Career Preparation Program Curriculum Guide for - ERIC

DOCUMENT RESUME

ED 234 268 CE 037 085

TITLE Career Preparation Program Curriculum Guide for:Metal Fabrication, Millwright.

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

REPORT NO ISBN-0-7719-9260-2PUB DATE 83NOTE 435p.; For related documents, see CE 037 083-086.

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

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

EDRS PRICE MF01/PC18_Plus Postage.DESCRIPTORS Behavioral Objectives; Bibliographies; *Career

Education; Cooperative Education; CourseDeScriptionS; Curriculum Guides; Equipment; HighSchools; Learning Activities Learning Modules;*Machine Tool Operators; *Machine Tools; Maintenance;*Metal Industry; *Metal Working; PostsecondaryEducation; Program Descriptions; Secondary Education:Welding

IDENTIFIERS *Millwrights

ABSTRACTThis curriculum outline provides secondary and

postsecondary instructors with detailed information on studentlearning outcomes for completion of the millwright metal fabricationprogram requirements. A program overview discusses the aims ofeducation; secondary school philosophy; and career preparationprograms 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 geheral aims are first cited.Modules consist of these components: goal statements, learningoutcomes, and student activities to support the learning outcomes.TopicS covered in the 18 units in the grade 11 program and the 25units in the grade 12 program include cooperative career preparation;shop practices, human relations, and safety; mechanical drawing;Soldering; welding; metallurgy; power saws, shapers, and millingMachines; hot metals; sheet metal; grinding, polishing, and surfacefinishing; drilling, reaming, and tapping; lathes; applied trademathematics; trade science; screw threads; rigging and materialhandling; shafts, hubs, and keys; bearings; couplings; clutches andbrakes; lubrication; packing and seals; pumps; gears; belts; chain;hydraulics; pneumatics; macaine installation; preventativemaintenance; electricity; and metallurgy. Section 4 lists reSourcematerial and contains a chapter on rigging and erection. (YLB)

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

* from the original document. *

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

co CAREER PREPARATION PROGRAM

rq,CURRICULUM GUIDE FOR

METAL FABRICATION MILLWRIGHT

PROVINCE OF BRITISH COLUMBIA

MINISTRY OF EDUCATION

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EOUCATION.

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been -eproduced asreceived from the person or organizationoriginating ,t.Minor chang-rs have been made to improvereproduction r.,

Points of view or opinions Stated in this docu-ment do not necessarily represent official NIEposition or policy. 1983

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

CURRICULUM DEVELOPMENT BRANCH

0 MINISTRY OF EDUCATION, PROVINCE OF BRITISH COLUMIA, CANADA

No part of this publication may be reproduced in any form

without permission in writing from the publisher.

Canadian Cataloguing in Publicat;on ElateMain entry under title:Career preparation program curriculum guide for metal

fabrication, millwright

Cover title.ISBN 0-7719-9260-2

1. Mills and mill-work - Outlines, syllabi, etc.2. Millwrights - Vocational guidance - British Col-umbia - Outlines, Syllabi, etc. I. British Columbia.

Schools Dept. Curriculum Development Branch.

W1040.C37 621.8'16'0712711 C83-092201-6

ACKNOWLEDGEMENTS

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 Vancouver (S.D. #39)

Dan Bradford Selkirk College, Castlegar

Wayne Fagrie Pacific Vocational Institute, Burnaby

Ted Marchant Pacific Vocational Institute, Burnaby

Howard Thompson North Vancouver (S.D. #44)

Fred Packford Greater Victoria (S.D. #61)

Doug Podetz Surrey (S.D. #36)

Mickey Zoyetz 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 fie]d 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 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

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 01

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 SAFETY

PROCEDURES 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 TOOLS

AND 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 6.03 - CONVENTIONAL LINES AND SYMBOLS 75

MODULE 6.06 - CONVENTIONAL CONCEPTS 77

UNIT 7.0 - SOFT AND SILVER SOLDERING

MODULE 7.01 - SOFT SOLDER

MODULE 7.02 - SOFT SOLDER APPLICATION

MODULE 7.03 - SILVER SOLDER

UNIT 8.0 - GAS WELDING OPERATIONS

MODULE 8;01

MODULE 8.02

MODULE 8.03

MODULE 8.04

MODULE 8.05 -

MODULE 8.06 -

- WELDING SAFETY PRACTICES

- STORAGE AND HANDLING OF OXYGEN ANDFUEL GAS CYLINDERS

- HANDLING AND OPERATING OXY=ACETYLENEEQUIPMENT

- ASSEMBLY OF OXY-ACETYLENE EQUIPMENT -

TESTING FOR LEAKS

CORRECTLY LIGHT AND SHUT DOWN THEOXY-ACETYLENE UNIT

MODULE 8.07 - TORCH LINE EXPLOSIONS

MODULE 8.08 - FIRE PREVENTION

MODULE 8.09 - FIRE EXTINGUISHERS

MODULE 8.10 - VENTILATION

MODULE 8.11 WELDING AND CUTTING CONTAINERS.

MODULE 8.12 PROTECTIVE EQUIPMENT

UNIT 9.0 - OXY-ACETYLENE EQUIPMENT

.......

MODULE 9.01

MODULE 9.02

PAGE

80

80

82

83

84

84

85

86

87

88

89

90

91

92

93

94

95

96

= OXY=ACETYLENE WELDING EQUIPMENTPROCESSES AND APPLICATIONS 96

- CONSTRUCTION OF OXYGEN AND FUEL --

GAS CYLINDERS 97

MODULE 9.03 CONSTRUCTION OF PRESSURE REGULATORS . 98

- v111 -

PAGE

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

103MODULE 9.08 - TIP SELECTION AND MAINTENANCE

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

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

10.01 - WELDING POSITIONS

10.02 - SELECTION OF FILLER METALS

10.03 - FOREHAND WELD

10.04 - BEADING

10.05 - CORNER JOINT

10.06 - LAP JOINT

10.07 - EDGE JOINT

10.08 - TEE JOINT

10.09 - BUTT JOINT

10.10 - FUSION WELD OF CAST IRON OO . .

MODULE 10.11

MODULE 10.12 -

MODULE 10.13 -

MODULE 10.14 -

MODULE 10.15 -

MODULE 10.16 -

MODULE 10.17 -

BRAZE WEEDING-

BRAZE WELDING

BRAZE WELDING

BRAZE WELDING

BRAZE WELDING-

BRAZE WELDING

BRAZE WELDING

MODULE 10.18 - GAS CUTTING OXY-FUEL CUTTING-ACETYLENE

MODULE 10.19 - GAS CUTTING OXY-FUEL CUTTING-ACETYLENE

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 METALS 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 METAL- 155

MODULE 15.01 - SHEET METAL TRADES 155

MODULE 15.02 - SAFETY IN THE SHEET METAL SHOP 156

MODULE 15.03 - COMMON SHEET METALS 157

MODULE 15.04 - HAND TOOLS- 158

MODULE 15.05 - SHEET METAL MACHINES 159

- x -

PAGE

MODULE 15.06 - APPLIED 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 15.02 - 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

- xi -

SECTION THREE ;=, C P 12 MILLWRIGHT

AGE

191

192

192

195

UNIT 1.0 - INTRODUCTION TO MILLWRIGHT TRAINING

MODULE 1.01 - MILLWRIGHT TRAINING PROGRAM

UNIT 2.0 - COOPERATIVE CAREER PREPARATION (COMMUNITY BASED)

MODULE 2.01 - PREPLACEMENT ROUTINE- 195

MODULE 2;02 - PLACEMENT (EXTERNAL TO SCHOOL) 197

MODULE 2.03 - POSTPLACEMENT ROUTINE 198

MODULE 2.04 - STUDENT REPORTING PROCESS 199

MODULE 2.05 - LETTER OF THANKS TO EMPLOYER. . 200

UNIT 3.0 - SAFETY AWARENESS 201

MODULE 3.01 - PERSONAL ATTITUDES 201

MODULE 3.02 - GENERAL SAFETY KNOWLEDGE 202

MODULE 3.03 - SAFETY PRACTICES 203

MODULE 3.04 - CAUSES OF ACCIDENTS 205

MODULE 3.05 - FIRE PREVENTION 206

UNIT 4.0 - APPLIED TRADE MATHEMATICS- 208

MODULE 4.01 - BASIC MATHEMATICS 208

MODULE 4.02 - DECIMALS 210

MODULE 4.03 - FRACTIONS 211

MODULE 4.04 - POWERS, SQUARE ROOTS AND CUBES. 213

MODULE 4.05 - RATIOS AND PROPORTIONS 214

MODULE 4.06 - PERCENTAGE 215

MODULE 4.07 - CIRCUMFERENCE AND AREA OF PLANE FIGURES . . 216

MODULE 4.08 - VOLUME OF SHAPES 219

PAGE

UNIT 5.0 - TRADE SCIENCE 221

MODULE 5.01 - SOLIDS 221

MODULE 5.02 - LIQUIDS 222

MODULE 5.03 - GASES 223

MODULE 5.04 - PROPERTIES OF MATERIALS 224

MODULE 5.05 - SIMPLE MACHINES 225

MODULE 5.06 - HEAT 227

MODULE 5.07 - MECHANICS 228

UNIT 6.0 - LAYOUT AND BLUEPRINT READING 230

MODULE 6.01 - GEOMETRIC CONSTRUCTION 230

MODULE 6.02 = DIMENSIONING, TOLERANCES AND FITS 233

MODULE 6.03 = WORKING DRAWINGS 236

MODULE 6.04 - BLUEPRINT READING 237

UNIT 7.0 - TRADE TOOLS 238

MODULE 7.01 - HAND TOOLS 1:38


MODULE 7.03 - PORTABLE POWER TOOLS- 245

UNIT 8.0 - SCREW THREADS 246

MODULE 8.01 - PURPOSE AND GENERAL TERMS 246

MODULE 8.02 - TYPES OF THREADS 248

MODULE 8.03 - FASTENERS 249

MODULE 8.04 - LOCKING DEVICES 251

MODULE 8.05 - THREAD LOADING 253

MODULE 8.06 - EXTERNAL AND INTERNAL THREADS 255

PAGE

UNIT 9.0 - RIGGING AND MATERIAL HANDLING 256

MODULE 9.01 - SAFETY REGULATIONS ON RIGGING 256

MODULE 9.02 - MATERIAL HANDLING EQUIPMENT 259

UNIT 10.0 - SHAFTS, HUBS AND KEYS 261

MODULE 10.01 - KEYS 261

MODULE 10.02 - HUBS 264

MODULE 10.03 - SHAFTS 265

UNIT 11.0 - BEARINGS 266

MODULE 11.01 - INTRODUCTION TO BEARINGS 266

MODULE 11.02 = FRICTION BEARINGS 267

MODULE 11.03 - ANTI-FRICTION BEARINGS 269

UNIT 12.0 - COUPLINGS 271

MODULE 12.01 - INTRODUCTION TO COUPLINGS 271

MODULE 12.02 - RIGID COUPLINGS 273

MODULE 12.03 - FLEXIBLE COUPLINGS 275

MODULE 12.04 - CENTRIFUGAL COUPLING- 277

UNIT 13.0 - CLUTCHES AND BRAKES- 278

MODULE 13.01 - PURPOSE OF A CLUTCH 278

MODULE 13.02 - CLUTCHES- 279

MODULE 13.03 - PURPOSE OF BRAKES 280

MODULE 13.04 - BRAKES 281

PAGE

UNIT 14.0 - LUBRICATION 282

MODULE 14.01 - THE PURPOSE OF LUBRICATION 282

MODULE 14.02 - OILS 283

mODULE 14.03 - GREASE 285

UNIT 15.0 - PACKING AND SEALS 287

MODULE 15.01 - SEALS 287

MODULE 15.02 - STATIC SEALS 288

MODULE 15.03 - NON-CONTACT SEALS 289

MODULE 15.04 - SINGLE CONTACT SEALS 290

MODULE 15.05 - PACKING 292

UNIT 16.0 - PUMPS 294

MODULE 16.01 - PURPOSE OF PUMPS 294

MODULE 16.02 - PUMP GROUPS 295

MODULE 16.03 - PUMP INSTALLATION AND MAINTENANCE 296

UNIT 17.0 - GEARS AND GEAR DRIVES 297

MODULE 17.01 - GEARS 297

MODULE 17.02 - GEAR REDUCERS 299

UNIT 18.0 - BELTS 300

MODULE 18.01 - V-BELTS 300

MODULE 18.02 - CONVEYOR BELTS 302

UNIT 19.0 - CHAIN 304

MODULE 19.01 - CHAIN TERMINOLOGY 304

MODULE 19.02 - ROLLER CHAIN 305

MODULE 19.03 - CONVEYOR CHAIN 309

MODULE 19.04 - LUBRICATION- 311

MODULE 19.05 - PREVENTATIVE MAINTENANCE 312

- XV -

PAGE

UNIT 20.0 - HYDRAULICS 313

MODULE 20.01 - HYDRAULIC THEORY 313

MODULE 20.02 - HYDRAULIC FLUIDS 314

MODULE 20.03 - HYDRAULIC COMPONENTS 315

MODULE 20.04 - HYDRAULIC CIRCUITS 317

MODULE 20.05 - HYDRAULIC TROUBLESHOOTING 318

UNIT 21.0 - PNEUMATICS 319

MODULE 21.01 - PNEUMATIC THEORY 319

MODULE 21.02 - PNEUMATIC COMPONENTS 320

MODULE 21.03 - PNEUMATIC CIRCUITS 322

MODULE 21.04 - PNEUMATIC SYSTEM MAINTENANCE. 323

UNIT 22.0 - MACHINE INSTALLATION 324

MODULE 22 ;01 - CONCRETE AND GROUT 324

MODULE 22 - FORMS 325

MODULE 22 ;03 - BASE BOLTS 326

MODULE 22 .04 = LAYOUT 327

UNIT 23.0 - PREVENTATIVE MAINTENANCE 329

MODULE 23 .01 = SCHEDULE AND REPORTS 329

MODULE 23. 02 - NON=DESTRUCTIVE TESTING 331

UNIT 24.0 ELECTRICITY 332

MODULE 24. 01 = BASIC ELECTRICITY 332

MODULE 24. 02 - GENERATORS AND MOTORS 336

PAGE

UNIT 25.0 - METALLURGY337

MODULE 25.01 - FERROUS MATERIALS 337

ZIODULE 25.02 - PHYSICAL PROPERTIES 339


SECTION FOUR - RESOURCE MATERIALS345

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 instm:tion will be established accordingto the criteria developed by teachers for the modules and courseswhich comprise each career preparLtion program.

Section OneProgram Overview

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PROGRA._PROGRAPROGRA__PROGRA....

5

PAGE

SECTION ONE PROGRAM OVERVIEW

PART 1.0 - ATMS OF EDUCATION 7

PART 2.0 - SECONDARY SCHOOL PHILOSOPHY 8

PART 3.0 - CAREER PREPARATION PROGRAMS g

PART 1.0 - GOALS OF CAREER PREPARATION PROGRAMS . 15

PART 5.0 - ORGANIZATION 17

PART 6.0 - EVALUATION 22

1)

7

PART 1.0 AIMS OF EDUCATION

The basic function of the nritish 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 that responsibility is the promotion of learning, theacquisition of knowledge and the mastery of skills. 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 to,effective 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, parents and the community share the responsibility for foster-4-'7 the optimum growth and development of each student. Shared respons-iL ty should be directed to the end that each student will become akr Ageable, self-reliant, self-disciplined, adaptive human being witha s e of enduring values and social and civic responsibility, able tocommun date and participate effectively in a technologically advancingand increasingly mobile, complex and changing society.

8

PART 2.0 SECONDARY SCHOOL PHILOSOPHY

Secondary schools are primarily concerned with the development ofthe individual in a changing society. Organization of the secondaryschool 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 within

their 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 shoold:

a. provide opportunities for all studentt 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 interests

and avocational values,

f. increase opportunities to relate course offerings to the needs

of 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.

PART 3.0 CAREER PREPARATION PROGRAMS

3.1 Aims and Purpose

Career preparation is vitally important to every individual in theirchoice of lifestyle and their economic security. In conjunction withthe provision of basic education for all citizens, the school systemshould ensure that all students are provided the opportunity to -

increase 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 theopportunity to increase their awareness of the world of work whileattending public schools. The influence of modern technology hasaltered individual and family lifestyles and may 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 increasingly complexworld of business and industry. Pertinent questions should beconsidered. What are the qualifications for particular occupations?Which occupations require a post-secondary education or othercredentials? Which vocations require work related experiences?How should the school experience provide for student needs as theyconsider their future careers?

iThe 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 somecareer areas are the hospitality/tourism industry, general mechanics andbusiness 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 cooperate with employers and post-secondaryinstructors to effectively integrate the career preparation programs.

- 10 -

Adults at the school and community level have a responsibility to

ensure that all students will achieve a basic understanding andawareness of the world of work to prepare for emerging trends in

society. 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 the

British Columbia school system in striving to meet the needs of

all students.

The development of students who can think for themselves and learn

on their own is one of the more important educational goals. In

career preparation programs, practical experiences that combinemethods, resources and activities provide an important teaching

strategy to enhance learning and thinking abilities. Both indivi-

dual and group problem solving strategies help students to utilize

abstract thinking abilities through practical learning activities.

In the grade 11 and 12 school terms, students in career preparation

programs have opportunities to apply basic skills and abilities

gained from earlier educational experiences. Learning outcomesbecome more effective when students can develop abilities and

talents with new applications and a wider variety of resources.

The career preparation programs in British Columbia senior secondary

schools are designed to provide students with options that enable

students to enter the work force, proceed to a college or Provincial

institute 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 students

between school and employment and between school and post-secondary

institutions. Students enrolled in a career preparation programwill participate in cooperative career preparation studies to spend

part of their school time in a learning situation in the community

at a training station. This experience is designed to providepractical experience for a student in an occupational field directly

related to a program specialty in the school.

All students will utimately enter the work force in some capacity

and career preparation programs will assist students to recognize

current occupational practices and the avenues for advancement toward

career 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 possible

career paths.

- 12 -

Development of skills and talents is the primary purpose of the practicalexperiences. Courses that comprise the specialty area of study must bedirectly 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. Requirements

to complete _a program consists of six aPPrdved 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.

25.

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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 schori 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. Thepurposesof 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 ordel. to ensure achievement of the learningoutcome.

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

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PART 4.0 GOALS OF CAREER PREPARATION PROGRAMS

4.1 Review Proce-ss-

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 the 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 onVocationalTechnical 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,and

iii. the possible areas of conflict regarding the responsi-bilities of the secondary school and teachers and thepost=secondary institutions and instructors.

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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 eduration 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.

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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 advancer! 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 -fora 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.

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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 details, refer to theAdministrative Handbook 1981.

3

- 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 preparatiOnprogram in grade 11, they will concentrate on the acquisition 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 ingrlde 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 conclu-sion of the training period.

In addition to Workers' Compensation Board coverage for school arrangedcooperative 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.approval 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 advisory 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 representative 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 ofcooperative education. The primary purpose of cooperative education isto provide the student with planned and evaluated practice/experienceswhich 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;

-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.

a

-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.

-23-

Evaluation processes should be designed to.assist students to acquirethe necessary skills and talents that will be useful for a vocationalgoal. Performance criteria cdn 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 enhance studentgrowth for employability in related occupations. Procedures fortesting in any career area should help and not hinder student growthin the realintion 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 F'rformance_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, psychomotor 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 tests''.at 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)

-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 performave,

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

Student activities designed 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 is 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

performance

level?

What activitie

will support the

desired

performance?

Directly related

to learning

outcome

statements

General Aims and Purpose

Goal Statements

Learning Student

Outcomes Activities

)

Criterion

Referenced

Tests

Goal Statements

Learning Student

Outcomes Activities

Goal Statements

Learning Student

Outcomes Activities

amunimom..15 ftwommimmmommill1

Criterion Criterion

Referenced

Tests

Referenced

Tests

............

Criterion

Referenced

Tests

Criterion

Referenced

Tests

Section TwoCP ii Metal Fabrication

CAREERCAREERCAREERCAREER'CARFERCAR ER

'CAREERCAREERCA_REERCAREER.CAREERCAREERCAREERCAREERcARgER

PREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREP_AR. TIONPREPARATIONPREPARATION

EPARATION

PROGRA._PROGRA.

PROGRA_P7OGRA._ _

PR GRA .

PROGRA_

PROGRA...._PROGRA-PROGRAMPROGRA._PROGRAPROQP.A.

- 29 -

PAGE

SECTION TWO - C P 11 - METAL FABRICATION- 35

UNIT 1.0 - COOPERATIVE CAREER PREPARATION (SCHOOLBASED) 36

MODULE 1.01 - 'CAREER DEVELOPMENT AND COMMUNICATION. .

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

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 MEDICALROUTINES) 55

UNIT 3.0 - TOOLS AND EQUIPMENT 57

MODULE 3.01 - USE AND CARE OF HAND TOO'S 57


MODULE 3.03 - LAYOUT TOOL3 61

MODULE 3.04 - USE AND CARE OF PORTABLE POWER TOOLSAND ACCESSORIES 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

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 LIGHT AND SHUT DOWN THEOXY-ACETYLENE UNIT 89

-31 -

PAGE

MODULE 8.07 - TORCH LINE EXPLOSIONS 90


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 - WELDING POSITIONS 104

MODULE 10.02 - SELECTION OF FILLER METALS 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 10.17 - BRAZE WELDING- 121

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


MODULE 12.01 - FERROUS METALS 139

MODULE 12.02 - NON-FERROUS METALS 142

MODULE 12.03 - WELDABILITY OF STEELS 143


MODULE 12.05 - SHAPES OF METALS 145

44

-33-

PAGE

UNIT 13.0 - POWER SAWS, SHAPERS AND MILLING MACHINES. .146

MODULE 13.01 - POWER SAWS 146

MODULE 13.02 - SHAPERS 148

MODULE 13.03 - MILLING MACHINES (VERTICAL, HORIZONTAL) 149

UNIT 14.0 - HOT METALS 151

MODULE 14.01 - TOOLS AND EQUIPMENT- 151

MODULE 14.02 - FORGING AND BENDING 152

MODULE 14.03 - FOUNDRY 153

UNIT 15.0 - INTRODUCTION TO SHEET METAL 156

MODULE 15.01 - SHEET METAL TRADES 156

MODULE 15.02 - SAFETY IN THE SHEET METAL SHOP 157

MODULE 15.03 - COMMON SHEET METALS 158

MODULE 15.04 - HAND TOOLS 159

MODULE 15.05 - SHEET METAL MACHINES 160

MODULE 15.06 - APPLIED GEOMETRY 161

MODULE 15.07 - SIMPLE PATTERN LAYOUT 163


MODULE 15.09 - RADIAL LINE DEVELOPMENT 165


UNIT 16.0 - GRINDING, POLISHING AND SURFACE FINISHING .167

MODULE 16.01 - GRINDING MACHINES 167

MODULE 16.02 - SAFETY PRECAUTIONS 168

MODULE 16.03 - BUFFING AND POLISHING 169

MODULE 16.04 - PAINTING 170

MODULE 16.05 - PLATING AND COLOURING METAL SURFACES .171

-34-

PAGE

UNIT 17.0 - DRILLING, REAMING, TAPPING 172

MODULE 17.01 - DRILLING MACHINES- 172


MODULE 17.03 - REAMING 175

MODULE 17.04 - TAPS AND DIES 176

UNIT 18.0 - LATHES 177

MODULE 18,01 - LATHE NOMENCLATURE 177

MODULE 18.02 - WORK HOLDING 178

MODULE 18.03 - LATHE CUTTING TOOLS 179

MODULE 18.04 - FEEDS AND SPEEDS 180

MODULE 18.05 - OPERATIONS 181

46

-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 qualify for advanced standing_in a related program at appstsecondary_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 ofmetals;

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

O. practice of clean, safe and orderly work habitt;

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;

1. attitudes and skills required_ for_ entry and advancement inoccupations related to metal fabritation; and

j. surveys of induttrial,thops_through field trips to develop anappreciation of actual working conditiont.

-36-

UNIT 1.0 COOPERATIVE CAREER PREPARATION (SCHOOL BASED)

Career planning and preparatiom 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 opportunities 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, andbecome 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;

b. 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,e. develop a systematic approach to solving problems,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.

- 37 -

MODULE 1.01 CAREER DEVELOPMENT AND COMMUNICATION

Goal Statements

The learning experiences in thit 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;d. understand factors that influence the choice of a vocation or

profession; _

e. develop suitable, realistic 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;is learn and practice good work habits for employment situations;j. acquire skills in writing reports in a specified format.

Learning Outcomes Student Activities

The student should be able to:

1.01_01

identify reasons that lead peopleto work

1;131_;02

analyze and list tentativevocational choices in the metaltrades

- machinist- millwrighttool and die maker

- machinist fitter- sheet metal worker- boiler maker- plater and fitter- welder- plumber- pipe fitter- iron worker

- structural steel worker

- consider why people work- discuss work ethic, social

values, economicindependence

compare vocational familygrouping of occupations

4 rj

-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 behaviourattitudes, skills and responsi-

bilitieS

- 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 for

job entry- use examples from industry

- view films or readexamples and react

- discuss importance ofclear communication

-39-

1X01:08

participate and use communicationskills in group interactionsituations

1A1;09

use verbal and non-verbalcommunication skills

1.01.10

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 memoftom 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 problemsituationsdiscuss 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. increase the 'student's ability to interview and gather

information from people.



1.02_01

describe positive work habits andattitudes

1_A2A2

conduct a informational gatheringanalysis of a particularoccupation

1A2.03

prepare a brief oral report on aselected career that outlines_advantages anddisadvantages 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 ointerest

- class discussion= discuss job/career

satisfaction

= discuss the nature of worktasks and social skilit

= examine the impact oftechnology change

- review social and economicaspects of variousoccupations

- examine present -and futuredemandt,for_employment inparticular jobs.

- consider training needs- discuss "external" _

dangers, and jobt withhigh_degree of ritk_ihmaintenance, e.g. minesites _

research importance of"safety_attitude" -

categorize "risk" factors

- use related resourceinformation and sources ofcareer information

- 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 and_ management personnel,_f. provide the student with a brief overview of the process of

contract negotiations,g. increase student awareness of the contribution of labour to

economic:growth and development in_the country,h. provide information that OUtlines the contribution of the

labour movement to the social and economic growth of thecountry, andexamine the organiiational structure and development of themajor unions.

Learning OutcomeS Student Activities


1.03.01

prepare a chart to outline atypical company organization

compare the essential differencesbetween management roles andworkers

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

1.03.08

list the procedures to be followedin a grievance procedure

LOBAS

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

1.03.1D

describe background fordevelopments in the labourmovement

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

=43-

MODULE 1.04 WORKING CONDITIONS AND LABOUR LEGISLATION

Goal Statements

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

a. become familiar with common requirements and responsibilitiesof an employee,

b. become aware of employee/employer rights under legislation;c. develop an awareness of the legislative process and laws that

protect_ employee rights, andd. become familiar with the sources of information relative to

employee rights and responsibilities.



1.04.01

list examples of proper care ofcompany equipment and materialS

1.04.02

list reasons for employee _

punctuality in five occupations

1.04.03

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 _

- taltulate 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:

a. become familiar with a disciplined and methodical approach tothe_job search process,

b. review examples of proven processes in preparing resumes andqualifications brieft,

. 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;05401

identify the 'hidden' job market

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

56

- 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 class

- discuss various companypersonnel procedures

- use and complete sample

application forms

-45-

1.05.06

outline basic steps to follow forinitial contact with an employer

applysuccessful 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 Commission

1.05.09

practice interviewing skills

1.05.10

prepare a job prospect card

prepare a lettOr_th6trequeSts an applicationforM

- discuss pros and cons ofCOntracts_by phone, letteror interview

- use resource_personnelfrom Canada Employment andImmigration Commission(CEIC)list agencies andorganizations that may becontacted for jobs

discuss_terms andoccupational titles forvarious occupations

- interpret information fromPrinted employment wantads

- tape a simulated interviewSituation with otherStUdehtS

- demonstrate appropriatemanners and etiquette

- Writing letters of thankswhere appropriate

- review examples andcomplete a sample

-46-

MODULE 1.06 FIELD TRIPS AND RESOURCE SPEAKERS

Coal_Statements


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

b. involve the community in the educational career developmentstudents.



1.06.01

write a synopsis of a film orarticle on a career field of thestudent's choice

1.06.02

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

1.06.03

interview three employers torecord opinions and_ requirements_that are deemed to be important toeffective employment

1.06.04

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

- view films or articles anddiscuss in class

- 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


a. 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; andprovide -the student with an understanding of opportunities forcontinuing education - university, college or Provincialinstitute programs.

Learning OUtcOmet Student Activities

The student should be able to

1.07.01

identify the most powerfulreinfOrcers to their proposedcareer choices

1.07.02

litt the names and locations ofpost-secondary institutionsoffering courses in three careerfields

1-01-03

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

- class discussions

- review entry requirements,program offerings, lengthof terms for specificcourses

- select one career fieldand prepare an educationalplan for report to class

- review a line diagram of acompany organizationpattern

= work from prepared samplesto design a career ladderin a particular field ofinterest

- interview people atdifferent levels in acareer area and_assessopinions regarding jobsatisfaction

-48-

UNIT 2.0 SHOP PRACTICES, HUMAN RELATIONS AND SAFETY PROCEDURES

General_ Ai M

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

GoalStatements


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 satety 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 andhealth protection

- list areas that requirehousekeeping and variousmethods used

- review both safe andunsafe work areas

-49-

2.01.04

use safety glasses, shields,guards, and other protectiveclothing according to prescribedstan-!ards

2.01.05

identify 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 fitSt aid for commoninjuries;_lay out procedure ofresponse in any injury for yourwork situation

2.01.09

describe the need for the use ofSafety 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 properapplications of protectiveequipment

- study and discuss thecharacteristics ofdifferent cleaning agentsand their applications

- examine safety storageprovided and considerapplicable 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

6

- 50=

2;01.12

list examples of legal protectionfor employees within Workers'Compensation Board

- discuss legal role of

W.C.B.- consider limitations of

first aid and importanceof adequate trainingbefore treating injuredpersons

-.51 -

MODULE 2.02 HUMAN RELATIONS AND PERSONAL ATTRIBUTES

Goal- Statements

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

a; 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 of_personal 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 their own 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 interpersonalrelationships

- discuss need forappropriate manners

-52-

2.02.03

demonstrate individual differencesin perception

complete a self-appraisal outlineon personal traits and attitudes

2 ;02.05

assess strengths, capabilties andweaknesses of people

2.02.06

use_particular skills necessary togather,_ process and act uponinformation 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 fattOrS that influencediscrimination, i.e. racereligion 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 discussproblems in relation toemployment roles

- discuss the need toconform in specificsituations

- review the importance ofhealth for employment

- list positive and negativepersonal attributes

= discussion of self-development

= observe_films= review safe workirgconditions concerningdress

- discuss equality ciindividuals

- react to examples 31prejudice

- discuss wa. to overcomediscrimination

=53=

2;02409

identifyfive important reasonsfor appropriate dress for anoccupation

2.02.10

provide an example of a conflictsituation created by employee/employer attitudes toward dress

= group discussions

= group discussions

-54-

MODULE 2.03 GENERAL SHOP ADMINISTRATION

Goal_ Statements


a. 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.

