illustrated in Figure 7-33,Step 5.

SIDE SPLICE

The Side Splice is also called the Eye Splicebecause it is used to form an eye or loop in theend of a rope by splicing the end back into its

Step 2

Step 3

Step 5

agggiNESXSViagrgiaNISMEEFigure 743. Making a Long Splice

own side. This splice is made like the ShortSplice except that only one rope is used.

Procedure

Step 1.

Step 2.

3 A q

Start by seizing the working end of therope. Unlay Strands A, B and C, to theseizing and whip the end of eachstrand. Then twist the rope slightly toopen up Strand§ D, E and F of thestanding part of the rope, as indicatedin Figure 7=34, Step 1.

The first tuck is shown in Figure 7-34,Step 2. The middle strand is always

- 334 --

tucked first_so Strand B is tucked un=der Strand E, the middle strand of thestanding part

Step 3. The second tuck is now made asillustrated in Figure 7 -34; Step 3. LeftStrand A of the working end is tuckedunder Strand D; passing over StrandE.

Step 4. Figure 7-34, Step 4 illustrates how thethird tuck is made. To make Strand Feasy to get at, the rope is turned over.Strand C now appears on the left side.

Step 5. Strand C is then passed to the right ofand tucked under Strand F, asillustrated in Figure 7-34, Step 5. Thiscompletes the first round of tucks.

Step 6. Figure 7 -34; Step 6 illustrates thesecond round of tucks started; withthe rope reversed again. for ease inhandling. Strand B is passed overStrand D and tucked under the nextstrand to the left. Continue withStrands A and C, tucking over onestrand and then under one to the left.To complete the splice, tuck eachstrand once more.

Step 7. Remove the temporary seizing and cutoff the strand ends, leaving at least1/2" on each end. Roll the splice backand forth under your foot to even upand smooth out the strands. The com-pleted Eye Splice is illustrated inFigure 7 -34; Step 7.

NATURAL FIBRE LINE

MANUFACTURE OF NATURAL FIBRE LINE

Natural fibre line is constructed by a process oftwisting vegetable fibres together. Individualfibres are grouped and twisted to form yarns,and yarns are grouped and twisted together toform strands (Figure 7-35). Finally, a number ofstrands are twisted to form a line. The line twistis balanced by reversing the direction of twist foreach set of uomponents: fibres and strands aretwisted opposite to yams.

TYPES OF NATURAL FIBRE LINE

Fibre line is classified on the basis of the kind ofvegetable fibres used to manufacture it;

Step 1 Step 2

Step 3 Step 4

Step 5 Step 7

Step 6

Figure 7-34. Making a Side Splice3

Rigging and. Erection - 335 -

A

Figure 7-35. Constrection of Natural Fibre Line

Manila fibres are made from plantain leaves:Superior quality manila line is made from longfibres of light colour, as it is softer, more elastic,stronger, durable and water resistant. Itssmoothness makes it preferable for running overblocks and sheaves.

Sisal line haS a harsher feel than manila and isabout 80% as strong. It has the advantage oftolerating exposure to sea water very well.

Hemp fibres are short and soft, but it produces astrong, rough line. Tar soaking, althoughreducing the line's strength and flexibility, isnecessary to reduce deterioration from damp-ness.

Coir and Cotton Coir line is rough and elasticand floats on water. It is only 25% as strong ashemp: Cotton can toierate a great deal of ben:ding and running, but is too light for most uses.

Forms of Natural Fibre Line

The arrangement of strands in a line is an im-portant feature of its construction. The threeprincipal forms are: hawser laid, shroud laid andcable laid line:

Hawser laid line is composed of three strands ina right hand lay (Figure 7-36).

Shroud laid line is composed of four strands in aright hand lay around a centre core (Figure 7-36).

Cable laid line is composed of thee lines (righthand Hawser) arranged in a left hand lay (Figure7-36).

Houter Laid Line

Shroud Laid Line

Cable Laid Line

Figure 7-36. Forms of Natural Fibre Line

CHARACTERISTICS OF NATURAL FIBRE LINE

Size Fibre line is designated by diameterand circumference (in inches).

Weight The number of feet per pound of linecan be estimated with the following formulawithin 12% accuracy:

3.4(diameter)2

Example: for 5/8 inch line

34-(5/8)2

= 8.7 feet per pound

Strength Line strength is described in '.ermsof: 1) breaking strength and 2) safe workingcapacity. The breaking strength divided by thefactor of safety gives the safe working capacitywhich should never be exceeded. Excess loadsdamage the fibres and reduce the strength andlife of the line. The condition of the line, in termsof exposure, wear, use and bending, must beconsidered in estimating its strength As thesefactors over time will greatly reduce the line'scapability.

- 336 -

Rated capacities for safe loads are listed intables for new line only. (See, for example, Table7-1.)

A rule of thumb for estimating the safe workingcapacity (in tons) of manila line is to square thediameter (in inches), for example, a 1 Vs" manilaline would have a safe working capacity of117/64, or approximately 11/4 tons.

CARE AND MAINTENANCE OF NATURALFIBRE LINE

The functional life of natural fibre line can be ex-tended with proper care in handling and main=tenance. Knowledge of the characteristics andlimitations of each kind of line will provideguidelineS for good handling practices.

Inspect lines frequently to determine the ac-tual condition of the inner fibres, which is notevident on the surface. Grasping the line firmlywith two hands, untwist it slightly to expose theinner portion, and look for the following:1. Mildew - inner fibres are dark and stained

and have a musty odour

2. Broken strands or yarns

. Chafing residue - dirt and sawdust-likematerial inside the line

4. Fragmentation of the core core breaksaway in small pieces, indicating overstrain.

Examine the line in this way in a number ofplaces and finally pull out and stretch a few ran-dom fibrJs to test for breakage resistance. Anyline found to be deficient should be destroyed orcut into pieces too short for hoisting.

Protection of Line Ends Raw or cut ends ofline should be Secured to prevent unlaying.Tying a knot at the end of a line, or whipping willsecure the lay.

Storage Deterioration of natural fibre linecan be prevented by good storage practices.These include the following conditions:1. Storage areas should be dry.2. Lines should be dried before storing.3. Circulation of air around coiled line should

be provided such as gratings to support thecoils.

4. Fibre line should not be covered unless ab-solutely required.

TABLE 7-1. PROPERTIES OF MANILA AND SISAL LINE

Nominaldiameter

Circumference

Weiler(per 100'

No. 1 Manila Sisal

(inches) (inches) (pounds) Breaking Safe Load Breaking Safe LoadStrength (pounds) Strength (pounds)(pounds) F.S. .4 (pounds) F.S. .4

1/4 3/4 1.71 550 150 440 120

2/3 1 1/8 3.45 1,275 325 1,020 260

1/2 1 1/2 7.36 2,650 660 2,120 520

3/5 2 13.1 4;400 1,100 3,520 880

3/4 2 1/4 16.4 5,400 1,350 4,320 1,080

7/8 2 2/4 22.0 7,700 1,920 6,160 1,540

1 3 26.5 9,000 2,250 7,200 1,800

1 1/8 3 1/2 35.2 12,000 3,000 9,600 2,400

1 1/4 3 3/4 40.8 13,500 3,380 10,800 2,700

1 1/2 4 1/2 58.8 18,500 4,620 14,800 3,700

1 3/4 5 1/2 87.7 26,500 6,625 21,200 5,300

2 6 105.0 31,000 7,750 24,800 6,200

2 1/2 7 1/2 163.0 46,500 11,620 37,200 9,300

3 9 237.0 64,000 16,000 51,200 12,800

NOTE: Breaking strength and safe loads given are for new line used under favorable conditions. As line ages ordeteriorates, progressively reduce safe loads to onehalf of values leg.,_

Rigging and Erection .337 -

Prevention of Moisture Damage Since fibreline will contract when wet, it should beslackened before exposure to rain or dampness.

Prevention of Damage to Strands Althoughcontinued use will result in some fibre damage,this can be minimized by:1. Washing line that is muddy or sandy2. Using softeners to pad sharp corners over

which the line must be pulled3. Keeping line out of sand and dirt as much as

possible4. Using knots that are easy to untie5. Repairing broken strands in the line as soon

as possible.

Coiling and Uncoiling New natural fibre lineis delivered in coils of 600'-1200' and lashedor bound. Generally an instruction tag will ac-company the coil: After cutting the bindings orlashings; grasp the line end inside the coil at thebottom and pull it up through the middle toprevent kinks from forming (Figure 7-37).

Starting End

Figure 7-37. Uncoiling a Coil of Fibre Line

SYNTHETIC FIBRE ROPE

CHARACTERISTICS OF SYNTHETIC FIBREROPE

Synthetic fibre ropes, particularly nylon andpolypropylene, are becoming more widely used,replacing manila rope in many instances: Theseropes have individual fibres running the entire

length of the line rather than short, overlappingfibres as in natural fibre rope. This accounts forthe greater strength of synthetic fibre line (SeeTable 7-2).

TABLE 7-2. RELATIVE STRENGTH OF FIBREROPES (DRY)

Type of Rope Relative Capacity(Related to Nylon)

Nylon

Polyester

Polypropylene

PolyethyleneManila

100%

94%

81%

73%

67%

Synthetic fibre ropes are generally impervious torot, mildew , and fungus and have goodresistance to chemicals. They are lighter andeasier to handle, and have excellent impact,fatigue and wear resistance, outwearing manilaropes by four or five times. They are liable tomelt at high temperatures, however, and shouldnot be used where heat is excessive or friction ishigh enough to melt the fibres. They should notbe used near welding operations. Generally, syn-thetic fibre rope is abrasion resistant and cantolerate long exposure to water without anynoticeable loss of strength or change in ap-pearance.

TYPES OF SYNTHETIC FIBRE ROPES USEDIN RIGGING

Nylon Rope Nylon rope is two and one halftimes stronger than manila and is the mostwidely used of the synthetic rope family. It ischalky white in colour, has a smooth surface, issoft and pliant and has a feeling of elasticity.

Some properties of nylon ropes are.1. High breaking strength (wet Or dry)2. Light weight per unit of strength3. Excellent elasticity and tensile recovery4. Superior absorption of impact and shock

loads

5: Excellent flex and abrasion resistance. Good flexibility

/. Excellent resistance to rot8. Good sunlight and weather resistance9. High melting point

-0 A e

-= 338 =

Due to its continuous fibre construction, nylonrope is strong and resistant to creep undersustained load. Its elasticity recommends its usewhere high energy absorption is needed orwhere shock loading is a factor. The highdegree of stretch can be a serious disadvantageif headroom for lifting is restricted and slingsmust be as short as possible. Under actual ser-vice conditions, nylon rope will stretch to about16% under working loads and over 40% underbreaking loads. The initial loading of a nylonrope produces a permanent elongatieri of alp=proximately 8%, bUt recovery is complete fromsubsequent stretching under load. Therefore,nylon ropes should be broken in prior to fielduse.

Nylon rope tolerates heat without loss ofStrength or physical properties up to 300°F(melting point 482°F) Nylon ropes abSorbmoisture and loSe approximately 10% of theirStrength when wet as well as becoming verySlippery. Full recovery occurs when the rope

dries out. Table 7-3 compares nylon and manilaropes under a heavy sustained load.

Store nylon rope away from heat and exposureto sunlight. Nylon is highly resistant to alkalies,but can be degraded by most acids, paints andlinseed oil, and all contact with chemicalsshould be avoided. If contact is suspected, washthe rope thoroughly in cold water and thencarefully examine the fibres for evidence ofweakening.

Braided Nylon Rope Braided nylon ropeprovides the highest possible strength since theload is divided equally between a braided sheathand a braided core. The rope is soft and flexibleand does not twist or kink. Twisted three strandrope transmits a turning, twisting motion underload while braided nylon does not.

Braided nylon presents approximately 50% moresurface area for wear and grip, is stronger forsize and more stable, exhibits less stretch when

TABLE 7-3. COMPARISON OF NYLON AND MANILA ROPES UNDER HEAVY SUSTAINED LOAD

3.5 HOURS

TIME SPAN

Pi= 50% OF THE BREAKING LOAD OF THE NYLON ROPE

P2 .50% OF THE BREAKING LOAO OF THE MANILA ROPE

REASON

NYLON THREADS ARE CONTINUOUS

P2

-11

JrP2

.FIBRES IN MANILA ROPE ARE NOT CONTINUOUS & TEND TO

SLIP WHILE UNDER

LOAD.

Rigging and Erection= 3 3 9 =

working, has less permanent stretch and greaterflexibility than three strand nylon ropes.

The braided sheath and core construction isavailable in synthetic combinations in additionto nylon:1. Nylon core/nylon cover high strength,

more stretch, good wearing qualities2. Polypropylene core/nylon cover lower

strength, lower stretch3. Polypropylene core/polyester cover very

low stretch, high strength and good abrasionresistance.

For example, a nylon core/nylon cover rope witha nominal diameter of 7/8 inch carries a safeworking load of 4.800 pounds, while apolypropylene core/nylon cover rope will carry asafe working load of 4,150 pounds. Apolypropylene core/polyester cover rope willsupport a safe working load of 3,800 pounds.The safety factor for braided synthetic com-binations is 5.

Polyester Rope Polyester rope (Tradenames: Dacron. Terylene) is nearly identical tonylon in appearance but has little or no elasticfeeling. Size for size, it is heavier and not asstrong as nylon rope, although similar in con-struction. This is a continuous filament rope andresists creep under sustained loads. The lowstretch properties of polyester rope represent aconsiderable advantage where headroom islimited since, after the initial permanent stretchof approximately 6%, subsequent loads producea temporary lengthening of approximately 5.9%(compared to 16% for nylon). Polyester ropesshould be broken in before field use.

Abrasion resistance is similar to nylon rope. Likenylon, polyester rope is unaffected by tem-peratures up to 300°F. It absorbs much lesswater than nylon and thus does not lose strengthwhen wet: Polyester rope resists sun andweather damage as well as attack by rot andmildew; however, precautionary storage prnr-tices are recommended: Polyester is rrresistant to chemicals than nylon, but expose,.:and contact should be avoided. Slings should bewashed frequently in cold water.

Polypropylene Rope Polypropylene andpolyester ropes are almost identical in ap-pearance; they are available in various coloursand are smooth and pliant and somewhat slip-pery, particularly polypropylene.

A singular advantage of polypropylene rope isits ability to float on water; however; it is not asstrong as nylon or polyester and ranks betweennatural fibre ropes and the more sophisticatednylon ane polyester.

Stretch properties of polypropylene ropes varywith the type of construction; however, theygenerally exceed those of polyester. Energy ab-sorption is approximately half that of nylon.

Polypropylene ropes have a heat toleratingcapacity comparable to nylon and polyester;however, some deterioration occurs in sunlight.Chemical resistance is generally good as isresistance to rot and mildew. An importantfeature is polypropylene rope's safety aroundelectricity as it is a non-conductor because it ab-sorbs no water.

Polyethylene Rope Polyethylene ropes arelow in strength compared with the other syn-thetic fibre ropes. They tolerate heat only up to250°F and undergo some deterioration insunlight. They are, however, resistant tochemicals except sulphuric acid.

WIRE ROPE

CHARACTERISTICS OF WIRE ROPEWire rope is used for so many purposes todaythat it is not practical to enumerate them all.Because of this widespread use it cannot be ex-pected that one type or construction of rope,varying only in size and strength, will meet allrequirements.

Listed below are some common terms and theirabbreviations used to designate types of con-struction of wire rope:R.L. Regular LayL.L. Lang LayF.C. Fibre CoreI.W:R.C. Independent

6-19

6-24

6-37

M.S.

C.C.

I.P.

S.I.P.

Gal

6 strands 196 strands 246 strands 37Mild Steel

Wire Rope Corethreads

threads

threads

Cast CrucibleImproved PlowSpecial Improved PlowG a lxiag ze d

- 340 -

To determine the breaking strengths and safeworking loads for the various types of wire ropeused in the Boilermaking trade it is essential toknow the construction of the rope. The mostcommonly used wire rope is 6-19 and 6-24 PlowSteel in Ordinary Lay. Galvanized wire rope isused under certain unusual environmental con-ditions such as near salt water or chemicalplants and pulp mills. Lang Lay wire rope ismostly used on shovels and drag lines. Under or-dinary conditions Fibre Core is used, but whereadditional strength or resistance to compressionis required Independent Wire Rope Core ischosen.

A process called Preforming of wire rope per-manently shapes the fibres into the position theywill occupy in the finished rope. This makes therope more stable and more resistant to un-stranding by reducing internal stresses.

GRADES OF WIRE ROPE

Grade 120/130 Special Improved Plow Type II isused in the manufacture of wire ropes forspecial installations where maximum ropestrength is required and conditions permit use ofthis heavy grade rope with existing hoistingequipment.

Grade 115/125 Special Improved Plow Type I isalso used for special applications whenbreaking strengths in excess of those obtainedwith Grade 110/120 are required and existingequipment can handle the rope size.

Grade 110/120 Improved Plow has high tensilestrength, tough wearing qualities and fatigueresistant properties. This is the most frequentlyused wire rope.

Three further grades of wire rope are in lessfrequent use. Their capabilities make themsuitable only in situations where strength issecondary to fatigue resistance. These gradesare: Grade 100/110 Plow, Grade 90/100 MildPlow and Grade 80/90 Cast Crucible.

Galvanized wires are coated with zinc atfinished size either by the "hot dip" or "electro"process.

Drawn Galvanized wires (sometimes calledDrawn After Galvanized or DAG) are coated withzinc at an intermediate size and the zinc-coatedwire cold-drawn to the final or required finishedsize.

Bryanized wire is zinc - coated by a specialprocess employed by BritiSh cbmpany,whereby the zinc becc)ines nn integral part of thewire itself. Note that galvanized finishes can beapplied to any grade of rope wire exceptphosphor bronze and copper wires.

Corrosion Resisting wire is usually a chromium-nickel steel alloy with high resistance tocorrosion. It is used under conditions wheregalvanized wire will rust and fail:

Phosphor Bronze and Copper wires are usedonly where corrosion resistance and non-sparking qualities are required as in marine andhazardous industrial applications.

WIRE ROPE LAYS

Regular Lay (Ordinary Lay) ropes have theWires in the strands laid in one direction whilethe strands in the rope are laid in the oppositedirection. This results in the wire crowns run-ning approximately parallel to the longitudinalaxis of the rope. These ropes resist kinking andtwisting and can withstand considerablecrushing and distortion due to the short lengthof exposed wires.

Lang Lay ropes have the wires in the strandSand the strands in the ropes laid in the samedirection. Thus the outer wires run diagonallyacross the rope and are exposed for longerlength than in Regular Lay ropes, providinggreater wearing surface and greater resistanceto abrasion. Lang Lay ropes are more flexiblethan Regular Lay and resist fatigue better: LangLay ropes are more liable to kink and untwistand will not tolerate the same degree of distor-tion and crushing. The ends of Lang Lay Ropesshould be permanently fastened to prevent un-twisting.

Right Lay or Left Lay ropes have strands"rotating" to the right, while a Left Lay rope isthe opposite. Most ropes in use are Right Layropes. (See Figure 7-38).

Preformed wire rope is constructed of strandsand eibres shaped permanently into the contourthey will take up in ii-c' completed rope. In Non-Preformed rope the wires are forcibly held inposition throughout the life of the rope, as canbe seen by cutting such a rope at any point,when strands and wires will immediately flyapart. Preforming the wires and strandspvpnts this as they all lie naturally in their true-/


Left Lay LANG LAY

-it Lay REGULAR LAY

'7-igure 7-3L. -1,pes of Wire Rope Lays

positions free ...11 stress. The ad-vantagr of Pr& ;t.i.:. i wire rope are:1: It ilexiblr 7V- 'r ..nd eagy to handle.2: It ru ,s 'enly over sheaves.3: It makes Lai.j Lay construction practical for

many applications. ''reformed rope in LangLay or Regular Lay is completely inert.

4. It gives considerably longer life thanRegular Lay rope of equivalent size dUetbreduction and uniform distribution of internal stresses:

5. It is the only wire rope that evenly balancesthe load on individual strands and wires. Theload distribution on the single wires isremarkably uniform.

6. It is safer to use as broken wires do notwicker out to tear at hands and clothing.

7. It is more easily spliced, since there is noneed to seize the strands as they fall intocorrect position more easily.It resists kinking better than other ropes.It toleratet many of the abuses to which wirerope is often unavoidably subjected.

TYPES OF WIRE ROPE

Round Strand ropes are the simplest of the truerope types and are almost universal in their use:They consist of from 3 to 36 strands laid invarious arrangements concentrically around acore. The use of round wires laid in geometricpatterns results in a round strand. Figures 7-39illustrates only two of many round strand wirearrangements available.

Where strands are made up of two or morelayers of wires around a centre wire the wires inthese layers may be cross:laid. That is the pitchor length of lay will be longer for the outer

Right Lay LANG LAY

Right Lay REGULAR LAY

6 x 7 Round Strand 18 x 7 Round StrandFibre Core Fibre Core

Figure 7-39. Round Strand Rope

layers as related to the next inner layer. Thisconstruction is limited to small ropes and cords,to some ship ropes and to standing ropes inlarger sizes.

For all other purposes ropes of ,equal-laid con-struction are preferable. By this method alllayers of wires have the same pitch or length oflay. Each wire in each layer therefore lies eitherin a bed formed by the valleys between the wiresof an underlayer or alternatively along thecrown of an underlying wire. Because no layerof wires ever crosses over another an equal-laidrope maintains its diameter in service, has moresolid cross section and improved fatigue life ascompared to cross-laid ropes.

Flattened Strand ropes are built up of triangularshaped strands or strands of oval shape. Certaintypes; specifically non-rotating ropes, are builtof a combination of oval around triangular, orsometimes oval around round. In the case oftriangular shaped strands the wires forming thestrand are laid on a triangular shaped coreformed of a single triangular shaped wire or ofthree or more round wires. The wires forming anoval strand are laid on an oval shaped centreribbon or around a group of usually four roundwires laid parallel. Because of the triangularshape of the strands, flattened strand ropes

Q ;4

- 342

have smaller fibre cores than do round strandropes. Hence. size for size, flattened strandropes have approximately 10% greater metallicarea with comparable increased breakingStrength. Figure 7-40 illustrates two of thevarious flattened strand wire arrangementsavailable.

6x7/A 6x9/6x7

Flattened Strand Flattened StrandFibre Core Fibre Core

Figure 7-40. Flattened Strand Rope

With ropes of this type frictional wear is spreadover a greater number of outer wires of the ropeas compared with a round strand rope._ In theflattened strand construction, with the frictiondistributed over a greater external surface, wearis more even and the loss of sectional area ofthe vital outside wires much reduced. Becauseof the smooth surface and circular cross sectionobtained with flattened strand rope the wear onsheaves and pulleys is materially reduced and inthe case_ of ropes used for endless haulagesystems the increased external bearing surfaceenable§ grips and clips to be more securely em-ployed. Also owing to its more solid con-struction, this type of rope is less likely to beforced out of shape by such clips.

Locked Coil rope differs completely from bothround strand and flattened strand rope. Insteadof a group of individual strands closed around acentral core member it is a single strand built upof layer upon layer of wires. The centre or coreof the locked coil rope consists of a concentriclaid strand of round wires. Around this core arelaid one or more layers of shaped wires, theouter layer always being interlocking. Theshape or shapes of all shaped wires in a lockedcoil rope depend on the rope diameter and itsend use. Typical locked coil wire arrangementsare illustrated in Figures 7-41.

Locked coil ropes haVe a higher breakingstrength than stranded ropes for equal diameterand the same nominal strength grade. Becauseof their smooth external surface depreciation in

Locked Coil Locked CoilTrack Rope Winding Rope

Figure 7-41. Locked Coil Rope

strength caused by frictional wear on drums orpulleys is greatly reduced. Because of theirdesign locked coil ropes are less subject torotation and stretch than stranded ropes.

Concentric Strand rope as its name implies con-sists of round wires laid layer upon layer arounda centre wire. This simple strand construction isused exclusively for static purposes such asbridge suspension ropes, standing rigging andSimilar purposes. (See Figure 7-42).

Two general arrangements of wires are usedThe first consists of concentric layers of wires ofone size around a somewhat larger centre wire.The second consists of one or more concentriclayers of wires of one size around a core groupmade up of an equal laid strand.

19 Wirt 67 WireConcentric Strand Concentric Strand

Figure 742. Concentric Strand Rope

WIRE ROPE CORES

The core forms the heart of the rope and is thecomponent about which the main rope strandsare laid. The core supports the strands and is in-tended to keep them from jamming against orcontacting each other under normal loads andflexings. The core may take one of several formsdepending on the conditions under which therope will be used.

Fibre Core (Figure 7-43) is adequate kir manytypes of service providing maximum flexibilityand elasticity to the wire rope. Generally madeof hard fibres, usually sisal and occasionallymanila, it may also be manufactured from man=

343Rigging and Erectibn

Figure 7-43. Fibre Core

made fibres Such as polypropylene or nylon.These latter cores are useful where conditionssurrounding the rope's use could result inpremature failure of vegetable fibre cores. Sisaland manila fibre cores are impregnated duringthe cordage prodeSS with a suitable lubricanthaving preservative properties. Cotton and jutefibres are frequently used in cores for smallcords such as sash tordt, etc.

Independent Wire Rope Core (IWRC) (Figure 7=44) consists of a 6 x 7 stranded steel wire ropewith a 7 wire centre strand. Its greatest use, iswhere ropes are subjected to severe pressurewhile running over sheaves or winding on todrums. This core should be used when ropeoperates in temperatures damaging to natural orman-made fibres. It provides additional strengthand less stretch with less resilience.

Figure 7-44. Independent Wire Rope Core

Strand Core (Figure 7-45) consists of a strand ofsteel wires, nominally 7, 19 or 37. It is oc-casionally used in running rope of smallerdiameters rather than IWRC. It may also be usedin standing ropes, guys, suspender ropes, etc.where extra strength reduced stretch andmaximum resistance to weathering are required.

Armoured Core (Figure 7-46) is made of a layerof steel wires laid around a fibre centre. It

Figure 7 45. Steel Strand Core

Figure 7-46. Armoured Core

provides superior wire -to -wire contact with themain rope strands as compared to IWRC's. Thearmoured core provides greater Strength andresistance to crushing than fibre core.

WIRE ROPE CLASSIFICATIONS

6 x 19 Classification This classificationcovers ropes with 6 strands closed around afibre or steel core and includes ropes having 17to 26 wires per strand; an example is shown inFigure 7-47. Rope of 6 x 19 classification is usedon a greater variety of applications than anyother. Such ropes will be found on bridgecranes and gantrys, shop cranes and mobilecranes, hoists and derricks, dredges and clamShollS, drag lines and scrapers, power shovelsand trench hoes, blast-holes drills and in in-dustry generally.

Ropes in this class are available in regular layor lang lay, with fibre core or with independentwire rope core. While usually right lay, left lay ismade for special purposes as, for instance,blast-hole drilling. The use of lang lay rope,where possible, also improves flexibility, andprovides additional resistance to abragive wear.

A wide choice of wire arrangements in thestrands is available; giving varying corn=binations of flexibility and resistance to abrasivewear. This adaptability is primarily achievedthrough the number of outer wires in eachstrand, ranging from 8 to 12.

The diameter of wire rope is the main factor inthe size of load that the rope can safely take.Table 7-4 gives the breaking strains and safeworking loads for 6 x 19 plowsteel F.C. wirerope.

Figure 7-47. 6 x 26 Right Regular Lay,3 4 9 Fibre Core

344 =

TABLE 7;4. BREAKING STRAINS AND SAFEWORKING LOADS

6 x 19 Plowsteel F.C. Wire Rope

Diameter Breaking S.W.L,

Strain in Tons Tons

3/8 6.0 1.1

1/2 10.7 2.4

5[8 16.5 3.3

3/4 23.8 4.7

7/8 32.0 6.2

1 41.7 8.3

1.1/8 53.0 10.6

1.1/4 65.5 13.2

1.1/2 96.0 19.1

2 169.0 53.8

6 x 37 Classification This classificationcovers ropes with 6 strands closed around afibre or steel core and includes ropes having 27to 49 wires per strand. This rope is designed formaximum flexibility with a reasonable degree ofresistance to crushing and is in general use onapplications such as overhead shop craneswhere high rope speeds and multiple reevingare encountered and where layer-on-layer win-ding is normally involved. Such ropes also findwide-spread use in their larger sizes on powershovels, dredges, drag lines; etc. where, for con-siderations of mobility and weight, winch drumsand main rope sheaves must be limited in size.

Ropes in this class are available in regular lay(Figure 7-48) or lang lay, with fibre core orindependent wire rope core. While usually maderight lay, left lay is made for special purposes,as, for instance, where ropes operating in pairsmay consist of one right lay and one left lay tocancel out torque.

A wide choice of wire arrangements in thestrands is available, thus giving varying degrees

of flexibility and resistance to abrasive wear. Allrope sizes are not necessarily manufactured inevery strand construction? Adaptability isprimarily achieved through the number of outerwires, ranging from 12 to 18 per strand. The useof lang lay rope, where possible, also improvesflexibility and provides additional resistance towear.

6 x 7 Galvanized Rigging and Guy Rope ThiSgroup includes ropes with 6 strands closedaround a fibre core and having 6 or 7 wires perstrand. These ropes are used as standing ships'rigging and for guying of towers, derricks,smoke stacks, etc. on shore. Individual wires aregalvanized before being fabricated into ropes inaccordance with Canadian StandardsAssociation Standard G=4 requirements forGalvanized Wire (Figure 7-49).

Figure 7-49. 6 x 7 Galvanized Right Regular Lay,Fibre Core

SPLICING WIRE ROPE

The length of a long splice in wire rope isgoverned by the size of the rope. The length ofsplice for &strand ropes of various diameters iscalculated as follows:

Multiply the diameter of the rope by 80 (giveslength of splice in feet)

Example:

For 3/4 " rope: 3/4 x 80 = 60'

PROCEDURE FOR SPLICING WIRE ROPE

Step 1. Mark off 1/2 the total splice lengthfrom each of the two rope ends. Thesemarks represent the point of marriage(Figure 7-50).