'.earning Outcomes Student Activitiet

h., student should be able to:

2.03.01

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

- become familiar with areafor tool storage and checkout system

- sketch a simplified shoplayout

-55-

MODULE 2.04 EMERGENCY PROCEDURES (FIRE AND MEDICAL ROUTINES)

Goal Statements

The learning experiences in this module are designed to

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

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



2.04.01

demonstrate proper procedures forassigned emergency situations

distinguish between variousclasses of fires

2.04.03

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

L04_;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 enviru,-ment)

- examine all fireextinguishers

- local fire departmentinvolvement

- discuss school emergencyexit procedures

- practice prescribed exitprocedures

- inspect any given piece offire fighting equipmentand state the type of fireon which it may be used

- review locations of

ext)p,guiSherS (refer toskettk of shop layout)

-56-

2.04.05

identify basic_first aid pro-cedures and telephone numbers foremergency assistance

- locate the required firttaid equipment and diScutSuse

6 3

- 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 thi_ Jdule are designed to:

a. help each student read and interpret technical information,b, increase student ability -co use English in communication,

encourage neatness and legibility in all written work, and. to develop the abilities to record and maintain accurate work

done.

Learning Outi:omes Student Activities


3-1.01

interpret technical text books andother reference sources

3;01_;_02

complete a neat and legible reporton an assigned reporting task

3.01.03

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 ofworktheett

- compare various fOrr.,,-and assess need fbraccuracy and neatne;

- 59-

UNIT 4.0 FASTENERS

General Aim

The student ShOuld develop an understanding of fastening 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 into categories various types of

fasteners,c; make students aware of the types and uses of adhesives,_and

d. make students aware of the consequences of using dissimilar

metals in fasteners.



4.01.01

identify and classify types ofthreads according to:

a; sizeb. pitch

thread series. thread classes

- S.F. metric- unified-- Imperial

e. pipe threads

4;01;02

identify and 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 threads

- identify threads for a_

Variety of fasteners froma large assortment

- use pitch gauge; steel

rule and_calipers tomeasure bolts and nutsizes

- compare common uses of

bolts and screws

41' I

= 60-

4.01.03

identify and classify varioustypes of nuts:

- hex- square_- slotted hexcastellated

= acorn

= Pal- interference- self locking

4.01.04

identify_

dentify and classify types of:flat washers

= lbck washerssnap rings

4.01.05

identify and classify selftapping screws:

- type A sheetmetal screws- drive screws- head shapes

4._01._06

identify and classify varioustypes of ;-,1s:

- cotter- spring- dowels- aligning- taper

= common use of nuts

- compLF-, common uses ofv-,aShe;-

- compare threadconfigurations and commonuses

- coopare various typet anduses

- compare common uses

- 61 -

UNIT 5.0 TOOLS AND EQUIPMENT

General Aim

The student should develop an understanding of the proper usecare of tools used in the metal trades.

MODULE 5.01 USE AND CARE OF HAND TOOLS

Goal Statement

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

Learning Outcomes


Student Activities

5.01.01

identify and select appropriatehad tools required for use in themetal trades

5A1A2

demonstrate a knowledge of metricand imperial tool sizes

5;01.03

explain the construction, safehandling and techniques of handtools such as:

- hammers, punches- wrenches, pliers- chisels, files, hacksaws,

drills- vises, clamps

- list usage of hand ti

- use hand tools:- hammers; punches- chisels, plierS,wrenches

- files, 11:ksaws- screwdrivers- clamp, vises

1

- 62-

MODULE 5.02 MEASURING TOOLS

Goal _Statement

The learning experiences in this module are designed to help eachstudent identify; select and become proficient in handling non-precision and precision instruments, and interpreting theirreadngs (both S.I. metric and Imperial).



5;02;01

state the necessity of measuringinstruments such as:

- steel scales- tapes- inside calipers- outside calipers- squares- hermaphrodite calipers- dividers- drill gauge- wire gauge- micrometers (outside;

inside)- vernier calipers- dial indicators- feeler gauges- telescoping gaugesthread gauges

5;02A2

identify the specified steelmeasuring rules (flexible ornon-flexible) in terms of:

- types- values of graduations- obtainable measuring

accuracy- measuring range- holding techniques formeasuring; checking andlayout operations

- applications- determine and apply thecorrect methods of handling,storing and maintainingsteel measuring rules

- discuss why exactmeasurements are required

- use S.I. metric andImperial

- apply proper handling andmanipulation techniques

- discuss and use measuringinstruments on samplepieces


- 63 -

5 ..02.03

identify precision steel squares- types- sizes- holding techniques forchecking and layoutoperations

- applications

5 U2 }09

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

- types- components and working

principles- attaching and securingextension rods

- holding techniques formeasuring operations

- setting; locking andmeasuring micrometers atdetermined values

- handling, storing andmaintaining micrometers

5-.02.05

identify vernier calipers- types- components and workingprinciOes

- holding techniques formeasuring operations

- setting and measuringcalipers at determinedvalues

= handling, storing andmaintaining calipers

5.02.06

identify dial indicators= types- components and working

principles- obtainable measuring

accuracy _

= 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

- 64 -

5.02.07

identify feeler gauges= types= overall checking range= using individual andcombination blades todetermine the correctmeasurement

- holding techniques forchecking operations

- handling; storing andmaintaining thickness gaugeSets

5.02.08

identify telescoping gauges- overall checking range- applications- holding techniques forchecking operation

- setting; locking andmeasuring the overall valvewith the outside micrometer

- handling; storing andmaintaining telescopinggauges

5;_o2Aa

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

- Imperial

identify calipers- outside calipers- inside calipers- hermaphrodite calipers

.5;0211

identify dividers

5A02_;12

select proper measuring devicesfor specific jobs

- discuss and in smallgroups use feeler gaugeson sample pieces

- dittutt the use of tele==scoping 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 experiencet in this module are designed to:

a. help each student identify, select and become proficient in theuse of layobt tools, and

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



503.01

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 calipers- surface-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 scriber= combination set square and

scriber- hermaphrodite calipers-- surface_plate, angle plateand surface gauge

- tool makers clamp andsurface gauge

5.03.03

scribe a line at 99° to a datumedge using various methods andtool

= t0Mbihation square- precision squareangle plate, precisionsquare and surface gauge

5.03.04

scribe tirtleS, arcs and tangentlines using various tools andmethods

- dividers or compass- trammels- dividers 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

- layout a project or _

projects to include layoutactivities outlined inModdles 3.03.02 to 3.03.10to specificat

-67 -

5.03._06

layout equal distances withvarious tools and methods tospecification

- dividers; layout equaldistances around acircumference

- dividers; trammels, layoutequal distances along ascribed linelayout 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

5.03.08

prick_punch accurately around afiniShed layout

5.03.09

preoare a layout for drilling byprik punching, then centrepunching

5.03.10

layou a double circle with centrelines 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 help 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 pressesportable hand drillS

- portable 1.ind grinders andpoliSherS

5.34.02

debonstrate the safe and correctuse of electrical and airpower tools

5.04.03

point out and liSt the_care_andservice required for electricaland air power toolt

= study and discuss powertools and accessories

- discuss the effect offerrous and non=ferrousmetJs on grinding wheels

- after instruction, useappropriate equipment

review manuals andassigned materials

-69-

UNIT 6.0 MECHANICAL DRAWING CONCEPTS

General Aim

The student should develop skillS to read, sketch; draw andinterpret baSic methods used for graphic representation.

MODULE 6.01 BASIC CONCEPTS

Goal Statements


a. 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.



6.01.01

identify types of pencils

identify types of instruments andtheir use

- discuss basic types ofpencils

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

HB, B- soft - 2B, 3B, 4B

7B

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

45°- triangular architects

scaletriangular engineering

scaletriangular metricscale

= irregular curves= protractor- erasing

drawing pa- tape- other

- 70-

6-01.03

identify the reasons for- accuracy- 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

SketCh- horizonta' lineS- vertical lines= circles- angles

- discuss

= complete gothic letteringand numbering sheets

= discuss and practice

- discuss and completedrawing sheets

- 71 -

MODULE 6.02 MEASUREMENT

Goal Statements


a. improve measuring skills with the use of triangular scales; andb. help each student recognize and inerpret scale drawingS,

simple components.



identify and use the followingtriangular scales

- architect's scale- mechanical engineers' scale- metric scale

6.02.02

explain the use of scaledengineering or blueprint drawings

- discuss and use each online measurement exercises

- discuss

- 72-

MODULE 6.03 PICTORIAL DRAWINGS

Goal Statements


a; help each student to recognize aild develop the basic principlesof pictorial drawings; and

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



identify pictoria7 drawings

6.03.02

do isometric drawings= freehandsketch'ir= with drafting in -uments

6.03.03

do perspective_ drawings- one-point perspectivetwo-point perspective

6.03.04

identify and sketch obliquedrawings

- cavalier= cabinet

- dis. s

- discuss and cr7,pleteisometric drai ,ngs

- sketch perspectivedrawings

- sketch oblique drawings

- 73 -

MODULE 6.04 ORTHOGRAPHIC DRAWINGS

Goal Statements


a. help each student recognize and devel,ip concepts ororthographic drawings,

b. develop in each student:the ability 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 Activities

The student snrAild he able to:

6.04.01

identify orthographic drawings

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

_6_;_tvLoa

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

6.04.04

complete a three-view orthographicdrawing in third angle projection

= freehand Sketching- instrument drawing

- discuss

- discuss and completeone-view drawings

- discuss an completetwo-view drawings

= discuss and completethree-view orthographicdrawings

-- 74 --

6A4_;_05

relate lines and surfaces betweenpictorial and orthographicdrawings

- discuss and completeunfin;shed_vicws

- reference text (blueprintreading for industry)

- 75

MODULE 6.05 CONVENTIONAL LINES AND SYMBOLS

Goal Statement

The le-.: , '; experiences in this module are designed to_help eachStuden: : A.:d interpret the meaning of conventional lines andtyMbol-s :d in graphic representation.

Learning OuttOmes Student Activities


6;05;01

identify basic lines used ingraphic representation

- border or visible lines- section- hiddencentre

- extension- diniensioncutting plane

- short break- long break- leaders- phantom- other

ident, sic symbols used ingraphic representation

- arrowheads= diameter symbol (D) (0)

= radius symbol_ (R)countersinkACISK)

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

- discuss and list basiclines

- discuss and list basicsymbols

- 76=

6.1)5;03

identify surface finish ratings- 1000 very rough (torch

cut)- 500 rough machining

(heavy cut on millmachine)

= 250 coarse (coarsemachining operationwith sharp tool)

= 125 medium (finemachining operationwith sharp tool),

= 63 good machine finish(extra fine feedS)

= 32 high grade machinefinish (extremelyfine feed on latheOr Mill)

= 16 high quality machinefiniSh (Surfacegrinding)

= 8 very fine machinefinigh (fine honingor lapping)

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

= recognize and list symbols

- 77

MODULE 6.06 CONVENTIONAL CONCEPTS

Goad Statements


a. help each student acquire_ competency in conventional conceptsof dimensioning and use _of syr'2L's,

b, help students underStand auxiliary views,- andc. help each student understand the use of different types of

sectional views.


The StudOnt should be able to:

6.06.01

identify material symbols= briCk- concrete- rubble and stone- steel

- wood- p:,Ilorated metalmarblecoarse wire mesh

- fine wire mesh- cast iron- bronze, brass- aluminium _

- white metal, babbit

6.06;02

identify schematic threadingsymbols

- external- internal

- discuss cir.d list sectionlinings

- discuss

- 78-

6.06.03

Select proper placement ofdimension and extension lines on adraihg

6.06.04

dimension- figOreS- angles- arcs- fillets and rounds- holesthreads

- tapers- chamfers- keyways- Knurls- other

6A605

identify special methods indimensioning

- baseline- point to point- datum- tolerancing- fits- other

6 ;06- 06

identify the purpose of anauxiliary view

6.06.07

identify the purpose of sectionalviews

- discuss rules ordimensioning dr?,wingsidentify_the

= unidirectionalaligned system

= discuss and completedrawings

- recognize and liSt specialdimensioning methods

- discuss and complete adrawing using an auxiliaryview

- 79 -

6.06.08

identify the types of sectionalVi8WS

= full section= half section- broke-out section

revolved- removed scion= other

6.06.09

identiry welding symbols

6.06;10

identify_ architectural symbols andschedules

mechanicalelectrical

- structural

- diScuSS and completeSectional views of parts

- recognize and list weldingsymbols

- recognize and list symbolsand schedules

9 =

- 80-

UNIT 7.0 SOFT AND SILVER SOLDERING

General Aim

The student should gain experience using approved practice -s for thesafe management and operation of soft and silver solderingequipment and gain proficiency in various solderinc

MODULE 7.01 SOFT SOLDER

Goal- Statements


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

b. help each student select proper fluxes for various solderingoperations;make the student aware of the composition of tin-lead solder;

d. help the student understand the uses of soldered joists; ande. make the student aware of the potential danger of fluxes.



7.01.01

forge a soldering copper

7.01.02

tin a copper

7.01.03

select flUxes for specificorie,3tions

- discuss various solderingcopper _shapes such aspointed and bottom copperheating and mechanicalcleaning of coppers

- chemically clean and in

copper

- discuss pur2oses of a fluxcorrosive and_I corrosivefluxes; safe hi dling andstorage

- use fluxes for plated andbright steels andnonferrous metals

- 81 -

7.01.04

discuss_the composition and formson tinlead Sol(

7.01.05

explain the various uses of softsolder joints

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

- study_various forms:- wire- cored wire- bar- sheet

- discuss soldering forwater-tight joints insheet metal and plumbinairtigt.t joints forblowpiping, sweatsold.r.!ring for parts

assembly.

- 82 -

MODULE 7.02 SOFT SOLDER APPLICATION

uoal_Stztements

The learling experiences in this module are designed to:

a. make the student aware of the safe procedures in soldering,b. help the student become proficient in applying soft solder, andc. help the student become proficient in suface cleanup after

soldering;


The student shr.,:ld be able to:

7.02.01

explain the safr 7y--?cedures forsoldering

7.02.02

properly apply soft solder withsoldering coppers and open flametorch

7.02.03

clean metal surfaces aftersoldering operations

- study and discuss daribl:rsinherent in various 'luxes

- lighting firepots,furnaces and torchessafely

- handling hot work safety

- prepare and solder variousjoints such as:

- lap- rivetted- :gamed- i;.e-tinned- plumbing

- remove corrosive fluxesand restore surface finiShof various metals such as

- bright steel- nonferrous- stainless steel

-83-

MODULE 7.03 SILVER SOLDER

Goal Statements


a. assist the student to understand the need for silver soldering.b. help the student to safely apply silver solder to metal j77Yihr:.-

andc. rielp the StUdeht become proficient in surface c1eaY'r71 up

Silver soldering.

Learning OuttoMOS Student Activities

The student should be able to: - discuss applications ofsilver soldering

7.03.01

Select and prepare jc,ints forSilVer soldering

7.03.02

apply silver solder using openflame torch

T.03-03

clean metal surfaces after silversoldering

- discuss and fabricatescary and butt joints andsweat solder joints

=- apply silver solder inproper amounts to ,'0rousjoints

remove corrosive fluXeSandreStbre surface_finishes on ferroL: andnonferrous metals

- 84 -

UNIT 8.0 GAS WELDING OPERATIONS

Goneral Aim

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

MODULE 8.01 WELDING SAFETY PRACTICES

Goal Statements

,he learning experiences in this module are designed to:

a. help each student _appreciate the importance of applying safepractjces in the use of gas welding equipment;

b, introduce the student to methods of checking gas weldingequipment before operating on welding or heating tasks; and

c, increase student awareness of the characteristics of goes usedfor heating and welding operations.


The student should be ably t

8.01.01

identify the safety regulationsfor gas weldiLJ, cutting and)eating to ensure a safe workingenvironment

- read and discuss Workers'Compensation Board_Sections 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_to_ensure thateach student can safely handle and store oxygen and fuel gascylinders.



8A2;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 handlingpractices for fullAcetylene cylinders

- identify correct procedurein removal of defectiveAcetylene cylinder fromservice

- identify correct mode oftransporting cylinders inshop

= transport to and storeempty cylinders in storagearea

-86-

MODULE 8.03 HANDLING AND OPERATING OXY-ACETYLENE EQUIPMENT

Goal Statement

The learning experiences in this module are designed to enable eachstudent to correctly handle and operate oxy-acetylene equipment.



8.03.01

describe correct handling andoperating practices 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=acetylene

- describe the effect of oiland grease in contact withoxygen

- describe correct equipmenthandling practices

- describe correct equipmentoperating practices

-87-

MOO LE 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 oxy-acetylene equipment.



correctly assemble a portable oxyacetylene unit

- select 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 drop,if 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.

Learn'ng Outcomes Student Activities


8;06A1

correctly light an oxy-acetyleneunit

8.06.02

Shut down the oxy-acetylene unit - review general safetysafely precautions

- close acetylene needlevalve on torch body

- close oxygen needle valveon torch body

= close acetylene cylindervalve, open acetyleneneedle valve on torch bodyturn out pressureadjusting screw_onacetelyene_regulator, thenclose needle valve

- close oxygen cylindervalve, open oxygen needlevalve on torch body

- turn out pressureadjusting screw onoxygen regulator then

ILL Close needle valvecoil oxy - acetylene hose on

unit.

- employ general and per-sonal safety precautions

- identify tip size andselect appropriate oxygenand acetylene pressures

- test connections for leaksusing 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

-90-

MODULE 8.07 TORCH LINE EXPLOSIONS

Goal _Statement

The learning experiences in this modulestudent to identify the causes of torch

Learning Outcomes

are designed to enable theline explosions.

Student Activities


8.07.01

identify the causes of flashbacbackfire, 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 baCktup _into the_tipand generallyreestablithesitself with abang or poppingnoise _

Burnback - combustion takesplace steadilyin the tip andmixer

Flathback - occurs when onegas backs upinto the otherline forming anexplosive mix-ture. Flashbackalways occurs inthe line carry-ina 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 OutcomsS Student Activities


8.08.01

identify the requisites in fireprevention

- define the term fireprevention

- describe the welder'sresponsibilities for fireprevention

- describe the employers'responsibilities for fireprevention

= describe conditionscreating fire hazards andexplosionsidentify remedies toeliminate fire hazards andexplosions

- identify the importance ofa fire watcher

-92-

MODULE 8.09 FIRE EXTINGUISHERS

_Goa_L Statement

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



8,.09.01

identify pressurized A,type fire extinguishers

, and C - describe the requisitesfor a fire

= describe the types offires

= describe the classes offires

= describe_the types of fireextinguishers

= describe the classes offi_re_extinguishersidentify_the_types of fireextinguishers used toextinguish rubbish andpaper fires

= identify types of firescombated with CO2 fireextinguishers

- identify the uses of A,C, 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.



identify ventilation,requirementsfor welding, cutting and generalshop work

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

Theltarningex0OrienCet in thit module are detighed to enable thestudent to identify the correct and safe methodt 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 discus's safemethods of welding orcutting 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.


The student should be able

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 ofacetylene

-97-

MODULE 9.02 CONSTRUCTION OF OXYGEN AND FUEL GAS CYLINDERS

Goal Statement

The.learning experiences in this_mOdule_are designed to provideintroductory experiences that will teach the_student to identify,Underttand, and use batic oxy-acetylehe welding equipment.

Learning OutcOmet Student Activitiet


9.620}

describe the construction ofoxygen and fuel gas cylinders

- state agencies that governstandards in cylinderconstruction

- describe the constructionof an oxygen cylinder

- describe 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

- describe the constructionof a fusible 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 provideintroductory 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 a_pressure=reducing devicein oxy - acetylene equip-ment

= describe the constructionof the single and doublestage regulator

= identify the limitationsof a_single stageregulator

- identify 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 and'uel 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 provide_introductory experiences that will enable the student to identify,understand, and use batic oxy=acetylene welding equipment.



9.05.01

identify and describe two types ofoxy-acetylene torchet

- describe the function of abalance& 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 correctmaintenance practices forone and two-piece torches

- 101-

MODULE 9.06 MANIFOLD SYSTEMS

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.

Learning Outcomes Student ActivitieS


9;06_.01

identify the application of amanifold system

- identify types of manifoldsystems

- 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 wOlding equipment.



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 3X

flame.- identify the type of flame

employed in oxy-acetylenecutting and welding ofplain carbon steel

- 103 -

MODULE 9.08 TIP SELECTION AND MAINTENANCE

Coal 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;_08_.01

identify and select the correctwelding or cutting tip

9.08.02

perform tip cleaning procedure

- identify types of cuttingtips

- identify purpose ofnumbering systems used

- install selected tipemploying accepted methods

- identify condition of

models- identify maintenance_procedures employed fortip cleaning

- 104-

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

Genera l_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 theStudent with the letter identification for groove (G) and fillet(F).

Learning Outcomes Student Activitiet

The stude'it should be able-to:

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 /earning experiences in this module are designed to enable thestudent to select filler metals;

Learning Outcomes Students Activitie


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 correctoxy-acetylene pressuresand light torch

- right handed person, holdtorch with flame pointingto left, lower flame ontoplate

- hold 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 weldihg 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 safetyprecautions

- select base metal andfiller material

- select tools and equipmentfor job

- determine 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

- 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_acarner joint, withthe O.A.W. process

Refer to:

Provincial Welding CurriculumLeVei _

as Welding PracticalMbdule: P 3Goal 11Performance Objective: #4

- .read specification sheetand employ general safetyprecautions

- select base metal andfiller material required

= teleCt_tools and equipmentfor job

*- determine sequence andposition of operation

*= Clean metal surfaces,assemble_and support partsto be joined _

k- employ personal safetyprecautions

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

*- apply filler metal intojoint, employ 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





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

*- employ personal safetyprecautions


*- apply filler metal intojoint, employ forehandwelding techniques



- 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.



10.07.01

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

Refer to:

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

Performance Objective: #6

= read SPecification sheetand employ general safetyprecaution


= Select tools and equipmentfor job

*= determine sequence andpotition of operation

*- Clean metal surfaces;assemble and support partsto be joined



*- apply filler metal intojoint, employforehandwelding_technique



MODULE 10.08 TEE JOINT

Goal Statement

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



10.08-01

fusion weld a tee -joint with theO.A.W. process

Refer to:

PrOVihti41 Welding CUrriculumLevel "C"Gat Welding PracticalModule: P 3GOal 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

*= let cool and performspecification check

- follow repeat procedureson handout and follow *tatks.

- 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:








*- 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-

MODULE 10.10 FUSION WELD OF CAST IRON

Goal Statement

The learning experiences in this module are designed to enable thestudent to fusion weld cast iron using the 0.A.W. process.



10.10.01

fusion weld grey cast iron withthe O.A.W. process.

Refer to:


- read specifiCatiOh sheetand employ general safetyprecautions

- 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 inthe forehand mettiod andcomplete weld

- cool slowly to room_temperature and performspecification check.

Information Note:

Cast iron should not bequenched. But be cooledunder controlled conditionS

12o

- 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.



define the braze welding process

10.11.02

identify filler metals

= 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 brazeweldingidentify the properties offiller metals in brazewelding

- identify the nature of thebraze bond

= read handoutidentify 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 f0Mingbronze alloy in braZeWelding

- identify a common type offiller metal used in braze

Welding

- 115-

10.11-03

identify types of fluxes

10.11.04

identify flame type used in brazewelding

10.11.05

define the types of edgepreparations

- read handout= define the term flux= identify types of_fluxesand their_ properties

= identify two_types of fluxemployed in braze weldingidentify the type of fluxon the coated non fumingRCUZN -C filler metal

= read handoutidentify the effect of areducing flame in brazewelding

= identify the effect of ahighly oxidizing flame

- read handout- describe the nature of thebraze bond

- identify the effect ofsearing

- identify the desired bevelangle in braze welding

- identify the purpose offluted 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:

Provincial 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 safety

precautions- choose correct O.A. flameand heat base metal todesired_temperature

- employforehand 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 weldt to lap joints.



10.13.01

perform braze welds on lap joints

Refer to:

Provincial Welding CurriculumLevel "C!'

Braze Welding PracticalModule: PGoal 12Performance Objective #2

- 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 desiredtemperatUre, tack weld inappropriate places andplace joint into position

*- apply filler metal intojoint, employ Forehandwelding_technique

*- let cool and perfb-rMspecification check

- f011ow_repeat proceduresOn handout and follow *tasks

12(3

- 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 Welding CurriculumLevel "C"Braze Welding PracticalModule; P 3Goal 12Performance Objective #3

- read specification sheetand employ general safety.precautions

- select base metal andfiller materials required






*- 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

bra±e 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 plate

- employ personal safetyprecautions

- heat to desiredtemperature

- tin joint and proceed tofill groove

- let cool and apply finalcleaning

- perform 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"Braze Welding PracticalModule: P 3Goal 12Performance Objective #5


- prepare joint and assureproper fitup

- clean metal surfaces,assemble, space andsupport cast iron


- sear metal or jointsurface and preheat todesired temperature

- assure 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 3Goal 12Performance Objective #5

read specification sheetand employ general safetyprecautions

= 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


=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 Qxperience that will help the student understand anduse gas cutting equipment, efficiently and safely;



10.18.01

define the oxy-fuel gas cuttingprocess and its application

10.18A2

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

1011. O3

identify Worker's CompensationBoard standard governing cutting

1- 0.18.04

describe three types of cuttingequipment

describe how ,_hemicalreactions generate heatexplain an exothermicreactionexplain an endothermicreaction

- identify the_mostefficient methods inthermal cutting

- identify the termO.F.C.-A- read and study reference

material- define the term "cutting

attachment"

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

- describe manual cuttingequipment

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

- list advantages and diS-advantages of- portable0.F.C.=A maChinesdescribe 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

10-18._06_

install a four-holeoxy-acetylene cutting tip

la;12_;_oT

correctly assemble a portableoxy-acetylene cutting unit

describe the function ofan injector type mixingchamberidentify the limitationsof a one-piece cuttingtorch

- identify the advantagesand disadvantages of atwo-piece cutting torchidentify correctmaintenance practices forone and two-piece cuttingtorchidentify correct methodsin installing heating;cutting and welding tips

identify types of cuttingtipsidentify purpose ofnumbering systems used

- select a #2 four-hole oxy-acetylene cutting tipidentify condition ofvarious tips

- install selected tipemploying accepted methodsidentify maintenanceprocedures employed fortip cleaning

select, place and securecylinders in cart

- remove cap and crackcylinder valvesattach 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 wrenchi3

-124-

10.18.08

ci.irrectly light a cutting torch

identify the use of the neutraloxy-acetylene flame in cutting

10.18-10

shut-down the oxy-acetylene unit

13

employ general and per-sonal_safety precautionsidentify tip size andselect appropriate oxygenand acetylene pressurestest connections for leaksusing appropriate mediumopen acetylene valve ontorch and light with _

striker; adjust acetyleneflow until smokedisappearsopen oxygen needle valveuntil complete combustionof acetylene occurs

- identify the types offlames_ _

identify the temperaturerange of an oxidiiingflame _ _

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 bodyturn out pressureadjusting screw onacetelene regulator thenclose needle valveclose oxygen cylindervalve, open oxygen needlevalve on torch bodyturn out pressure adjust-ing screw on oxygen

regulator -then closeneedle valvecoil oxy-acetylene hose on

unit

- 125-

10;18;11

identify the six main factors .

governing oxy-acetylene cutting

10.18.12

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

= identify materialthickness

- determine surfaceconditions

- determine size of cuttingtip

- determinecondition ofCutting tip

- assure proper flamesetting and select correctcutting oxygen pressure

- determine speed of travel- identify_conditionsdetermining a good qualitycut

- list the ferrous alloysthat cannot be cut

- describe what occurs whennon-rferrous alloys aresubjected to the cuttingtorch

- describe the behaviour ofvarious elements whenexposed to the cuttingprocesslist the high alloy steelsthatcannotbe cut withthe 0.F.C.=A

- identify_the ferrousmetals that can be cutwith the 0.F.C.-A process

- 126-

MODULE 10.19 GAS CUTTING 0.F. .-A (OXY-FUEL CUTTING - ACETYLENE)

Goa 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.C.-Aprocess

10.19.02

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 speedperform specification_check_and review qualityof cut

= employ general safetyprecautiOnt_

= read specifications sheet= employ personal safety

precautions- light_cutting torchselecting appropriateflame

= proceed with cuttingoperation; employ correctahgle_and speed

= shut down oxy-acetyleneunit

POrform tOetification_check_and review qualityof cut

- follow repeat procedures

127

X0.19.0 -3

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

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

cut round stock with the 0.F.C.-Aprocess

Refer to:

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

- employ_general safetyprecautions

- read specification sheet- measure_and mark member tobe cut in appropriateplaces


- light cutting torchselecting appropriateflaMe _

- identify sequence ofcutting operation

- proceed with cuttingoperation employingcorrect angle and speed

- shut down oxy-acetyleneunit

- perform specificationcheck and review qualityof cut

- employ general safetyprecautions

- read specifiCation sheet- measure_and mark selected

piece of stock_- employ personal safety

precautions- light cutting torchselecting appropriateflame__

- identify sequence ofcutting operation_




13

- 128-

10.19.05

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.G6

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

Refer to:

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

140


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


- light cutting torchselecting appropriateflame

- identify sequence ofcutting operation





- read specification sheet- determine size of holes;measure and mark selectedmild steel plate

- determine thickness ofmetal; select and installappropriate size cuttingtip

- identify sequence ofpiercing operation


- proceed with piercingoperation; employingcorrect starting techniqueperform specificationcheck and review qualityof cut

- 129-

10.19.07

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

Refer to:PrOVincial Welding CurriculumLevel "C"Module P 2GOal 6Performance Objective #9

9.08

fit structural members with theO.F.C. -A process

- employ general safety pre-cautions

- read specification Sheet_and obtain weldMent sample

- determine width and depthof_gouge required_

- select and installappropriate size gougingtip _

- determine and selectcorrect oxygen andacetylene pressures_

- identify sequence ofgouging operation


- proceed with gougingoperation, employingcorrect starting technique

- stop gouging and restartlost cut

- :perform specifiCation_thetk and review qualityof cut

- read specification sheet- determine_type ofstructural 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 members anddetermine quality of cuts


141

- 130-

UNIT 11.0 SHIELDED METAL ARC WELDING .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.