Step 2. Unlay two strands from each piece tothe marks and interlay the pairs asshown in Figure 7-51. Pull the ropestogether snuggly at the marry.

Figure 748. 6 x 36 Right Regular Lay, Step 3. Unlay Strands 1 and 2 back to the 15'Fibre Core mark and lay StrarsJs A and B in their

Rigging and Erection - 345

30'

/ ihrliAri/W/17 :117/1121/#01/1/197 ////1/1/4' ////411////, ./A07/77" .02'/Zedfa//// /// /////// // Oat& ///11/1///// ///II////////

30'marriage point

Figure 7-50. Marriage Point of Two Ropes

place. Then take Strand 1 and unlay itfurther, back to the 25' mark and layStrand A in its place (Figure 7-51).

Step 4. Unlay Strands C and D back to the 15'mark (in the opposite rope) and layStrands 3 and 4 in their place. Thentake Strand C and unlay it further,back to the 25' mark and lay Strand 3in its place (Figure 7-51).

Step 5. Unlay Strand 5 back to the 5' markand lay Strand E in its place: Thenunlay Strand F back to the 5' mark (inthe opposite rope) and lay Strand 6 inits place. The splice should now belaid out as in Figure 7-52.

Step 6: Cut all endS, leaVing 5' on each endfor tucking; the encIS are laid into therope replacing the core. To open therope for cutting the core and tucking,divide the rope in half with a rriarlinspike which enters the rope from theopposite side to the position of thestrand to be tucked. With a Smallermarlin or pliers; pull out the core andcut; pulling the end out slightly in thedirection in which the tuck will bemade. With the end of the tuckingstrand underneath the large marlin,rotate the marlin in the direction of thetuck to force the tucking end into thecentre of the rope as the core is beingpulled out at the end of the tuck, cutoff the core so it does not abut the endof the tucked strand.

3/4"dia.

STRANDS NUMBERED _STRANDS LETTERED

LETTERED STRANDSNUMBERED STRANDS

STEP 4

Figure 7-51. Splicing Wire Rope

AAVAtfel,".ow APAPIlleaziAte- Arwr.emi, MIZeler AVA970,11:11:41.1 e/.91.71:97%// /WO // JAI

.11- 5' 5'

10'

5' 4-1-'1- 5'

10' 4 10' < 10' > 10'

Figure 7-52. Splicing Wire Rop9--- Step 560'

-lo-

- 346

Step 7. Repeat this procedure for all tucks. Aslight bulge will be noticeable whereeach tuck begins but this can be tap-ped down with a wooden mallet andwill disappear entirely as soon as therope is used.

A competent long splice in wire ropeproduces 95% of the rope's ratedcapacity.

EYE SPLICE IN WIRE ROPE

A number of acceptable variations of the wirerope eye splice are in common use. The methodset out here represents a logical step by stepprocedure resulting in a smooth splice ofmaximum strength.

In Figure 7-53 the cross - sectional illUttrationtwith lines indicate the direction and placementof strands entering the main rope. The solidarrow illustrates the point of entry and directionof the marlin spike.

Procedure:

Step 1. Secure the rope in the vise with thedesired eye below and the requiredlength of dead rope alongside themain rope above (Figure 7-53, step 1).

Step 2. If an upper suspension vise can besecured to the main rope, and thelower vise can rotate, take one com-plete turn against the lay of the ropeto loosen the tension of the strands inthe lay. At this time unlay the strandsof the dead end of the rope asillustrated in Figure 7-53 step 2.

Step 3. Drive marlin from front to back at thepoint of entry passing under twostrands to the left of the entry point(keep the main core to the right of thespike). Rotate the spike upward withthe lay for a half turn around the rope(Figure 7-53, step 3):

Step 4. Enter L.And 1 under the marlin, pullthrough. and rotate the spike backdown toward the vise (in a direz:tionagainst the lay) forcing the stranddown with the left hand at the sametime to nest the strand well down.

Step

Step

5. Determine Strand 2 on the dead end(next strand up the lay); unlay andseparate.

6. Drive the marlin from front to back en-tering over the top of Strand 1 butcoming out behind the next strand tothe right at the back (keep the maincore to the right of the spike). Rotatethe spike upward as before (Figure 7-53, step 8).

Step 7. Enter Strand 2 under the marlin andnest it well down as with Strand 1.

Step 8. Select and unlay Strand 3.

Step 9. Drive marlin from the back passingunder two strand:: to the right of theinitial entry point. (Keep main core onopposite side of marlin from previouspaths.) Rotate upward as before. (SeeFigure 7-53, step 9.)

Step 10, Enter Strand 3 from front under marlinand nest it well down.

Step 11. Select and unlay Strand 4.

Step 12. Drive marlin from the back passingunder one strand to the right of theinitial entry point. Rotate upward. (SeeFigure 7-53, step 12.)

Step 13. Enter Strand 4 from front under marlinand nest.

Note: Four strands are now tucked and notethat all four enter at the Same p!i.tc:e but c:.!:heout between four consecutive st7rsnds from lafttc right at the back of the tope.

Step 14. Drive marlin fr:-4n the 1*(51:t at the entrypoint pasl:ing ozi strand to theleft of the spite. ,)o not d. ive the spikein too far.

Step 15. Force the spike tierd to the and atthe same time tom', the c:_;.4 of thedead end n1 .:ri=der ;N:ok ofthe spike. forthe usual half turn ).- _lead

core up along,.;,:t !!-s; nre(Figure 7-53, str_i:,

Step 16.. Select and unlay v

Step 17. Enter Strand 5 underas befo.:, but do not withdL,Continue upward for !;Iree morewith Strand 5 in the same manner,

= 347Rigging and Erection

STEP 1 STEP 2 STEP 3

STEP 6

STEP 9

STEP 12 (continued)

Figure 7-53. Making an Eye Splice

- 348 -

STEP 15

STEP 21 STEP 24

Figure 7.53. Making an Eye Splice (continued)


keeping the core ahead of the spike,forcing it into the centre:

Step 18. Cut core short at this point and lay theend into the centre of the main rope:

Step 12. Drive marlin from the front under thesecond strand to the left of the initialentry point (keep cores to the right)rotate upward as before (Figure 7-53,step 19).

Step 20. Enter Strand 6 under marlin and nestas before, without withdrawing thespike. Continue upward for three moretucks; nesting each tuck in turn.

Step 21. Complete three additional tucks forStrands 4, 3, 2 and 1 in the same man-ner (Figure 7-53, step 21).

Step 22. Check the. splice for uniformity oftucks around the main rope. If anystrands are buried, drive the marlinunder the strands at the top of thesplice and rotate the spike downwardto ease them into position.

Step 23. Remove the eye splice from the viseand lay it on a flat wooden surfaceand shape it by pounding it on allsides with a wooden or soft facedmetal mallet.

Step 24. Cut off excess frbrh tucked strands(Figure 7-53, step 24).

FLEMISH EYE LOOP IN WIRE ROPE

The Flemish Eye Loop is a quick method 'Ofcreating a temporary eye at the end of a wirerope.

Procedure:

Step 1. Unlay the rope into two sections for adistance equal to the length of theloop plus ten times the diameter of therope (Figure 7-54, step 1).

Step 2. Tie an overhand knot with the twoparts at the top of the eye (Figure 7-54,step 2).

Step 3. Take Part 2 and lay it into the groovesof Part 1 down to the throat of the eye(Figure 7-54. step 3).

Step 4. Take Part 1 and lay it into the groovesof Part 2 down to the throat of the eye: Ficrire 7-55 Socket End Attachments

Step 5. Bring Parts 1 and 2 together andrecombine them as in the original lay(Figure 7=54, step 5).

Step 6. Apply a U=bolt and Saddle clip tosecure the dead end to the main ropeat a point approximately eight timesthe rope diameter below the throat ofthe eye (Figure 7=54, step 6).

END ATTACHMENTS FOR WIRE ROPE

Steel wire ropes may be terminated for con-venient attachment to hooks, pulley blocks,equipment, etc. by several satisfactory methods.

Zinc (Spelter) Socket A properly attachedzinc-type socket will develop 100% cataloguerope strength. This socket is available in bothopen and closed types (Figure 7-55).

Skaged Socket Swaged sockets are appliedby_ pressure to the rope end and will develop100% of catalogue rope breaking strength:These are available in both open and closedtypes (Figure 7-55).

Mechanically Spliced Eye These aregenerally of two types: the Flemish Rolled Eyeand the Fold Back Eye.

For satisfactory life the eye should be protectedby a wrought steel or a cast clteel thimble. Either

SPELTER SOCKET SWAGED SOCKET(closed type) (open type)

- 350 -

STEP I

STEP 2

STEP 3

Figure 7-54. Making a Flemish Eye Loop

STEP 5

STEP 6

Rigging anu Erection 351 -

of these splices will develop strengths betterthan 95% of catalogue rope strength.

Flemish Rolled EyeA flernish rolled eye (Figure 7-56) is made andthe strand ends Secured against the live por-tion of the rope by means of a steel oraluminum sleeve set in place with an hydraulicpress under specified pressures.

Fold Back EyeA fold back eye (Figure 7-56) is made simplyby bending the rope to the eye dimensionrequired and securing the free or dead end ofthe rope against the live portion of the rope bymeans of a steel or aluminum sleeve set inplace with an hydraulic press under specifiedpressures.

FLEMISH ROLLED EYE

Figure 7-56. Mechanically Spliced Eye EndAttachments

FOLDBACK EYE

Swaged or ZL..ced Ferrule The swaged orzinced ferrule trigure 7-57) is used mainly in the

11Figure 7-57. Swaged or Zinced Ferrule End

Attachment

logging industry to provide a fast means ofsecuring chokers to logs or tag lines. These endfittings are used in conjunction with "Bardon"type choker hooks, butt hooks, arch hooks, etc.Such ferrules are also used to anchor hoistingropes to drums on small overhead electric- andair-powered hoists.

HANDLING AND CARE OF WIRE ROPE

UNLOADING

Ropes should be unloaded from trucks, trailers,railway cars, etc. With care (Figure 7-58). Thereel should never be dropped because the im-pact could fracture or separate the reel drumfrom the reel flanges. The best way to lift a reelof rope is to place a bar or heavy pipe throughthe central hole of the reel and connect byslings to a suitable hoist. If a hoist i§ notavailable, improvise a ramp of heavy planks andtrestles and roll the reel down under control atall times:

UNREELING AND UNCOILING

When lemoving wire rope from the shipping reelor from the coil in which it is received it isessential that the reel or the coil rotate as therope unwinds. Any attempt to remove a ropefrom a stationary reel or coil will almostinevitably result in a kinked rope and the ropewill be ruined beyond repair at that point.

Unreeling To unwind a rope from a reel oneof three methods may be used.

Method 1. Pass a shaft through the reel, moun-ting the shaft on two jacks, one oneither side. Grasp the free end of the

Figure 7-58. Unloading Wire Rope35

352

rope and walk away from the reelwhich rotates as the rope unwinds.Apply a piece of planking as a leverto one of the flanges to act as abrake to keep the rope tight and thereel from overwinding (Figure 7=59).

Method 2. Hold the free end of the rope whilethe reel is rolled along the groundor floor (Figure 7-60).

Method 3. Upend the reel with one flange on aturntable. Unwind the rope In asimilar manner to Method 1. Extrabraking must be maintaircd to keepthe rope under sufficient tension sothat slack will not accumulateresulting in the rope's droppingbelow the lower reel-flange or turn-table (Figure 7-61).

When re-reeling rope from the rope reel as inMethod 1 to a drum on a piece of equipment. the

Figure 7-59. Unwinding Wire Rope-Method 1



rope should travel from the tap of real --. thetop of the drum or from the bettor -)f the 1%2,-1 tothe bottom of the drum (Figure avoidsputting a reverse bend into thi: rry9e as it isbeing installed. A reverse bend v., make therope livelier and harder to handle.

1.11ZiaighmaLFigure 7-62. Re-Reeling Wire Rope

Uncoiling To unwind a rope from a coil.either of two methods may be used.

Method 1. The preferred method is to securethe free end of. the rope and thenroll the coil of rope along theground lace a hoop (Figure 7-63).Exercise care at all times to ensurethat all rope remaining in the coil isheld together so that no tight coilsor kinks will occur.

Method 2. The coil of rope may be laid on aturntable and the free end pulledout as the turntable and coil revolve(Figure 7-64). The turntable should

Rigging and Erection 353 -

arrainia,-

4IrFigure 7-63. Uncoiling Rope-Method 1

11r1

Figure 7-64. Uncoiling Rope-Method 2

STORAGE

have a centre of approximately thesame diameter as the eye in the coiland some means shbuld beprovided to ensure that the turns ofthe rope will not flip up and fall overthis centre. Apply a Wooden plankbrake to the periphery of the turn-table to prevent overwinding.

Unwrap arid 1)xamine new rope inirriediately after.delivery. Apply a fresh coating of rope dressingif necessary. Rewrap rope and store under coverin a clean, dry area, keeping the reel off theground by steel or timber cribbing (Figure 7=65).Examine rope periodically and renew dressingai required,

SEIZING THE ENDS OF WIRE ROPE

It is most important that tight seizings of an-nealed iron wire or strand be maintained on the

'

Figure 7-65. Wire Rope Stored on Cribbing

ends of ropes; whether Preformed or not. If ropesare not properly seized prior to Cutting, wiresand strands are apt to become slack With con=sequent upsetting of uniformity of tensions inthe rope. This could result in overloading ofsome wires and strands and underloading ofothers, leading to high strands; birdcaging ofwires or breakage of wires and strands: Non-rotating ropes, regardless of construction,depend on retention of built-in torsional balanceto resist rotation under load.

There are two approved methods of seizing.

Method 1. This method is generally used onropes larger than 1" diameter.Place one end of the seizing wire inthe valley between two strands(Figure 7-66); then turn its long endat right angles to the rope and windback over itself and the rope in aclose; tight winding, in a directionopposite to the lay of the rope, untila length of seizing not less than arope diameter has been wound.Twist the two ends together and byalternately tightening and twistingthese ends, draw the seizing tightBest results are obtained when theseizing is applied with a servingbar.

Fro 7-66. Stranding Rope-Method 1

OD

354 =

Method 2. ThiS method is usually used onropes and strands of 1" diameterand Smaller.-,Wrap the seizing wirearound the rope in a close, tightWinding in a direction opposite tothe lay of the rope (Figure 7-67).Each seizing should consist of from8-10 closely wound wraps ofseizing wire. Twist the two endstogether by hand in a counter-clockwise direction approximatelyat the centre of the seizing andabout 1/2 from the rope. Using cut-ters. alternately twist and tal.othe slack until the serving is tighton the rope. Twist seizinctightly against the serving. winc,twisted ends into a knot and cut offthe ends of seizing wire.

Seizings on locked coil ropes will range inlength from 10-20 rope diameter§ _od their num-ber will vary with rope diameter and con-struction. Should it be necessary to cut off apiece of rope containing one or more originalseizings. apply an equal number further up therope before making the cut. Seizings on tonedcoil ropeS must be applied with a serving bar itmallet and soldered in place. The seizing wire G:Strand must hence be either tinned or

Figure 7-67. Stranding Rope4lethod 2

galvanized. Table 7-5 lists the number of recom-mended seizings for various types of ropes.

LUBRICATING METHODSWhether stationary or in motion, steel wire ropesmust be protected from corrosion. When inmotion they must be lubricated to minimize wearbetween the metal-to-metal (Wire-to-Wire) sur-faces. During manufacture a lubricant that willsatisfy both these requirements at least for atime is built iii:o the strands of wire and the core.Exposure 4r the elerrienta and normal ropeoperation r.vel 5,1,,aveS and on and off drumswilt gradually :1E.IblIte and contaminate thelubricant. IViost -.3 should be lubricated at in-tervals depending on the type of service tominimize corrosion and wear and extend ropeWO.

Clean .3 used rope with wire brushet, scrapers,compressed air or superheated steam. In some

TABLE 7-5. RECOMMENDED NUMBER OF SEIZINGS AND SIZE OF SEIZING WIRE OR STRAND

Rope

Ciamete/Inches

Minimum Number of Seizings Approx. Diameterof Seizing, Inches

6 and 8 Strand RopesRound and Flattened Strand

NonRotating RopesRound and Flattened

Strand

StrandedRopes

LotkedCoil Ropes

-

Reg. Lay, Fibre CurePreformed Elevator

Lang Lay. Fibre GorePl. Lay, Steel CoreLang Lay. Steel Core

Preformed and NonPreformed

Wire

r

Strand Wire'

GroupsSeizings

_p_e_r_ Crnup

3/32 & sm3Iler

118 to 1/4

5/16 to 1/2

9/16 to 7/8

15/16 to 1.1/2

1.9/16 to 2

Larger than 2

2

2

3

3

3

4

4

2

3

4

4

4

5

5

2

2

2

2

3

3

3

3

3

3

3

3

3

3

.020

.024

.032

.040

080

:106

:128

1/16

3/32

1/8

5/32

.052

.062

.072

.072

Seizing wire for Locked Coil Ropes must be tinned or galvanized.

34,f

355 -=

Rigging and Erection

instances it may be necessary to soften the oldlubricant and accumulated dirt with a

penetrating oil or a good grade kerosene:

Then apply a lubricant suited to the conditionsunder which the rope is operating. Severalmethods are suggested; choose the one mostsuited to the installation and the lubricant beingused: It is better' to lubricate lightly and fre-quently than heavily and infrequently:

A suitable rope lubricant should have thefollowing properties:1: Freedom from acids and alkalies2. Sufficient adhesive strength to stay on the

rope without throw-off at maximum ropespeed

3: Ability to ;enetrate between strands andreach the core

4. Non-solubility under conditions of rope use

Brush Application

Resistance to oxidation. High film strength is an advantage.

When a wire rope is taken out of service forstorage against possible future use first cleanand then lubricate it: Then cover and store therope in a dry location and protect againstmechanical damage:

Figure 7-68 illustrates some simple methoas oflubricating ropes externally while in use: Otherlubricators and cleaning devices are; of course;available commercially or readily fabricated in aplant or local workshop.

CONDITION OF WINDING DRUMS ANDSHEAVES

Fist faced drums with roughly worn sur:aces andgrooved drums with rough and scored grooving

Drip and Swab Application

Split wooden or metal boxes.

Rope passes through burlap or siMilat wiper at outlet end of box.

Figure 7-68. Methods of Lubricating Wire Rope In Use

356

or chipped groove separations can cause ex-cessive rope wear.

Condition and contour of sheave grooves have amajor influence on rope life. Grooves should bemaintained in a smooth condition and be slightlylarger than the rope to avoid pinching and bin-ding of the rope in the groove. Since ropes areusually mnde slightly larger than their nominalsize. new grooves for new rope should just ac-commodate the full over-size of the rope. Wherethe rope approaches the sheave at a specificangle of sheet. as for instance 1 maximumfor mine shaft hoisting. the hea_d she.1ve groovediameter should be equal to the nominal ropediameter plus 8%. The bOttOrri of the groOveshould have an arc of support of from 120- -150'.with the sides of the groove tangent to the endsof the bottom arc.

Note that the more cloSely the contour of thegroove approaches that of the wire rope thegreater the area of contact between the two: Thegreater this area of contact. the less the wear onbOth the groove and the wire rope. The greaterarea of contact lessens deformation of the ropein the groove, thus increasing its resistance tofatigue from bending.

Fleet Angle The fleet angle is that angle be-tween the centre line through the first fixedsheave perpendicular to the axis of the drumshaft and the centre line of the rope leading tothe drum (Figure 7-69). Excessive fleet anglescan cause serious damage to wire rope. sheavesand grooved drums. Severe scuffing resultswhen rope wears against groove walls. grindingthem down and causing the rope to becomebruised or crushed.

Maximum fleet angles on equipment should bekept small and preferably between 1 and 1 =30'.To ensure the rope crossing back and startingthe second layer properly without assistance thefleet angle should not be lesS than 0 -30'.

The angle should not exceed 1 -30' for smoothfaced drums and 2 for grooved drums, exceptthat in mine shaft hoisting the angle should notexceed 1 -20'. Excessive drum wear and poorspooling or winding will result if these anglesare exceeded:

WINCH DRUM CAPACITY

TL-,+ determine the capacity in feet of steel wirerope of a winch drum or reel:

LeftFleet .-Angle

If(1 1RightFleet

7,\ Angle

0/'

Centre Lineof Sheave

Figure 7-6Er Fleet Angles

Centre Lineje.o. of Drum

Refer to Figur:. /-70. Add the diameter of thedrum (B) to the depth of the flange (A). Multiplythe sum by the depth of flange (A). Multiply theresult by the length between the flanges (C). allin inches. Multiply the product by the factor inthe right hand column opposite the size of roperequired. The result will be the amount of rope infeet that the drum will hold.

Table 7-6 gives the factor F for "on-size" ropeand level wind._ Since new ropes are usuallyover-size by 1/32" per 1" of rope diameter theresult obtained by the formula should be

1,

B

FigAre, 7-70. Determining Winch Drum Capacity


TABLE 7-6."F"FACTORPOR:"C_N,SIZE"ROPENominal

Rope DiameterInches

rNominal

Rope DiameterInches

114 4.16 1:1/4 .1675/16 2.67 13/8 .1383/8 1.86 1:1/2 .1167/16 1 37 1.5/8 .0991/2 1.05 1.3/4 .085

9/16 .828 1.7/8 .074

5/8 .672 2 .0663/4 465 2.1/8 .0587/8 .342 2.1/4 .052

1 262 2.3/8 .0461 1/8 .207 2.1/2 .042

decreaSed as follows: for rope over-sizede -rease by from 0% to 6%; for random oruneven winding decrease by from 0% to 8 %.

Formula: (B+ A) x A x C x F for required size ofrope.

SHEAVE ALIGNMENT

Align sheaves so that the axis of the ropetravelling over the sheaves will coincide with aline drawn from centre to centre of sheavegrooves. Poor alignment will result in severewear on both the rope and the _sheave flanges.Even the slighte' misalignment acceleratesrope wear and sho,,cns rope lift. Poor alignmentof the first sheave off the drum may result inpoor winding. A ready indication of poor align-ment will be the rapid wear of one flange of theSheave.

RADIAL PRESSURE ON SHEAVES ANDDRUMS

Radial pressure of the rope on the sheave ordrum will cause wear in the groove or the drumface Too great a radial pressure will cause ex=cessively fast wear and result in shortened ropelife Radial pressure can be reduced bydecreasing the load on the rope or by increasingthe diameter of the sheave or drum: The amountof wear will vary with the material from whichthese are made. Table 7-7 specifies acceptableradial pressures for different wire rope types.

ROPE OPERATION

Overwinding and CrosSwinding While theideal winding condition would be a single layer

TABLE_7-77. SUGGESTED MAXIMUM RADIALPRESSURES (in pounds per_square_inch)

Sheave and Drum MaterialS

Rope Construction Cast Cast Manganese SteelIron Steel 11 13% Mn.

6x7 Reg. Lay 300 550 15006x7 Lang__Loy_350- 625 17006x19 Reg. Lay 500 900

_2500

6x19 Lang Lay 575 1025 28506x37 Reg: Lay 600 1075 30006x37 Lang Lay __ _300 _1250 35008x19 Reg. Lay 600 1075 30006x8 Flat. Strand 500 900 25006x25 Flat. Strand 800 1450 40006x33 Flat. Strand 975 _tan_ 4900Locked Coil on app 'cation

iof rope on the drum, this is not always possible.Where it can not be avoided the succeedinglayers should not cross-wind but should windregularly in the groove formed between suc-cessive turns of the preceding layer of rope.

Initial Operation After installing a new ropeit is advisable to run through its normaloperating cycle for a number of trips under lightload and at reduced speed: This permits the newrope to adjust gradually to working condition8and enables the strands to become seated andsome stretch to occur: The rope will " 3n be lessliable to damage when the full load is applied.

Shock Loading Never lift or stop a load witha jerk: the load so imposed may equal the staticworking load several times and jerking maybreak a rope. Jerks that do not break the ropecause rapid deterioration and result in reducedrope life.

Rope Speed Experience indicates that ropewear increases with speed. Rope economyresults from moderately increasing the load andreducing rope speed. Some authorities suggestthat when rop are running light, rope speedshould not exceed 4,000' per minute whetherhoisting or lowering.

INSPECTING WIRE ROPE FOR WEAR

inspect the entire length of rope frequentlypaying particular attention to those sections ex-perience indicates to be areas showing greatestwear. Watch for broken wires, excessive wearand lack 044 lubrication. Where drum capacity

358 -

will permit and winding conditions are such that"drum crushing- of the rope is minimal, it maybe wise to install a slightly longer length of ropethan absolutely necessary. This extra length willpermit cutting a few feet of rope at either loadend or drum end to change those areas ofmaximum wear over drums and sheaves.

In installations where rope wear is excessive atone end or the other the life of the rope may beextended by changing the drum end for the loadend, that is by turning the rope "end for end.-This must be done before wear becomes toosevere.

A rope may have to continue in operation withbroken wires. but these wires should be removedas soon as possible. The method often used toget rid of a broken wire nipping it off withpliers is not recommended as this leaves ajagged end. It is preferable to bend the brokenends backwards and forwards with the fingers ifpossible, or if the ends are short or the wirelarge use a marlin spike c r a piece of wood. Inthis way, 'he wire breaks inside instead of out-side the rope. The ends are left tucked away be-tween the strands where they will do no harm.(See Figure 7-71).

THREATSMAXIMUM

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

TO SAFE OPERATION ANDSERVICEABILITY

Drums and SheaVes of too small diameterReverSe bends in the ropeOverloading the ropeIncorrect rope construction for the jobOverwinding or incorrect winding on drums

Lack of lubricationHandling or kinking damageInsufficient or faulty guides or rollersSheaves out of alignment

Deeply worn grooves in drumsBroken rims or grooves On sheavesSheaVeS that turn hard or wobbleDisplaced rope guidesStones or other objects lodged inequipment

Sticking or grabbing clutchesUneven or jerky pull on the rope from loosebearingsLines whippingImproper line spoolingIncorrect installation of clamps, ferrules,sockets or splices

Figure 7-71. Breaking Off a Loose Strand of Wire R

Rigging and Erection - 359 =.

SAFETY PRECAUTIONS

Hand Protection Gloves must be worn by allworkmen handling wire rope.

Use of Wire Rope Clips Tighten wire ropeclips of the "U" bolt type immediately after theinitial load carrying use. and frequently there-after. Malleable iron clips should not be used forhoisting lines.

Running Line Safety Running lineS ofhoisting equipment located within 7' of theground or working level must be rapid off, orotherwise guarded. or the operating arearestricted.

INSPECTION AND ASSESSMENT OF WIREROPE

Wire rope or cables should be inspected by acompetent person at the time of installation andonce each week thereafter when in use. Wirerope or cables must be removed from hoisting orload carrying service when detrimentalcorrosion is present or when one of thefollowing conditions exist:

1. Three broken wires are found in one lay of6 x 7 wire rope.

2. SiX broken wires are found in one lay of6 x 19 wire rope.

3. Nine_broken wires are found in one lay of6 x 37 wire rope.

4 Eight broken wires are found in one lay of8 x 19 wire rope.

5. Marked corrosion appears.6. Four broken wires are found adjacent to

each other or when sixteen broken wires arefound in one lay.

7. Wire rope of a type not described hereshould be removed from service when 4% ofthe total number of wires composing suchrope are found broken in one lay.

8: Wire rope should be removed from servicewhen the wires in the crown of the strand areworn to less than 60% their originaldiameter.

9. Wire rope should be removed from servicewhen there is a marked reduction in thediameter, even though the wires in the crownof the strand show no sign of wear: Thiscondition can result from inner corrosionand indicates a serious weakening in therope.

CHAIN

A chain consists of a number of interlockingsections of oval metal pieces. Each section orlink has one or more visible welds. For riggingjobs, the most common chain metals arewrought iron and steel alloys: Heat- treated car-bon steel is used for chain slings because of itshigh abrasion resistance:

Certain properties of chain in operation make itpreferable to wire rope: corrosion resistance,abrasion resistance, sharp bending tolerance.Since rope will stretch to some extent it has agreater shock load tolerance than chain:

Chain will fail abruptly when overloaded or if ithas a faulty weld. Wire rope, on the other hand,will evidence failure more gradually as wiresand strands break individually with un-mistakab!e sounds.

Hooks are matched to chains by the manufac-turer or on the basiS of fit between the chain linksize and the hook connector. Such a matchedhook should fail before the chain fails.

CARE AND MAINTENANCE

Do not leave chains where they will be run overby tractors, trucks or other equipment. Neverpoint load a link of chain with the beak of a hookas this may damage both and cause the load todrop.,Never shorten a chain by twisting or knot-ting or with nuts and bolts.

Store chain in a clean, dry, ventilated area with alight coating of oil on it to prevent rust.

INSPECTION AND ASSESSMENT

Inspect all hoisting chains at frequent intervalsfor such defects as stretch, deformity, twist, cut,nicks, gOuge marks, arc burns, open welds orfractureS_ as indicated by vei fine surfacecracks. Remove chains from ho!sting servicewhen such defects are found.

Discard chains that have stretched more than5% in any five link sections. Chains that showwear greater than 25% of the thickness of themetal in any individual link should be removedfrom service.

Alloy chains should be subjected to stricterscrutiny as some degree of damage or defectwill weaken the chain more than that of a proofor BBB WO chain.

360 -

r_-,_- :;,-/A.V-

SLINGS

A sling is a means of connecting a load to apower source for lifting. Different materials usedin rigging may be adapted to create slings: fibreand wire rope, chain, synthetic or wire webbing,in conjunction with hooks, shackles. turn-buckles.

SLING MATERIALS

Manila RopeAdvantages:

1. Flexiblity2. Easy to handle3. Does not tend to slip from

position

4. Will not scratch a load5. Relatively low cost.

Disadvantages:

1 Limited strength2 Subject to moisture,

damage.

choke

heat and chemical

Synthetic Fibre Rope

Advantages:

1. Stronger than manila rope2. High abrasion resistance3. Provides secure grip to the load4. Will not scratch a load5. ResiStaht to moisture, heat and most

chemical damage6. Stretch increases absorption of impact

and shock loads.