11JILDI

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

11010a

identify types of arc weldingmachines

11-01.03

demonstrate a working knowledge ofelectrodes

1 A ->.1 4,

- study and discuss:- voltage, amperage,current flowcharacteristics

- directional 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 oi an

electrical 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

11.01.04

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 designed to help eachstudent understand the iMportance of applying safe practices in theuse of arc welding equipment.

Learning 0...Itcomes Student Activities


'11A2.01

describe the need and use ofpersonal protective equipment

11.02.02

identify electrical hazards insheielded 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

144

- identify and discuss theuse of the following:

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

= welding helmetshelmet lenses (shadenumbers)

= flash goggles= hearing protection= extreme hazards ofcontact lenses

- butane lighters

discuss electric shock andthe effects on the body

- describe the effects ofdamaged cables and leadsidentify the cause ofelectrical fires

inspect and 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;02A5

describe the effects of hot metalburns

11.02.06

describe the effects of inadequateventilation

11.C?.07

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 06tcomes 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 electrodecut and clean M.S. platesecure plate in flatposition and attach groundselect polarity andamperage (welding current)insert electrode instinger, apply personalsafety precautions andstart machinestrike electrode on pre-determined spot on plateusing scratch methodstrike electrode on plateusing tap method

define the term Stringerbeadread specification sheetselect materials, weldingmachine and weldingcurrentattach ground to plate,insert electrode intostinger and apply personalsafety precautions

- start welding machine- apply stringer bead- remove slag and spatterapply 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:

Provincial Welding CurriculumLeVel "C"


11.03.04

produce tack welds_when 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 spatter- perform specification

check

- define the term weavemethod of weave bead

- read specification sheetselect materials, weldingmachine and weldingcurrent

- attach ground to plate,insert electrode intostinger and apply personalsafety precautionsstart welding machine

- apply fller material inthe screscent weave method

- remove slag and spattercompare deposit to model

- apply second weave beadadjacent to previous passemploying herringboneweave

- remove slag and spattercompare deposit to model

= define the term tack weld- read procedure sheet- identify and locate M.S.

plate- cut plate, clean metalsurfaces, and assureproper_fit-up

- assemble and supportplates

- select welding machine andwelding current

- apply tacks in prscribedplaces on joints

- remove slag and spatter- perform specification

check


- identify and locate plateand electrode

- cut plate, clean metal

surfaces and assure properfit-up

14 7

=136-

Refer to:



11.03.06

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:



employ personal safetyprecautionsassemble, support and tackweld plates in prescribedpositionapply filler material insequence, clean betweenpassesfinal cleaningperform visualspecification checkperform destructive bendtest and evaluate

read specification sheetand employ general safetyprecautionsidentify and locate plateand electrodesemploy personal safetyprecautionscut plate, clean metalsurfaces, tack weld platesin prescribed positionapply filler metal insequence, clean betweenpasses

- final cleaning ofcompleted weldment


read specification sheetand employ general safetyprecautionsidentify and locate flatbar and electrodesemploy personal safetyprecautionscut plate, clean metalsurfaces, tack weld platesin prescribed positionapply filler materialfinal cleaningperform visual specifica-tion check and evaluateperform 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:




- 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


= perform specificationcheck



- 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


- peform specification check

145

- 138-

11.03.10

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

Refer to:





- 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



13

- 139-

UNIT 12.0 METALLURGY

General_Atm

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.



12.01.01

ihtrodOce 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

13i

- 140-

12.01.03 (Cont'd.)

- carbon steels- 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 prJcedures forclassifying and identifyingdifferent types of ferrous metals

- spark test- Society of AutomotiveEngineers numbering

- American Iron and SteelInstitute numbering

describe the effectt 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 steels

= discuss and individuallyperform practise tests onSample pieces of ferrousmetals

- describe the_elementsaffecting weldability

- identify carbon steelsrequiring pre and postheating_to improveweldability_

- identify Cloy steelsrequiring control weldingheat

- define the causes andeffects of the HeatAffected Zone

- identify and studymechanical properties 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.

Learning Outcomet Student Activities


12.02.01

destribe the types of non-ferrousmetals _

- aluminum= babbitt= braSs- bronze- copper- lead- magnesium= nickel= zinc= others

12.02.02

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 Statement

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

Learning Outcomes Student Activitie5


12.03.01

understand the influence of heat'effects in welding

- study and_discuss,heateffects of a single beadarc weld_

- to the weld- to the surrounding

base metal__- identify the effetts of

- electrode size- current- welding speed

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

- 143-

MODULE 12.04 HEAT TREATMENT

Goal Statements


a. introduce the student to the basic principles of heattreatment; ar

b. introduce to Lhe student the methods to determine the hardnessof heat treated metals.



12.04.01

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= Rotkwell 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-

MOOULE 12.05 SHAPES OF METALS

_GoalStatement

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- I -beam

- Channel= Rail= Angle= T- Square

Hexagon- Octagon- Round= Pipa= 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. introduce the student to the nomenclature of power saws, andc. help the student operate a power saw in a correct and safe

manner.



13.01.01

identify and list various types ofpower saws

horizontal reciprocating= horizontal bandSaw- vertical band-saw- cutoff saw= abrasivewheel

saw wheel

13.01.02

identify and list the operatingparts of a _

- vertical band saw- horizontal reciprocating

- list various types ofpower saws

- list operating parts of avertical band saw

- list operating parts of ahorizontal reciprocatingsaw

146

13.01.03

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 nporate a vortical sawin a correct and safe manner

- adjust and operate ahorizontal saw

= saw a workpiece to length

- saw to a layout line

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_ttudent to shape a component accurately and to

specification.



13.02.01

identify and litt the operatingparts of a shaper

13.02.02

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- vice- angle plates- strap clamps- vee blocks- lead hammer

round bar

13.02.04

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 andsafe manner, and

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



13A3.01

identify and list the operatingparts of various types of millingmachines

13.03._02

adjust and operate the millingmachine in a correct and safemanner

13A3;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

13.03.04

mount a vise on -the milling table,Square with table travel using a

dial indicator and parallel

1Gu-

- list operating parts of amilling machine

- operate the millingmachine safely

- clamp a workpiece to thetable

- dial in a vise

149 =

13.03.05

identify and list various types ofcutters

13.03.06

select and mount a cuttercorrectly and safely

13.03.07

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

General Aim

The student will develop an_awareness_Of the types andcharatterittict of hot metal forming in relation to the metaltradet.

MODULE 14.01 TOOLS AND EQUIPMENT

Goal Statemr,%,

The learn;select andforming.

(:es in this module are designed to identify,;:;14 and equipment related to hot metal

Learning lutcomi Student Activities


14.,01A1

describe the types of tools usedin hot metal forming

- anvils- forging hammers- tongs- vices- fullers- swageblocksswages

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 in hotmetal forming

1 64?

-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;02A2

describe the procedures involvedin bending hot metals

- angle bending- circular bending- etc.

14_.O2Aa

illustrate the necessarycalculations for bending metals

- arcs- circles- L-angle- radius

14_.02;04

- 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,

draw out a point, change sections, - forge hot metal workhot twist pieces

160

- 152

MODULE 14.03 FOUNDRY

Goal Statement

The learning experiences in thiS module are designed to:

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.



14.03.01

describe the equipment used infoundry melting processes

- gas fired furnaces- electric-arc furnaces

14A3_,-.02

identify the safety procedures onproper and approved safetyequipment for foundry pouring

- face shields- leather or heat resistant

aprons- 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.

1

- discuss and, wherepossible, show the 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

- crucibles- pre-heating metals- pouring tongs- others

- discuss and perform ademonstration for properhandling and pouringprocedures

14.03.05

describe the types of tools used - discuss the use of the

in foundry work different types of tolls

= riddles used

= flasks= rammers= slick and spoon- trowel= bellOWS= others

14.03.06

illustrate the different types of - discuss the different

materials used for making patt:rns types of materials used

- Wood_ for making patterns, their

- metals advantages and working

- plaster of Paris live

- wax _

- plastic- OtherS

14.03.07

explain the use of the different - discuss the use and cost

types of patterns used in found:y of different types of

work patterns used

- solid patterns- split patterns- matched plate patterns

14A3._0&

describe the techniques used inmaking and finishing a pattern

- discuss the problems thatthe pattern maker mustencounter when making apattern

- draft

= shrinkageetc.1 0--tj

- 154 -

14.03.09

demonstrate the making of a mold- green -sand

- wateriess sEid= shell molding= investment

14.03.10

explain sand preparation andcontrol

- refractoriss- 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._0a.14

explain the different methods forcleaning castings

sand blasting- shot blasting- tumbling

I

- 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 melting andpouring temperatures ofmetalS

- diSCUSS and in a smallgroup; where possible;demonstrate the differentmethods for cleaning acasting

= 155=

UNIT 15.0 INTRODUCTION TO SHEET METAL

General -Ain

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

MODULE 15.01 SHEET METAL TRADES

Goal Statements

learrrig experiences in this Nodule are designed to:

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

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



15.01.01

recognize the special demand5placed on tradeSMen in tne varioussheet metal tradeg

15.01.02

explain and list the qualifica-tions required for entry into thevarious sheet metal trades

15.01.03

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

- blaw pipe- vltilation- stainless stel- marine work- architectural

- study and_discuss variousaspectg of the metaltradeg

- visit _shops and work sites(field trips)

J s

= 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 involved in handling plateand Sheet metal, and for the use of specialized machines related tosheet metal fabrication.



15.02.01

properly handIL i.hin sheet metaland plate to avoid injury fromedges, burrs and notches

I5A2J12_

avoid tearing clothing and shoeson materials stacked on floors andbenches

15;02A3

operate all types of shears safelyand properly

15.02.04

avoid crushing fingers in formingmachines

15.02.05

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

15.02.06

remove all_Muthroom headt onimpact toolt

15.02.07

illustrate the danger of carryingobjects in pockets

- study and discuss thespecialized prOblemsinherent in the materialsand machines used in themetal tradet

- grind and remove mushroomheads on rivet sets,groovers, chisels,punches, etc.

- 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. enable 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,brass 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 :;led

- study and discuss thecharacteristics and usesOf copper and aluminumsheet

- study and diSCUSS the.aLiOUS coating methodsand uses of coated metals

- discuss how alloying _

affectt_the that.acteris--tics -and uses of sheetmetals

- practise seletting 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.



15A4A1

recognize, maintain, and usecorrectly the following handtools:

- scratch awl- tinners and riveting hammert- tin snips- aviation snips- malletshole_punches

- rivet sets- hand groovers- circumference rulers- protractors_- layout and testing squares- dividers- compasses- trammels- bevel gauges- bending tongs- pliers- nippers- vice grips- cold chisels and punches- forming stakes and drift

pins- others

- select proper hand toolsfor SOeCifit jobs

= maintain and sharpen handtools as required

- 159-

MODULE 15.05 SHEET METAL MACHINFS

Ooar_Statement

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



15.05-01

describe the adjustment, correctuse and maintenance of:

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

shears- Beverly and bench shears- bending and crimping

machines- turning machines= burring machines- Pittsburgh, button lock, andAcme lock machinesothers

15.05.02

recognize ineffective or damagedmachinery and initiate necessaryrepairs

= discuss, dismantle,service, and set up sheetmetal machinerystudy operations andpractice skills towardsmastery of sheet metalmachinery

- discuss methods of blade_replacement and repair ofdamage

- 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.



15.06.01ciTrieand name all parts ofgeometric shapes such as:

- squares- rectanglescirclestrianges

- pyramidscylinderscones

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

15.06.05biSett an angle

15.06.06drAW an angle equal to a givenangle

15.06.07erect a perpendicular to a line orarc from a point on that line orarc

15.06.08erect a perpendicular to a line orarc from a point off that line orarc

- 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

- 161 -

15-0-6;09

draw lines parallel and at setdistances apart using dividers

15.06.10

divide a circle into 12 equalparts

15.06.11

divide a circle into 16 equal - solve problems involvingparts geometric formulae

15.06.12

construct a right triangle withina circle

15.06.13

draW an arc through three points

15.06.14

find_the centre cf an arc orcircle

15.06.15

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

- 162-

MODULE 15.07 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.



15.07.01

develop patterns and fabricateworkpieces involving simple layoutof angular shapes

15;07A2

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

15;07;03

develop and apply notchingtechniques for correct fits

- lay out and fabricatelight gauge workpiecessuch as boxes, pans,trays, garbage.1)oxes, toolboxes, and waSh=u0 pans

- 163-

MO:AE 15.08 PARALLEL LINE DEVELOPMENT

Goal Statements


a. enable the student to become proficient in parallel linedevelopment based on cylinders;

b, develop an understanding of seams and edge treatment for asapplied to cylindrical shapes; and

c. help each student understand the importance of proper notchingtechniques,



15-08,;01

develop patterns and fabricateworkpieces involving parallel linedevelopment

15;08.-02

apply proper techniques involvingselection; development; andfabrication of lap; rivetted; andgroove single and double seams;hems; and wire edges as applied 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


a. enable the student to become proficient in radial linedevelopment in right cones and pyramids;

b, dovelop an understanding of seams and edge treatments asapplied to conic and pyramid shapes and

c. help the student develop proper notching techniques.



15.09.01

develop pattern.;_and fabricateworkpiece involving radial linedevelopment of round and squarebasrA objects

15.09.02

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

1S._0_9.03

develop and apply notchingtechniques for correct fits

- lay out and fabricatelight gauors workpiecessuch as r. funnels,and/or co:. - :, pyramidShaped prcjects

- 165-

MODULE 15.10 HEAVY GAUGE AND STRUCTURAL FABRICATION

Goal Statements


a. enable each 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 thickne

15.10.02

cUti_bend,_form, twist, and_fabricate jobs using mitcellaneoutsectional shapes

15.10.03

develop proper techniques forapplying rivetted4 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,polishing 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

16.01.02

demonstrate a working knowledge ofangle grinders using cloth backedand fibre wheels

16.01.03

demonstrate a working knowledge obelt 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.


_1602_01describe the safe operation andmaintenance procedures forgrinders and buffing machines,disk sanders, angle grinders andbelt sanders

- study and discuss tht.)following .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-ration

- clamping devices tohold small work whilegrinding

- heat generated whilegrinding and polishing

- even wheel wear- catching work in 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 wheel= truing grinding wheels

1 - rotation of wheels andJ correct belt rotation

- always grind andpolish towards andedge

- 168-

MODULE 16.03 BUFFING AND POLISHING

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

16.03.02

select buffing and polishingmaterials and_compounos 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

_Goal Statements

The leanling experiences in this module are designed t

a. prepare metal surfaces for paint finishes;introduce the student to the various types of paint finishesand application in common use; anddevelop an understanding of safe procedures used in cleaning,etching, dipping and finish applications.



16.04.01

properly clean and prepare metalsurfaces for paint finiShes

L6A4;02

select suitable paints accordingto job requirements

- discuss industrialcleaning, dipping andetching processesclean and prepare metalsurfaces using variousat.Ching and washingmethodS

- discuss various.paints andplastic finiSheS

- 170-

M9DULE 16.05 PLATING AND COLOURING METAL SURFACES

Goal Statments


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 Ont:omes Student Activities

Th.. student should able t

16.05.01

outline the different techriquesused irf electro=plating and hotdipping

6.05.02

deF.cribe the use of heat to colourmetal surfaces through variousoXidatiOn rates

16.05.03

select elementary chemicalCombinations or subSnres such asof sulphur to color t :t6; surfaces

= discuss plating methodstreathg, and acid

and chemical colouringof metals

plate and colour 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 aild tapping procedures.

MODULE 17.01 D'21LLING MA :1INES

Goal Statement

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



17.01,411

identify the various types ofdrilling machines am their uses

17.O2

identify various parts of drillingmachines and their use

- review notes, textbooksand handouts

- maintain and operateavailable drillingmachines

- 172-

MODUL_ 7.02 DRILLING MACHINES

Goal StJtementS


a. familiarize the student with the basic theory of drill feedsand speeds relative to the material being drilled;

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,

ande, familiarize the student with the types and uses of

countersinks; counterbores, circle cutters and reamers.



17A2.01

calculate the refluired whengiven a r.itting speed and drilldiameter

17.02.02

apply _the correct pressuredepending upon material and drillSize

17.02.03

select the correct vise or workholding device to safely secureworkpiece

- calculate the correctR.P.M. using the drillspeed formula

- drill holes within a giventolerance, using differentdrill diameterg

- select from a_group ofwork holding fixtures thecorrect device for aspecific application

- 173-

select the correct drill holdingdevice with respect to Straight ortaper shank

17.02.05

select the cor.ct Setup forvarious drilling operations

17.02.06

recognize the various types ofdrills

= straight shankstaper shanks

- counterbore=. countersink

17.02.0

identify various types of drillsize methods

- ImperialS.1. met-.ic

- number- letter

- mount straight or tapershank drills according tojob requirements

- drill - thin metals- deep- large holeS

- notes, textbookSand handouts

= review notes, textbooktand handoutS

- 174 -

MODULE 17.03 REAMING

_Goal_Statement

The learning experiences in this module are_designed to familiarizethe student with tht, types and uses of machine reamers.


The student, should be able to:

17.03.01

recognize the various types ofreamers

straight_flutehelical flute

17.03.02

thtermine allowances formachine reaming

17.03.03

determine speeds and feeds forreaming

17.03.04

ream an accurate hole on the drillpress


- calculate drill size forreaming

- calculate speeds and feedsfor reaming

- set up a gill press andream a hole

- 175 -

MODULE 17.04 TAPS AND DIES

Goal Statement

The learning experiences_in this module are designed to familiarizethe student with taps, diet and their use.


The Student should! be able to:

17.04.01

identify various_thread systems= metric (I 5 0)Imperial (Unied)

= pipe

17.04.02

Select the correct drill sizefroM a tap drill chart

17.04.03

identify the- taper- 01-ug

- bottomingpipestraight pipe

types of taps

17.04.04

identify various types of dies

tap a hole with a hand tap

17JI4Gfii

thr a rod with a solid oradjustable die

17.04.07

thread and tap pipe fit`ings withhand threading tools


- study classroom nci:.es andthe prescribed textdescription

- review notes and handouts

- review notes and handouts

- drill and tap r. hole

= thread a rcd to size

= thread and. 1:,ap pipe

fiat

1. T'4'

= 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 beconeproficient in basic lathe operations.

MODULE 18.01 LATHE NOMENCLATURE

Goal Statement

The _learning experiences in this module are designed to oelp thestudent beCome conversant with the different types of lathes andtheir parts.



18.01.01

id ratify the various types oflathes and uses

identify the various parts of anengine lathe and their uses

- review notes and handoutSshop tour

- review notes and handoutS- shop tour

- 177-

MODULE 18.02 WORK HOLDING

Goal Stat-vient

The learning experiences in this le are designed to provide thestudent with experiences with NR 'ork holding methOdS.

Learning OutCOMet Student Activities

The Student should be able to:

18.02.01

identify the following spindlenoses

camlock- threadedtaper and key

- flange

f8-02-02

identify the following workholding devices and their uses

- universal three jaw- independent fo r jaw- combinc_ion- face plate- driving plate- collets

18.02.03

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

18.02.04

mount a workpiece in a universalthree ja4 chuck

18.02.05

mount a workpiece in a four jawuniversal chuck

18.02.06

mount work between centres

- review notes and handoutsshop tour

- review notes and handoutsshop tour

- mount and dismount chuckson various spindle noses

- mount a workpiece in athree jaw chuck

- mount a workpiece in afour jaw chuck

- mount a workpiece betweencentres using the correctdog and_dead centrepressure

- 178-

MODULE 18.03 LATHE CUTTING TOOLS

Goal Statement

The learning experiences in this module are designed to familiarizestudents with the various types of high speed steel cutting tools.


18.03.01

identify the various shapes ofcutting tools

- review textbookinformation

identify the various tool bit - review textbookcutting and clearance angles information and handout

grind a nigh speed steel tool bitfor turning steel

a ±ice ;rtnding on coldbefore

-6,:empting to grind a highspeed bit

- 179-

MODULE 18.04 FEEDS AND SPEEDS

Goal Statement

The learning experiences in this module are designed to enable thestudent to recognize 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 18.05 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.

Learnin4 Outcomes Student Activities

The student should L,2 able to:

18.05.01

prepare a workpiece for mountingbetween centres

18.05.02

turn a cylindrical workpiece

18.05.03

bore a through hole to size

18.U5.04

knurl a workpieceappearance

18.05.05

cut a 60° thread

18.135.06

cf711 and machine ream a hole

- face and centre drill aworkpiece and mountbetween centres

= se:. up and turn thecylindrical workpieceparallel

= select the correct toolsand set up to bore athrough hole

for size and - set up and knurl aworkpiece

- setup and cut a thread

- review reaming speeds andoperations in the textbook

- set up and ream a hole

- 181-

1805;07

part off a workpiece

18.05.08

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

- set up and part off aworkpiece

- turn three tapert using:- compound rest- taPee. attaChMent- offset method

A A:

AP

CAREER'pREPARATION PRnGRA,_CAREER PREPARATION PROGRA_CAREER PREPARATION PRonR.A.._ :

CAREER PREPARATION)PRnGRA..,CAREER PREPARATION PROGRA___CAREER PREPARATION PROnRA._CAREER PREPARATION PROGRkCAREER PREPARATION PRonRA_CAREER PREPARATION' PROriRA.__CAREER:PRFPARATION PRO RA ...CAREER...PRFPARATION.. PROGRAM'.CAREER..P13-PARATIQN..PRoGRAMCAREER pREPARATION PROGRAMCAREER PREPARATION PROGRAM

FREER .PREPARATION 'PROGRAM..

- 185-

PAGE

SECTION THREE - C P 12 MILLWRIGHT 191

UNIT 1.0 - INTRODUCTION TO MILLWRIGHT TRAINING 192

MODULE 1.01 - MILLWRIGHT TRAINING PROGRAM 192

UNIT 2.0 - COOPERATIVE CAREER PREPARATION (COMMUNITY BASED) 195

MODULE 2.01 - PREPLACEMENT ROUTINE 195

MODULE 2.02 - PLACEMENT (EXTERNAL TO SCHOOL) 197

MODULE 2.03 - POSTPLACEMENT ROUTINE . 198

MODULE 2.04 = STUDENT REPORTING PROCESS 199

MODULE 2.05 - LETTER OF THANKS TO EMPLOYER 200

UNIT 3.0 - SAFETY AWARENESS 201

MODULE 3.01 - PERSONAL ATTITUDES 201

MODULE 3.02 - GENERAL SAFETY KNOWLEDGE 202

MODULE 3.03 - SAFETY PRACTICES 203

MODULE 3.04 - CAUSES OF ACCIDENTS 205


UNIT 4.0 - APPLIED TRADE MATHEMATICS 208

MODULE 4.01 - BASIC MATHEMATICS 208

MODULE 4.02 DECIMALS 210

MODULE 4.03 - FRACTIONS 211

MODULE 4.04 - POWERS, SQUARE ROOTS AND CUBES 213

MODULE 4.05 = RATIOS AND PROPORTIONS 214

MODULE 4.06 = PERCENTAGE 215

MODULE 4.07 - CIRCUMFERENCE AND AREA OF PLANE FIGURES . 216

MODULE 4.08 - VOLUME OF SHAPES 219

-186-

PAGE

UNIT 5.0 .= TRADE SCIENCE 221

MODULE 5.01 .= SOLIDS 221

MODULE 5.02 - LIQUIDS 222

MODULE 5.03 = GASES 223

MODULE 5.04 = PROPERTIES OF MATERIALS 224

MODULE 5.05 - SIMPLE MACHINES 225

MODULE 5.06 - HEAT 227

MODULE 5.07 - MECHANICS 228

UNIT 6.0 - LAYOUT AND BLUEPRINT READING 230

MODULE 6.01 - GEOMETRIC CONSTRUCTION 230

MODULE 6.02 - DIMENSIONING, TOLERANCES AND FITS 233

MODULE 6.03 - WORKING DRAWINGS- 236

MODULE 6.04 - BLUEPRINT READING 237

UNIT 7.0 - TRADE TOOLS- 238

MODULE 7.01 - HAND TOOLS 238


MODULE 7.03 - PORTABLE POWER TOOLS 245

UNIT 8.0 - SCREW THREADS 246

MODULE 8.01 = PURPOSE AND GENERAL TERMS 246

MODULE 8.02 = TYPES OF THREADS 248

MODULE 8.03 - FASTENERS 249

MODULE 8.04 - LOCKING DEVICES 251

MODULE 8.05 - THREAD LOADING 253

MODULE 8.06 - EXTERNAL AND INTERNAL THREADS 255

-187=

PAGE

UNIT 9.0 - RIGGING AND MATERIAL HANDLING 256

MODULE 9.01 - SAFETY REGULATIONS ON RIGGING- 256

MODULE 9.02 - MATERIAL HANDLING EQUIPMENT 259

UNIT 10.0 - SHAFTS, HUBS AND KEYS 261

MODULE 10.01 - KEYS 261

MODULE 10.02 - HUBS- 264

MODULE 10.03 - SHAFTS- 265

UNIT 11.0 - BEARINGS 266

MODULE 11.01 - INTRODUCTION TO BEARINGS 266

MODULE 11.02 - FRICTION BEARINGS 267

MODULE 11.03 ANTI-FRICTION BEARINGS 269

UNIT 12.0 = COUPLINGS 271

MODULE 12.01 = INTRuNCTION TO COUPLINGS 271

MODULE 12.02 - RIGID COUPLINGS 273

MODULE 12.03 - FLEXIBLE COUPLINGS 275

MODULE 12.04 - CENTRIFUGAL COUPLING- 277

UNIT 13.0 - CLUTCHES AND BRAKES- 278

MODULE 13.01 - PURPOSE OF A CLUTCH 278

MODULE 13.02 - CLUTCHES- 279

MODULE 13.03 - PURPOSE OF BRAKES 280

MODULE 13.04 - BRAKES 281

- 188-

PAGE

UNIT 14.0 = LUBRICATION 282

MODULE 14.01 THE PURPOSE OF LUBRICATION 282

MODULE 14.02 OILS 283

MODULE 14.03 - GREASE 285

UNIT 15.0 - PACKING AND SEALS 287

MODULE 15.01 - SEALS 287

MODULE 15.02 - STATIC SEALS 288

MODULE 15.03 NON-CONTACT SEALS 289

MODULE 15.04 SINGLE CONTACT SEALS 290

MODULE 15.05 - PACKING 292

UNIT 16.0 - PUMPS 294

MODULE 16.01 - PURPOSE OF PUMPS 294

MODULE 16.02 - PUMP GROUPS 295

MODULE 16.03 = PUMP INSTALLATION AND MAINTENANCE- 296

UNIT 17.0 = GEARS AND GEAR DRIVES 297

MODULE 17.01 = GEARS 297

MODULE 17.02 = GEAR REDUCERS 299

UNIT 18.0 - BELTS 300

MODULE 18.01 - V-BELTS 300

MODULE 18.02 CONVEYOR BELTS 302

UNIT 19.0 - CHAIN 304

MODULE 19.01 CHAIN TERMINOLOGY 304

MODULE 19.02 ROLLER CHAIN 305

MODULE 19.03 - CONVEYOR CHAIN 309

MODULE 19.04 - LUBRICATION 311

MODULE 19.05 PREVENTATIVE MAINTENANCE 312

- 189 =

PAGE

UNIT 20.0 HYDRAULICS 313

MODULE 20.01 - HYDRAULIC THEORY 313

MODULE 20.02 - HYDRAULIC FLUIDS 314

MODULE 20.03 - HYDRAULIC COMPONENTS 315

MODULE 20.04 - HYDRAULIC CIRCUITS 317

MODULE 20.05 - HYDRAULIC TROUBLESHOOTING 318

UNIT 21.0 - PNEUMATICS 319

MODULE 21.01 - PNEUMATIC THEORY 319

MODULE 21.02 - PNEUMATIC COMPONENTS 320

MODULE 21.03 - PNEUMATIC CIRCUITS 322

MODULE 21.04 - PNEUMATIC SYSTEM MAINTENANCE 323

UNIT 22.0 - MACHINE INSTALLATION 324

MODULE 22.01 - CONCRETE AND GROUT 324

MODULE 22.02 - FORMS 325

MODULE 22.03 - BASE BOLTS 326

MODULE 22.04 - LAYOUT 327

UNIT 23.0 = PREVENTATIVE MAINTENANCE 329

MODULE 23.01 - SCHEDULE AND REPORTS 329

MODULE 23.02 - NON-DESTRUCTIVE TESTING 331

UNIT 24.0 - ELECTRICITY 332

MODULE 24.01 - BASIC ELECTRICITY 332

MODULE 24.02 - GENERATORS AND MOTORS 336

-190-

PAGE


MODULE 25.01 - FERROUS MATERIALS 337

MODULE 25.02 - PHYSICAL PROPERTIES 339


SECTION _FOUR - RESOURCE MATERIALS 345

- 191 -

C P 12 -= MILLWRIGHT

Generai Aim and Purpose

The primary aim of this Millwright program in grade 12 is toprovide learning experiences that will help students developmarketable skills or qualify for advanced standing in a relatedprogram at a college or provincial institute. At the grade 12level, an integral part of the learning experience involvespractical experience in a working situation external to theschool. This cooperative career preparation component involves atleast 100 hours of activities that are_community based to provideactual work experience organized through the cooperation ofemployers and union organizations.