Disadvantages:

. Not as strong as wire rope

Wire Rope

Advantages:

1. Strongest type of lifting material2. Flexible

3. Abrasion resistant.

Disadvantages:

1. Will slip from choke position on metalloads

2. Will scratch fragile loads

3. Subject to Sharp bend damage4. High cost factor.

Chain

Advantages:

1. Not subject to sharp bend damage-2. Good lifting strength

Disadvantages:

1: Heavy material

2. Lack of stretch produces poor shockloading tolerance

3. Subject to failure if kinked or twistedwhile under load

4. Will slip from choke position unlesssofteners are used

5. Becomes brittle in cold temperaturesover long periods.

Note: Use only alloy chain slings for overheadlifting. Proof Coil, BBB Coil, and High=Test chain grades are not recom-mended for overhead lifting.

SLING ARRANGEMENTS

Figures 7-72 illustrate various sling arrangments.

TYPES OF SLINGS

Flat Slings Flat slings are manufacturedfrom synthetic fibre webbing and wire mesh in avariety of constructions. The design of flat slingsprovides the follwing advantages:1. Load is protected from damage at ole point

of contact2. \,Vide surface will hug any shape load and

reduce slippage3. Apparatus is light in weight, clean to work

with and easy on the hands.

Safe working loads for flat slings should alwaysreflect manufacturer's specifications.

Synthetic Fibre Web Slings Web slings areavailable in nylon and polyester with variousdeSign and treatment features that adapt theSlings to specific lifting requirements.

Features of Synthetic Web Slings1. Resistant to alkalies but do not tolerate

acids

2.1cen, be used in temperatures up to 200°F


Single vertical hitch Single choker hitch

Single basket hitch

Double choker hitch

Figure 7=72. Sling Arrangements

Double basket hitch

3. Will stretch 10% rated capacity

4I I

10

4'4

Recommended for allIle_neial lultsng manes forwhen a grommet Ispreferred and where erDem Ilembulity essen-

tial

Bridle

Endless or grommet sling

Figures 7-73 illustrate the various constructions4. Some designs are manufactured with a rein= of synthetic web slings. The slings are shown in

forcing core of inner load bearing yarns operation in Figure 7-74.which carry 80% of the load and are protec=ted from wear by the outer fibres.

Choker & Basket HitchTriangle & Choker Fittings

Basket and Vertical Flat or Twisted EyesHitches Only Vertical Choker Basket

TWo Triangle Fittings Hitches

Figure 7-73. Synthetic Web Sling Constructions

Vertical Choker Basket HitchesEndless or Grommet Type

= 362 =

Figure 7-74. Synthetic Web Slings in Operation

Wire Meth Slingt Wire mesh slings areWidely used in induStrieS where loads areabrasive, hot Or will tend to cut slings.

Features of Wire Mesh Slings

1. Resistant to abrasion and cuttingFirm grip maintains balanced load

. Can withstand temperatures to 550°F.. For handling ,-iaterials that would damage

wire mesh or for loads with soft finishes,slings can be coated with plastic.

Wire mesh is available in a range of gauges asillustrated in Figure 7-75. Wire mesh slingarrangements are shown in Figure 7-76.

10 AUG 11EAVY DUTY- _12_GAUGE MED_ItttiLDUTY_

Figure 7-75. Wire Mesh Gauges

Rigging and Erection -363-

Figure 7-76. Wire Mesh Sling Arrangements

SAFE WORKING LOADS FOR SLINGS ATVARIOUS ANGLES

Different weights of pull are exerted on slings ofvarious angles for the same load. The load onthe rope equals the weight of the load only witha straight or vertical pull.

Example:

A load of 2,000 lbs. suspended from a single ver-tical hitch places 2.000 lbs: strain on the line.

Where a sling having two legs is involved, theangle of pull places a significantly greater strainon the sling. If the angle between the load andthe sling leg is only 30°, the strain on the sling isnearly twice the actual weight of the load.

The ITiaximum recommended angle between theload and the sling is 450. If the angle is less than45', the danger of the sling failing is greatly in-creased.

Figures 7-77 illustrate the principle of slingangles.

MEASURING AND CUTTING WIRE ROPE FORCHOKERS

With a load of 2000 lb.,the strain on each legis 2000 lb.

45°


60°


Procedure (See Figure 7-78). v, _JO lb.,the ch leg

Step 1. Measure and mark splicing end and is IOU ft.put on wire stop. Figure 7-77. Sling Angle Ptinciples

3

- 364

WIRE STOP

CROWN

MARK -"P-

TAK E UP /ALLOWANCE

EYE MARK -1.-

EYE MARK

CROWN MARK

WIRE STOP

CROWN MARK

CROWN MARK

Figure 778. Making a Choker

Step 2. Measure and mark crown and eyemarks

Step 3. i,i,..lasure required length betweencrown marks and add twice the cir:cumference of the wire rope for takeup allowance at top as shown in Table7-8 and then mark off eye, wire stopand splicing end.

TABLE 7=8. MEASUREMENTS FOR CUTTINGWIRE ROPE

DIA. OF TAKE UP SPLICING EYEWIRE ROPE ALLOWANCE END

3/8" 2" 12" 8"1/2" 3" 14" 10"5/8" 4" 16" 12"3/4" 5" 18" 14"7/8" 6" 24" 16"

1 6.1/4" 30" 18"1.1/8" 6.1/2" 36" 20"1.1/4" 7-1/4" 44" 22"

SAFE USE OF SLINGS

1. Determine the weight of the load to be lif-ted.

2. Do not use the sling for any lord exceedingits Rated Safe Working Load.

3. When using multi-leg sling Assemblies,remember that the angles between the legswill reduce the Safe Working Load of theAssembly. Consult the Sling Chart and SafeWorking Load Tables available.

4. Endless wire rope slings are prone tomisuse, and in practice they are often foundto be difficult to handle. They should beused only when they have been purposelymade for applications requiri,,n a very shorteffective length, or for he 'ts where asingle sling of the requireu ..,afe WorkingLoad is not available.

5. Examine all slings before use, and discardany that are defective.

6. DO_ not use a sling that contains a severekink.

Slings found to be unfit for use should bedestroyed, not put on a refuse dump.When loads are being carried on a cranehook, slings not in use should not becarried on the same hook."Hooking Back" to the leg of a sling is notrecommended.

3

Rigging and Erection - 365

10. Avbid bending wire rope slings aroundSharp corners of the load as it could ef-fectively reduce their Safe Working Load:

11. A Sling "dbubled" around a shackle has aSafe Working Load equivalent only to thatof a single part of the rope.

12. When using a halhing sling or reeving slingdo not force the bight down on to the load.The included angle fermed by the bightshould not exceed 120 '.

13: Protect Wire ROO Slings by suitablesofteners from sharp edges of the load.

14: Do not drag wire rope slings along thefloor:

15. Check that the crane hoOk is positionedover the load's centre of gravity to preventswinging when the load is being raised.

16: Make sure that the load is free befbrelifting; and that al sang legs have a directlead:

17. Take your hands away from slings beforethe crane takes the load and stand clear.

18. Correct signals; according to therecognized code; should be given thecrane driver. The signals must be given bythe person responsible for the lift andnobody else.

19. Never allow the load to be carried over theheads of other persons:

20. Do not ride on a load that is being slung; orallow any other person to do so.

21. Steady application of the load at the start ofeach lift will avoid risk and prolong the lifeof the sling. BeWare of snatch loading.

22. Always lower the load on to adequate dun-nage to prevent damage to the sling.

23. After use, riggers should stow slings tidilyon a Suitable rack off the floor.

24: Keep wire rope slings away from weldingand tlame cutting operations.

25. Keep wire rope slings in a dry store whennot in use, to prevent corrosion.

26. Good practice requires all lifting tackle tobe examined by a competent pertbn atregular intervals. This iriclUdeS the wirerope stings: Riggers should not stow awayslings and regard them as their own privateproperty as this could lead to their beingoverlooked at inspection time.

27. Slings may not be made from Lang Lay wirerope; 37-;

RIGGING

Attaching lbaci8 to lifting devices is a SeCi3i;Sand complex reseonSibility and therefore. onlythe superVisor in charge can designate personscompetent to do this. The assigned workman isfully responsible for the Safety of the procedure:1) The equipment (slings, chokers, chains,

spreader bars, etc.) i8 of sufficient strengthto aft, suspend and support the load.

2) The load must remain in a safe and stablesituation while stationary or moving.

3) The total overall weight of the load to bemoved must be less than the rated safe loadcapacity of the hoisting device.

In determining the safe working loads forcordage wire rope; chains and other riggingequipment, the .nufacturers' published safeworking load r-,ings must not be exceeded.Remember that these Specifications apply torigging in new or nearly new condition: Theseitems must therefore be examined so tnat theircondition can be considered in selecting thecorrect size and construction for a given load.Where special considerations of safety factorsor Special risks are nvolved, governmentregulations apply in selecting the correct sizeand construction to be used.

RIGGING ACCESSORIES

For ropes and lines to be used efficiently inrigging operations; certain auxiliary devices canbe included in the system.

HOOKS AND SHACKLES

HookS and shackles are manufactured fromforged Steel or built up steel plate, howeverspecial materials May be used where certainelectrical or chemical conditions demand it, e.g.bronze hObks whith have anti-spark properties.

1. A Stench. Eye Hook is illustrated in Figure7 -79. The different dimensions are labelledfor reference to the dimension and loadcharts to follow.

2. Mousing Hooks No open hook shall be usedin any situation where accidentaldislodgement of the load could cause a riskof injury to workers. In these circumstancesa safety hook or a shackle must be used; orif permitted by government regulations;mousing as shown in Figure 7-80 could beapplied.

366 -

Figure 7-79 Standard Eya Hook

Figure 7=80. Mousing Hooks

. A Standard Safety Eye Hook is illustrated inFigure 7=81.

Shank Hooks shall be onsidered to be ofequal strength characteristics to eye hookswhere the thickness at "G" is the same onboth hooks: Open and Safety Shank Hooksare illustrated in Figure 7-82.. Hooks must beinspected regular' with particular attentionto load carrying sections (e.g., dimension G)and stress related areas (dimension E). Anyhook showing a loss of material of 20% ormore of the original thickness at any sectionmust be destroyed and replaced. Similarlyany increase in the throat opening E beyondstated specification indicates overstress,and the hook must be destroyed. Table 7-9specifies.important dimensions for eye type

Figure 7-81. Standard Safety Eye Hook

OPEN ,t 400K SAFETY SHANK HOOK

Figure 7-82 Sham, !looks

hooks along with the rated load capacity foreach size.

5. Shackles are available in Screw Pin, Round°in and Safety Type construction, asillustrated in Figure 7-83.

In determining safe working loads, the criticaldimensions are the width between the eyes andthe pin diameter. For example, the maximumwidth between eyes for a 3/4" diameter pin is1 1/16". The rated safe working load for thisshackle is 5;600 pounds: A 11/4" diameter pincan span a maximum of 1 7/8" between eyes.with a safe working load of 16.000 pounds.

All shackle pins must be straight, and all pins ofscrew pin type must be screwed in all the way.The use of rebars, bent or straight, as a sub-stitute for pins is not permitted under any oft=cumstances.

Shackles must be inspected regularly, and if thewidth between the eyes exceeds the listed

Rigging and Ert:ction - 36 7 -

TABLE 7-9. CRITICAL .AMENSIONS FOR LOAD CARRYING HOOKS

SizeNo

RatedCapacity

Tons

2000 Lbs

HOOK DIMENSIONS IN INCHt..!::Approx.Weight

A B D E G H K L 0 R T

Each

Lbs.

22 46 1 , :' 1 7.- I .",/1' 1'416 "/16 4 "/32'/32 '/8 3 1/4 25/32 :54

2? 56 1 ''.1.

8 31/16 11/18 '. 1 5/8 429/32 )732 3 56 1V16 .75

24 74 2 1 3 "1 ,, 11/8 I I '/8 11/16 515/32 1 1/32 4 1V16 1.1

25 1 4 2':4 11- 4 1'14 1 1/8 111/32 '732 7 '/32 1 '/8 4 1/2 1 1,3 1.7

26 1 7 11/4 4 "R8 I' /8 1 '/16 1 Th6 n/32 6 '/8 1 '/32 415/16 1 1/8 2.5

27 1'/4 I '',i- 5 1!18 11/2 1 11,' I.-qv,' 1 1/8 7 3/4 1 "/16 5 9/16 115/32 3.5_2_1_

28 2 5 ,,, 1, ': 5 78 1 4 1,1/18 2 1 '/4 8H/16 1 5/9 6 1/4 I '/2 4.9

29 3 2 3 '' , l'','A 6 ;!. 1 ' /x 1 '/8 2 ,/16 1 3/13 9 "/8 1 '/4 b15/16 1 5/8 7:3

30 4 2 3 ,8 1 1 / 1/3fi 2111E, 2_"0 2 ''/12 1113? 10 1/2 1 11 7 Vs 1 78 9.1

31 4 7 41/1 2 711/16 11/4 2 ','1., 2 Vs 121W 11'3/32 2 1/16 8 1/2 2 1/8 12.0

3.' 70 4 ,'..,, _ 4 8 ./16 21/2 2 1,/i? 2 "/37 I 1 ',I 6 13 3/32 2 5/i6 9 '/16 2 5/32 17:6

33 8 0 *; '/4 9 ''/:6 3 2'l±/ 3 "AL _11V16 1413/16 225/31' 10 3/4 2 1/2 23.5

34 9 4 6'u 3 , / x I I / 1 6 3'/8 3 71? 3 1 1/16 2 '/32 16?"/32 3 5/32 12 5/36 213/16 35.1

:344 12 61'. 31/x II 1/16 3,1s 3 '/3/ i 1 V16 2 'i ? 1629/32 3 5/32 12 5/16 213/i6 35.1

35 16 7 311? 13 78 4 4 1/16 41V16 2 5/8 _1915/18 _11/4_ - _14 3_3/16 5-7.6

435A 19 7 31/.' 13 '18 4 4 3/18 41V16 2 Vs 1915/16 3 3/4 14 3 1/16 57.6

36 20 4 15 '.- 4 .,.-, 41'118 521/32 3 ' /i6 2215/16 4 3/16 15 '/8 311/16 86.8

:36A 24 t3; '.. 4 15 4'/2 411/:6 5,1/3? 3 1/36 2215/16 4 3/16 15 '/6 3 ''/16 86:8

Round

Pin

Figure 7-83. Types of Shackles

SafetyType

specification, the shackle has been overstrainedand must be destroyed.

Caution: When using any of the above equip-ment: never under any circumstances exceedthe safe working load When in use all gearshould be inspected daily and any parts showingexcessive wear or distoriton should be discar-ded immediately. All hooks should be used withcaution and watched closely for excessive weaor any distortion.

WELDED LUGS

Specifications for welded lu_gs -e illustrated inFigure 7434 and in Tables 7-10 and 7-11. Figure 744. Dimensions for Welded Lugs

END ATTACHMENTS FOR WIRE ROPE

Eye Using Wire Rope Clips Wire pope clipsmay be of the U-Bolt and Saddle type or of theDouble Integral Saddle and Bolt type (Safety orFist Grip). (Figure 7-85).

Weld

MaximumAngle_

Note: -_of LiftAll Welds

E° To Be MadeDownhand

--k Weld8;;

45°

A

G Legof Weld -\

1/4.3/8Fillet

H

,450 1/4.3/8.Fillet

1/8" 3/16"

"Weld

1 1,3/8

Double Bevel Double 20° "1" GrooveGroove _Where Where "D"-2" To 4.3/4"

"D".3/8" To 1.3/4"

368 -

TABLE 7-10. STANDARDS FOR FILLET WELDED WELD-ON LIFTLUG FOR LIGHT DUTY USE

Load AngleSafe

Load A 8 C 0 E° F°Tons Max.

'/3 1/4 '/8 '/4 1/8 0° to 90° 20° i/8

11.' 1314 1' /8 ' /16 '/8 iig

'/4 2 1'/4 '12 112

1 2 1'/4 5/8 ',hi '/21,/2 2'/4 13/8 3/4 3/4 I/22 21/2 11/2 '/8 '/8 '/2

3 3 15/8 1 1 1/2

4 ;;1/2 2 11/8 11/4 1/2

51/2 4 2'/8 11/4 1'/2 1/2

61/2 41/4 2'/4 13/8 11/2 3/4

8 43/4 21/2 11/2 P /4 3/4

10 5 2 3/4 I5/8 2 '' 3/4

12 51/2 27/8 13/4 21/4 3/4

63/4 3'/4 2'/4 21/4 '/8

/' 71/2 33/4 21/2 3 7/e27 8'/4 41/4 23/4 31/2 1

34 9 41;4 .; 4 1

40 9-,4 41/4 VA 4'/4 1

50 101/2 43/4 31/2 43/4 1

ti Bolt and Saddle Clip Fist Grip Clip

FlP,Iure.7-85. Clips For Wire Rope

Never use fewer than the lecommendec. .umberof clips and ti .1 back the correct al..,)unt ofrope for dead ending to permit proper spat ing ofthe clips. (See Table 7-12.) The use of a thimblein the loop will prevent rope wear in the eye andpivide a safer connection.

Application of Rope Clips U-bolt clips mustbe attached so the "U" part of the clip is overthe dead end of the rope as shown in Figure 7-86.

Step 1. Apply firFt clip one clamp diameterfrom dead end of wire rope. Tightennuts.

Step 2. Apply second clip nearest thimble. Donot tighten nuts.

Step 3. Apply all other clips leaving equalspace between each clip.

Step

When applied with proper care, following the Stepregulations for number and spacing of clips, theformed eye will have 80% of the rated strength 0 .

of the rope. ;

4. Take up rope slack and tighten allnuts evenly on all clips:

5. Inspect fastenings periodically. Whenload is placed on rope it will stretchand decrease in diameter Tightennuts to compensate:


TABLE 7-11. STANDARDS FOR GROOVE WELDED WELD-ON LIFT_LUG FOR_ HEAVY DUTY USE

Safe

Load

Tons

A

I

8 C D

load Angle

H

RAD

E" F"

Max

0

'/4

1

1./2

2

3

4

51/:'

61/'

IC

12

16

21

271.1

..,.

1-..:0

1;4

1'/4

2

2

2'14

2'12

3 (2

4

41/4

4'/45

.'

61/4

71/2

8,/49

9'14

101/2

7K

1:10

11/4

11/4

1 Vs

11/2

1"/8

2

21/8

21/4

71/2

21/4

2 78

31/4

34/4

41/4

4'/441/4

43/4

'hi

716

1 /:,

'Vit

I/4

'/8

1

1' /8

11/4

1 Vs

11/2

Phi11/4

21/4

21/2

2'/43

31/4

3112

'to'A

1/2

''toV4

'/8

1

111E

1 ip

11/2

1' /4

2

21/4

21/4

3

3724

41,4

,/4

0° to 90°

..

..

.,

-

15°

15'

15"

15"

20"

20'

20°

20"20'20"

20"20"

20°

/V

20"

207

20°

20'

ir4

3/4

v4

'7a

1

11 /a

1114

1' /4

,i2

1/2

'/2

1/2

1/2

if?

1/2

11?

TABLE 7-12. SPECIFICATIONS FOR ATTACHING_WIRE ROPE CLIPSLI-Bolt and Saddle Type Integral Saddle 7,nd Bolt Type

Rope

DiamIncheS__

MinimumNo: of

Clips

Amount of Rope to turnbad( in inchesfrom Thimble

Torquein

Lbs. Foot

MinimumNo. ofClips

Amonnt Rope to turnback in inchesfrom Thimble

Torquein

Lbs. Foot

2 4 3/4 15 2 3.1/4 30

2 5'/2 30 2 4 30'/8 2 6 1/4 45 2 5 45'/16 2 6.3/4 65 2 5.3/4 651/2 3 11 55 2 6-1/2 65

`1/16 3 11-1/4 95 3 7.1/4 130

3 12 95 3 8 1301/4 4 18 130 3 14 130'/8 4 21-1/2 225 4 23 225

1 4 21 225 4 26 2251 '/Ti 5 28 225 4 29 2251.1/4 5 30 360 5 350

370

1 -g

Figure 7-86. Applying U-Bolt Clips

Wedge Socket Wedge sockets are in.endedfor on the job- attachment and for quick ropereplacement. Efficiencies will range from 80% to90% of rated rope strength. These are availablein both open and closed types (Figure 7-87).

Application of Wedge Socket The wedgesocket must be applied so that the line of stressfollows the live portion of the rope (Figure 7 =88).

Figure 7-87. Wedge Socket (Open Type)

LTMt1""

Right

Wrong

Figure 7-88. Applying a Wedge Socket

TURNBUCKLES

A turnbuckle is a device used to tighten orlobSen a stress on a rope by using right and lefthanded threads at opposite ends of a matchingthreaded centre piece. It is used where preciseload balancing is required or as a temporarymeasure on offset loads:

used in rigging should be steeldrop .orgings. They are available with a varietyof end fittings or combinations of fittings (Figure7-89):

Hook Eye Jaw

Hobk and Eye Combination

Jaw and Eye Combination

Figure 7-89. Types of Turnbuckles

Using Turnbuckles:

When using turnbules with multi-leg slings.ths following guidelines must be observed:1. No more than one turnbuckle per leg should

be used:

2: Tht: 4 the leg at the horizontal shouldi_Ner iess than 30'.

he turnbuckle must be of sufficient size andstrength to support the entire load sinceeach leg of a two-leg sling at 30' carries ten-sion equal to the full load.

General Precautions:

1. Welding to repair damage on a turnbuckle isnot permitted:

2. Never turn turnbuckles with long levers suchas bars or pipes.

3 The maximum torque applied to'turn a turn-buckle should be equal to that required totighten a bolt of comparable size.

4. Avoid shocioading when using turnbuckles.5. Turnbuckles must be free from contact with

any other stationary object when suf.,Jorti-a load.

6. Turnbuckles must be secured to prevent un=screwing under load tension; threaded por-tions must oe fully engaged.

3

Rigging. and Erection371 -

Inspection and Assessment:1 If a turnbuckle does not turn easily on the

threads. this indicates overloading. Replacethe turnbuckle by one of adequate size.

2. Turnbuckles should be inspected for:a) Nicks in the bodyb) Signs of abuse or overloadingc) Corrosion

d) Wear or distortion of jaws, hooks oreyes

e) Distortion of male and female threadsf) Straightness of the rod.

3. Refer to Tab!e 7-13 to determine safeworking loads for turnbuckle::

TABLE 7-13; SAFE WORKING LOADS FORT_URNBUCKLES

Stock Safe Working Load of Safe WOrking Load ofDiameter T...rnbutkte having any Turnbuckle having hookof End cwnbination of law, end fittingFitting or eye end fittings (pounds)(inches) (pounds)

500 400/16 800 700

Va 1.200 1.000

2.200 1.500',lei 3.500 2.250

V4 5 '?00 3.0001/8 : i'DO 4.000

i 10:00 5.000

1','4 15.200 5.000l'i.' 21.400 7,500

i ',.4 28.000

2 37.000 not

2'/2 60.000 applicable2'/4 I 75.000

CHAIN FALLSThe chain fall or chain hoist (Figure 7:90) is adependable and economical device for liftingloads. The most commonly used chain fall is thespur:geared hoiSt. This hoist uses an endlessChain to drive a pocketed Sheave. This sheave inturn drives a gear reduction unit that is fittedWith a second chain, the load chain. A brake isbuilt into the gear boX that engages when thehoisting or lowering action on the hand chainceases. The 'Drake disengages when the handchain is ',..err.ited.

COME ALONGSThe come along (Figure 7-91) is a type of chainoperated hoist for raising and lowering loadslsi

kJ A

Figure 7-90. Chain Fall -== Spur;Gear Hoist

Figure 7-91. Come Along Hoist

well as pulling loads horizontally. A ratchetoperated by a lever drives the gear reductionunit to power the load chain.

TIRFOR JACKSThe tirfor jack (Figure 7-92) is a hand operatedpulling or lifting device with an unlimitedamount of rope travel: It operates by a direct pullon the rope. the pull being applied by two nairsof self-energizinc,, smooth jaws: These exert agrip on the rope in proportion to the load beinglifted or pulled. The initial pressure causing thejaws to grip the rope starting the self-energizingaction is derived from springs that give an initialpressure of about 120 lb. Two levers operate

= 372 =

Advancinglever

Rope emergeshere

Release handle

Rope A

entershere

Figura 7-92. Tirfor Jack

these jaws which provide a forward or backwardmotion depending on the lever used.

JACKS

Jacks are used to raise or lower heavy loadsover short distances. Smaller jacks are often ofthe screw or ratchet type while larger jacks areusually hydraulic; operated with either a hand orpower assistec pump. Jacks are of various types(Figure 7-93).

Advantages of Hydraulic Jacks:

1. Small -1ze relative to lifting capability2. Ability to raise and lower loads precisely3. Several jacks can be connected to one

pump -o that loads can be lifted with uniformtension on each jack.

Lever jacks with foot lift (sometimes called arailroad jack or track) are designed to lift loads

from a low position. T hey are used for lifting railsor for raising a tank float from ground level forplacing shims under it. The steam boat ratchet iscapable of pulling loads together or pushingthem apart:

BEAM CLAMPS

A beam clamp is a stationary device that permitssafe, easy suspension of hoists from beams orgirders, eliminating the use of nuts. bolts,shackles, slings. Figure 7-94 illustrate beamclamps.

Guidelines for Safe Use

1. Obtain approval before applying a barnclamp to any structural member to ensurethat the member is capable of supporting theload being raised.The clamp must fit the beam and be fastenedsecurely to Wig

Riggjng and Erection

Ratchet lever jackwith foot lift

xx No.)teaniboat ratchr't(Pushpull jack)

Figure 7-93. Types of Jacks

Pump operatedHydraulic jack

CLAMP FOR WIDEFLANGE OR I BEAM

CLAMP FOR ANGLE BEAM

Figure 7-94. Beam Clamps

3. The clamp must be adequate to support theload being raised.

4. Beam clamp capacity ratings are based onstraight .lifts only. ringle lifts will place thebeam flange under multiple stresses and thebeam clamp under a point of load con-centration that is liable to exceed designcapacity

5. Never use plate grips, tongs, girder hr,?4.$;pipe clamps, as substitutes for -eamclamps.

6 Lite ' shackle attach ragging to a beamClamp. Never place a hoist hook direc;:y intotf--6 lifting eye of a beam

411r0,0OP

BEAM TROLLEYS

Hand operatedHydraulit jack

(light duty)

Hand operatedHydraulic jack(heavy duty)

A beam trolley serves the same purpose as abeam clamp with the added advantage of beingmoveable along the beam by means of a wheelassembly that rides along bdth flanges of thebeam: The wheel system may be deSigned forpush travel or geared travel. Some models aremanuiactured specifically for straight lift wnileothers are provided with a flexible lug that willpermit a side pull. Figurc. 7-95.)

Procedure for MountingStep 1. The bolt and tut arrangement con-

necting the :heels roust k s..:perated.

Step 2. The wheels arE set me i.,eamflanges.

Step 3. The bolt and nut assembly is secured.

PLATE CLAMPS

Plate clamps (Figure 7=96) are rigging devicPswith a serrated jaw designed to grip piecesplate for hoisting. Plate clamps may be lockingor non-locking; however, locking grip$ arerecommended for maximum safety Plate clampsare dctriguled to grip only one plate for eachhoist;

The spreader beam (Figure 7 97; also knows, asa spreader Ca, or rocker team is most c:om-monis/ used to support lone, or flimsy loadsduring lifting. The load cannot tip slide or bendbecat.t.f. r,f the support provided at two or morepoints a!org the load (Figure 7=98).

- 374 =

Push Travel

RIGID BEAM TROLLEYS

Geared Travel

Push Travel

Figure 7-95. Beam Trolleys

LOCKING

VERTICAL LIFT ONLY

Geared Travel

FLEXIBLE BEAM TROLLEYS

ArliFP 'V I

1600°F

,re 7-96. Uses. of Plafg Clamps 3,


Opening- for Hook orCombination Shackle

and Hook

Figure 7-97. Spreader Beam or Bar

Figure 7-98. Spreader Beam in Use

SKIDS; ROLLERS, CRIBBING AND JACKS

It is not always fepczible. to h-'g rigging or usecranes to move heavy objcts such as veSselSwhere. for example, overhead wiring or pipinglimit the work space: Under these circumstancesan arrangement of skids: rollers. cribbing andjacks can provide a safe means of trans-porting and/or raising large objects.

Timber skids can c.,e set out longitudinally todistribute the weight of the vessel over a largerarea The skids also serve to make a smooth sur-face over which the vessel may be moved or tomake a runway if rollers are used The angle ofincline of the skids should be kept as low aspossible to prevent the vessel from "runningaway" or getting out of control. If any inclinT

d

Openings for ShacklesConnected to Chokers

involved. it is adVitable to use a tugger or a tirforjack az. holdback.

Rollers made of pipe or. let§ frequently. hard-wood provide a rolling platform over the skids.The rollers must extend beyond the outsidedimensions of the vessel. To ensure continuoussupport for the rollers along the movingdistance, the skid joints should butt securelytogether or the ends be arranged in a side byside overlap: Skid joints should also bestaggered so that the rollers pass over only onejoint at a tame:

To rrove the vessel, four or five rollert arepositioned underneath and several additionalrollers placed ahead: As the vessel rolls for=wards, the rollers left behind are moved inposition in front of it. If the moving path involvesa turn, the skid timbers must be positioned todescribe the turn angle in stages: As the vesselapproaches the turn, its course can be redirec-ted by knec.:king the leading rollers toward therequired An-Ile.

Cribbing is a layered arrangement of uniformSized, clean blocking timbers that distributes theWeight of the vessel safely or ioe crib platform:The blocking is cribbed in altt,rria'e directions ateach level, either tightly packed or spaced ateven interVals, depending upon therequirements of the vessel weight. Where thecribbing is Spaced, all layers of blocking mustbe in a direct vertical line with other memuerscribbed in the same direction in tne system Thefoundation for cribbing must be solid and level.