Students should acquire a comprehensive knowledge of:

a. basic requirements for successful employment in millwrightvocations;

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

c. theory of operation and construction of mechanical equipment;

d. maintenance, repair and adjustments related to the millwrightoccupation;

concepts applicable to trouble-shooting techniques;

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

procedures and opportunities available for continuingeducation;

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

i. tools and machinery used in the industry.

-192=

UNIT 1;0 INTRODUCTION TO MILLWRIGHT TRAINING

General Aim

The student will develop an awareness of the training program andthe employment oppontunities in the millwright trade.

MODULE 1.01 MILLWRIGHT TRAINING PROGRAM

Goal Statements


a. help students develop an awareness of post-secondary traininginstitutions that are available in the province of BritishColumbia,

b. identify the procedure, responsibilities and obligation of theapprenticeship program,

c. identify areas of employment in the millwright field,d. help the student to understand the organizational structure of

the industrial field,e. teach the student to develop positive attitudes with others in

a working environment,f. introduce the student to time card arrangements.



LOI;OI

name the post-secondary instYcutesthat offer millwright trainingprograms

2u4,

- review and discussinstitutions that offermillwright trainingprogramse.g. - Pacific Vocational

Institute (BurnabyCampus)

- Selkirk College- others

- 193-

1.01.02

explain the millwrightapprenticeship program

list the employment opportunitiesin the field

1.01.04

describe the obligations of theemployee

= to his employerto his union or employeeorganization

- to the demands of work

1.01.05

describe the working conditions inthe field

1_01_06

describe the responsibilities andreliability factors of theemployee

discuss the apprenticeshipprograme.g. - TRAC

- four yearapprenticeship

- obligation andresponsibilitiesof the employee and

. -

employer- salary

- discuss areas ofemployment

-

- sawmills- pulp mills- foundries- manufacturers= other

- discuss and examinevarious types of

- managment organiza-tions and responsibi-litiesemployee associationscontact obligationsand responsibilities

- discuss and examineworking conditions andindustrial demands

- discuss- necessity of punctual

and regular attendance- necessity for trust

and reliabilitybetween fellowemployees

-194-

1.01.07

understand the need for positiveattitudes and employee confidence:

- to himselfto his superiors

- to his fellow employees

1.01.08

demonstrate a working knowledge ofthe bookkeeping requirements

- time card- job description- purchase order forms- other

- discuss the beneficialeffects that positiveattitudes have on employeror employee relationships

- discuss and have eachstudent completeindividual records of- time cards- job descriptions- material orders to

suppliers

=195=

UNIT 2;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.

C3mmunity representatives should participate in organizedactivities connected with the program.

MODULE 2.01 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:

2-01.01

dress appropriately for the typeof employment experience

2-01_02

describe the transportationprocedures necessary to reach thejob site

- discuss appropriate dressfor different occupations

- consider public or privatemeans

2 !',;

- 196 -

2._01.03

list the important factors relatedto behaviour on the job

21,)6

review introductoryprocedures to contactemployersdiscuss manners, speech,things to observediscuss significance ofreportsread examples of reportsthat will be written bythe employer and theteacher

-197-

MODULE 2.02 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 practise increased responsibility within awork environment

e. facilitate effective transition of students between school andemployment;

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

training.



2 02.01

function effectively in a jobsituation

2_02 -02

work cooperatively with otherstudents or employees

- follow directions mutuallyagreed to by employer andteacher

- ask questions related tocareer goals

= maintain good relationswith others

= acquire trainingexperiences in thecommunity

- 198 -

MODULE 2.03 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.



2._03.01

prepare a job analysis of anoccupation where work experiencewas obtained

2.03.02

list safety factors that must beobserved in a chosen occupation

- review format of sampleanalyses

- discuss career paths

- review safety aspectsrelated to self and others

- 199 -

MODULE 2.04 STUDENT REPORTING PROCESS

Goal Statements


a. provide the student with a format for reporting on their fieldexperiences with an employer,

b. examine the role of employee duties in an occupation and relateto particular school experiences,

c. have the student prepare a formal list of contacts andpractical job experiences.



2.04.01

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

2.04.02

explain the various advantagesand disadvantages of an occupation

2.04M

list criteria for effective jobperformance

2A14_;04

discuss unsatisfactory jobperformance

review content of reportsand prepare details on thework experience

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

- discussions in class



2ix.)

- 200 -

MODULE 2;05 LETTER OF THANKS TO EMPLOYER

Goal Statememt

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.


The student will be able to

organize and write a letter ofthanks to the business firm wherejob experience 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

2Iu

-201-

UNIT 3.0 SAFETY AWARENESS

General Aim

The student will develop a high degree of understanding of safetyand safety practices.

MODULE 3.01 PERSONAL ATTITUDES

Goal Statement

The learning experiences in this module are designed to help thestudent develop a good personal attitude toward safety.



3;GIA1

explain the necessary personalattitudes related to themillwright trade

- discuss the willingness toaccept safety programs

- discuss the willingness tolearn from others

- discuss the willingness towork with others as a team

- 202-

MODULE 3.02 GENERAL SAFETY KNOWLEDGE

Goal Statments

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

a; protect himself on the job;b. realize he has to protect others on the job,c. identify and understand various types of safety equipment.



3.02.01

explain_the need fOr personalprotection on the job

3.02.02

explain how to protect others onthe job

3.02.03

explain various types of safetyequipment

= discuss various methods ofprotecting yourself on thejob

- proper dress- awareness- no horseplay- other

- discuss how a workman isresponsible for othert inand around_a work area

- rope off hazard areas- safety_signs- inttallation of guards- other

- discuss safety equipment- safety shoes- hard hats- glassesother

- 203 -

MODULE 3.03 SAFETY PRACTICES

Goal Statements


a. help the student maintain good housekeeping practices,b. increase student understanding of material handling,c. familiarize the student with Workers Compensation Board

procedures and regulations,d. develop proper methods of tagging out equipment in industrial

plants.

Learning Outcomes


3.03.01

develop good housekeepingpractices

Student Activities

- discuss the need forcleanliness in the generalwork area

- discuss the need forremoval of metals afterwelding, drilling,grinding, etc.discuss the need forremoval of spilled oils orliquids

- discuss the need forremoving any prof ctingmaterials from walkways orprojecting sharp objectswhich might injure aworkman

- discuss reasons forreturning equipment tostorage

- other

2 7

- 204 -

3.03.02

develop proper handling techniques

1A13;03

familiarize themselves withWorkers Compensation Boardregulations

3.03.04

develop proper tag out procedures

- discuss the need tomaintain proper posturewhen handling materials

- discuss the awareness ofphysical limits whenhandling materialsdiscuss accepted movingmethods in rolling;prying, pushing andlifting

- discuss ways in assessingwork to be done andmaterial available for thejob (weight, bulk,fragility of article,corrosiveness or otherconsIderations in whichsafety plays a part)

- other

discuss the WorkersCompensation Board bookletdiscuss the need forworkers to comply with allregulationsdiscuss the need foradequate guardingtechniquesother

- discuss tag out routine- discuss the need for

strict observation for tagouts

- discuss the need for theimportance of removal ofown tag at the end of eachjob

2

- 205 -

MODULE 3.04 CAUSES OF ACCIDENTS

Goal Statement

The learning experiences in this module are designed to help thestudent become aware of the causes of accidents.



3.04.01

iecntify causes of accidents - discuss why the followingcould result in accidents:

- poor attitudes towardwork and safety

- lack or cooperationwith a fellow worker

- improper use of tools- ineffective guarding- horseplay on the job- other

-206=

MODULE 3.05 FIRE PREVENTION

foal- Statements


a. acquaint the student with the various causes of fires,b. acquaint the student with the various types of fires,c. enable the student to identify methods of extinguishing the

various types of fires,d. familiarize the student with safety practices in conjunction

with fire prevention.



3_05._01

state or list some of the majorcauses of fires

3.05.02

state or list the types of fires

21E;

- review and list some majorcauses of fires

welding sparks= electrical sparksmatches or cigarettes

- spontaneous combustion

- discuss and list the typesof fires- Class A - wood and

paper- Class B - grease, sol-

vents, paints or anycombination of A or B

- Class C_= electricalinvolved with anycombination of _A and B

- Class D - metals,magnesium, phosphorus,sodium

=207-

1._015.03

identify and list the variousextinguishing methods

3.05.04

identify some safe fire prever-tion practices

- di scuss the properapplication of protectiveequipment

- Class A = water as ajet spray or fog orany chemical extin-guisher for small spotfiresClAss B - soda acid,C04, drychemicalnozzle without water

- Class C - CO; drychemical, leave aloneif high voltage isinvolved

- Class D - dry com-pounds

- discuss and list some fireprevention rules

- proper waste disposal- oil, rags and waste- used oil- used solvent- metallic chips

- proper storage- oil and grease

dry materials awayfrom heat

- chemicals- fire pairs for fire

only

- 208-

UNIT 4.0 APPLIED TRADE MATHEMATICS

General Aim

The Student will develop a degree of competency in the fieldof applied trade mathematics.

MODULE 4.01 BASIC MATHEMATICS

Goal Statements


a. provideopportunities for the student to review basicfundamental principles of simple and complex computation ofaddition; subtraction, multiplication and division with wholenumbers;

b; develop student skills in solving problems related to thetrade;

c. enable the student to convert measurements from metric toimperial or vice versa.



4.01.01

perform addition, subtraction,multiplication and divisioncalculations with:

- simple and complexmathematical computationsWith_whole numbert

= Oroblemt

4.01.02

perform_a mixer_of addition,Subtraction, multiplication anddivision_ calculations on:

- mathematical computationswith whole numbers

- problems9

- discuss_and perform- mathematicalcomputations withwhole numbers

- problem calculations

- discuss and perform= mathematicalcomputations withwhole numbers


-209-

identify the metric and imperialunits of

- length- mass- volume- temperature

4._01_04

state the conversion factors forconverting

- discuss and performmathematical computations

- discuss and performmathematical computations

- 210 -

MODULE 4.02 DECIMALS

Goal Statements


a. provide opportunities for the student to review basicfundamental principles of simple and complex computations ofaddition, subtraction, multiplication and division with decimalnumbers,

b. develop student skills in solving problems related to thetrade.



4.02.01


- simple and complexmathematical computationswith decimal numbers

- problems

4.02.02

perform a mixer of addition,subtraction, multiplication anddivision calculation on:

- mathematical computationswith decimal numbers

- problem

2

- discuss and performmathematical

computations withdecimal numbers


- discuss and perform- mathematicalcomputations withdecimal numbers


-211 -

MODULE 4.03 FRACTIONS

Goal Statments


a. provide opportunities for the student to review basicfundamental principles of simple and complex computations ofaddition, subtraction, multiplication and division withfractional numbers;

b. help the student compute decimal equivalents of fractions byusing tables;

c. develop student skills in solving problems related to thetrade;

d. convert simple imperial measurements to S.I. metric equivalentsand vice versa through the use of tables.

Learning Outcomes


4.03.01

Student Activities

identify fractions - discuss- proper fractions- improper fractions- mixed numbers

4.03.02

convert whole or mixed numbers to - discuss and performimproper fractions and reducingimproper fractions to whole ormixed numbers

4.03.03

reduce fractions to lowest terms

4.03.04

find lowest common denominatorsof:

- common fractions- mixed numbers

mathematical calculations

- discuss and performmathematical calculations

- discuss and performmathematical calculations

2'

- 212 -

4.03.05

change common fractions or mixednumbers to decimals

- computations- table of decimal equivalentsof fractions

4.03.06


- simple and complexmathematical computationswith:- common fractions- improper fractions- mixed numbers

4_03.10T

identify measurement systems- Imperial- S.I. Metric

4.03.08

convert imperial measurements toS.I. metric equivalents -or viceversa through the use of tables

- discuss and perform:- mathematical

calculations- by using table of

decimal equivalents offractions

- discuss and performmathematical

computations withfractional numbers


- discuss

- discuss and performconversion

- 213 -

MODULE 4.04 POWERS, SQUARE ROOTS AND CUBES

Goal Statement

The learning experiences in this module are designed to provideopportunities for the student to learn the basic fundamentalprinciples of computing powers and square roots of numbers usingtables.



4.04.01

explain and compute powers of - discuss and performnumbers mathematical calculations

4_04_02

explain and compute square roots - discuss and performmathematical calculationsof numbers

4.04.03

use power and square root tables

4.04.04

ute_tablet for computing cuberoots

- discuss and use power andsquare root tables

- discuss and use cube roottables

-214.=

MODULE 4.05 RATIOS AND PROPORTIONS

Goal Statements


a. provide opportunities for the student to learn the basicfundamental principles of computing ratios and proportions,

b. help the student relate ratios and proportions to simple gear,belt and chain drive arrangements.

Learning Outcomes


4.05.01

identify and set up ratios

4.05.02

reduce simple ratios

4_05_03

use ratios to set up directproportions

4_05_04

use ratios to set up inverseproportions

4.05.05

relate ratios as applied to simpledrives

- ratio of sizes- ratio of speeds

Student Activities

- discuss and perform ratiocomputations

- discuss and perform ratiocomputations

- discuss and performproblems related tosetting up directproportions

- discuss and performproblems related tosetting up inverseproportions

- discuss and performproblems related to driveunits

- ratio of sizes- ratio of speed- other

-215-

MODULE 4.06 PERCENTAGE

Goal Statement

The learning experiences in this module are designed to help thestudent to learn the basic fundamentals and computation ofpercentage problems.



4.06.01

perform computations involving thechanging of:

- decimals to percentages- percentages to decimals

4.06.02_

perform computations involving thechanging of

- fractions to percentages- percentages to fractions

4.06.03

perform computations involvingProblems related to percentage

- discuss and performcalculations

- discuss and performcalculations

- discuss and performca;,ulations

- 216 -

MODULE 4.07 CIRCUMFERENCE AND AREA OF PLANE FIGURES

Goal Etatements


a. provide the opportunities for the student to learn the basicfundamental principles of computing circumferences and area ofplane figures,

b. help the student compute circumference and area through the useof tables,

c. help the student relate circumference and area problems to thetrade, e.g. pulleys, belt drives, double sided cylinders, etc.

Learning Outcomes


4_07._01

identify shapes of figures

4.07.02

practical methods of locatingcentres of some plane figures

Student Activities

- discuss and identifyfigures= squares= rectangles= parallelograms- right angled triangles- acute angled triangles- trapezoids- hexagons- octagons- polygons- circles- circular rings- fillets- ellipses

- discuss and performmethods of:

- squares- rectangles= circles- other

-217 -

4.07.03

identify radius of circles

4.07.04

identify diameters of circles

4_0T-05

- discuss and have thestudent draw circles fromgiven radii

- discuss and have thestudent draw circles froma given diameter

identify circumference formulas - discuss and performfor: circumference

- circles - computations- squares = problems

4;07.06

identify the method of computing - discuss and perform areaareas for various shapes calculations on various

- shapes shapes

- rectangles- right angled triangles- acute angled tirangles- trapezoids- hexagons- oxtagons- circles- circular rings- other

4.07.07

use tables for computingcircumferences and areas ofvarious shapes

4.07.08

use circumference and areas inproblem solving

- discuss and use tables forcomputing circumferencesand areas

- discuss and perforM_calculation on problemsrelated to the trade

2 2

- 218 -

use formulas of circumference and

areas to compute diameters ofshapes in:

- computation- problem solving

4.07.10

use of Pythagoras' Theorem

= discuss and performcalculations

- discuss and performcalculations on

- right angled triangles- other

=219-

MODULE 4.08 VOLUME OF SHAPES

Goal Statements


a. provide the opportunities for the student to learn the basicfundamental principles to compute volumes of shapes,

b, help the student compute volumes through the use of tables,c. help the student relate volume problems to the trade, andd. help the student covert U.S. Fluid to Imperial Fluid

measurement or Imperial Fluid to S.I. Metric measurement.



4.08.01

identify shapes of figures

08 02

- discuss and identifyfigures

- cubes- square prisms- prisms- pyramids- wedges- cylinders- portion of cylinders= hollow cylinders- cones- frustum of cones- spheres- other

identify volume formulas for: - discuss and perform volume

= cubes calculations on various

= prisms shapes

= cylinders- other

2 k.

-220-

4.08.03

use volume formulas in solvingproblems

4.08.04

use formulas of volume to compute:height or diameters ofshapes

- height or lengths of shapes

4.08.05

compute or use tables to convertU.S. Fluid (gallons) to ImperialFluid (gallons) or vice versa

compute or use tables to convertImperial Fluid (gallons) to S.I.metric measurements (liters) orvice versa

discuss and performcalculations on problemsrelated to the trade

- use problems to discussand perform calculations

- discuss and use tables forcomputing problems

- discuss and use tables forcomputing problems

23

-221-

UNIT 5.0 TRADE SCIENCE

General Aim

The student will develop a degreeapplied millwright trade science.

of competency in the field of

MODULE 5.01 SOLIDS

Goal-Statement

Familiarize the student with some of the necessary terms related tosolids.



5.01.01

identify the following terms whichare related to solids:

- hardness- ductility- machinability= other

- discuss the followingterms- hardness

Brinell- Rockwell

= ductility= machinability- density- other

- 222 -

MODULE 5.02 LIQUIDS

Goal Statement

The learning experiences in this module are designed to familiarize

the student with some properties related to liquids.



5A2.01

identif the following terms whichare related to liquids

- cohesion- visocity- specific gravity- imcOmprettibility- other

- discuss and note theproperties of liquidS

- discuss and measure theviscosity properties ofliquids

- discuss and measure thespecific gravities ofliquids

- note that liquidcompresses 0.5 to 1% at1000 psi

- 223-

MODULE 5.03 GASES

Goal- Statements


a; familiarize the student with Boyle's law,b. help the student compute problems related to pressure of gases.



5.03.01

dettribe why gases compress

5.03.02

measure the pressure of gases

5;03.03

identify the imperial andmetric units of pressure

- discuss why gases compress

- discuss Boyle's LaW- Pressure = Force X

Area_= diStUtS hoWheat effects

pressure (Charles law)- compute pressures of gases

- calculate the forcecreated in a cylinderif the area andpressure are known

= calculate the area ofa cylinder if theforce and pressure areknown

- when volume changes- when temperature changes- discuss Pascalls law

- discuss

- 22 -

MODULE 5.04 PROPERTIES OF MATERIALS

Goal Statements

The learn-111g experiences in this module are designed to help the

student identify:

a. different types of stress on materials,

b. the properties of some common metals.



5;04;01

identify and demonstrate thedifferent types of stress

5.04.02

identify the properties of commonmetalt

- cast iron= malleable iron= steel= brass= aluminum= copper

5 ;04.0a

describe how the followingmaterials oxidise

- stainless steel- copper

lead- others

= diScuss the demonstratethe following:

= tension= compression= bending= shearingtorsional

- other

- discuss the diffencebetween common metals

- colour- density- elasticity- tensile strength

effett of heat onmetals _ _

- condUctiVity- failure point- yield point- oxidation- reduction- conduction- insulation- others

- discuss

-225=

MODULE 5.05 SIMPLE MACHINES

Goal Statements

The learning experiences in this module are designed to;

a. familiarize the student with types of simple machines; andb. help the student complete problems related to simple machines.



5.05.01

explain what a simple machine is

5.05.02

identify the different types oftimple_machines

- levers- pulleys= inclined plane- wedge- wheel and axles= screws

- discuss what a simplemachine is

- anything that makes iteasier or moreconventent to do work

- discuss different types oflevers

= Class I

- Class II= Class III

- discuss the formula forlevers= EXED = R X RD= actual= theoretcial

- discuss the use of pulleys- calculate themechanical advantagesof different pulleyarrangements

- discuss the gain ineffort with a loss indistance

- application to:- rope blocks- hoisting equipment

- discuss the use of aninclined plane- discuss formula for

inclined planeEXED = R X RD

Cont'd

- 226 -

5.05.02 Cont'd = discuss the use of wedges= discuss the use of a wheeland axle

- discuss the use of a screwas a simple machine

- jack screw is like aninclined plane

- other

= 227 =

MODULE 5.06 HEAT

Goal Statement

The learning experiences in this modUle are designed to help theStudent underttand the effect of temperature on metal.



5.06.01

define the following terms= specific heat- temperature- expansion- heat of fusion- boiling- vaporization- mechanical equivalent

heat- contraction- induction- absolute zero- radiationcalorie

5.06.02

explain the effect of heat inrelatiOh to:

- density= volume= expansion- contraction

5.06.03

describe how heat is transferred

- discuss

discuss

- discuss

- 228=

MODULE 5.07 MECHANICS

Goal Statements

The learning experiences in thit mOdul0 are designed to:

a. familiati20 the student With the following mechanical terms:forceftittionworkpowerhorsepowertorque, and

b. help the student compute problems related to the trade.



define the term force

5;07;02

define the term friction

5.07.03

identify the different types offriction

5.07.04

define the term work

- discuss_the term force- push or pull of an

objeCt_- identify metric and

imperial units- NeWtons= pounds = force

- discuss what causesfriction

= discuss the differenttypes of friction

= sliding- rolling- fluid- internal

- discuss the term work- Work = Effort X

Distance- Work In = Work Out- other

- perform calculationsrelating to work

- 229 =

5.07.05

define the term power

5.07.06

define the term horsepower

5.07.07

define the term torque

- discuss the term power- Power = Work per

Mi note_ _

- perform calculationsrelating to power

- discuss the termhorsepower

- Horsepower = Work perGiven time

= Horsepower = Work XDistanceTime

= Horsepower = F_X S550 t

ImperialPower = FS

t S.I. Metric- perform calculation

relating to horsepower

- di.scuss the term torque- twisting forcenecessary to turn ashaft

- expressed in theImperial system(ft-lbs or in-lbs) orthe SA. metric system(Newton metres)

23j

- 230 -

UNIT 6.0 LAYOUT AND BLUEPRINT READING

General Aim

The student will develop a degree of competency in blueprint

reading.

MODULE 6.01 GEOMETRIC CONSTRUCTION

Goal-- Statements


a. familiarize the student with geometrical constructions, andb. help the student acquire the necessary techniques in forming

geometrical constructions.



6.01.01

identify different types of angles- completed tirtle (360°)- straight angle (180°)- right angle (90°)

- acute angle (<90°)- obtuse angle (>90°)= complementary angles= supplementary angels= other

6.01.02

identify different types oftriangles

- equilateral triangles- isosceles triangles- scalene triangles- right triangle- other

24u

- discuss and list differenttypes


- 231 -

6.01.03

identify different types ofquadrilaterals

- square- rectangle- rhombus- rhomboid- trapezoid- trapezium- other

6.01.04

identify different types ofpolygons

- pentagon- hexgon- heptagon- octagon- other

6.01.05

identify the following= circlearc- tangent- concentric circle- eccentric circle

identify the different types ofsolids

- prisms- pyramids- cones- sphere- cylindersellipsoid

- other





2

= 232 ;;

6.01,07

perform the following geometricconstructions

- bisecting a line or circlearc

- bisecting an angle= transferring an angle.= divide a line into equal

parts- draw an equilateral triangle= draw a square= draw a pentagon= enlarge or reduce a drinj- other

_

- discuss_and_perform therequired skills

2.1_

- 233 -

MODULE 6.02 DIMENSIONING, TOLERANCES AND FITS

Goal Statements


a. help the student acquire the necessary skills in dimensioningtechniques,

b. familiarize the student with tolerance procedures used whenmating parts

c. acquaint the student with the different types of fits on matingparts,

d. familiarize students with the use of reference tables.



6.02.01

peform basic dimensioningtechniques used on conventionaldrawing§ _

.

- circular features- rounded ends- spherical surfaces= slotted holes- cylindrical holes- countersink holes- countebore holes- spot facet

= common features- tapers= chamfers= knurls= undercuts- threads- other

- dimensioning methods- rectangular coodinate- dimensioning systemtrue position dimensioning

- polar coordinatedimensioning

- chordal dimensioningsystem

- arrowless dimensioningtabular

- chain- datum

- other

- discussand_performrequired skills indrawings

243

- 234 -

6.02.02

explain the purpose of tolerancing

6.02.03

identify_the f011owing terms- tolerance- alloWance- limitt

6.02.04

identify and use the different_methods of expressing tolerancesin dimentiOnS_

= limit dimensioning= plus_and minus dimensioning= single limit dimensioning- angular tolerances

6.02.05

identify the folliwng geometricsymbols for tolerances

- flatness- straightness- roundness- cylindricity- parallelism- perpendicularity- angularity_- concentricity- symmetry- other

6.02.06

explain the purpose of an accuratefit between two or more parts

2,

discuss

- discuss

- discuss and peformrequired skills ondrawings

- discuss

- 235 -

6;02;07_

explain the difference betweentypes of fits on mating parts

- running and sliding fitclass 1 9

- clearance locational fitclass 1 11

- transition locational fitclass 1 7

- interference locational fit= class 2 and 3

- force and shrink fitclass 1 5

6.02.08

use reference tables for _

determining required fitS betweenmating parts

= thaftt- holes- key and keyways- other

- discuss and show examplesof different types of fits

- discuss and use referencetableS where required

215

- 236 -

MODULE 6.03 WORKING DRAWINGS

Goal StatMent

The learning_ experiences in this module are designed to help the

student acquire the necessary skills for completing a working

drawing.



6.03.01

explain the purpose and techniquesinvolving the completion of aWorking drawing

6.03.02

complete a working drawing

- discuss

- complete WOrking_draWinggof a simple machinecomponent containing twoor more parts

- 237 -

MODULE 6.04 BLUEPRINT READING

Goal Statement

The learning experiences in this module are designed to familiarizeand help-the student acquire the necessary concepts forinterpreting working drawings.


The student should be able t

6.04.01

identify the difference betweenengineering drawings and archi-tectural drawings

6;04;02

interpret basic working drawings

6;04;03

identify and interpret thefollowing

- title block- drawing numberS- parts and material litts- zoning- checking- drawing revisions= Sheet numbering- scale- drawing notes- other

- discuss

- diStuSS and practiceinterpreting workingdrawings

- discuss and interpretworking drawings

- 238-

UNIT 7.0 TRADE TOOLS

General Aim

The student Will develop a degree of competency in the use oftools and shop practices.

MODULE 7.01 HAND TOOLS

Goal Statement

The learning experiences in this module are designed to help thestudent develop a skill in the area of hand tools.



7;01;01

maintain and explain the use ofall basic hand tools

- hammers- ball peen- sledge- Clipping-_other

- clamps- C-clOipt- bat clamp- other

- puthet- prickcentre

= dtift= other

= fileS_= mill= flat=

= p-llar= s iare= round

half found= three corner

- other 24-

= discuss- each tool is designedto perform aspecificrange of functions;The correct tool mustbe selected for eachjob to ensure safe andefficient work

- each tool is designedto perform itsfunction only if it isused correctly

- tools must be

adequately maintainedto retain theircapacities to peformtheir intendedfunction

- use the tools in variousshop projects

- 239 -

7_;01;111._ Cont'd

wrenches- adjustable- box- open end- pipe- other

- pliers- slip joint- water pump- side cutting- vise gripsneedle nose

= other

- screwdrivers- regular= PhillipS

clutch head= Allen=

= Robertson= other

- chiselsflat

= cape- round nose- diamond point- other

- twist drills- straight shank- taper shank

saws- hacksaw- ripcrosscut

- sockets and ratchet- six_point- twelve point

- torque wrench

- 240-

7.01.01 Cont'd

= vises- pullers

= gear= seal= other

- taps and tap wrench= taper= bottomplug

= dies and diestock= adjustable- split- solid

- screw extractor- reamers

- pipe- hand- machine- other

- other

23 1.)

- 241 -

,MODULE 7.02 MEASURING TOOLS

Goal Statement

The learning experiences in this module are designed to help eachstudent identify, select and become proficient in :Iandlingnon-precision and precision instruments; and interpreting theirreadings (both S.I. metric and Imperial).



7.02.01

state the necessity of measuringinstruments such as:

- steel scales- tapes- inside calipers- outside calipers- squares- hermaphrodites calipers= dividers- drill- wire gauge- micrometers (outside,

inside)- vernier calipers- dial indicators- feeler gauges- telescoping gaugesthread gauges

7.02.02

identify the specified steelmeasuring rules (flexible ornon-flexible) in terms of

- types- values of gradUations- obtainable measuringaccuracy

- measuring range- holding characteristics formeasuring; checking andlayout operations

- applications- determine and apply thecorrect methods ofhandlinstoring and maintainingsteel measuring ruleS

- discuss why exactMeasurements are required

- use S.I. Metric andImperial

- apply proper handling andmanipulation techniques

- discuss and use measuringinstruments on samplepieces-


- 242-

7.02.03

identify precision steel squarestypessizesholding characteristics forCheCking and layoutoperations

- applications

7.02.04

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

= types- components and working

principles- attaching and securing

extention rods- holding characteristics for

measuring operationssetting, locking and

measuring micrometers atdetermined values

- handling; storing andmaintaining micrometers

7.02.05

identify vernier calipers- types- components and workingprinciples

- hOlding tharaCteritticS for

measuring operationssetting and_measuringcaliphers at a determinedvalues

= handling, storing andmaintaining calipers

7.02.06

identify dial indicatorstypes

= components and workingprinciples

= obtainable measuringaccuracy

- handling, storing andmaintaining dial indicators

= discuss and useinstruments on samplepieces

= discuss, and in smallgroups use micrometers onsample pieces

= discuss, and in smallgroups use verniercalipers on sample pieces

- discuss the use of dialindicators

- 243 -

7.02.07

identify feeler gauges- types__- overall checking range- using individual andcombination blades todetermine the correctmeasurementholding characteristics forchecking operations

- handling, storing andmaintaining thickness gaugesets

7.02.08

identify telescoping gauges- overall checking range- applications- holding characteristics for

checking operation- setting; locking andmeasuring the overall valvewith the outside micrometer

- handling, storing andmaintaining telescopinggauges

7.02.09

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

- Imperial

7.02.10

identify_ calipers- outsi_de calipers= inside calipers= hermaphrodites calipers

- discuss and in smallgroups use feeler gaugeson sample pieces

- discuss and in smallgroups use telescopinggauges on sample pieces

- discuss the use oftelescoping gauges onsample pieces

- discuss and use checkgauges where applicable

- discuss and use caliperswhere applicable

=. 244 =

7;02;11

identify dividers

T;112;12

select proper measuring devicesfor specific jobs

- discuss and use dividers

- study and discuss thereasons and advantages ofeach instrument

- study and discuss thedifferent measuringsystems

-245=

MODULE 7.03 PORTABLE POWER TOOLS

Goal Statement

The learning_ekberiences in this module are_designed to help theStudent develop skills in the use of portable power tools.



7.03.01

safely handle and maintain allportable power tools used in thetrade

drills- air- electric

- grinders- air- electric

- impact wrenches- air- electric

- gear pullers- jacks

- hydraulic- screw- ratcheting

- air hammers- chisels- chipping- other

- air tuggers- other

- discuss the safety, useand maintenance of thelisted tools

= 246-

UNIT 8.0 SCREW THREADS

-General -Aim

The student will develop a basic understanding of screw threadS.

MODULE 8.01 PURPOSE AND GENERAL TERMS

Goal Statement

The learning experiencet in thit module are designed to familiarizethe student with:

a. the necessary_ terms in threaded _fasteners, andb.. the types of fitt used on threaded fasteners.


The student th.)uld be able to:

8.01.01

identify the purpose of a thread

ex0ain the necessary thread terms

- discuss that a thread isused for:

- fastening parts- transmitting motion

- discuss- diameter_

- nominal- major- minor- major and minor withnuts

- pitch- definition- means of_expressing

- North AMericanstandard

- S.I. metric- calculation

- 247 -

8.01.02 Cont'd

801.03

identify and explain the necessarythread designations

8.01.04

identify and explain thread class

- lead- definition- calculation (lead and

pitch are equal on_asingle start thread

- thread angle- definition- thread angle variationon different types ofthread forms- American National

standard- Whitworth- Amce- S.I. metric- other

discuss the followingdesignatibrit for threads

- external threads - A= internal_ threads - B- baSiC major diameter

and pitch___= 1/2" - 13= M10 x 1.25

- discuss and identify- Class I thread- Class II thread- Class III thread

- 248-

MODULE 8.02 TYPES OF THREADS

Goal- Statement

The learning experiences in this module are designed to help thestudent identify and explain the types of threadt.



8.02.01

identify and ex;:types of thread

%fferent

8.02;02

identify the different styles ofAmerican National Standard threadforms

8.02.03

identify different styles ofthread forms_for

- special fastenersbearing nut threads

- discuss and explain thedifferent types of threadforms

- American NationalStandardS;I; metric

- British StandardWhitworth

- American National Acmebuttress

- squareother

discUts the followingstylet

- Unified NationalCoarse (UNC)Unified National Fine(UNF)

= Unified National ExtraFine (UNEF)

- other

- ditcutt

253-

- 249 -

MODULE 8.03 FASTENERS

Goal Statements

The learning experiences in this module are designed to familiarizethe student with:

A. the types _of tasteners.b. the methods of installing and removal of fastening devices.


The stduent should be able to:

8.03.01

identify the different types offasteners available

8A3;02.

properly select fasteners forpurpose required

8.03.03

properly select nuts for therequired purpose

- review Section Two, Unit4.0 Fasteners (page 65)

- types of bolts- types of screws- types of set screws- types of nuts

- discuss identificationprocedures _

- type of bolt- type of thread- type of fit- length of bolt= other

- discuss identificationprocedures

- type of nut= type of thread= type of fitnecessity for locking(high vibration etc)

- other

- 250 -

8.03.04

explain the methods of installingfasteners or nuts

8.03.05

explain the methods of removingfasteners or nuts

- discuss

- discuss

- 253 -

MODULE 8.04 LOCING DEVICES

Goal _Statements


a. help the student identify th,.?. purpose of locking devices;b. familiarize the student with non-destructive and destructive

methods of locking;c. familiarize the student with the installation and removal

procedures of locking devices.

Learning Outcomes Student Activitie3


8.04.01

identify the purpose of lockingdevices

8.04.02

identify destructive methods oflocking

8.04.03

identify non=destructive methodsof fucking

- lock nuts- lock washers

- discuss the reason formaintaining tension

- prevent loss of parts

= discuss methodt in lockingand problemt with thitmethod

= Weld= destroy threads- other

- discuss methods in locking- lock nuts- lock washers- special nut design- cotter keys- other

252=

8.04.04

explain the installat'on oflocking devices

8.04.05

explain the removal of lockingdevices

- discuss

- discuss the_remOV1procedUres for lockingdeViteS_

- whole= broken

- 253-

MODULE 8.05 THREAD LOADING

Goal Statements


a. familiarize the student with the forces involved in lockingthreads,

b. help the student identify the reasons for locking or torquingthreads,

c. familiarize the student with torquing procedures.


The student hould be able to:

8; 01

identify forces involved on threadloading

8.05.02

identify the purpose of threadloading (torque)

8.05.03

identify the factors affectingtorque /tension relationShip

- discuss forces involved- tension-

- safe load- yield- failure

- compression- shear- dilation

- diScusS torque

= discuss the factorsinvolved

= friction= alignment= other

- 254-

8.05.04

perform torquing procedure

8.05.05

deS-cribe the forrles -hich separateloaded attemblie

= discuss the use ofreference tables fortorquing

= discuss the procedure forusing a torque wrencA

- discuss the rs

involved- virbration- surface wear- dilation- others

- 255 -

MODULE 8.06 EXTERNAL AND INTERNAL THREADS

Goal Statements

The learning experiences in this module are designed to help thestudent identify:

a. the procedures used in cutting an external or internal thread,b. methods in thread recovery.

Learhing OutcomeS Student Activities


8.06.01

review procedures _from Module17.04 from Metal Fabrication 11

8.06.02

review procedures from Module17.04 from Metal Fabrication 11

8.06.03

identify methods of threadrecovery

8.06-04

identify the necessary precautionswhen tapping or threading variousmetals

- discuss types of dies etc.- cut an external thread

- discuss correct drill size= discuss tap styles and

proper usage- drill and cut an internal

thread

- discuss methods of threadrecovers

- die nuts- tap- other

- discuss

- 256-

UNIT 9.0 RIGGING AND MATERIALS HANDLING

_

General Aim

TO _familiarize the student with safe practices in rigging, staging

and material handling.

MODULE 9.01 SAFETY REGULATIONS ON RIGGING

Goal Statements

The learning experiences in this module Are detigned to:

a. develop safe practices in material_handling,b. increase the student's awareness of typeS of material handling

equipment;c. familiarize the students with crane hand signals and their

application,d. familiarize the student with types of scaffolds and their safe

use.



9.01.01

litt and_identifyWorkersCoMpentation Board AccidentPrevention Regulations on rigging

- identify and study Section8.50 on housekeping

- identify_and study Section8.56 =. 62 on storase ofmaterials

- idedtify_and study Section14.02 =_20 on personalprotective equipment

- identify and study Section54.02 = 22 on rigging

- identify and study Section56.80 = 100 on h-o stingequipment

- identify and studyAppendix D on hand signals

= identify and study Section30.12 = 16 on ladders

- identify and study Section

32.12 - 82 on scaffolds

and stages

- 257 -

9._01;02

identify the principles governinghoisting

9.01.03

identify types of materialhandling equipment and their use

identify the application of handsignals

- 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 capactities of chains

- identify types_of grabchains and their uses

- identify the_tOrreCt usageof crosbyClipt

= identify_the correctmethOdS in using plateclamps_andplate hooks

- identify_the correctmethods_ih usingcome -a -longs and chainhoists

= ident-ify 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 snatchblock

- identify conditionsrequiring s signaller

- identify types ofsignalling systems

- identify authorized hand

signals

r) 1

= 258 -

identify and describe varioustypes of scaffolds

q;01-_-.06

identify types of staging andtheir usage

9.01.07

identify safety OrOcduresemployed in checking scaffoldingand stages

= identify the generalrequirements f,rconstruction of scaffolds

- describe a wooden scaffold= describe a bracket

scaffold= detcribe a needle beam

scaffold- describe a thrust out

scaffold- identify the limitationsof ladder jack scaffolds

- identify_the generalrequirments forconstruction of staging

= identify the applicationof common stages

- identify the applicationof a swing stage

- identify type of work areato be inspected

- check grade and conditionof material

- check correct footing ormounting and tie-in toother members

- check for correct spacingof members__

- determine if material_sizes meet specifications

- 259 -

MODULE 9.02 MATERIAL HANDLING EQUIPMENT

Coal- Statement

The learning experiences in this module are designed to familiarizethe student with safe methods of using material handling equipment.


The student shou:d be able to:

9;02A1

identify types of materialhandling equipment

9.02.02

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:limitations Ofhuman_model in materialhandling

= -identify liMitationS offOrk liftSidehtify limitations ofhydraulic hoists

- identify limitations ofoverhead cranes

- identify shop model usedfor material handling

- identify relevant sectionin Workers CompensationBoard Industrial Healthand Safety RegulationsSection 26.24 - 50 all.

- identify operatinginstructions of_model

- observe shop rules_foroperation of_materialhandling equipment

- demonstrate correct use ofmodel

- 260-

9;02;03

identify safe lifting methodt inmaterial handling

9.02.04

identify and list safe and unsafelifting methodt

- list_ limitations relatedto lifting materialsmanually

= list and describe liftingmethods

= 261 -

UNIT 10.0 SHAFTS; HUBS AND KEYS

ceneral- -Ai-m

The student will develop a degree of competency in the field ofshafts, hubs and keys.

MODULE 10.01 KEYS

Goal Statement

The learning experiences in this module are designed to help thestudent become familiar with keys.

Learning outcomes Student Activitiet


10.01.01

explain the purpose of keys

10.01.02

explain the different styles ofkeys

- square= flat= gib head= taper= Pratt and Whitney- Woodruff- Kennedy

Louis- other

- discuss the purpose ofkeys-

= transmit motion

- discuss and list thedifferent styles of keys

- 2

10.01.03

explain and use reference tablesto determine the size of keys inrelation to the size of shaft

10.01.04

explain the different styles ofkeyway in:

- shaft- run out- round end- Woodruff

- hub- parallel (keyseat)- tapered

10.-01-Al&

explain and use reference tablesto determine the size and depth ofkeyway seats in the:

- shaft- huh

113;131;,06

explain the advantages anddisadvantages of different typesof keys

10.01.07

demonstrate the installation orremoval Trocedure of a hubattached to a shaft by means of akey

10.01.08

identify the reasons for using_different types of material forkeys

- discuss and use referencetables

- discuss the differentstyles of keys

- discuss and use referencetables

- discuss and list advan-tages and disadvantages ofthe types of keys

- discuss and have studentpractice installing andremoving hubs

- discuss key materials

- 263 -

10.01.09

explain the importance in atolerance fit between a key andkeyway on both shaft and hub

10.01.10

fabricate a key and keyway slot inhub and shaft in reference toworking drawings

= discuss key fits

- discuss and have studentsfabricate a keyway slot inshaft to fit manufacturekey and hub

264 -

MODULE 10.02 HUBS

Goal Statements

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

a. identify the different styles of hubs,b. distinguish between hub to shaft fits.



10.02.01

identify and explain the differentstyles of hubs

10.02.02

identify and explain interferencefits

10;02.03

identify and explainnon-interference fits

10.02.04

identify the hazards associatedwith installing hubs

- discuss the various stylesof hubs

- A hub- B hub- Chub- D hub

- discuss interference fits

- discuss non-interferencefits

- describe and demonstratethe precautions and safework procedures to, useWhen installing hubt

- 265 -

MODULE 10.03 SHAFTS

60a1 Statement

The _learning experiences thiS module-are deSigned to help theStudent gain an understanding about shafts.



10.03.01

identify and explain the sizing ofshafting

10.03.02

explain the stresses relating toshafts

10.03 -03

explain the various types ofshafts

10.03.04

identify various pieces ofshafting

- discuss the sizing ofshafts

- discuss the stressesrelating to shafts

- deflection- bending- compression- stretching- torsion- other

- discuss the various typesof shafts

- solid- hollow- steel- aluminum- hollOw_- flekible- others

= discuss and identifyvarious pieces of Shaftingfrom a given selection

- 266 -

UNIT 11.0 BEARINGS

General Aim

The student will develop a degree of competence in the field ofbearings.

MODULE 11.01 INTRODUCTION TO BEARINGS

Goal Statements-


a; realize tne purpose for the use of bearings,b. identify the loads that are to be overcome.

Learning Outcomes Stt >nt Activities


11.01.01

explain the purpose of bearings

11.01.02

explain the types of loads

= discuss the purpose ofbearings

- to reduce friction

discuss the types of loads- radial- axial- combination

- 267

MODULE 11.02 FRICTION BEARINGS

Goal Statements


a; unde.:tand the theory of friction bearings,b. id.ntify the various styles of friction oearingS,c. t;lk:ltify the various friction materialsid. the maintenance required for friction bearings.

Learning Outcomes StudPnt Activities


11.02.01

explain the theory of frictionbeings

11.02.02

identify and explain the differenttypes of friction bearings

11.02.03

describe the materials used inbearing housings

11.02.04

identify the various frictionbearing material

02 ;_05

explain friction bearingmaintenance

- discuss the theory offriction LIArings

- slidirg friction

- discuss types of frictionbearings_

- bushings- Shellt-, pillow blockS= other

- discuss various types ofmaterial

cast iron= cast steel- r<sJrl Gated

- discuss the variousfriction bearing material

- babbitt- brass- nylon- sintered metals- other

- discuss friction bearingmaintenance

- lubrication- oil wedge- adjustment

- oth-r

2

- 268=

instal a friction bearing ontoa shaft

.,

- discuss the hazardS ofpouring babbit _

- describe the methbdsusedto prepare_and positionthe mandrel

- describe the methods usedto prepare tirface anddams before the babbit ispoured

- describe the procedure forpouring babbit bearings

- describe the fitting of

the hearing to the shaft

269

MODULE 11.03 ANTI-FRICTION BEARINGS

_Goal Statements


a. 1:2arn the theory of anti -friction !-,earings;b. dentify the loading of ar .7riction bearing;c; -earn the procedures to irL.- i: remove anti - friction

wrings;d. identify the maintenance procedures concerning anti-friction

bed:'ings.



11.03.01

explain the theory ofanti-friction bearings

11.03.02

explain the types of loading withthe use of anti- friction bearings

11.63.03

explain the various types ofanti=friction bearings

11.03.04

identify the parts of anti-friction bearings and the pur-pose of each

outer ring- outer race- rolling element- separator

inner raceinner ring

- conecup

- discuss the theory ofanti-friction bearings

- rolling friCtiOn

discuss the types coloading concerninganti;friction

= point loading- line loading

- discuss the various typesof anti=friction bearings

= roller- ball- taper-roller_- thrust bearings- radial bearings- other

- discuss

=270=

11=03;05

explain; install and remove ananti-friction bearing

11.03.06

explain and identify maintenanceprocedures concerninganti-friction bearingS'

- discuss the dangers of

removing and installinganti-friction_ bearings

- discuss installation an:'

removal procedures dealingwith anti - friction

bearings- install an anti=friCtion

bearing= remove an anti - friction

bearing

- discuss anti - frictionbearing maintenanceprocedures

= lubrication- vibration testingother

- 271 -

UNIT 12.0 COUPLINGS

General Aim

Fhe student will develop a degree of competence in the handling ofcouplings and coupling alignment.

MODULE 12.01 INTRODUCTION TO COUPLINGS

_Goal_Statements


a. the purposes of couplings,b. the types of couplings.



12.01.01

identify the purpose of a coupling

12.01.02

identify the classifications ofcouplings

= rigid= flexible= centrifugal

12.01.03

identify necessary alignment toolsfor aliping_couplings

= steel line_..;haft level

- calipers (inside andoutside)

- straight edge- feeler gauge- taper gauge

= dial indicator

other

= discuss the purpose ofcouplings

=. discuss the classifica-tions of couplings

- discuss the alignmenttools

-272-

12.01.04

idehtify purpose of shimmingmaterial!

= raise= tilt= levelling= other

12.01.05

explain conditions of shaftmisalignment,

- angular- eccentricity- combination of both- end float

- discuss shims and shimmingprocedures

- discuss shaft_alignment- complete an alignment

project

- 273 -

MODULE 12.02 RIGID COUPLINGS

Goal Statement

The_learning experiences in this_module are designed to help thestudent gain a knowledge of rigid couplings.



12.02.01

explain areas of suituiiiiity forrigid couplings_

- line shafting- should -be used only whendriving and driven shaft areon a common rigid base

12_;_02AZ

identify the types of -Jidcouplings

- sleeve- flange

other

12.02.03

identifyisi2e of coupling to suit- R.P.M.

H.P.- torque applied

12.02.04

-form installation and removalprocedur:sS of rigid couplings

- discuss where rigidcouplings are used

- discuss the types of rigidcouplings

- discuss couplingspecificaticn

discuss and have studentpractice installation andremoval procedures ofrigid couplings

- 274-

12_._02;_05

perform routing maintenance cneckson rigid coupling joints

- alignment check- bearing chetk- check on base boltt- other

12.02.06

explain problems or failure ofrigid coupling joints as to Wear

- misalignment- overload_- bearing failure

other

discuss maintenance ofrigid couplings

- discuss coupling failure

- 275

MODULE 12.03 H_ii;t,LL COUPLINGS

Gbal Statement

The learning expem_ences in this r7dule are designed to help theStudent gain an understanding of flexibe CoUblingt.



12.03.01

identify the purpose of flexiblecouplings

12;03.02

identify the types of flexiblecouplings

- flange with pin andseparator

- jaw style w Jh sep ator- chain and sprocket- nonflex- rubber ball- sure-flex- other

12.03.03

identify site of coupling to suit- R.P.M.- H.P.- torque applied

12.03.04

perform installation and removeprocedures of flexible couplings

- discuss flexible couplings

- discuss and list thedifferent types offlexible couplings

- dittutS flexible couplingspecifications

- discuss and have studentpractice installation andremoval procedures offlexible couplings

2 :5 ;)

- 276

J3.05

:erform routine maintenance checkson flekible coupling joints

- lubrication where required- alignment checks- bearing checks- replacement or worn

separators or parts- thetk on base bolts- other

12.03.06

explain problems or failure offlexible coupling joints due towear

- misalignment- overload= bearing failure= other

- discuss flexible couplingfailure

277 -

MODULE 12.04 CENTRIFUGAL COUPLING

Goal Statement

The learning experiences in this module_are_designed to help thestudent gain an understanding of centrifugal couplingS.

Learning OutcOMeS Student Activities


12.04.01

identify the purpose ofcentrifugal couplings

12.04.02

explain the operational proceduresof a centrifugal coupling

12;04A3

explain the various types ofcentrifugal couk'ings

= discuss the purposes_ofcentrifugal couplings

- discuss the principles ofcentrifugal couplings

- discuss the various_typesof centrifugal couplings

- 278-

UNIT 13.0 CLUTCHES AND BRAKES

General Aim

The student will develop an understanding of clutches and brakes.

MODULE 13.01 PURPOSE OF A CLUTCH

Goal_Statement

The learning experiences in this module are designed to help thestudent understand the ; .'poses of clutches.


The student should be .able to:

13;01.01

explain the reasons for the use of1 tches

= discuss the reasons forthe use of clutches

- to engage= to disengage (while inmoJon)

-279-

MODULE 13.02 CLUTCHES

Goal Statements


a. the types of clutches,b. the various methods of engagement,c. the various methods of contact.



13-0M1

identify and explain the types ofclutches

13.02.02

identify and explain the methodSof cldtch engagement

13.02.03

identify and explain the variousmethods of contact

- discuss the types of

clutches- positive contact= friction

- discuss the methods of

clutch engagement- mechanical= pneumatic= electrical= hydralic

- discuss the methods of

clutch contact- material

- 280 -

MODULE 13.03 PURPOSE OF BRAKES

Goal Statement

The learning experiences in this module are designed to help thestudent understand the purposes of brakes.



13.03.01

explain the reasons for the useofbrakes

- discuss the reasons forthe purpose of brakes

= 281 =

MODULE 13.04 BRAKES

Goal Statements


a. the types of brakesb. the various methods of engagement,c. the methods of contact.

Learning Outcomet Student Activitiet


13.04.01

identify and explain the types ohrakes

13.04.02

identify and explain the methodsof brake engagement

1-3;04.-03-

identify and explain the methodsof contact

= discuss the types ofbrakes

= positive contact= friction

- discuss the methods ofbrake engagement

- mechanical- pneumatic- electrical- hydralic

- discuss the methods ofcontact

- material

- 282=

UNIT 14.0 LUBRICATION

General Aim

The student will develop a degree of competence in the field oflubrication.

MODULE 14.01 THE PURPOSE OF LUBRICATION

Goal Statement

The learning experiences in this module are designed to help thestudent to identify the reasons for the use of lubricants.


The student should be able to;

L4.01;01

explain how lubrication minimizesfriction

14.01.02

explain how lubrication dissipatesheat

1401-03

explain how lUbrication will washaway contaminants

14.01.04

explain the theory of the oilwedge

- discuss the types offrictiOn- solid friction- fluid friction

- discuss the reasons_whyftittion causes heat

= dittust how lubricationwill dittipate heat

= ditcutt how lubricationWill wash awaycontaminants

= discuss the oil wedgetheory in relation to:

= friction bearings- anti-friction bearings

2

- 283 -

MODULE 14.02 OILS

Goal Statement

The learning experiences in this module_are designed to help thestudent identify, select and maintain oils and oil systemsproperly.



14.02.01

explain the various types of oil

14.02.02

explain how oils are graded

14-.-02A3

explain the characteristics of oiladditives; where and when theyshould be used

- discuss= petroleum oils= water oil emulsions= synthetic oils

- discuss- viscosity- viscosity index- SAE and SUS- pour point- flash point- fire point

- discuss_ _

- anti-fOaM- anti-rust- anti-okident- extreme_pressure- emuTsifier- detergent= diSpergant

-284-

14.02.04

explain the advantages anddisadvantages of oils

14.02.05

expla.in the various methods of oillubrication

14_._02;06

demonstrate a knowledge ofmaintaining oiling systems

14.02.07

explain the proper procedures forthe handling and storge of oils

- discuss- advantages

- removes heat- other

- disadvantages- seals- other

- discuss- once throughapplications (wasted)

- application to enablerecycling

- discuss- proper lubriCatiOn

levels- proper filterning of

lUbriCation oils- the necessity of

cleanliness concerningoil lubricationsystems

- discuss how to handle ardstore oils properly

2

-285-

MODULE 14.03 GREASE

Goal Statement

The learning experiences in this module are designed to help thestudent identify, select and maintain greases and greasing system.


The student should be able t :

explain the various types. ofgreases and how they are made

14.03.02

explain how greases are graded

14.03.03

explain the characteristics ofgrease additives and theirapplications

14.03.04

explain the advantages anddisadvantages of grease

- discuss the differenttypes of bases used forgrease

- calcium- sodium- lithium- other

= discuss- penetration number- drop point- other

- discuss additives= extreme pressure= other

- discuss- advantages- disadvantages

- 286 -

14.03.05

explain_the various methods ofgrease lubrication

14.03.06

demonstrate a knowledge ofmaintaining greasing systems

14;03;07_

explain the proper procedures forthe handling and storage ofgreases

- discuss- grease guns- pumps- other

- discuss proper lubricationprocedures and levels

- discuss the necessity ofcleanliness when workingon grease system

- discuss how to handle andstore grease properly

-287-

UNIT 15.0 PACKING AND SEALS

General Aim

The student will_develop a degree of competency in the applicationof seals and gaskets.

MODULE 15.01 SEALS

Goal Statement


a; help the student become familiar with the purpose of seals.b. help the student identify the different types of seals.



15 ;0 Oi

identify the purpose of seals

15.01.02

identify the different types ofseals

- discuss the purpose of

seals for the preventionof leakage

discuss the differenttypes of seals

- static seals- non-contact seals- contact seals

4.

2 9 -

-288-

MODULE 15.02 STATIC SEALS

Goal- Statements


a; help the student identify the various types of gaskets,b. familiarize the student with removal and installation

procedures of static seals.

Learning OutcoMeS Student Activities


15.02.01

identify the different types ofstatic seals

15.02.02

explain how gaskets seal

15.02.03

demonstrate methods of removal

1-5ALMI4

demonstrate methods in replacinggaskets

15.02.05

demonstrate methods ofinstallation of gaskets

- discuss the differenttypes of gaskets

- non-metallic= metallic

- discuss

- perform removal of oldgaskets

- scraping- other

- discuss replaceMentmethods _ _

- manufactured gaskets- field constructedgaskets

= other

list the hazardsassociated with installinggasketsdiscuss methods instabilizing gasket beforeinstalling

= discuss the use of gasketsealers

= discuss methods of bolt

tightening procedures

- 289 -

MODULE 15.03 NON-CONTACT SEALS

Goals Statements


a. help the student identify the various types of non - contactseals. _

b. famillariie the student with removal and installationprocedures of non=contact sealing units.



15.03.01

identify the different types ofnon-contact seals

15.03.02

identify the factors whenselecting an oil seal

15-03.03

demonstrate methods of removal

- discuss the differenttypes of non-contact seals

- annulus- labyrinth- combination (annulus

and labyrinth)

- discuss the following whenselecting an oil seal

- the environment inwhich the seal willoperate

- type of fluid to besealed in

- type of fluid to be

sealed out- mean temperature ofthe environment

- discuss and performremoval techniques ofdifferent types ofnon=contact sealing units

- list the hazardsassociated with installingseals

JJ

=290-

MODULE 15.04 SINGLE CONTACT SEALS

_Goal_Statements


a: help the student identify the various types of single contactseals;

b. familiarize the student with the removal and installationof single contact sealing units.



15;04All

identify the different types ofsingle contact seals

15.04.02

identify the factots_whenSelecting an oil seal

- discust_the differenttypes of single contactseals- lip contact seals

= commercial= felt= other

- piston ring seals= 0=rings- rubber cup- other

- discuss the following whenselecting an oil seal

- the environment in

whichthe seal willoperate

- type of fluid to besealed in .

- type of fluid to besealed out

- mean temperature ofthe environment_

- the type of shaft onwhich the sealingelement runs

- other

15_;_04A3

-291

demonstrate the procedure forremoving single contact seals

- lip contact seals- piston ring seals

15.04_04

demonstrate the procedure forinstalling different types ofsingle contact seals

- discuss removal procedures- discuss the hazards

involved

- discuss and prfOrriiinstallation techniques_ofdifferht types Of_Singlecontact se6lihg units

- discuss the hazardSinvolved

.rip

- 292 -

MODULE 15.05 PACKING

Goal Statements


a. help the_student identify the types and uses of various packingmaterials;

b. familiarize the student with the removal and installationof packing;



15;05;01

identify the different types ofpacking material

- PAC-I- PAC-2- PAC-3- PAC-4- PAC-5- PAC-6- PAC-7

0:

3 ,

- discuss the various usesof_each type of packingmaterial

- PAC-1 - clear water orcold sewage slurries,maximum temperature212°F

= PAC-2 - clear hot orcold water; maximumtemperature 400°F

- PAC-3 - acid slurriesmaximum temperature250°F

- PAC-4 - alkalislurries maximumtemperature 250°F

- PAC-5 - food products- beverage and anyliquid_Where non-__contamination is thegoverning factOrmaximum temperatUre180°F

- PAC-6 - solvent; oilsand_kerosene slurries,maximum temperature250°F

= PAC -7 - where metallicpacking is preferredfor cold and hotliquids, maximumtemperatue 450°F andsuction pressureexceeds 50 psi

-293-

15.05.02

identify the factors whenselecting packing material

15.05.03

demonstrate the procedures forremoving packing

- discuss the followingfactors

- stuffing box design- temperature- pressure- type of fluid beingpumped

- discuss the hazardsinvolved in removing andinstalling packing

- discuss and performinstallation procedures

- 294 -

UNIT 16.0 PUMPS

General Aim

The student will develop an understanding of pumps and pumping;

MODULE 16.01 PURPOSE OF PUMPS

Goal Statement

The learning experiences in this module are designed to help thestudent understand the purpose of pumps.


The student should be able to;

16.01.01

explain the purposes of pumps - discuss the purpose of

Pumps- move fluid from one

location to another- other

3'

-295-

MODULE 16.02 PUMP GROUPS

Goal Statement

The learning experiences in this module are designed to help thestudent identify the two pump groups.



1&02;01

explain and identify positivedisplacement.pumps

16.02.02

explain and identify nomrpoSitivedisplacement pumps

- discuss positive displace-ment pumps

- hydrostatic- positive seal

- discuss non - positivedisplacement pumps

- hydrodynamic- non-positive seal

- 296 -

MODULE 16.03 PUMP INSTALLATION AND MAINTENANCE

Goal Statement

The learning experiences in this module are designedstudent install and maintain pumping systems.

Learning Outcomes

help the

Student Activities


16.03.01

explain ana install pumps

_16_03;02

explain and identify pumpmaintenance

- discuss pump installation- install a pump

- set pump higher thanprime mover

= other

- discuss various pumpmaintenance programs

= lubrication= vibration testing= stuffing boxes- mechanical seals- other

- 297-

UNIT 17.0 GEARS AND GEAR DRIVES

General Aim

The student will develop an understanding of gears and gear drives.

MODULE 17.01 GEARS

Goal Statement

The learning experiences in thiS module are designed to help thestudent gain an understanding of:

a. the purpose of gears,b. gear terms,c. gear materialt.