Cribbing may be required to provide a level,stable platform for a load that cannot he placeddirectly on rollers. It is alto used to raise loads

= 376

in stages using jacks. The raising procedure isas follows:

Step l Using jack on a stable footing. raisethe lOad to the maximum stableheight.

Place one or more rows of cribbingunder the load and lower the jacks torest the load onto the crib platform.

Set the jacks on blocking and raisethe load further. adding more rows ofcribbing under the load. Repeat thestepwise jacking and cribbing untilthe required elevation is reached.

Step 2:

Step 3.

The weight of the load and the rated capacitiesof the lacks determine tne number and type ofjacks required for the lifting operation.

TACKLE BLOCKS

Like any piece of equipment, tackle blocks can-not be abused or neglected ,..i;thout loss of ef-fectiveness and life: Keep .173`Fr clean. Removesheaves occasionally and clew .nd oil the cen-tre pins. Inspect sheaves ;c1- wear; and; storethem in a dry place when n,:o ;7- use. Throwinrthem around carelessly will 62:...1,1E ",em and ipinjurious to the rope. With r" a h mar.tenance: replacements andminimal.

In theory the mechanical advantage of a set oftackle blocks is determined by the number ofparts of rope at the moving block. For example,with four parts of rope, 1 lb. pull on theshould lift 4 lbs. Friction reduces this advantage,however. For practical purpos.3s a loss of ap-proximately 10% occurs for each sheave inmanila rope blocks and about 3% for each

taave in rope blocks. Each snatch blockmust be considered an ad-Jitional sheave.

Many factors govern the selection and use oftackle blocks. Trouble will result from:

1. Overloading

2. Undue friction3: Angle of pull4. Condition of rope5. Sudden application of load6. Lack of lubricant.

The actual weight of the load to be moved doe(j

not necessarily determine the stress on theblocks. Avoid obstruction to the free movementof the load. twisted ropes due to improperreeving or rigging. or improper angle of thetackle in relatiOn to the load. Moving heavyloads o rough ground or on an incline orWithbUt rollert or rollers that are too small canintroduce severe stresses.

A load suspended on two sets of tackle blocksshould be evenly distributed or one set will besubjected to more than its calculated share ofthe load. Careless preparation may result in anyor all of these conditions to such a degree thatthe load on a set of blocks will greatly exceedthe actual weight of the load itself.

TERMINOLOGY OF TACK BLOCKOPERATION

Parts of Line a term used in mu If) 7,:e reevingfor heavy loads: The number of parts it line caneasily be determined by counting ti _ number ofc3bles reeved in movable blocks, cluding thedead end if applicable.

Sheave a grooved pulley over v:Iiich the ropepasses.

Snatch Block -- a block to maintain a straightpull on a line or to decrease the strain on cables.

Mechanical AdvantageAs previousi,; stated, the mechanical advantageof the system is determined by the number ofparts of rope at the moving block. (Figures 7-99and 7-100).

OPERATION OF SHEAVES

As illustrated in Figure 7-101, to raise a load 1'the lower block must be raised 1', and in ac=complishing this, each working rope must beshortened 1'.

In the example in Figure 7-101, Ropes 1 must beshortened 1' to raise the load 1'. Assuming thatthe circumference of each sheave is 1'; SheaveNo 1 must make one revolution to shorten Rope1; Sheave No: 2 must make one revolution totake up the one foot slack from Rope 1 and oneadditional revolution to shorten Rope 2; SheaveNo: 3 must make two revolutions to take up the2' slack from Ropes 1 and 2 and one additionalrevolution to shorten Rope 3 and so on for eachsucceeding sheave.

Thus: Rope 1 must travel 1' on Sheave No. 1Rope 2 must travel 2' on Sheave No. 2


Single Double

if 1(31

r1 r

Hauling 11

Part

I

G

Single

1

2 partMechanicalAdvantage 2 1

Triple

Double Double

2 3

3 part 4 partMechanical MechanicalAdvantage 3.1 Advantage 4.1

Figure 7-99. Mechanical Advantage of Tackle Block Systems

Rope 3 must travel 3' on Sheave No. 3Rope 4 must travel 4' on Sheave No. 4Rope 5 must travel 5' on Sheave No. 5

Therefore all the sheaves in a set of blocksrevolve at different rates of speed. Sheave No. 2rotates twice as fast as sheave No. 1, Sheave No.4 four times as fast as Sheave No 1 etc. Con-sequently, the sheaves nearest the lead line,rotating at a higher rate of speed, wear out morerapidly.

All sheaves should be kept well oiled when inoperation to reduce frictir,n and wear.

REEVING TACKLE Bl.rJ....

4

5 partMechanicalAdvantage 5.1

In reeving a pall of tackle blocks one of whichhas more than two sheaves. the hoisting ropeshould lead from one of the centre sheaves ofthe upper block.

When so reeved, the hoisting strain comes orthe centre of the blocks and they are preventedfrom toppling, with consequent injury to the ropeby cutting across the edges of the block shell.

To reeve by t. method, the two blocks shouldbe placed so tit the sheaves in the upper blockare at right angles to those in the lower one, asillustrated in Figure 7-102.

378

4 Part Tacklefluff)

4 Part Tackle

Mechzhical Advantage2C to 1

100 lb. pull exertedon hauling part ofluff Will lift a loadof 2,000 lbs.

Figure 7-100. Compound Tackle (Luff)

General RUI09 for Reeving

1: Always reeve tackle right-handed:. If the number of sheaves in each block is

equal; fasten the rope to the becket of thestanding block.

If the number of sheaves is unequal, fastenthe rope to the becket of the block with thesmaller number of sheaves.

. To determine the maximum size of f5re ropethat can be used to reeve a tackle, divide thelength of the shell c the block by 3, whichwill give the circumfarence of the rope to beused:

Example:6" shell dividnd by 3 = 2 which is the cir-cumference of 5/8" rope.

. -


SHEAVE

No. 1

SHEAVE

No. 5

Figure 7-101. Sheave Operation

SHEAVE

No. _2_

SHEAVE

No. 4

DETERMINING LINE PARTS OR REQUIREDLINE PULL

To help figure the number of parts of line to beused for a given load or the line pull required fora given load, the ratio table is provided withexamples of how to use it (Table 7-14).

TOTAL LOAD -TO BE-LIFT-ED-RATIOSINGLE LINE PULL IN POUNDS

Example 1:To find the number of parts of line needed whenweight of load and single line pull is established.

Sample Problem:72,480 Ras. (load to be lifted)8,000 lbs. (single pull)

= 9.06 RATIO

Refer to ratio 9.06 in table or number nearest toit, then check column under heading "Number. ofParts of Line" 12 parts of line to be used forthis load.

Example 2:To find single line pull needed when weight ofload and number of parts of line are established.

DOUBLE AND DOUBLE TRIPLE AND DOUBLE as, TRIPLE AND TRIPLE QUADRUPLE AND TRIPLE

7_4 *r.a"k 1i:thank& Dhanami at ninhf Annid la to One Another

380 -

TABLE 7-14. LINE PARTS- ____

Numberof Partsof Line

Ratio fbrBronzeBushedSheaves

Ratio forAntiFriction

BearingSheaves

1 .96 .98

2 1.87 1.94

3 2.75 2.88

4 3.59 3.81

5 4.39 4.71

6 5.16 5.60

7 5:90 6.47

8 6.60 1.32

9 7.27 8.16

10 7.91 8.98

11 8.52 9.79

12 9.11 10.6

13 9.68 11:4

14 10 2 12.1

15 10.7 12.9

16 11.2 13.6

17 11.7 14.3

18 12:2 15.0

19 12.6 15.7

20 13.0 16.4

21 13.4 17.0

22 13.8 11.7

23 14.2 18.3

24 14.5 18:9

Sample Problem:

68,000 lbs.- (load to be lifted) -6,60 (ratio of 8 part line)

10,300 lbs. (single line pull)

10,300 lbs. single line pull required to lift thisload on 8 parts of line.

LOADS ON SNATCH BLOCKS

The stress on a snatch blOck varies with thedegree of angle between the lead and load lines.When the two lines are parallel, 1,000 lbs. on thelead line results in a load of 2,000 lbs. on the

hobk. As the angle between the lines increases,

the stress on the hook is reduced as illustrated

in Figure 7-103. To determine the stress on a

hook, multiply the pull on the lead line by a

suitable factor from Table 7-15 adding 10% for

friction.

2000 POUNDS 1840 POUNDS

45°

1410 POUNDS

90°

Figure 7-103.

TABLE 7-15; SNATCH__BLOK ANGLE FACTORS

Angle Factor Angle Factor Angle Factor Angle Factor Angle Factor Angle Factor

5° 1.998 35° 1.90 65° 1.69 95° 1.35 125° .92 155° .43

10° 1.99 40° 1.87 10° 1.64 . 100° 1.29 130° .84 160° .35

15° 1.98 45° 1.84 75° 1.58 105° 1.22 135° .76 165° .2a

20° 1.97 50° 1.81 80° 1.53 110° 1.15 140° .68 170° .17

25°' 1.95 55° 1.77 85° 1.47 115° 1.07 145' .60 175' .08

30° 1.93 60° 1.73 90° 1.41 120° 1.00 150° .52 180° .00


Pressure on Sheave or PulleyBearings When a rope path is deflected bymeans of a sheave, pulley or roller, pressure isplaced on the bearings. The pressure will varydepending on the angle of deflection of the rope.

Placement of Shackle Block and HookBlock It is good practice to use a shackleblock as the upper one of a pair and a hookblock as the lower one A shackle is muchstronger than a hook of the same size, and thestrain on the upper block is much greater thanon the lower one. The lower block supports onlythe load, while the upper block carries the loadas well as the hoisting strain. A hook is moreconvenient on the lower block because it can beattached to or detached from the load morereadily.

RIGGERS RULES OF THUMB

It is much easier to learn a simple formula thanto memorize complex tables and graphs.

These "Rules of Thumb" are reasonably ac-curate and most are on the "safe side" ofrecognized safety practices. But; it must beremembered; these formulas are only closeestimates and are not intended to replacemanufacturer's specifications in criticalsituations;

FIBRE LINE

The lay of rope can be determined by runningyour thumb away from you along the strands inthe line. (If strands go to the right, it is a rightlay, etc.).

Coil line in the direction of the lay. (E.g., rightlay, clockwise, etc.).

Uncoil a new bail counterclockwise to avoidkinds.

Nat Ural Fibre (Manila)

1. Breaking strength in tons = Dia.2 x 42. Safe working load in tons = Dia.2 -x- 4

10

(safety factor = 10)

Synthetic Fibre (Nylon, Polypropylene)

1. Nylon = Approximately 21/2 timesstrength of manila.

2. Polypropylene = Approximately 11/2 timesthe strength of manila.

TACKLE SYSTEMS

1. Friction in a tackle system = Approximately8% per sheave @ 180' bend, 4% per sheave@ 90° bend. (For wire rope tackle ap-proximately 6% for bronze bushed sheavesand 3% for ball bearing sheaves)

2. A Simple Tackle System = 1 line and one ormore blocks.Mechanical advantage = Number of lines ontravelling block.

3. A Compound Tackle System = Two or moresimple tackle systems compounded.Mechanical advantage = The M.A. of eachsystem multiplied in series.

WiRE ROPE

(Determine lay, and coil like "Fibre Line")

1. Lang Lay Wire laid up in same directionas strands of rope.Regular Lay Wires !eyed up in oppositedirection as strands of rope.

2. Wire Core (I.W.R.C.) is approximately 10%stronger than fibre .core.Galvanzing reduces strength approximately10%.

3. Breaking Strength in Tons = (Dia.)2 x 40 (For6 x 19 I.P.S. F.C.)

4. Safe Working Load in Tons = (Dia.)2 x 40 ÷Safety Factor.

5. Safety Factors = Slings = 8Non rotating lines = 8Cranes and Derricks = 6Derrick Guys = 5Hoisting Tackle = 5Guy Lines = 3.5

6. Broken Wires = Unsafe when 4% of totalwires in the rope are broken within thelength of one rope lay.

7. Choker StressW xL = TN V

N = Number of ChokersW = Weight of load in poundsV = Vertical distance in feetL = Choker leg length, in feetT = Tension, in poundsSheaves The critical diameter of a

sheave is 20 times the diameter of the rope.the 8.

)

- 382

9. Drums For spooling a drum you face thelead block, and place the right or left hand,which ever corresponds with the lay of therope. palm down on the top of the drum foroverwind and the bottom of the drum for un-derwind. The thumb will point to the flangewhere spooling begins.

10. Drum Capacity = in feet =.2318 x (A + B) x A x C. (in inches)

11.

Rope Dia.2

Fleet Angle Maximum 4' on grooveddrums and 2' on smooth drums. Thedistance to the lead block should never beless than 10 times the width of grooveddrums or 20 times the width of smoothdrums.

Fleet Angle

- -

WIRE ROPE ATTACHMENTS = (Safety factorof 5 included)

1. Crosby ClipsNumber of clips required 4 x ropediameter + 1.

Minimum spacing 6 x rope diameter.

2. Hooks &Wt.:. in tons = (Dia.)2 wherehook begins to curve or Diameter of eye in

inches squared.

3. Shackles S.W.L. in tons Diameter of pinin one fourth inches squared and divided bythree. (or select shackle pin one-eighth inchlarger than choker size.)

4. Chains (Alloy Steel) ===- S.W.L. in tonschain stock (Dia.)2 x 6.

5. Turn Bucklet = S.W.L. in tons = bolt (Dia.)2

x 3.

ESTIMATING WEIGHT OF STRUCTURALSTEEL: (One cubic foot = approximately 490lbs.)

1. Round Stock Approximate weight perlineal foot = (Dia.)2 x-8

3

2. Plate, Flat Bar, or Square Approximateweight per lineal foot = thickness timeswidth x 1-0- (All measurements in inches.)

3(Angles, Tees, or Wide Flange Bearna can becalculated in the same manner by measuringthe legs, or web and flange individually asFlat Bar or Plate.)

SCAFFOLD PLANKS

Two inch planks (2 x 8, 2 x 10, or 2 x 12) of fir orspruce in firat clats condition can be consideredsafe to support the weight of an average man fora "Span in Feet" that is equal to, or less than theplank "Width in Inches".

DERRICKS

GUY DERRICK

A guy derrick consists of a mast, a boom pivotedat the foot of the mast; guys and tackle (Figure7=104). The mast is generally longer than theboom and is mounted on vertical pins at the footand.top so that the assembly of mast and boommay be rotated about a vertical axis. If the guysto the top of the mast clear the end of the boomthe derrick can be rotated through a full circle,The mast and boom may be made of timbers orstructural steel. Large derricks are made ofhollow built up sections generally consisting offour angles and lacing bars forming a truss.

Hoisting tackle is suspended from the end of theboom and tackle is also provided for raising orlowering the boom in a verticalplane. Power issupplied by hand operated or engine drivenhoists. The derrick is rotated by a bull wheellocated at the base of the mast.