17.01.01

explain the purpose of gears

1T.01.02

explain and identify the gearterms

1701-03

explain and identify the differenttypes of gear materials

- discuss the purpose ofgears

- to transmit positivemotion

- discuss gear terms- addendum- dedendum- pitch circle- other

= discuss the differenttypes of gear materials

- steel- brass= bronze= plastics= other

3

- 298 -

17.01,04

explain and identify the differenttooth forms and pressure angles

- discuss gear tooth formsand pressure angles

= 299-

MODULE 17.02 GEAR REDUCERS

Goal-Statement

The learning experiences in this module are detigned to help thestudent gain an understanding of gear drivet.



17.02.01

explain purposes of gear reducert

17.02.02

explain and identify theconstruction of gear reducers

17A2Aa

explain the maintenance proceduresregarding gear reducers

- discuss the reasons forthe use of gear reducers

- force increaser- speed increaser

- discuss the constructionof gear reducers

- single reduction- double reduction- other


reducers _

- internal gear- external gear- worm and wheel- other

- discuss maintenance of

gear reducers- lubrication- gear wear= mesh= other

- 300 -

UNIT 18.0 BELTS

General Aim

The student will develop an underStanding of belting.

MODULE 18.01 V -BELTS

Goal Statement

The learning experiences in this module are designed to help thestudent understand the uses of V=belts.



18;01;]al

explain the theory of V-belts

18;01;02

identify the following terms- arc of contact- area of contact- creep- pitch

18.01.03

explain the construction ofV-belts

18.01.04

explain the different types ofV-belts

31

- discuss how V-beltstransmit_motion_

- wedging action

- diScuSS

= discuss the constructionof V=belts

- cover- load carrying section- wedging section- pitch line- others

- discuss the differenttypes of V-belts

- A-E- 3V-5V-8V- light duty 2L-5L- banded V-belts

= wide V-belts= others

- 301-

18.01.05

explain and identify the V-sheaves

18.01.06

explain the installation andremoval procedures concerningV-belts

18.01.07

explain the maintenance proceduresconcerning V-belts

18.01.08

describe the operational limitsof V-belts

= belt speed- pulley sizes- pulley construction- temperature

- discuss sheaves- V-V- V-flat- variable drive

- discuss the hazardsassociated_with removingand installing_V-belts

- discuss installation andremoval proceduret

- discuss the maintenanceprocedures concerningV-belts

- discuss

-302-

MODULE 18.02 CONVEYOR BELTS

Goat- Statement

The Yearning experiences in this module are designed to help thestudent gain an understanding of conveyor belts.



18.82.01

explain the purpose of conveyorbelts

18A2A2

explain the construction ofconveyor belts

18.©2.(13-

explain the types of conveyors

18A2_.04

identify the different types ofmaterials used in flat beltconstruction

18.02.05

explain the splicing proceduresconcerning conveyor belts

18.02.06

identify the different types ofpulleys used with flat belts

18.02.07

explain conveyor belt take-upc

- discuss the purposes ofconveyor belts

- discuss the constructionof conveyor belts

= cover- load carrying section

- discuss the types ofconveyors

- roll conveyers- slide conveyers

- discuss the types ofmaterials used

- leather- synthetic- rubber- others

- discuss splicingprocedures

- vulcanizing- mechanical fasteners- other

- discuss_the_differenttypes_of pulleys

= flat- crown=. flange

- discuss various methods ofconveyor belt take-ups

- 303 -

18.02.08

explain conveyor belt maintenance

- discuss the hazardsinvolVed when workihgaround conveyor beltt

= diStUtt conveyor beltmaintenance

- scrapers= skirts and skirtingother

313

- 304

UNIT 19.0 CHAIN

General Aim

The student will develop an understanding of the uses of chains

and chain drives.

MODULE 19.01 CHAIN TERMINOLOGY

GoalStatement

The learning experiences in this module are designed to help the

student identify chain terminology.


19;01.01

identify the purpose of chaindriVeS

1,9J01._02

identify the advantages of chaindrives

19.01.03

identify the chain terminology

= discuss the purpose ofchain drives

- to transmit motion

- discuss and list

advantages- power transmitted is

90-99% efficient- no slippage on

overload- shaft centre distanceis not critical

- one length of chainwill drive severalsprockets withoutslippage

- other

- discUsS the following:- pitch- roller link- connector link= rivet type=,key type

- single pitch offsetlink

- chain width

- pin diameter

- offset linkt

= 305 -

MODULE 19.02 ROLLER CHAIN

Goal Statements

the learning experiences in thit module are designed to

a. faMiliarize the student with the different types of rollerchains_,

b. help the student practice safety when repairing, installing orremoving_chain drives, _

c. familiariZe the student with inttallatioh or removal proceduresOf chaint and sprockets, _

d. faMiliari2e the ttddeht with alignment techniques,_andO. make the student aware of the various types of detign factors

in chain driVe units.

Learning Outcomet Student Activitiet


19.02.01

identify the different types ofroller chains

19.02;02

identify the different types ofroller chain

19J2;03

identify and explain roller chainpitch variations

19.02.04

identify and explain the numbersystem used on roller chain

= discuss and list differenttypes of roller chains

= single- double= multiple- offset- inverted tooth- double pitch- other

- discuss- roller link- pin link- offset link

- discuss pitch variation ofroller chain

- variation by 1/8"units

- discuss roller chainnumbering system_

- standard chain- American Standard

- 306-

19.02.05

identify and explain the_procedurein determining the length ofroller_chain needed forinstallation

19.02.06

identify the need for safety whenworking near or around rollerchain

19.02.07

demonstrate the procedure used forinstallation and removal of rollerchain

19.02.08

identify the different types ofSprockets

- discuss the proceduresusedto determine thelength of roller chainneeded for installation

= formula= quick approximatecalculation

- other

- discuss and list allsafety procedures whenworking around rollerchain

- correct lock outprocedures are carriedout during repair,installation orremoval or rollerchain

- guard installationaround drive units

- during inspection orlubrication

- other

- discuss repair_ procedures- disconnection- repaired rivet type

chainother

- discuss tighteningprocedure

- other

= diScUSS and list thedifferent types ofsprockets-

- type A = steel- type_B =-steel

= solid hub= split hub= taper lock bushing= othertype C - cast iron- single strand- offset- other

- other

-307=

13.02_;09

identify the required safetyprocedures in installation orremoval of sprockets

13.02.10

demonstrate the procedUres forinstallation or removal ofsprockets

_13;_0211

identify purpose of good alignment

19.02.12

identify the necessary equipmentrequired_for alignment of rollerchain drives

- discuss and list safetyprocedures

- correct lock outprocedure carried out

- use of gear orsprocket pullerS

- other

- discuss and list theprocedures_

- removal _procedures- the need to have

driver and drivenshafts securelymounted

= the need to havesprockets as close aspossible to shaftsupport bearing

- the need for properalignment

- slack - allowance 1% -5% of shaft centres- too tight overloads

bearings _

- too loose chainslops

- other

- discuss why_ poor alignmentincreases chain wear

- discuss why poor alignmentincreases sprocket wear

- other

- discuss and list theequipment

= shaft level= straight edge= chalk line= other

- 308 -

L9.02.13

demonstrate the necessary__procedure for aligning rollerchain drive§

19.02.14

identify the necessity indesigning a chain drive system

- discuss and list theprocedure for alignment

- bringing shafts to aparallel plane with ashaft level

= aligning sprocketsother

- discuss the designingprocedures of chain drives

- chain wrap 120° ofsmaller sprocket

- centre distance of 30

to 50 pitches is goodpractice

- extra long distancesbetween shafts shouldbe avoided

- methods of chainadjustment

- idlers for removingslackness in the driveunit

- supporting chain onguide rails

- position of drives- other

-309-

MODULE 19.03 CONVEYOR CHAIN

Goal Statements


a. familiarize the student with different types of chains or chaindrives,

b. help the student practice safety when repairing, installing orremoving chain link or sprockets,

c. familiarize the student with installation or removal proceduresof chain links or sprockets,

d. make the student aware of the various types of design factorsin conveyor chain drives.



19;03;01

identify the purpose of conveyorchain

1_9-03-02_

identify the different types ofconveyor chain

- discuss purpose- to transfer material

- discuss and list thedifferent types ofconveyor chains

- mill chain= pintle= H class

= combination chain= transfer chain

= camel= long link chain

- forged- cost

- drag chain- fabricated chainother

- 310 -

19.03.03

identify the need for safety whenworking on conveyor chains

19.03.04

identify the different types ofsprockets used on conveyor chains

14.03;05

demonstrate the procedures forinstallation

or sprocketof

conveyor chain r sprocket

19.03.06

identify the necessity indeSigning a conveyor chain system

- discuss and list all

safety procedures- correct lock outprocedures

- other

- discuss the differenttypes of sprockets

- long link chain- extended rim- log haulother

- discuss the necessaryprocedures forinstallation or removal

- the need to havedriver and drivensprockets securelymounted

- the need to havesprockets as close aspossible to shaftsupport bearing

- removal of worn link

- removal of slacknessin a chain

- procedure to shorteneach type of chain

- other

- discuss the fall-Wing- parallel strand system- gravity drop system- S-drive system- control of slack

- take up bearings ontail dtuM

- take up on idler armOf S4druM

- cutting out links

- need for_controllingamount of slack inconveyor chain

- other

- 311 -

MODULE 19.04 LUBRICATION

Goal Statement

The learning experiences in this module are designed to familiarizethe student with various methods of lubrication.



19.04.01

identify_the purpose of chainlubrication

19.04.02

identify types of oil used onchain drives

19A4A3

identify the different methods oflubricating chain drives

- discuss the need tominimize chain andSprocket wear

- discuss and list types ofGil

- mineral oil= SAE 10= SAE 20= SAE 40= SAE 50= other

- discuss the means ofI,,bricating chain drives- oil can- drip cup- bath- oil stream- other

-312=

MODULE 19.05 PREVENTATIVE MAINTENANCE

Goal Statement

The learning experiences in this module are designed to help thestudent identify the_necessary routine or preventative maintenancetechniques that can be used on chain or conveyor drive units.



19.05.01

identify preventative maintenancemeasures for chain drives

- discuss the following- check chain for wear

- elongation- side plate wear

- check sprockets forwear- side wear

- check tooth wear- normal wear-_chain too long

- theCk for brokenplatt_

- check for broken pinsregular lubricationprocedures

- other

- 313-

UNIT 20.0 HYDRAULICS

General Aim

The student will develop an understanding of hydraulic systems.

MODULE 20.01 HYDRAULIC THEORY

Goal Statement

The learning experiences in this module are designed to help thestudent gain knowledge about the theory of hydraulics.


The student should be able :

20.01.01

explain_the reasons for the use ofhydraulict

20.01.02

explain the coMpres5ibleproperties of fluidS

- discuss the reasons forusing nydraulics

- discuss the principlies ofhydraulics

- distUss the compressibleproperties of fluids

- 0.5 to 1% at 1000 psi

- 314 -

MODULE 20.02 HYDRAULIC FLUIDS

Goal Statement

The learning experiences in this module are designed to help thestudent identify different hydraulic fluids.



20.02.01

ekplaih_and identify the differenthydraulic fluids

20.02.02

explain the additives required inhydraulic fluids

- discuss the differenthydraulic fluids

- petroleum__ _

- water - oil emulsions- synthetic- other

- discuss hydraulic fluidadditives

- 315-

MODULE 20.03 HYDRAULIC COMPONENTS

Goal Statements

The learning experiences in this module are designed to help thestudent identify and understand the basic hydraulic components.



20.03.01

identify and explain the reasonsfor the parts of a reservoir

20.03.02

identify and explain the varioustypes of filters and their uses

20.03.03

identify and explain the varioustypes of pumps used in hydraulicsystems

20.03.04

identify and explain the threedifferent groups of valves used inhydraulic systems

0

- discuss the reason for andthe parts of the reservoir

= baffle plate= amount of fluid held- other

- discuss filters andstrainers

- active- inactive

other

- discuss the various typesof hydraulic pumps

- gearVane

= piston

- discuss the three groupsof valves

= flow control- pressure control- directional control

(49 7"4.,

-316=

20.03.05

identify and explain _the,differentactuators used in hydraulicsystems

20.03.06

identify and explain the use ofaccumulators in hydraulic systems

- discuss the actuators usedin hydraulic systems

= linear (cylinders)- rotary (motors)

= discuss accumulators andwhy they are used inhydraulic systems

- types- reasons for use

-317 -

MODULE 20.04 HYDRAULIC CIRCUITS

Goal Statement

The learning experiences in this module are designed to help thestudent understand basic hydraulic symbols and circuits.



20.04.01

identify and understand basicFtydrablic SyMbols

20.04.02

identify and understand basichydraulic circuits

- discuss and draw basichydraulic symbols

- discuss and draw basichydraulic symbols

- simple (basic)meter-inmeter-out

= bleed=off= accumulator

- 318 -

MODULE 20.05 HYDRAULIC TROUBLESHOOTING

Goal Statement

The learning experiences in this module are designed to help theStudent understand the reasons for good hydraulic troubleshootingtechniques.



20.05. 1

explain why a hydraulic trouble-Shooting technique is necessary

20.05.02

demonstrate the proper procedureof hydraulic troubleshooting

- discuss the reasons fOr

hydraulic troubleshooting

- follow a hYdraUlit systemthrough from reservoir toactuator

- check for flow- check for pressure- other

-319 -

UNIT 21.0 PNEUMATICS

General Aim

The student will develop an underttanding of pneumatic systems.

MODULE 21.01 PNEUMATIC THEORY

Goal- Statement-

The learning experiences in this module are detighed to -help thestudent gain knowledge related to the theory of pneumatics.



21.01.01

explain_the reasons for -the use ofpneumatic systems and also theiradvantages and ditadvantages

21.01.02

explain that gases arecompressible

- discuss the advantages anddisadvantages ofpneumatics

- discuss the principles ofpneumatics

- discuss that gases arecompressible

- Boyle's LawCharles' Law

=320-

MODULE 21.02 PNEUMATIC COMPONENTS

Goal Statement

The learning experiences in this module are designed to help thestudent identify and understand the different pneumatic components.



21.02.01

explain_the reservoir for apneumatic system

21.02.02

identify and explain the varioustypes of air filters used inpneumatic systems

21.02.03

identify and explain the varioustypes of compressors

21.02.04

identify and explain the groups ofvalves used in pneumatic systems

- discuss the atmosphere- atmospheric pressure

- discuss pneumatic airfilters

- mesh- micron- other


compressors- piston- lobe- screw- other

- discuss the groups of

valves- pressure control= flow control- direction control

- 321 -

21.02.05

identify and explain the actuatorsused with pneumatic systems

21.02.06

identify_and explain intercoolers,aftercoolers and receivers

- discuss the actuators usedin pneumatic systems

- cylinders- rotary devices

- discuss intercoolers,aftercoolers and receivers

- 322 -

MODULE 21.03 PNEUMATIC CIRCUITS

Goal_StAtement

The learning experiences in this_modUle are designed to help thestudent understand basic pneumatic symbolS and circuits.



21;03A1

identify and understand basicpneumatic symbols

21A3.02

identify and understand bagicpneumatic circuits

- discuss and draw basicpneumatic symbols

- discuss and draw basicpneumatic circuits

=323-

MODULE 21.04 PNEUMATIC SYSTEM MAINTENANCE

Goal Statement

The learning experiences in this module are designed to help theStudent underttand the reasons for pneumatic system maintenance.



21.04.01

explain the reasons for a dailymaintenance program on a pneumaticsystem

21.04.02

demonstrate the maintenanceprocedure on a pneumatic system

- discuss the procedures tobe followed each day whenmaintaining a pneumaticsystem

- check filters- drain receivers- other

- follow a pneumatic systemcompletely through fromfilter to actuators- check pressure- check flow- check lubricators- other

- 324 -

UNIT 22.0 MACHINE INSTALLATION

General Aim

The student will develop a general understanding in the field ofmachine installation.

MODULE 22.01 CONCRETE AND GROUT

Goal Statement

The learning experiences in this module are designed to help the

student gain an understanding of concrete and grout.



22.01.01

explain the composition andproperties of concrete

22.01.02

explain the composition andproperties of grout

2L0103

discuss the factors involved indesigning a foundation

- weight of machine- force exerted by Jriatbine

- vibration exerted byMachine

- discuss the use ofreinforced concrete

- discuss the composition ofconcrete

- discuts the properties ofconcrete

= rate of expansion- contracts when dried

- discuss the curing of

concrete

= discuss the composition ofgrout

- discuss the properties of

grout= it expands when dried

= discuss

- 325=

MODULE 22.02 FORMS

Goal Statement-

The learning experiences in this module are designed to help thestudent construct forms for machine installation.



22.02.01

identify the types of materialsused for constructing forms

22.02.02

explain and construct forms formachine installation

- discuss the materialsavailable for formconstruction

- plywood- sound lumber- steel

- discuss methods of formconstruction

- basic formconstruction

= setting -pier form to acentre line

- bracing a form- other

=326-

MODULE 22.03 BASE BOLTS

Goal Statement

The learning experiences in this module are designed to help thestudent gain an understanding of the types and ways of installingbase bolts.



22;03.01

identify the types of base boltsused for machine installation

2;103_;_a2-

explain the method of templatedesign for base bolts

- discuss the differenttypes of bolt anchors

- cast in concrete- boxed- piped anchor bolts- other

- discuss purpose oftemplate

- discuss methods of makinga template

- other

336

-327-

MODULE 22.04 LAYOUT

Goal Statements


a. gain an understanding of machine installation on concrete usingworking drawings,

b. instal a machine on concrete.



22.04.01

explain the procedure for machineinstallation by using workingdrawings

- discuss the hazardt ofinstalling a machine onconcrete

- discuss lay out proceduresfor machine installationwhen using a drawing

= from reference point= measured heights and

sizes of forms- installation of base

bolts (template)- pouring concrete- dam construction for

grouting- pouring grout to

height- installation ofmachine on base

- other

=328-

22.04.02

explain the procedure for machineinstallation with the machinealready in position

- discuss layout proceduresfor machine installationwith the machine inposition

- concrete poured tominus elevation of3/4" to i 1/2"

- machine lowered inposition on bolts thenbrought up to desiredheight and level bymetal shims and slowtapered wedges

- tightened bolts andlevel

- construct dam- pour grout to desired

level- installation using

pipe to allow foranchor bolt movementshould have the pipefilled with groutbefore grouting underbase

333

-329 -

UNIT 23.0 PREVENTATIVE MAINTENANCE

General Aim

The student will develop an underttanding of preventativeMaintenance programs.

MODULE 23.01 SCHEDULE AND REPORTS

Goal Statements

The learning experiences in this module are designed to help thestudent understand:

a. scheduling and reporting procedures used in a preventativemaintenance program;

b. that management enforces company policies on preventativemaintenance programs.



23.01.01

identify the purpose of apreventative maintenance program

23.01.02

identify and explain reasons for apreventative maintenance program

- discuss the need for ascheduled routine_inspection of variousmachines or machine partt

- discuss the need forrecordt of each inspection

- discuss and list thenecessary reasons

- less time lost inmechanical breakdownduring operationanalysis of partsgiving most trouble

- better estimation ofmaintenance costs permachineother

33J

- 330 -

23.01.03

identify methOds in setting up apreventative maintenance program

- discuss the format used in

setting up a card or sheetfile system= times of inspection

= weeklymonthly

- note condition of partor machine

= remarks on parts ormachines

= initials by inspector= list of parts to be

checked on machine= list of times for

lubrication- other

=331 -

MODULE 23.02 NON-DESTRUCTIVE TESTING

Goal Statements


a. familiari2e the ttudent with methods of non-destructive testingon_machines or machine parts,

b. help the student proceed with safe non-destructive testingtechniques.



23;02.01

identify methods ofnon=destructive testing withmachine down

23.02.02-

identify methods ofnon-destructive testing withmachine running

- discuss means of testingwith machine down

= visual observation- dye check- other

discuss means of testingwith machine running

- visual observations- vibration analysis

- 332 -

UNIT 24.0 ELECTRICITY

General-Aim

The student will develop an understanding of basic electticity.

MODULE 24.01 BASIC ELECTRICITY

Goal_Statement

The learning experiences in this module are designed to familiarizethe student with the concepts of basic electricity.

Learning Outcomet


24.01.01

identify the need for caution whenworking with electrical systems

24.01.02

explain electric current

24.01;0a

identify means of producingelectric current

- water current- steam- nuclear power- wind- sunlight- other

Student Activities

- discuss- the safety precautionsthat must be takenwhen working aroundelectric circuits

- Workers CompensationBoard regulations

- discuss

- discuss

- 333 -

24.01.04

explain the difference between aconductor and a non-conductor ofelectricity

24.01.05

identify materials which areconductors or non-conductors ofelactricity

24.01.06

identify the two kinds of electriccurrents

- alternating current- direct current

24.01.07

explain the difference between anopen and a closed circuit

24.01.08

demonstrate the difference betweena series and parallel circuit

24.01.09

identify the size of electricalwire

24.01.10

perform the necessary connectionof wires according to the NationalElectrical Code

- pigtail splice- branch_spliceend splice

- other

- ditcutt

- discuss and list materialtas conductors orinsulators

- discuss and explain thedifference betweenalternating and directcurrent

- discuss

- discuss and set up aseries and a parallelcircuit

- discuss and check sizes ofelectrical wire

- discuss_and perform wireconnections

-334=

24.01.11

explain the sizing andinstallation of wire nuts onjointing connections

24.01.12

identify the need for usingelectrical _conduit

- rigid conduit _

= flexible conduit

24.01.13

identify the purpose ofelectrical:

- outlet box= jUnctioh box

24.01.14

identify the purpose of electricalswitches

- cord switch- toggle switch= breaker box

24.01.15

explain the procedure forcalculating and measuring:

= voltage= amperage= resistance

24.01.16

perform calculations of wattage onelectrical circuits

24.01.1.

the purpose of a fuse

- discuss

- discuss the reasons forusing conduit

- discuss

- discuss and performmeasurement on electricalcircuits with

- voltmeters- amp meters- ohm meters

perform calculations onelectrical circuits

discuss and performcalculations on electricalcircuits

- discuss the purpose of afuse

3 1 ;

- 335 -

Z4;01.18

identify the different types offuses

- plug fuse- cartridge fuse- knife fuse

24;_01;19

identify the purpose of a groundsystem

24,01 20

identify the purpose oftransformers

= discuss the list the types

- discuss the reasons for aground system

- discuss the need for usingan electrical transformer

=336-

MODULE 24.02 GENERATORS AND MOTORS

Goal Statement

The learning experiences in this module are designed to holp_thestudent gain an underttanding of electrical generators and motors.



24.02.01

identify the purpose of electricalgenerators

2-4;42;02

explain why a generator produceselectrical current

24;02;03

identify the purpose of electricalmotors

24.02.04

identify the size of electricalmotors

- discuss the purpose of anelectrical generator

- discuss the reasons why agenerator produceselectrical current

- discuss the purpose of anelectrical motor

= discuss the methods usedin determining the size ofan electrical motor

- measure the h.p.- read the tag- other

- 337 -

UNIT 25.0 METALLURGY

General Aim

To introduce the student to the methods used in the manufacture oriron and steel and the methods of classification and coding.

MODULE 25.01 FERROUS MATERIALS

Goal -Statements-


a; introduce the student to the production of iron and steel,b. enable the student to identify steels.



identify the materials and processused in the production of pig iron

25.01.02

identify the processes used forthe production of steel

- open hearth- baste oxygen process- electric

25.01.03

recognize the difference_betweenhOt and cold rolled steels

25.01.04

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 alloysteel s

3 ;

-338=

25A1A5

describe different types of steelsaccording to

- spark test- numbering system

- identify steels by usingSAE and AISI systems

- identify steels using thespark test

- 339 -

MODULE 25.02 PHYSICAL PROPERTIES

Goal Statement

The learning experiences in this module are designed to introducethe student to the basic physical properties associated withsteels.


The student will be able t

25;02;01

describe the following physicalproperties

- tensile strength- ductility- malleability- hardness- toughness- MaChihability= corrosion resistance

25.02.02

idehtifY the effeCts of thefollowing elements

- tungsten- molybdenum- manganese= Vanadium= carbon= lOad- chrome- nickel

- list and define thephysical properties

- liSt and identify theOffectt

-340-

MODULE 25.03 HEAT TREATMENT

Goal Statements


a. introduce the student to the various heat treating operations,

b. enable the student to describe the purpose of the heat treating

operations.



25.03.01

recognize the purpose and methodsof stress relieving

25.03.02

recognize the method and purposeof a full annea'.ing operation

25;03;03

recognize and understand the_ttepsrequired to perform a hardeningoperation

- heating- soaking- cooling

25.03.04

recognize the various methods ofsurface hardening

- cyaniding- carburizing= nitriding= flame hardening

induction hardening

- idehtify and describe_themethods of and purposesfor stress relieving

identify and describe themethod of and purposes fora full anneal

- perform an annealingoperation on a samplepiece

- identify and describe thehardening process

- perform a hardeningoperation on a samplepiece

- identify and dot-tribe thepurposes of and methodsused for surface hardening

- 341 -

25.03.05

recognize the method and need fora tempering operation

25.03.06

recognize the methadt used todetermine the hardness of a heattreated material

- file test- ROckWell- Brinellother

- identify the methddt ofand the purposes fdrtempering

- perform a tempering_operation on a samplepiece

identify and describe thevarious methOdt ofhardness testing

- perform a hardness test ona sample piece

44

VI

Technical DrawingMacMillan

Basic MathematicsLtd., Toronto

-345-

Giesecke, Mitchell, Spencer and Hill Fifth Edition

Simplified Olivo and Olivo Van Nostrand Reinhold

Manual of Instruction for the Millwright-Trade;_Pts_I__andlIIR. A. British Columbia Ministry of Education

Michener,

Audel's Pumps, Hydraulics Graham General Publishing Co. Ltd.

Industrial Hydraulics Pippenger and Hicks McGraw-Hill Ryerson Ltd.

Hydraulic and Pneumatic -Power for Production_ Stewart, H. L. Industrial

Press, N. Y.

Machinery Handb_ook °berg, E. and Jones, F. D. (Industrial Press Inc.)

General PublfTrTj Co;

Machine Tool Operation- Burghardt McGraw-Hill Ryerson Ltd;

Handbook for Riggers Newberry, W. G. "Handbook for Riggers"; Bo) 299,

Calgary; Alberta

Advanccil_Blueprint__Read_ing_for Machine Trades DelMar, Thot. Nelton &

Son Ltd.

Reeding_Engiming Drawings O'Donell E. :. Dupont de Nemours & Co.

Basis Physics- Eubank; Ramsay & Rickard MacMillan Ltd. 1963

Practical Fundamentals of Electricity Lacey, A. L. Northern Miners

Press Ltd.

Industrial Hydraulics Handbook Vickers

BoilerMFIking Manual Canadian CatalOguing Publications

Fastener Handbook Soled, J. Reinhold Publishing Co.

Elementar. Metallurgy Erier, W. T. McGraw=Hill Ryerson Ltd.

Metal Proprtiet A. S. M. E. McGraw=Hill Ryerson Ltd.

Steel & Heat Treatment Ballens Wiley Ltd.

M4intenance Eljineering Handbook Morrow McGraw-Hill Ryerson Ltd;

- 347Rigging and Erection

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 theitne or rope, and the Boilermaker must have acomplete understanding of the composition:characteristics, capabilities and uses of all typesof line and rope: This chapter ,z:;bes raturalfibre, synthetic fibre anc

KNOTS AND HITCME,

Baih natural and synthetic f.i s :,an be tiedin various ways to produces t7iots act.1

hitches to serve specify funct-.-is 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 part is the main line or inactive

length of rope3. The bight is the part, usually a loop. between

the running end and the standing part.

SECURING LINE ENDS

When a rope is cut, the raw end(s) tends tounravel or untwist a, i should be secured to

Bight

StandingPart

Figure 7-1. Parts of the Rope

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 thut will still threadthrough openings.

2. It is a more durable and Secure fattening.3. 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 project&Dom 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.

35

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 a

fastening or a loop in another line.

- 348 -

Step I

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: squa-e 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

Step 4

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.

2. The granny knot or the thief knot (Figure 7-6) 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

(336

Rigging and Erection349

Figure 7-3. Overhand Knot

Figure 7-4. Figure Eight Knot

Figure 7-6. Granny Knot

illustrates the method of tying a single sheetbend. The knot will draw tight under lightlbadS 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 hebight passing the running end under the

Figure 7-5. Tying a Square i<n.70.

3 5 6

350 -

2

Figure 7-7. Tying a Single Sheet Bend

Figure 7. Double Sheet Bend

1

3

Figure ,7-9. Tying a Carrick Bend

351Rigging and Erection

smaller line arid over the larger line as forthe single short bend.

5 The carrick bend is used for heavy loadsand for joining heavy line. It will 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 lor raising or lifting loads asit produces a choker type sling at the end of

4

35,

352 -

Figure 7-11. Tying a Double Bowline Knot

a single line. Figure 7=12 illuttrates the stepsin tying a running boWline knot.

4. A bowline on the bight is tied 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 illUatrates the steps in tyinga bowline or the bight.

5 A Spanish h ...ivfina forms two loops or "rab-bit ears" providing a dout-ile sling for liftinground objects or for rescue work. Figure 7-14illustratet 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.

4

HITCHES

1. The half hitch is used to secure the freeend 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 the

_running end of the line in two complete

353 -Rigging and Erection

7

Figure 7-12. Tying a Running Bowline Knot

A3

4

Figure 7-13. Tying a Bowline on the Bight

3i;i/

354

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 otters 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 rolling 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 rolling hitch.

5. A sheepshank is used to shorten a rope asa temporary measure. This may benecessary to take the load off a weak or

j,

5

3

darrn?ed 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 la,,the 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


2

3

Figure 7-15. Tying a Harness Hitch

; J

Safe - tit ,

Figure 7=16. Safe and Unsafu Half Hitches

4

5

356

Figure 7-17. Two Half Hitches

Figure 7-18. Round Turn and Two Halt Hitches

3

2

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 anc,,Dr 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.


.40

Figure 7-20. Tying a Clove Hitch at the End of Line

Figure 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 knot provides a constant loopwith a non-slipping knot and can bereleased easily by a pull on the runningend. Figure 7-28 illustrates the steps intying a Speir knot:

2 The becket hitch provides a secure meansof fastening a line to a ring such as thebecket of a block: Figure 7-29 illustrates

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, 07 In 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 theloop up over the sides of the loop and slide

358 -

2

3

Thas..j.t.

'711"1111'41341'

Figure 7-22. Tying a Sheepshank

the "ears" over the ends of the barrel. Thevertical sling is made as illustrated in

Figure 7=31.

Note: Rope strength is reduced to 50% when afceibt or bend is tied anywhere along itslength.

Rope strength is reduced to 75% when ahitch is tied anywhere along its length:

2

Figure 7-23. Tying a Timber Hitch

Figure 7-24. Tying a Timber Hitch andHalf Hitch

Rigging and Ere. non

1.

Figure 7-25. Catspaw Hitch

Figure 7-26. Fisherman's Bend3 0

;

S.

v.

AI

'atk-k,,,24.:::`, '.

''',..4h' ." _N

"4,

- - ....-

',i'

A,,

%*--!`,5*.S,,

;-,,

'4''''4:--",,a,, i

O,k,t

'14

p


y

3

Figure 7-28. Tying a Speir Knot

3 ,,);D

- 363 -Rigging and Erection

Figure 7-30. Horizontal Barrel Sling

1,,, .,,.....

" 1

.rd'ih- -1

1411114.._

Figure 7-31. Making a Vertical Barrel Sling

SPLICES

splicing is a process of joining tv, o ropestogether. or joining the end of a rope toon the standing part. Splicing reduces t:.s: 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.

4

er

3

,a`e

0s; - -

a ....'. 'Ai'

rie..1/..741 :.

i. " `frt ,* , I i 1_

4 ne ... i.-.

J

--rerfew

= 364 =

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.

Pt-::,cedure

Step 1:

Step 2.

Step 3.

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).

Bring the ends tightly together zndapply a temporary seizing where theyjoin (Figure 7-32, Step 2).

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 an un-der one as before, making sure thateach strand lies snug and is withoutkinks.

Step T 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 !east 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 splice back andIcirth, 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

Step 8

Figure 7-32 Making a Short Splice

3.7

Rigging and Erection- 365

LONG SPLICE

The Long Splice .s. used for pulley work since itpc...rrnits ropes that have been spliced to be runthrough sheave blocks without lamming 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. Thenloci; 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 AS former place.Repeat_this operation with Strands Cand D. Strand D is urtlaid and Strand Cis laid in its place. The splice at thisstage is illustrated in Figure 7-33, Step2.

Step 3.

Step 4

Step 5.

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 a;tcl

Each strand is mcv., tucked twice, overand under, as done ;ri 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 tuoxing eachstrand twice more, cutting away someof the threads for each additionaltuck.

When Woking 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 Sidd 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 3

Pk

Step

D

Step 5

Figure 7-33. Making a Long Splice

own side: This splice is made like the ShortSplice except that only one rope is used.

Procedure

Step 1. 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 Strands D, E and F of thestanding part of the rope, as indicatedin Figure 7-34, Step 1.

Step 2: The first tuck is shown in Fig.2re 7:34,Step 2. The middle strand is always

365 -

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 Strani D, passing over StrandE.

S:913 4. Figure 7 -34, Step 4 illustrates how thethi:c1 tuck is made: To make Strand F,.al..;,/ to get at the 'ope is turned overrand C now appears on the left side:

Step 5. Strand C is then passed to the right ofa:id tucked under Strand F, asillustrated in Figure 7-34, Step 5. ThiScompletes the first round of tucks.

Ste;.. Figure 7-34, Step 6 illustrates thesecond round of tucks started, withthe rope reversed again for ease inhandlind. Strand B is passed 'terS:rand D and tucked Under the nextstrand CO the left. Continue withStrands A and C, tucking over onestrand and th-an under one to the leftTo complete the splice, tuck eachstrand once more

Step 7. Fic.move the temporary seizing and cutoff the strand ends, leaving at least1/21' on each end. Roll the splice backand forth under your fciot tc even upand smooth out the strands. The com-pleted Eye Splice is illustr;Ued 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 components: fibres and strands aretwisted opposite to yarns.

TYPES OF NATURAL FIBRE LINE

Fibre line is ::!assified on the basis of the kind ofVegetable fibres used to manufacture it:

Step ; Step 2

Step 3 Step 4

Step 5

Step 6

Step 7

Figure 7-34. Making a Side Splice

3 ."

Rigging and Erection- 367 -

Figure 7-35. Construction of Natural Fibre Line

Manila fibres are made fr'm plantain leaves.Superior quality manila line is made longfibres of tight colour. as it is softer in;.:,e elastic.stronger, duraole and water resistant. Itssmoothness ro,=:(has it preferable for r everblocks and sheaves.

Sisal line has a harsher feel thafl mrr l3 a isabout 80% as strong. It has the advantage ortolerating exposure to sea water very well.

Hemp fibres are short and soft, but it i roduces astrong: rooyh line. Tar soaking, althougt.reducing the itne's strength and flexibility, iS

necessary to reduce deterioratien from damp:ness

Coir and Cotton Coir line is rough and elaatiCand floats on water. It is only 25% as Strong ashemp Cotton can tolerate a great deal of ben-ding and running. but is too light for most uses.

Forr of Natural Fibre Line

The arrangement of strands in a line is an im-portant feature of its construction. The threeprincipal corms are: hawser laid. shroud laid andcable laic' line.

Hawser laid line is composed of three strands ina right hand lay (Figure 7-36).

Shroud laid line is composed r' 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).

1/

Houser Laid Line

Shroud Laid Line

Cable Laid Lirie

Figure 7-36. Forms of Natural Fibre Line

CHARACTERISTICS OF NATURAL FIBRE LINE

Size Fibre I:he is designated by diameterand circumference (in inches).

Weight The number of feet per pound of linecar be estimated with the following iorinwithin 12% accuracy:

3A(diame

Example: for 5/8 inch line

3.4(5/8)2

= 8.7 feet per pound

Strength Line strength is described in_termsof: 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.

r1 .

36 8

Rated capacities for safe loads are listed intables for new line only. (See, for example. T!ible7-1.)

A rule of thumb_ for estimating the safe workingcapacity (in tons) of manila line is to square th,?.diameter (in inches), for example; a 11/8' manilaline would_ have a safe working capacity of117764; or approximately 11/4 tons.

CARE AND MAINTENANCE OF NA'.Fle,2:- LINE

Try- tu,ictional life of natural fibre line can be ex-te 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 cenditiOn 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

Lind have a musty odour

2. Broken strands or yarns

3. Chafing residue dirt and sawdust-likematerial inside the line

4. Fragmentation 'if the c. 'e core breaksaway in small ; ieces, indicating overstrain.

Examine the line in this way rn a number ofplaces and finally pull out and stretch a few ran-dom fibre, to test for breakage resistance. Anyline found to be deficient should be destroyed orcut into pieces too short for hoiSting.

Protection of Line Enna 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.

Lines should he dried befe,e storing:Circulation of air around coiled line Shouldbe provided such as gratings to support thecoils.

. Fibre line should not be covered unless ab-solutely required:

TABLE 7-1. PROPERTIES OF MANILA AND SISAL LINE

Nominal Circumdiameter ference(inches) (inches)

Weight _

per 100'(pounds)

No. 1 Manila Sisal

Safe [cad(pounds)F.S. :4

BreakingStrength(pounds)

Safe Load(pou nds)F.S. :4

BreakingStrength(pounds)

1/4 3/4 550 150 440 120

2/3 1 1/8 1;275 325 1;020 260

1/2 1 1/2 , 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;806 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 6.203

2 1/2 .. 7 1/2 163.0 46,500 11,620 37,200 9.300

3 9 237.0 6f 000 16,000 51,200 12,8iiU

NOTE: Breaking strength and safe loads given are for new line used under favo able conditions. As line ages ordeteriorates, progiessively reduce safe loads to one-half of values given.

369Rigging and Erection

Prevention of Moist Damage Since fibrewill r. ,rrtract ien wet. it should be

slackened Us:. ore ex. sure to rain or dampness.

Prevention of Damac to Strands Althoughcontinued use will res in some fibre damage.this can be minimize,. by1. 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

possible

4 Using knotrs; that are easy to untiet-) Repairing broken strands in the line as soon

as possible.

Coiling and Uncoiling New natural fibre line-livered in coils of 600'-1200' and lasn(A

cr .._,,Jund Generally an instruction tag will ac-company the coil. After cutung 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):

Figure 7-37. Uncoiling a Coil of Fibre Line

SYNTHETIC FIBRE ROPE

CHARACTERISTICS OF SYNTHETIC FIBREROPE

synthetic fibre ropes: particularly nylon endpolypropylene: 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

Polyethylene

Manila

100%

94%

81%

73%

67%

Synthetic fibre ropes are generally impervious torot; mildew and fungus and have goodresistance to chemicals: They are :ighter 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 %.,..ithou+ -7noticeable loss of strength ,-ir char;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 she :k

loads

Excellent flex and abrasion resistance5.

6.

7.

8.

9.

Good flexibilityExcellent resistance to rotGood sunlight and weather resistanceHigh melting point.

370 =

Due to its continuous fibre construction, nylonrope is strong and resistant to creep undersustained load. Its elasticity recommends its_usewhere high energy absorption is heeded orwhere shock loading is a factor The highdegree of stretch can be a serious ditadVantageif headroom for lifting is restricted and Slingsmust be as short as possible._ Under actualser7vice conditions. nylon rope will stretch to about16 under working loads and over 40% underbreaking loads. The initial loading of a nylonrope produces a permanent elongation of ap-proximately 8%. but reco; is complete fromsubsequent stretching Under load. Therefore,nylon ropet should be broken in prior to fielduse.

Nylon rope tolerates heat without loss ofstrength or phytical properties up to 300'F(melting point 482 F.). Nylon ropes absorbmoisture and late approximately 10% of theirstrength when wet as Well as becoming veryslippery. F011 recovery occurs when ,he 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 alkaliet,but can be degraded by most acids, paints andlinseed oil, and all contact with chemicaltshould be avoided. If contact is suspected, washthe rope thoroughly in cold water and thencarefully examine the fibret for eVidence ofweakening.

Braided Nylon Rope Braided nylon ropeprovides the highest 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 transmit:, a turning; twisting motion underload while braided nylon does not.

Braided nylon presents approximately E0% 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 11;E BREAKING LOAD OF fHE NYLON ROPE

P2 z 50% OF THE BREAKING LOAD OF THE MANILA ROPE

REASON

40NYLON THREADS ARE CONTINUOUS

P2 -FIBRES IN MANILA ROPE ARE NOT CONTINUOUS & TEND TO

SLIP WHILE UNDER

toAn

Rigging and Erection371 -

working. his less permanent stretch and greaterflexibility than three strand nylon ropes.

The braided sheath and core construction isavailable in synthetic combinations in additionto nylon

Nylon core/nylon cover high strength,more stretch. good wearing qtkilii «s

2 Polypropylene core/nylon cover lowerstrength, lower stretch

3 Polypropylene core/polyester CO\ verylow stretch, high strength and good abrasionresistance.

For ext:nple. a nylon core'nylon cover rope withii nominal diameter of 7/8 inch carries a Safeworking load of 4.800 pounds. while n- -lypropylene core nylon cover rope will carry a.L-:fe work ing load of 4:150 pounds. Apolypropylene core 'polyester cover rope willsupp.Drt 3 safe working load of 3.800 pounds.The safety factor for braided synthetic dont-binil.tions is 5

Polyester Rope Polyester rope (Traflnames: Dacron. Terylene) is nearly identical tolylon in appearance but has little or no elasticfeeling. Size fbr size, it is, heavier and not asstrong as nylon rope, although similar ih con=struction. This is a 7ontinuous filament rope andresists creep under sustained load8. The lotitiStretch properties of polyeSter rcpe represent aconsiderable advantage where neadrOcim islimited since, after the initial permanent stretchof approximately 6%, subsequent loads, producea temporary lengthening of approximP.tely 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,perat res up t 1 F. It..absorbs . much lesswale- 'han nylon : .s does not lose. strengthwhen wet. Polyester rope resists sun andwear r damage as well as attack.. by rot.. and

however, precautionary storage prac-tices are recommended. Polyester is moreresistant to chemicals than nylon; but exposureand 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 colDursand are smooth and pliant and somewhat slip-pery. particularly polypropylene.

A singular advantage of polypropylene rope _

its ability to float on water; however, it isstrong as nylon or polyester and ranks betwee7-,natural fibre ropes and the more sophisticatednylon and 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 poi, ester;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, re ;tant 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 theiraobreviations used to c-i;Esignate types of con-struction of wire rope:R.L.

L.L.

F:C:

I:W:R:C:

6-19

6-24

6-37

M.S.

C.C.

I.P.

S.I.P.

Gal

3,

Regular LayLang LayFibre Core

Independent Wire Rope Core6 strands 19 threads6 strands 24 threads6 strands 37 threadsMild SteelCast CrucibleImproved Plow

Special Improved PlowGalvanized

- 372 -

To determine the breaking strengths and safeworking loads for the various types of wire ropeused in the Boilermaking trade it is eSsentia! toknow the construction of the rope. The mostcommonly used wire rope is 6 -19 and 6-24 flowSteel in Ordinary Lay. Galvanied wire rope isused under certain unusual environmental con-ditions such as near salt water or chemicalplants and pulp millS. L ang 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 is

chosen.

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 Il 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 :r..43r; ;;Jiow Type I isalso used for special :.cations whenbreaking strengths in excess of those obtainedwith Grade 110/120 are required and existingequipment c ?n handle the rope size.

Grade 110/120 Improved Plow has high tensilestrength, tough wearing qualities and fatigueresistant properties. This i3 ihe moss frequentlyused wire rope.

Three further grades of wire rope are in leSSfrequent use. Their capabilities make th6.rri

suitable only in situations where strength issecondary to fatigue resisi.ance. TheSe gradesare Grade 100/110 Plow, grade -90 /100 MildPlow an::! 80/90 Cast Crucible.

Galvanized wires are coated with zinc atfinished size either by the "hot dip.' or "electro-process

Drawn Galvanized wires (SbmeihneS 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 specialprocr,ss employed by _a Britisn company,whereby the zinc becomes a ' integral part of thewire itself. Woe that galvanizQ::.4 linishes can beapplied to any grade of rope wire exceptphosphor bronze and copp; wires.

Corrosion Resisting wire is usually a chrorriibril:nickel steel alloy with high resistance to

corrosion. It is used under conditions wheregalvanized wire will rust and fail.

Phosphor Bronze and Copper wires are usedPly where corrosion resistance and non=

sparking qualities are required as in marine andhazardous industrial applications.

WIRE ROPE LAYS

Regalar 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 ropec 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 diStbr=tion and crushing. The ends of Lang Lay Rope§should be permanently fastened to prevent un:twisting:

Right Lay or Left Lai ropes have i-trandS"rotating" to the right, while a Left Lay rope isthe opposite. Most ropes in use are Right Layropes: (See Figure 7-38).

Preformed wire rota is cpristructed of strandsand fibres shaped pert ianE'rtly into the contourthey vvill take ip in the cornoleted In Non-Preformed rope the wires forciN.; held inposition t'nrf.aighi:-..it the 'ife of the rope, as canbe seen b rottir.g suer; 3 rope at any ooint,

hen stran..:Ls and 1i will immediately flyPreforining the wires acid strands

preverlts this as they al! a,r, natur1H, !n their true

- 373Erection 171

Lett Lay LANG LAY

Left Lay REGULAR LAY

. Types of Wire Rope Lays

ree from internal stress. The ad-f Preformed wire rope are:cible and limber and easy to handle.smoothly and evenly over sheaves.s Lang Lay construction practical forpplications. Preformed rope in LangRegular Lay is completely inert.s considerably longer life thanLay rope of equivalent size due to

)n and uniform distribution of in:;tresses.

only wire rope that evenly balanCeSI on individual strands and wires. Thestribution on the single wires isably uniform.

fer use as broken wires do notout to tear at handS and Olothing.)re easily Spliced. since there is nO

Seize the strands as they fall intoposition more easily.

:s kinking better than other ropes.tes many of the abuses to which wireoften unavoidably subjected

WIRE Rr-PE

Ind ropes are the simplest of the truearld are almost univer,!:i in their use.iSt of frorri 3 to 36 strands Inid inangements concentrically aro a

ite of found wires laid in geor. ricSul:3 in a round strand. Figures 7-39Dnlv two of t -any round strand wi!.eits

e up , or morere - the ./,./;; es in

..!ibt is the pitchdt lay , the outer

Right Lly LANG LAY

Right Lay REGULAR LAY

6 x 7 Round StrandFibre Core

18 x 7 Round Strand

Fibre Core

Figure 7-39. Round Strand Rope

layers as rr iated 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-le ropes:

Flattened Stiand rapes are built up of triangularshapt,d strands or strands of oval shape. Certaintypef, , 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 iaid parallel. Because of the triangularshape of the strands, flattened strand ropes

- 374 -

have smaller fibre cores than do round Strandropes. Hence. size for size, flattened strandropes have approximately 10% greater Meta IliC

area with comparable increased breakingstrength. Figure 7-40 'IL- ;-es two of theariOuS flattener! a-id wire arrangements

6x7/A 6)-(9/60

Flattened Strand Flattened Strand

Fibre Core Fibre Core

Figure 7-40. Flattened Strand Rope

With ropes of thit 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 ro;.) the wear onSheaves and pulleys is rr terially -luced and inthe case of ropes usod _for enciir,:3 haulagesystems the increased external mg 3urfaceenables grips and clips to be more s!cti. aly em-ployed. Also, owing to its more solid con-struction, this type of rope is iess likely to beforced out of shape by such clips.

Locked Coil rope differs completely from bothround 7,trand and flattened Strand rope. Insteadof a group of individual strands clbsed around acentral core member it is a Single strand built upof layer upon layer of wires. The centre or coreof the locked coif 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: The

shape or shapes of all shaped wires in a lockedcoil rope depend on the rope diameter and itsend use. Typical lbc: coil wire arrangementsare illustrated in FictureS 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

3

Locked Coil Ldcked Coil

flack Rope Winding Rope

3 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 " 'ch 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 of

one size around a somewhat larger centre-wire.The second congests of one or more concentriclayers of wires of one size around a core groupmade up of an equal laid strand:

19 Wire 67 Wire

Concentric Strand Concentric Strand

Figure 7-42. Concentric Strand Rope

WIRE ROPE CORES

The . orc 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 ee.:;h 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 for 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=

- 375Rigging an-'. Erection

3 Fibre Core

made fibres such as polypropylene or nylon.These latter cores are useful where conditionssurrounding the rope's use could result itpremature failure of vegetable fibre cores. Sisaland manila fibre cores are impregnated duringthe cordage process with a suitable lubricanthaVing preservative properties. Cotton and jutefibres are frequently used in cores for smallc,,rds such as sash cords. 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, susper .'er ropes. etc.where extra strength tc:_':.ced stretch andmaximum resistance to weathering are required.

Armo...ed 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 clamshells, dr,-.9 lines and scrapers. power shovelsand tronc.h hoes, blast-holes drills and in in-dustry gen rally.

Rope' n !lis class are avn.ilable in regular layor lang 4.:1, fibre corp or with independentwire rope Lc right lay, left lay ismade for .!. purp, as, for instance,blast-hole driii g. The use of lang lay rope,where possible, also improves flexibility, andprovides additional resistance to abrasive wear.

A wide choice of wire arrangements in thestrands is availE.'giving varying com-binations of flexibility and resistance to abrz, ewear. Th:s adaptability is primarily achievedthrough me 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 747. 6 x 26 Right Regular Lay;Fibre Core

3

- 376 -

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 27

to 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 layigure 7-48) or lang lay; with fibre core or

independent 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

Figure 7-48. 6 x 36 Right Regular Lay,Fibre Core

of flexibility and resistance to atii, wear. Allrope sizes are not necessarily manufactured illevery strand construction? Adaptability isprimarily achieved through the number of outerwires, ranging from 12 to 13 per strand: The useof lang lay rope, where possible; also improvesflekibility 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 'naccordance with Canadian Standar(Association Standard G-4 requirements forGalvanized Wire (Figure 7-49).

Fig4:1,57-49. 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 6-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 legtnfrom 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.

Step 3. Unlay Strands 1 and 2 back to - 15'mark and lay Strands A and B I. (heir

3,;t-

Rigqtnc; ,and Erection377

30'

/s4097/11/10 AIMY .14271SWAW/7." fig.w h%W.1"107.4f.M17 seic 4Profredwityn

MAW / 11 /07/0 Afe,.." .2.1zy eh, #1. / / /17/ ///// "1/1/Maiv30'

.1

marriage point

Figure 7-50. Marriage Point of Two Ropes

place. Then take Stiand 1 and unley 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 Unlz., Strand 5 back to the 5' markand lay Strand E in its place. Thenunlay Strand F back tr, 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 ends are laid into therope replacing the core. To open the

rj. for cutting the core and tucking,divjde the rope in half with a marlin...c)ike which enters the rope from theopposite side to the position of thestrand to be tucked. With a smallermarlin or Oiers, 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 largerotate the marlin in the direction of thetuck to force the tucking end into thecentre -C) the rope as the core is beingpulled out at the end of the tuck; cutof the core so it does not abut the endof O'ie tucked strand:

3

-12:N227T.Z,1

5'

10'

F

A & B 1 & 2

3/4''dia:

STRANDS NUMBERED -STRANDS LETTERED

STEP 2

STEP 3

LETTERED STRANDSNUMRE",:D STRANDS

STEP 4

Figure 7-51. Splicing V.'ire Rope

E

Olf/If/7 1/1//// ///17/1/11, ZI7 /7///*/#09 /1~11/ /1/0W/0///,

5' 5' 0-4 5'

10' 10'

60'

Figure 7-52. Splicing Wire Rope Step 5

10' 10'

5 --go. 5.

= 378 =

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 illustrationswith 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 Strand 1 under the marlin, pullthrough, and rotate the spike backdown toward the vise (in a directionagainst the lay) forcing the stranddown with the left hand at the sametime to nest the strand well down.

Step 5. Determine Strand 2 cn the dead end(next strand up the lay); unlay andseparate.

Step 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 strands 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 fourenter at the same place but comeout between four consecutive strands from leftto right at the back of the main rope.

Step

Step

Step

Step

14. Drive marlin from the front at the entrypoint passing under one strand to theleft of the spike. Do not drive the spikein too far.

15. Force the spike hard to the left and atthe same time force the core of thedead end of rope under the back ofthe spike. Rotate the spike upward forthe usual half turn to run the deadcore up alongside the main core(Figure 7-53, step 15).

16. Select and unlay Strand 5.

17. Enter Strand 5 under marlin and nestas before but do not withdraw spike.Continue upward for three more tuckswith Strand 5 in the same manner,


Figure 7-53. Making an Eye Splice

iTh

380 -

STEP 15

STEP 19 STEP 21 STEP 24

Figure 743. Making an Eye Splice (continued)

Rigging and Erection= 381 -

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 19. 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 from 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.

Step 5.

Step 6.

Bring Parts 1 and 2 together andrecombine them as in the original lay(Figure 7-54, step 5).

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 (Spoiler) Socket A properly attachedzinc-type socket will develop 100% cataloguerope strength. This socket is available in bothopen and closed types (Figure 7-55).

Swaged 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 cye These aregenerally of ,wo types: the Flemish Rolled Eyeand the Fold Back Eye.

For satisfactory life the eye should L protectedby a wrought steel or a cast steel thimble. Either

SPELTER SOCKET(closed type)

SWAGED SOCKET(open type)

Figure 7-55. Socket End Attachments

3ss

- 382 -

STEP 1

STEP 2

STEP 3

Figure 7-54. Making a Flemish Eye Loop

STEP 5

STEP 6

3 so


of these splices will develop strengths betterthan 95% of catalogue rope strength.

Flemish Rolled EyeA flemish 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 pmrtion of the rope bymeans of a steel or aluminum sleeve set inplace with an hydraulic press under specifiedpressures.

FLEMISH ROLLED EYE FOLD.BACK EYE

Figure 7-56. Mechanically Spliced Eye EndAttachments

Swaged or Zinced Ferrule The swaged orzinced ferrule (Figure 7-57) is used mainly in the

Figure 7-57. Swaged or Zinced Ferrule EndAttachment

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 centra' hole of the reel and connect byslings to a suitable hoist. If a hoist is notavailable, improvise a ramp of heavy planks andtrestles and roll the reel down under control atall times.

UNREELING AND UNCOILING

When removing 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 Rope

3

384 -

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 maintained 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 top of the reel to thetop of the drum or from the bottom of the reel tothe bottom of the drum (Figure 7-62). This avoidsputting a reverse bend into the rope as it isbeing installed. A reverse bend would make therope livelier and harder to handle.

Figure 7-52. 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 ther,roll the coil of rope along theground like a hoop (Figure 7-63).Exercise care at al.1 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

385 -=

Rigging and Erection

3 IN ipitt"

Figure 7-63. Uncoiling Rope-Method 1

Figure 7=64.7-64. Uncoiling Rope-Method 2

have a centre of approximately thesame diameter as the eye in the coiland some means should 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.

STORAGE

Unwrap and examine new rope immediately afterdelivery. 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 dressingas required:

SEIZING THE ENDS OF WIRE ROPE

It is most important that tight sei±ings of an=nealed iron wire or strand be maintained on the Figure 7=66. Stranding Rope-Method 1

_

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 tight.Best results are obtained when theseizing is applied with a servingbar.

3()

= 386 -

Method 2 This method is usually used onropes and strands of 1" diameterand smaller. Wrap the seizing wirearound the rope in a dose, tightwinding in a direction opposite tothe lay of the rope (Figure 7=67).Each seizing should consist of froth8-10 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=tars, alternately twist and take upthe slack until the serving is tighton the rope. Twiat Seizing endstightly against the serving, windtwisted ends into a knot and cut offthe ends of seizing wire.

Seizings on locked coil ropes will range inlength from 10-20 rope diameters and their num-ber will vary with rope diameter and con-struction. Should it be necessary to cut off apiebe of rope containing one or more originalseizings, apply an equal number further up therope before making the cut. Seizings on lockedcoil ropes must be applied with a serving bar ormallet and soldered in place. The seizing wire orstrand must hence be either tinned or

Figure 7-67. Stranding Rope-Method 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 into the strands of wire and the core.Exposure to the elements and normal ropeoperation over sheaves and on and off drumsWill gradually deplete and contaminate thelubricant. Most ropes should be lubricated at in-tervals depending on the type of service tominimize corrosion and wear and extend ropelife.

Clean a used rope with wire brushes; scrapers,compressed air or superheated steam: In some

TABLE 7-5. RECOMMENDED NUMBER ()EIZINGS AND SIZE OF SEIZING WIRE OR STRAND

Rope. Diameter

inches

Minimum Number of Seizings Approx. Diameterof Seizing, Inches

6 and 8 Strand RopesRound and Flattened Strand

Non-Rotating RopesRound and _Flattened

Strand

StrandedRopes

LockedCoil Ropes

Reg. Lay, Fibre CorePreformed Elevator

Lang Lay, Fibre CoreReg. Lay, Steel CoreLang Lay, Steel Core

Preformed and NonPreformed

Wire Strand Wire'

GroupsSeizings

per Group

3/32 8 smaller

1/8 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

zing wreSeizing for Locked Coil Ropes.

must ae tinned or galvanized.


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 thefolldWing properties:

1. Freedom from acids and alkalies

2. Sufficient adhesive strength to stay on therope without throw-off at maximum ropeSpeed

3. Ability to penetrate between strands andreach the core

4. Non=Solubility under conditions of rope use

Brush Application

5. Resistance to oxidation

6. 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 methods 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

Flat faced drums with roughly worn surfaces andgrooved drums with rough and scored grooving

Drip and Swab Application

Split Wimden or metal boxes.Rope passes through burlap or similar Wiper at outlet end of box.

Figure 7-6EL Methods of Lubricating Wire Rope In Use394

- 388 -

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 made 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°-20° maximumfor mine shaft hoisting, the head sheave groovediameter should be equal to the nominal ropediameter plus 8%. The bottom of the grooveshould have an arc of support of from 1200-150°,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 thefeet 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 acessive drum wear and poorspooling or winding will result if these anglesare exceeded.

WINCH DRUM CAPACITY

LeftFleet

Angle

1 Centre Lineof Sheave

Figure 7-69. Fleet Angles

Right

FleetAngle

Centre Lineof Drum

Refer to Figure 7-70. 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

To determine the capacity in feet of steel wirerope of a winch drum or reel: , figure 7-70. Determining Winch Drum Capacity


TABLE 7-6. "F" FACTOR FOR "ON,SIZE'ROP_ENominal

Rope DiameterInches

F

NominalRope Diameter

Inches

1/4 4.16 1.1/4 .167

5/16 2.67 1-3/8 .138

3/8 1.86 1.1/2 116

7/16 1.37 1.5/8 .099

, 1/2 1.05 1.3/4 .085

9/16 .828 1.7/8 .074

5/8 .672 2 .066

3/4 .465 2.1/8 .058

7/8 .342 2.1/4 .052

I .262 2.3/8 .046

1.1/8 .207 2.1/2 .042

decreased as follows: for rope over-sizedecrease 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 requires =i _e of

rope.

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 slightest misalignment acceleratesrope wear and shortens 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 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 -7. SUGGESTED MAXIMUM RADIALPRESSURES itn_pounds per square inch)

Sheave and Drum Materials

Rope Construction Cast east Manganese SteelIron Steel 11.13% Mn.