STIFF LEG DERRICK

The mast of the stiff leg derrick is held in the ver-tical position by two rigid inclined struts con-nected to the top of the mast (Figure 7-105). Thestruts are spread apart 60°=90° to provide sup-port in two direction§ and are attached to siltsextending from the bOttom of the mast. The mastis mounted on vertical pins at its foot and top asin the case of the guy derrick. The mast andboom can swing thrOugh an arc of about 270°. Thetackles for hoiSting loads and raising the boomare siMilar to those for the guy derrick. Figure 7-106 illuStrateS a stiff leg derrick with long sills.

3

Rigging and Erection= 383 =

MastTop

G6dgeon Pin!

MaSt Bail

Rooster Sheavefor Clamshell Work

Guy Lines

GuyLines

Boom RaisingLine to Hoist

Boom Bail

Mast

Bul1Wheel

Guide Sheaves

BoomGuide Sheaves

Ay Hoist Li nleve,

Ay417

ice

Boom Brace Rods

Lower MastGuide Sheaves

Lower MastSheaves

Bullwheel

MaSt Bottom

Step

Step Sill Sheaves

Figure 7-104: Sections of a Guy Derrick

A stiff leg derrick equipped with a boom issuitable for yard use for unloading and trans-ferring material whenever continuousoperations are carried on within reach of its

Boom

Fall Blockand Hook

Loom. They are sometimes used in multi-storybuildings surmounted by towers to hoistmaterials to the roof of the main building to sup-ply guy derricks mounted on the towers.

3 :-? fa)

384

Stiff Leg

Mast Bail

Mast Top

Boom Lines,

Bourn Bail ar,41

Figure 7-105. Stiff Leg Derrick

Guide SheaveSill

BullwheelGuide Sheaves

Splice

Bull WheelBottom

Mast Step

Splice

ciBlock and Hook

Boom Lim!

.4,1*Boom Bail ii.e.'

At-HoistLine-;1:41--..2s-A._*...

Stiff Leg-

Gudgeon PinMast Bail

Upper MastSneave

Boom =-Guide Sheaves

Lower MastGuide Sheaves

Lower Mast _

Sheaves _-

Stiff Leg Sill

Bullwheel

Mast BottomStep

Figure 7-106. Section of Stiff Leg Derrick with Long Sills

Boom

Block and Hook

Boom Brace Reds

Rigging and Erection- 385 -

GIN POLE

The gin pole (Figure 7-107) consists of anupright spar guyed at the top to maintain it in avertical position and is equipped with suitablehoisting tackle. The spar may be of round orsquare timber, heavy wall pipe, a wide flangebeam section or a built up section consisting ofangles and lacing bars. The load may be hoistedby hand tackle or by hand or engine drivenhoists.

A -gin pole is a very handy and versatile piece ofequipment for lifting all types of comparativelylight loads To get maximum use out of a ginpole, it should be rigged with a minimum of fourguys, with wire rope pendants and manila ropetackles between the pendants and the an-chorages and swivel plates top and bottom.These can then be leaned at various angles andturned to lift from all sides.

The gin pole is used mostly for erection work ofease of rigging, moving and operating. It is

Wire Rope Pendant

Wire Rope Pendant

suitable for raising loads of medium weight toheights of 10.-50' where a vertical lift is required.

ProcedureRefer to Figure 7=108 for Steps in this procedure.

Step Using any- suitable scale. draw asketch as shown in A:Line TS represents the guyLine RS represents the gin pole

Step 2. With a given load of 4,000 lb., let1/4" = 1,000 lb. and draw a verticalline VU representing the load (1"long) as in B.From U, extend a line UW parallel toTS (from A) to represent the guy, anda line VW parallel to RS (from A) torepresent the gin pole

Step 3. To develop C, draw a line VW parallelto, and the same length as VW (fromB). Drop a vertical line down from W,and draw the line VX parallel to TR(from A).

.Swivel Plate

Wire RopePendant

Wire RopePendant

Snatch Block

Figure 7-107. Gin Pole

To Power

-- 386 -

Figure 7-108. Determining the Kick at theHeel of a Gin Pole

Measure the length Vhf; and using thescale 1/4" = 1,000 lb., calculate theamount of kick on the pole.

A-FRAME DERRICK

An A-Frame (or Shear Leg) derrick is a versatilehoisting device, requiring only two back guysand one lazy guy in front for support (Figure 7-109):

For light loads, a small A=Frame derrick can bequickly constructed by drilling a hole throughtwo pieces of square timber and boltingthroughthe holes. A wire rope choker is put around thetop of the poles with the eye hanging down to at-tach the block. When a load is suspended fromthe block, the choker tightens to hold thecrossed members more securely,

MOBILE CRANES

Mobile cranes are mechanical lifting devicesthat can be relocated without disassembly. Theymay be classified into two main types: 1. those'mounted on metal trackt (Figure 7-110) and 2.those mounted on rubber tires (Figure 7-111).Figure 7-112 illustrates the parts of a mobilecrane.

Figure 7-109. A-Frame Derrick

Figure 7-110. Mobile Crane on Tracks

Two types of booms (Figure 7-113) with respectto the capability on the crane are identified:

1. Conventional booms may be lowered, raisedor swung sideways, however, the assembledlength does not change.

2. Hydraulic booms may be lowered, raised orswung sideways, and the length can be ex-tended or retracted without reaSSembly.

The choice of boom is based upon the functionalrequirements of the crane for the job: Where

39


' 111116.

Figure 7-111. Mobile Crane on Tires

Yoke

Boom Line

PennentS

JibGantry

Jib Lines Jib

Mai n Li ne

Boom Stoppers

_Topping Litt

Boom Gantry

Cab

Whip Line

HeadacheBall

Counter Weight

Main Load Block

Figure 7-112. Parts of a Mobile Crane

Radius

3 9 .4,

383 -

HYDRAULIC BOOM

CONVENTIONAL BOOM

Figure 7-113. Crane Boomt

Li

heavy or exceptionally high liftS are involved,the conventional boom is used. Where the loadsare lighter and more set=ups are required forshorter lifts, the hydraulic boom is more suitable.

When_ an hydraulic mobile crane is delivered to ajobsite; it is almost immediately ready to go intooperation (Figure 7-114). It need only be "spot-

r

Vt

Figure 7-114. Crane Arriving on The Job,Raising Gantry to Operating Position

3 Lrj

Rigging and Erectibn 389 -

ted," the outriggers extended and the cranelevelled, before the first load can be lifted.

BOOM ASSEMBLY

On the other hand, a conventional type mobilecrane arrives in separate units. The boom com-ponents, outriggers, counterweights and mainblock must be offloaded (usually assisted by anon-site hydraulic crane), and assembled on the

tit

INSTALL FLOAT PADS

?CI ti

4:4%ti

INSTALLING REAR COUNTERWEIGHT WITH SECOND RIG

Figure 7-115; Floatpads and Counterweights 3

job location. Crane assembly at the jobsite fallswithin the jurisdiction of the erection Ballet-maker.

Figures 7-114 to 7-118 illustrate a typicalsequence in the assembly of a conventionalmobile crane, from arrival on the job to work-ready.

litz

INSTALLING FRONT COUNTERWEIGHT

CRANE SAFETY AND SIGNALS

Assembly Precautions

1. Check all outrigger assemblies.2 Check all boom sections for damage.3: Always install boom pins from the inside of

the boom to the outside.. Ensure all boom pins are secured with cotter

pins.

5. Before raising boom, machine must belevelled, outriggers fully extended and rub-ber off the ground.

6. When disassembling boom sections, blockthe section to be removed.

390 -

MOVING BOOM OFF TRUCK INSERTING BOTTOM PINS

-k-

.E1 IIM1.1 111.'1

A

POSITIONING FOR PINNING

INSERTING TOP PINS FIRST

Figure 7-116. Assemb Wig the Boom

PINS SECURED BY COTTER PIN

JOINING OTHER SECTIONS


A:.ifO 1!.,

rF

YOKE READIED FOR PENDANT LINES WEDGE SOCKET ATTACHED TO MAIN BLOCKS

PENDANT LINES ATTACHED

MAIN LINE REEVED TO MAIN BLOCK

3 4-1

Figure 7-117. Attaching ti ,a Lines

5.! )

;jr, /

TERMINAL END OF MAIN LINE FITTED TO WEDGE SOCKET

- 392

'

tm

Figiirt 7=118. Boom Raised and CraneMoved to Area of Lift

Safety During Crane Operation

1 One man only will be designated assignalman. The signalman must be in fullview of the crane operator at all times.Crane signals are illustrated in The W.C.B.material in Figure 7-119.

2 When locating the machine, the followingmust be observed:a. As level a path as possible must be

followed when moving the machine;avoid slopes and rough terrain.

b. The boom must be in a raised positionwhen the crane is travelling.

c. Particularly for larger machines, thespeed of travel must be slow.

d. When "spotting" the crane, to ensurefull eated capacity, the machine mustbe levelled, outriggers fully extended;and all rubber off the ground.

e. Be aware of all power lines in the areawhere the crane is spotted;

3. KriciW the weight of all loads (includingweight of any rigging accessories):

4. Measure (rather than estimate) theMachine'S load radius when makingcapacity lifts.

5. AVoid effects of "shock loading" to riggingand equipment, by raising and loweringloads slowly.

6. Always use a tag line to control the loadWhen in the air;

7. When booming down, or swinging with aload, always keep the load as close to theground as possible.

8. When swinging, always ensure that thecounterweight area of swing haS:

a) sufficient clearance to clear ob-structions.

b) been barricaded wherever there is apossibility of a woeker being crushed.

9. Keep all personnel out from under load.

10. No one is lowed to ride the load under anycircumstances.

11. Snub heavy loads to the machine whentravelling with a load.

12. When operations cease for the day, it is ad-visable to "tie down" the boom by attachinga choker from the hook in use to a

stationary object with only enough tensionto immobilize the boom.

3


223

Standard Hand Signals for Controlling . ... ..

Crane Operations; Crawler, Locomotive and Truck Cranes

HOIST.forefingerhand

i

,.. iityAs

..en

'"(1\r.=

With forearmpointing up.

in small horizontal

IIII

vertical.move

circles.

gram

alit

LOWER. With arm extendeddownward. forefinger pointingdown. move hand in smallhorizontal circles.

.

USE MAIN HOIST. Taphead; then use regular

onfistsignals.

)toe

alkaklieril

tiVA\ INUI

t''., '4N.

.N.TP 11...16'''

iI

lilt- ),\-

_ 114

/11. II

I

WM' ilallr-Laill11_

USE WHIPLINE. (AuxiliaryHoist). Tap elbow with onehand; then use regular signals.

RAISE BOOM. Arm ektended.fingers closed, thumb pointingupward.

LOWER BOOM. Arm extended.fingers closed. thumb pointingdownward.

MOVEto giveplacefrontsignal.example).

----

kbM' 114IV-Mr

#41 0. _

SLOWLY. Use one handany motion signal and

other hand motionless inof hand giving the motionHoist slowly shown as

N.-I,

S6 alligaN.

VIV

I

1

1

1

I

RAISE THE BOOM AND -LOWER THELOAD. Arm extended. fingers _

closed, thumb pointing upward.other arm bent slightly with _forefinger pointing down androtate hand in horitontal circles.

LOWER THE_BOOM AND RAISE THELOAD. Arm extended. fingersclosed.__thumb pointing downward.other arm with forearm vertical.forefinger pointing upward androtate hand in horizontal circles.

(C ionued)

Figure 7-119. Crane Signals 3 (4

394 -

Standard Hand Signals for Conti%) IlittgCrane Operations, Crawler, Locomotive and Truck Cranes

.. 1.11,f0

IV,,N.

,

_

i1 --=011

...._

1

!

I

.

iiir--.-A

... ...

SWING Arm_ ex tend ld.point with finger in three-boo of swing of boom

-.... ......

.9.:,,i3 Both arms outstretchedat sides horizontally.lingers outstretched

11V. stelikx .1

-

t\v

1, e'pe

TRAVEL Arm extended forward.hand open -and SI igh)ly raised.make ptiShing motion indireCtian of travel. .

.-__

DOG EVERYTHING Clasp handsin front of body.

alall._ ..... .

TRAVEL. (Both Tracks), Useboth lists in front al_bodymaking - -a circular motion abouteach other. indicating directionof travel; forward or backward(For crawler cranes only.)

TRAVELon sideTravelcaredfist. rotatedbody.

fit4

a IlItitt \\.

I 741 1

...401.........

EXTEND _BOOM. (Tele-soaping Booms). -Bothin_ front of_ body _withpointing outward.signal may be used.

I

it

I

k1

.

law

(One Track). LoCk the trackindicated by raised fitt. _

opposite track _in direction indiby circular motion -of other

vertically in front of(For crawler cranes only.)

fiststhumbs

One hand

,

lift'I.irwraloo- -... ipm

RETRACT BOOKATele- _scaping BOOMS): Bath .fists._in -front of body with thumbspointing toward each other.One hand Signal may beused. .

Figure 7-119. Crane Signals (continued)

Rigging and Erection-395-

Standard Hand Signals for ControllingCrane Operations; Crawler, Locomotive and Truck Cranes

HOIST_forefingerhand

1

_,,.NS2 lif

i

1IV

ftgat.'\1

-With forearm vertical.

pointing up. movein small horizontal circles.

t% 1

-Immo,_ - .....

LOWER. With arm extendeddownward. forefinger pointingdown. move hand in smallhorizontal circles.

.

sr. , -: a , .

BRIDGE TRAVEL. Arin extendedforward, hand open and slightlyraised, make pushing motionin direction of travel,

04111tit

tIUtiV .1

li

ill

i.

I

IN

.=..- --a N rAl\

STOP. Both arms outstretchedat the sides horizontally.fingers outstretched

t\''

i..1

TROLLEY. TRAVEL. Palm up.fingers closed. thumb pointingin direction of motion. jerkhand horizontally.

IIIire 011-

vr4 A

--_

MOVE SLOWLY. USe one hand togive any motion signal and placeother hand motionletS in front ofhand giving the motion signal.(Hoist Slowly shown as example.)

-

MULTIPLEfingertwo"2"

i

go

TROLLEYS.for block

fingers forRegular

im, ...

markedblock

signals

i

Hold up one-1" and

markedfollow.

MAGNET IS DISCONNECTED.Crane operator spreads bothhands apart palms up.

Figure 7-119. Crane Signals (continued)

- 396 =.

Standard Hand Signals for ControllingCrane Operations, Overhead and Gantry Cranes

noIlif

40\

1

1

,

l'1111k" -4.41....."

linIs

MAGNET IS DISCONNECTEDCrane operator spreads bothhands apart - palms up

_01V

.... .

OPEN CLAM SHELL BUCKETArm extended. palm down.open hand

CLOSE CLAM SHELL BUCKET.Arm extended. palm down.doge hand.

-Atiki

:.,

'''''''

IP,-

.

44.....

BOOM DOWN ANDRAISE THE LOADOne hand

HOISI_SLOWLY TO CLEARFOULED LINE Hands -crossedin front. above shoulders.fingers relaxed

BOOM UP AND LOWERTHE LOAD One hand

OPP

STOP One hand.

-

0.

1.1WHIP LINE. One hand.

Figure 7419. Crane Signals (continued) 4 u

document resume - eric · module 8.04 - assembly of oxy-acetylene equipment. 87. module 8.05 -...

Documents