6x7 Reg. Lay 300 550 1500

6n7 Lang. Lay 350 625 1700

6x19 Reg. Lay 500 900 2500

6x19 Lang Lay 575 1025 2850

6x37 Reg. Lay 600 1075 3000

6x37 Lang Lay 700 1250 3500

8x19 Reg. Lay 600 1075 3000

6x8 Flat. Strand 500 900 2500-

6x25 Flat. Strand 800 1450 4000

6x33 Flat. Strand 975 1800 490Q

Locked Coil or application

of 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 ;ayer 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 conditiontand enables the strands to become seated andsome stretch to occur. The rope will then 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 staticwurking 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 indicatet that ropewear increases with speed. Rope economyresults from moderately increasing the load andreducing rope speed. Berne authoriCes suggestthat when ropes are running light, rope speedshould not exceed 4,000' per n-lin.ste 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 of lubrication. Where drum capacity

3jt

- 390

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 !badend, 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 forward§ with the fingers ifpossible, or if the ends are §hOrt or the wirelarge use a marlin spike or a piece of wood. Inthis way, the 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),

THREATS TO SAFE OPERATION ANDMAXIMUM SERVICEABILITY

-1. Drums and sheaves of too small diameter

2. Reverse bends in the rope

3. Overloading the rope

4. Incorrect rope construction for the job

5. Overwinding or incorrect winding on drums

6. Lack of lubrication7. Handling or kinking damage

8. Insufficient or faulty guides or rollers

9. Sheaves out of alignment

10. Deeply worn grooves in drums

11. Broken rims or grooves on sheaves

12. Sheaves that turn hard or wobble13. Displaced rope guides14. Stones or other objects lodged in

equipment

15. Sticking or grabbing clutches16. Uneven or jerky pull on the rope from loose

bearings

17. Lines whipping18. Improper line spooling19. Incorrect installation of clamps, ferrules,

sockets or splices

Figure 7-71. Breaking Off a Loose Strand of Wire Rope

391 =Rigging and Erection

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 orlbad 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 bfoken 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.

. Wire rope andu ld be removed from serviceWhen the wires in the crown of the strand areworn to leas 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-mistakable 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 very fine Surfacecracks. Remove chains from hoiSting 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 coil chain.

= 392 -

SLINGS 3: Subject to sharp bend damage4: High cost factor.

A sling is a means of connecting a load to apower source for liftinb. Different materials usedin rigging may be adapted to create slings: fibreand wire rope, chain, synthetic or wire webbing,

Chain

Advantages:

in conjunction with hookS, shackles, turn-buckles.

SLING MATERIALS

1. Not subject to sharp bend damage2. Good lifting strength

Disadvantages:

Manila Rope 1. Heavy material

Advantages: 2. Lack of stretch produces poor shock

1. Flexiblityloading toleran:e

2. Easy to handle 3. Subject to failure if kinked or twistedwhile under load

Does r,ot tend to slip from chokeposition

4. Will slip from choke position unlessSofteners are used

4. Will not scratch a load 5 Becomes brittle in cold tem,neratures5. Relatively iow cost. over long periods.

Disadvantages: Note: Use only alloy chain slings for overhead

1. Limited strength lifting. Proof Coil, BBB Coil; and High-

2: Subject to moisture. heat and chemicaldamage.

Test chain grades are not recom-mended for overhead lifting.

Synthetic Fibre Rope

Advantages:

1. Stronger than manila rope2. High abrasion resistance3. Provides secure grip to the4. Will not scratch a load5. ResiStant to moisture. heat

chemical damage

6. Stretch increases absorptionand shock loads.

Disadvantages:

1. Not as strong as wire rope

load

and most

of impact

Wire Rope

Advantages:

1: Strongest type of lifting material2. Flexible

3. Abrasion resistant.

Disadvantages:

1. Will slip from choke position onloads

metal

SLING ARRANGEMENTS

Figures 7-72 illustrate various sling arrangments.

TYPES OF SLINGS

Flat Slings Rat slings are manufacturedfrom synthetic fibre webbing and wire mesh in avariety of constructions. The resign of flat slingsprovides the following advantages:1. Load is protected from damage at the point

of contact2. Wide 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: Will scratch fragile loads 2. Can be used in temperatures up to 200°F

3


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

Recommended Joy__ allgeneral lifting purposes forwhich a grommet ispreferred and *berg ex.

heme flexibility is essemhal

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 ioad and are protec-ted from wear by the outer fibres.

Basket and Vertical- Choker & Basket Hitch Hitches OnlyTriangle & Choker Fittings Two Triangle Fittings

Figure 7-73. Synthetic Web Sling Constructions

fE7}E,7f)Flat or Twisted_Eyes

Vertical Choker Basket Vertical Choker Basket HitchesHitches Endless or Grommet Type.

400

394

Figure 774. Synthetic Web Slings in Operation

Wire Mesh Slings Wire mesh slings arewidely used in induStries where loads areabrasive, hot or will tend to cut slings.

Features of Wire Mesh Slings

1. Retittant to abrasion and cutting2. Fietti grip maintains balanced load

3. Can withstand temperatures to 550°F

4. For handling materials that would damagewire mesh or for loads with soft finishes,slings can be coated with plastic;

Wire mesh is available in a range of gauges atilluStrated in Figure 7-75; Wire mesh S!ingarrangements care shown in Figure 7-76.

it GAUGE HEAVY DUTY 126AtlAF MEDIUM DUTY

Figure 7-75. Wire Mesh Gauges

4 J.

14 GAUGE LIGHT_DIITY


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 maximum recommended angle between theload and the sling is 45°. 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

Procedure (See Figure 7-78).

Step 1. Measure and mark splicing end and

300

With a load of 2000 lb.,

the strain on each legis 2000 :h.

45°

With a load of 2000 lb..,the strain on each legis 1414 lb.

'CiO°

With a load of 2000 lb.,the strain on each legis 1154 lb.

With a load of 2000 lb.,the strain on each legis 1000 lb.

put on wire stop. gFI ure 7-77. Sling Angle Principles4 u

= 396 =

WIRE STOP

CROWN

MARK

TAKE UP

ALLOWANCE

EYE MARK

EYE MARK

CROWN MARK -a.-

WIRE STOP

A

CROWN MARK

1

CROWN MARK

Step 2. Measure and mark crown and eyemarks.

Step 3. Measure 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 CUTTING_WIRE__FtOPE

DIA. OF TAKE -UP_ SPLICING EYE

WIRE 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 load exceedingits Rated Safe Working Load.

3. When Li-Sing 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. EndletS 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 requiring a very shorteffective length; or for heavy lifts where asingle sling of the required Safe 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.

7; Slings found unfit for use should bedestroyed; not on a refuse dump.

. When loads are u lg carried on a cranehook; slings not it use should not becarried on the same hook.

9. "Hooking Back" to the leg of a sling is not

Figure 7-78. Making a Choker recommended.


10. Avoid bending wire rope slings aroundsharp corners of the load as it could ef-fectively reduce their Safe Working Load.

11. A sling "doubled" 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 formed by the bightshould not exceed 120°.

13. Protect Wire Rope 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 beforelifting, and that all sling 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 flame 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 person atregular intervals. This includes the wirerope slings. Riggers should not stow awayslings and regard them as their own privateproperty as this could lead to their beingoverlooked at inspection time.

27. Slingt may not be made from Lang Lay wirerope.

RIGGING

Attaching loads to lifting devices is a seriousand complex responsibility 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,

spreaCer bars, etc.) is of sufficient strengthto lift, 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 manufacturers' published safeworking load ratings must not be exceeded.Remember that these specifications apply torigging in new or nearly new condition. Theseitems must therefore be examined so that theircondition can be considered in selecting thecorrect size and construction for a given load.Where special considerations of safety factorsor special risks are involved, governmentregulations apply in selecting the correct sizeand construction to be used.

RIGGING ACCESSORIES

For ropes and lines ,o be used efficiently inrigging operations, certain auxiliary devices canbe included in the system.

ilOOKS 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 hooks which have anti-spark properties.

1. A Standard 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.

- 398 -

t0

Figure 779. Standard Eye Hook

Figure 7-80. Mousing Hooks

3. A Standard Safety Eye Hook is illustrated in

Figure 7-81.

4. Shank Hookt shall be considered to be of

equal strength_ characteristics to eye hookswhere the thickness at "G" is the same onboth hooka. Qpen and Safety Shank Hooksare illuStrated in Figure 7 -82: Hooks must beinspected regularly 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

4

Figure 741. Standard Safety Eye Hook

OPEN SHANK HOOK

Figure 7-82. Shank Hooks

SAFETY SHANK HOOK

hooks along with the rated load capacity foreach size.

5. Shackles are available in Screw Pin, Round

in and Safi-4W Type construction, as

illustrated in Figure 7-83.

In determining safe working loads, the criticaldimensions are the width between the eyes and

the 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 cir-Cu mstances:

Shackles must be inspected regularly, and if thewidth between the eyes exceeds the listed


TABLE 7-9; CRITICAL DIMENSIONS FOR LOAD CARRYING HOOKS

SiteNo

_ RatedCapacity

Tons

HOOK DIMENSIONS IN INCHESAppr_ox

WeightEath

2000 Lbs A B D E C H K L 0 R T Lbs.

22 46 11/2 4/4 2 'Is 1 ,",/32 15/16 9/16 413/32 7/8 3 1/4 25/32 .54

23 .56 11/4 'h, 31/16 11/16 :"/32 1 5/8 429/32 31/32 3 5/8 15/16 .75

24 74 2 1 3 '116 11/8 1 1 1/8 H/16 53-2-1!/32 4 - 15/i6 1 1

25 1.4 21/4 11/8 4 1'/4 1 '/8 111/32 27/32 7 2/32 1 1/8 4 1/2 1 1/8 1.7

26 1.7 2 II., 11/4 4 4/16 13/8 1 5/16 1 9/16 31/32 6 2/8 1 7/32 415/16 1 1/8 2.5

27 2 1 23/4 11/8 5 1/16 1'12 1!/_2_ 125/12 148_ 7 314_ 1 5/16 5_9/16 115/32_ 35

28 2.5 31/8 11/2 5 '/8 1'/4 111/16 2 1 /4 811/16 1 5/8 6 '/4 1 1/2 4.9

29 . 3.2 33/8 15/8 6 1/2 11/8 1 7/8 2 3/16 1 3/8 9 5/8 1 3/4 615/16 1 5/8 7.3

I. 304 2 35/8 I'M 7_1/L6 ___2_t16_2 E3_2__21-3/32____ I!'/32_ _I0_'12_ _12/8_ __1 N8 1 '/8 9.1

31 4.7 41/4 2 711/16 21/4 2 '/32 2 in 121/32 1123/32 2 1/16 8 '/2 2 1/8 12.0

32 7 0 47/8 23/6 8 9/16 21/2 215/32 231/32 113/16 13 3/32 2 5/16 9 7/16 2 5/32 17.6

33 8 0 5'0_ _21_4 _9_9/16___ 3 _____ r,_132 _ 3_9/32 _115/16 1413116_ 225/32 10 3/4 2 1/2 23.5

34 9 4 61/8 31/a 11 ' /i6 33/8 3 q32 313/16 2 7/32 1629/32 3 5/32 12 5/16 213/16 35.1

234A 12 63/8 31/8 11 '/16 35/8 3 '/32 313/16 2 2/31 1629/32 3 5/32 12 5/16 213/16 35.1

_3_5 _1_6 7 3'/2 __13_1/8___. 4 ___ 4 1/16 415/16 2 5/8 1915/16 3 3/4 14 3 '/16 57.6

235A 19 7 31/2 13 ?/8 4 4 3/16 415/16 2 5/8 1915/16 3 3/4 14 3 1/16 57.6

36 20 81/2 4 15 5/8 41/2 4 1 4/16 52'/32 3 1/16 2715/16 4 3/16 15 718 311/16 86.8

136A 24 81/2 4 15 5/8 41/2 413/16 521/32 3 1/16 2515/16 4 3/16 15 7/8 311/16 86.8

ScrewPin Round

Shackle Pin

Figure 7 -83. Types of Shackles

SJetyType

specification, the shackle has been overstrainedand must be destroyed.

Caution: When using any of the above equip=ment, never under any circumstances exceedthe sate 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 wearor any distortion.

WELDED LUGS

Specifications for welded lugs are illustrated inFigure 7-84 and in Tables 7-10 and 7-11. Figure 7-84. Dimensions for Welded Lugs

END ATTACHMENTS FOR WIRE ROPE

Eye Using Wire Rope Clips Wire rope clipsmay be of the U-Bolt and Saddle type or of theDouble Integral Saddle and Bolt type (Safety orFist Grip). (Figure 7-85).

Weld

Maximum

Angle

Note: of LiftAll Welds

° To Be MadeDow nhand

G Legof Weld -\

° Weld

Weld r 20°x-'245° 13/8

C \ 1/4.3/8tIna

°-/ X

1/8" 3/16"

DbUble BOW Double 20° "1" GrooveGroove Where Where "D"-2" To 4-3/4"

"D"-3/8" To 1-3/4"

4u

400 -

TABLE 7;10. STANDARDS FOR FILLET WELDED WELD-ON LIFTLUG FOR LIGHT__DUTY USE

Load Angle

Safe

Ldad A 8 C D E° r° G

Tons Max.

1/3 1/4 '/8 3/8 3/8 0° to 90° 20° 3/8

'/2 13/4 P /8 '/16 3/8 3/8

3/4 2 11/4 '/2 1/2 '/2

1 2 11/4 5/8 5/8 1/2

11/2 . 2'/4 13/8 3/4 3/4 '/2

2 21/2 P/2 '/8 7/8 " 1/2

3 3 15/8 1 1 1/2

4 3'/2 2 1'/8 11/4 1/2

5'/2 4 2'/8 P/4 11/2 '/2

6'/2 4'/4 21/4 13/8 1'/2 3/4

8 43/4 21/2 1' /2 13/4 3/4

10 5 23/4 15/8 2 " 3/4

12 5'/2 27/8 13/4 21/4 3/4

16 63/4 31/4 21M 2'/4 7/8

21 7'/2 33/4 2'/2 3 " 7/8

27 81/4 4'/4 23/4 3'/2 " 1

34 9 41/4 3 4 " 1

40 93/4 4'/4 31/4 41/4 1

50 101/2 43/4 3'/2 43/4 " " 1

11-8olt and Saddle Clip Fist Grip Clip

Figure 7-85. Clips For Wire Rope

When applied with proper care, following theregulations for number and spacing of clips, theformed eye will have 80% of the rated strengthof the rope.

Never use fewer than the recommended numberof clips and, turn back the correct amount ofrope for dead ending to permit proper spacing ofthe clips. (See Table 7-12.) The use of a thimblein the loop will prevent rope wear in the eye andprovide 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 first clip one clamp diameterfrom dead end of wire rope. Tightennuts.

Step 2. Apply second clip nearest thimble. Donot tight n nuts.

Step 3. Apply all other clips leaving equalspace between each clip.

Step 4. Take up rope slack and tighten allnuts evenly on all clip.

Step 5.

4 u-

InSpect fastenings periodically. Whenload is placed on rope it will stretchand decrease in diameter. Tightennuts to compensate.

= 401 -Rigging and Erection

TABLE 7-11. STANDARDS FOR GROOVE WELDED WELD=ON LIFTLUG FOR HEAVY DUTY USE

Load AngleSafe

Load A B C D E° F° G H

Tons Max. RAD

1/3 1/4 '/8 3/8318 0° to 90° 15°

1/2 13/4 1'/8 '/16 3/8 15°

3/4 2 P/4 1/2 1/2 " 15°

1 2 I'M 9/8 9/8 15°

11/2 21/4 13/8 3/4 3/4 20°2 2,1, 11/2 7/8 7/8 20°

3 3 15/8 1 1 20°4 31/2 2 11/8 11/4 20°51/2 4 21/8 1'/4 11/2 20°

61/2 4'/4 2'/4 13/8 11/2 20°

8 43/4 21/2 11.'2 13/4 " 20°10 5 23/4 1'° /8 2 " 20° 3/4 172

12 51i2 2'/8 13/4 21/4 20° 3/4 1/2

16 63/4 31/4 2'/4 2'/4 20° 3/4 1/2

21 7)/2 33/4 21/2 3 20° '/8 1/2

27 8'/4 4'/4 23/4 31/2 20° 1 1/2

34 9 41/4 3 4 20° 11/8 '/2

40 93/4 41/4 31/4 41/4 20° P/8 1/2

50 101/2 43/4 31/2 43/4 20° P/4 172

TABLE 7;12. SPECIFICATIONS FOR ATTACHING WIRE ROPE CLIPStl-flott_ and Saddle Type Integral Saddle and Bali Type

Rope

Diam.

Inches

MinimumNo. of

Clips

Amount of Rope to turnback in inchesfrom Thimble

Torquein

Lbs. Foot

MinimumNo. ofClips

Amount of Rope to turnback in inchesfrom Thimble

Torquein

Lbs. Foot

1/4

9/I6

3/8

7/16

1/2

9/16

5/8

3/4

7/8

1

1.1/8

1.1/4

2

2

2

2

3

3

3

4

4

4

5

5

4.3/4

5.1/2

6.1/4

6.3/4

11

11.1/4

12

18

21.1/2

21

28

30

15

30

45

65

65

95

95

130

225

225

225

360

2

2

2

2

2

3

3

3

4

4

4

5

3.1/4

4

5

5.3/4

61/2

7.1/4

8

14

23

26

29

40

30

30

45

65

65

130

130

130

225

225

225

360

4u8

402 -

Figure 7-86. Applying U;Bolt Clips

Wedge Socket Wedge socketS are intendedfor "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 7-57):

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)

Right

Wrong

Figure 7-88. Applying a Wedge Socket

TURNBUCKLES

A turnbuckle is a device used to tighten orloosen 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.

Turnbuckles used in rigging Should be steeldrop forgings. They are available with a varietyof end fittings or combinations of fittings (Figure7-89).

Hook Eye Jaw

Hook and Eye Combination

=lc lamearo szvamirit1.1P-e-0117,1# Jaw and Eye Combination

Figure 7-89. Types of Turnbuckles

Using Turnbuckles:

When using turnbuckles with multi-leg slings,the following guidelines must be observed:

1. NO more than one turnbuckle per leg shouldbe used.

2. The angle of the leg at the horizontal shouldnever be less than 30°.

3. The 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 shockloading when using turnbuckles:

5. Turnbuckles must be free from contact withany other stationary object when supportinga load.

6. Turnbuckles must be secured to prevent un-screwing under load tension; threaded por-tions must be fully engaged.f"


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 Table 7-13 to determ;ne safeworking loads for turnbuckles:

TABLE 7=13. SAFE WORKING LOADS FORTURNBUCKLES

Stock Safe Working Load of Safe Working Load ofDiameter Turnbuckle having any Turnbuckle having hookof End combination of jaw, end fittingFitting or eye end fittings (pounds)(inches) (pounds)

'/4 500 400

5116 800 700

3/8 1,200 1.000

'11 2.200 1,500

5/a 3,500 2,250

3/4 5,200 3,000

Va 7,200 4.000

I 10,000 5,000

1:/4 15,200 5,000

1,/2 21.400 7,500

13/4 28,000

2 37,000 not

2'/2 60,000 applicable

23/4 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 brake disengages when the handchain is operated.

COME ALONGSThe come along (Figure 7-91) is a type of chainoperated hoist for raising and lowering loads as

Figure 7-90. Chain FAII = 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 pairsof self-energizing, 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 operate41t1

- 404 -202

Advancinglever

Rope emergeshere

Rel ease handle

Rope A

entershere

Figure 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 assisted pump: Jacks are of various types(Figure 7-93).

AdvantageS of Hydraulic Jacks:

1. Small size relative to lifting capability

2. Ability to raise and lower loads precisely

3. Several jacks can be connected to onepump so 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. They 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 pushing

them apart.

BEAM CLAMPS

A beam clamp is a stationary device that permitssafe, easy suspension of hoittt 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 beamclamp to any structural member to ensurethat the member is capable of supporting theload being raised.

2. The clamp must fit the beam and be fastened

A- securely to it:1 11

Rigging and Erection405 =

Ratchet lever jackwith foot lift

Screw jack

T. %%, VR 01010 rip \Steamboat ratchet(push pull 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. Angle 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 hooks,pipe clamps, etc. as substitutes for beamclamps.

6 Use a shackle to attach rigging to a beamclamp. Never place a hoist hook directly intothe lifting eye of a beam clamp.

BEAM TROLLEYS

Hand -OperatedHydraulic 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 both flanges of thebeam. The wheel system may be designed forpush travel or geared travel. Some models aremanufactured specifically for straight lift whileothers are provided with a flexible lug that willpermit a side pull. (See Figure 7-95.)

Procedure for MountingStep 1.

Step 2:

Step 3.

The bolt and nut arrangement con-necting the wheels must be separated.

The wheels are set on the beamflanges.

The bolt and nut assembly is secured.

PLATE CLAMPS

Plate clamps (Figure 7-96) are rigging deviceswith a serrated jaw designed to grip pieces ofplate for hoisting. Plate clamps may be lockingor nbn=locking; however, locking grips arerecommended for maximum safety. Plate clampsare designed to grip only one plate for eachhoist.

SPREADER BEAMS

The spreader beam (Figure 7-97) also known asa spreader bar or rocker beam is most com-monly used to support long or flimsy loadsduring lifting. The load cannot tip, slide or bendbecause of the support provided at two or morepoints along the load (Figure 7-98).

406 -

Push Travel

RIGID BEAM TROLLEYS

Geared Travel

Push Travel

Figure 7-95. Beam Trolleys

LOCKINGVERTICAL LIFT ONLY

Geared Travel

FLEXIBLE BEAM TROLLEYS

HOT1600°F

Figure 7-96. Uses of Plate Clamps 4


Opening for Hook or' Combination Shackleand Hook

Q 0 a._

Figure 7-97. Spreader Beam or Bar

Figure 7-98. Spreader Beam in Use

SKIDS, ROLLERS, CRIBBING AND JACKS

It is not always feasible to hang rigging or usecranes to move heavy objects such as vessels%A/here. 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 be 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 incline is

Openings for ShacklesConnected to Chokers

involved, it is advisable to use a tugger or a tirforjack as a holdback.

Rollers made of pipe or, less 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 time.

To move the vessel, four or five rollers 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 knocking the leading rollers toward therequired angle:

Cribbing is a layered arrangement of uniformsized, clean blocking timbers that distributes theweight of the vessel safely on the crib platform.The blocking is cribbed in alternate 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 memberscribbed in the same direction in the system. Thefoundation for cribbing must be solid and level.

Cribbing may be required to provide a level,stable platform for a load that cannot be placeddirectly on rollers. It is also used to raise loads

4

408 =

in stages using jacks. The raising procedure isas follows:

Step 1. Using jacks on a stable footing, raise

the load to the maximum stableheight.

Step 2. Place one or more rows of cribb'ngunder the lbad and lower the jacks torest the load onto the crib platform.

Step 3. Set the jacks on blocking and raisethe load further, adding more rows Of

cribbing under the load. Repeat theStepwise jacking and cribbing untilthe required elevation is reached.

The Weight of the load and the rated capacitiesof the jacks determine the number and type ofjacks required for the lifting operation.

TACKLE BLOCKS

Like any piece of equipment, tackle blocks can-not be abused or neglected without loss of ef-fectiveness and life. Keep them clean. Removesheaves occasionally and clean and oil the cen-tre pins. Inspect sheave8 for wear, and storethem in a dry place when not in use Throwingthem around carelessly will damage them and isinjurious to the rope. With reasonable main-

tenance, replacements and repairs will be

minimal.

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 the lead lineshould lift 4 lbs. FrictiOn reduces this advantage,however. For practical purposes a loss of ap=proximately 10% occurs for each sheave inmanila rope blOckS and about 3% for eachsheave in wire rope blocks. Each snatch blockmust be considered an additional sheave.

Many factors govern the selection and use oftackle blocks. Trouble will result from:

1. Overloading

2. UndUe friction

3. Angle of pull4. Condition of rope

5. Sudden application of load

6. Lack of lubricant:

The actual weight of the load to be moved dols1-..

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 over rough ground or on an incline orwithout rollers 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 any

or 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

Parte of Line = a term used in multiple reevingfor heavy loads. The number of parts of line caneasily be determined by counting Via number ofcables reeved in movable blocks, including thedead end if applicable.

Sheave a grooved pulley over which the rope

passes.

Snatch Block a block to maintain a straightpull on a line or to decrease the strain on cables.

Mechanical AdvantageAt previously stated; the mechanical advantageof the system is determined by the number ofparts of rope at the moving block. (Figures 7-99

and 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 be

Shortened 1'.

In the example in Figure 7 -101; Ropes 1 must beshortened 1' to raise the load V: Assuming thatthe circumference of each sheave is 1', Sheave

No. 1 must make one revolution to shorten Rope1; Sheave No 2 must make one revoiution totake up the one foot slack from Rope 1 and oneadditional revolution to shorten Rope 2; Sheave

No 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. 1

Rope 2 must travel 2' on Sheave No. 2

Rigging and Erection409 -

Single Double

Hauling

Part

Single Single

1

2 partMechanicalAdvantage 2.1

2

3 partMechanicalAdvantage 3-1

Double Triple

Double Double

3

4 partMechanicalAdVantage 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 No4 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 friction and wear.

REEVING TACKLE BLOCKS

4

5 partMechanicalAdvantage 5.1

In reeving a pair of tackle blocks one of whichhas more than two shpaves. the hoisting ropeshould lead from one of the centre sheaves ofthe upper block.

When so reeved, the hoisting strain comes onthe centre of the blocks and they are preventedfrom toprling, with consequent injury to the ropeby cutting across the edges of the block shell.

To reeve by this method, the two blocks shouldbe placed so that the sheaves in the upper blockare at right angles to those in the lower one, ssillustrated in Figure 7-102.

410 -

4 Part Tackle(Luff)

4 Part Tackle

Mechanical Advantage20 to 1

100 lb. _ pull exertedon hauling part oftuff will lift a loadof 2,000 lbs.

1!

Figure 7-100. Compound Tackle (Luff)

General Rules for Reeving

1. AI Ways reeve tackle right-handed:

2. If the number of sheaves in each block isequal, 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. 41

2.000 lb. load

. To determine the maximum size of fibre ropethat can be used to reeve a tackle, divide thelength of the shell of the block by 3, whichwill give the circumference of the rope to beused

Example:6" shell divided by 3 = 2 which is the cir-cumference of 5/8" rope.


SHEAVE

NO. 1

51-1EAVE

No. 5

\sri't

Figure 7401. Sheave Operation

SHEAVENo. 2

SHEAVE

No. 4

).\DOUBLE AND DOUBLE TRIPLE AND DOUBLE TRIPLE AND TRIPLE QUADRUPLE AND TRIPLE

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 LIFTEDSINGLE LINE PULL IN POUNDS

RATIO

Example 1:To find the number of parts of line needed whenweight of load and single line pull is established.

Sample Problem:72,480 lbs. (load to be lifted) = 9.08 RATIO8,000 lbs. (single pull)

Refer to i'atio 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.

Figure 7-102. Tackle Blocks Placed at Right Angles to One Another

4

412

TABLE 7-14. LINE PARTS

Numberit Partsof Line

Ratio forBrohie

BushedSheaves

Ratio forAnti Friction

BearingSheaves

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

7 590 6.47

8 6.60 7 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 17.7

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

hook. As the angle between the lines increases;the stress on the hook is reduced as illustratedin Figure 7-103. To determine the stress on ahook, multiply the pull on the lead line by asuitable factor from Table 7-15 adding 10% forfriction.

2000 POUNDS 1840 POUNDS

it 1410 POUNDS

90°

Figure 7-103.

TABLE 7 -15. SNATCH BLOCK 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 70° 1.64 100° 1.29 130! .84 160° .35

15° 1.98 45° 1.84 75° 1.58 105° 1.22 135° .76 165° 26

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

--2L-14 r

413 -Rigging and _Erection

Pressure on Sheave or PulleyBearings When a rope path is deflected bymeans of a sneave, 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 foemUlaS 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.).

Coll line in the direction of the lay. (E.g., rightlay, clockwise, etc.).

Uncoil a new bail counterclockwise to avoidkinds.

Natural 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 times thestrength 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.-== era-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 layed up in oppositedirection as strands of rope.

2. Wire Core (I.W.Ft.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. SOO Working Load in Tons = (Dia.)2 x 40Safety Factor.Safety Factors = Slings = 8

Non rotating lines 8

Cranes and Derricks = 6

Derrick Guys = 5

Hoisting Tackle = 5

Guy Lines = 3.5

Broken Wires = Unsafe when 4% of totalwires in the rope are broken within thelength of one rope lay.

L7. Choker Stress

W x = TN V

N = Number of ChokersW = Weight of load in poundsV = Vertical distance in feetL = Choker leg length, in feetT = Tension, in pounds

8. Sheaves The critical diameter of a

sheave is 20 times the diameter of the rope.

42u

414 =

1 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 =.2518 x (A + B) x A x C. (in inches)

Rope Dia.2

11. 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 =-= S.W.L. in tons = (Dia:)2 where

hook begins to curve or Diameter of eye ininches 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 Buckles S.W.L. in tons = bolt (Dia.)2x 3:

ESTIMATING WEIGHT OF STRUCTURAL,STEEL: (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 10 (All measurements in irches.)

3(Angles, Tees, or Wide Flange Beams 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 first class condition can be consideredsafe to support the weight of an averao 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 vertical plane. Power issupplied by hand operated or engine drivenhoiStt. 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 cop-nected to the top of the mast (Figure 7-105). Thestruts are spread apart 60°-90° to provide sup-port in two directions and are attached to sillsextending from the bottom of tl-a mast. The mastis mounted on vertical pins at its foot arid 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.

4 9


Mast Gudgeon Pin.

TopMast Bail

Rooster Sheavefor Clamshell Work

COY Lines

Guy

Lines

Boom RaisingLine to Hoist

Boom Bail

BooniGuide Sheaves

Mast

BullwheelGuide Sheaves

Boom Brace Rods

Lower MastGuide Sheaves

Lower MastSheaves

Bol !wheel

Mast Bottom

Step

Step Sill Sheaves

Figure 7104. Sections of a Guy Derrick

A stiff leg derrick equipped with tt boom issuitable for yard use for unloading and trans-ferring material whenever continuousoperations are carried on within reach of its

Boom

Hoist Line

Fall Block;s,and Hook

boom. 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.

422

416 -

Stiff Leg

Mast Bail

Mast Top

Boom Lines-%

BOOM Bail

Figure 7-105. Stiff Leg Derr lel(

Guide SheaveSill

BulliiheelGuide Sheaves

Splice

-iv-- Bull WheelMast Bottom

Mast Step

Splice

Block and Hook

Boom Bail

Boom Line7.71.7er...".........-....aTs-,+;_s,.:. i7

HoistLine

Boom

Guide Sheaves

Stiff Leg

Gudgeon Pin

Mast Bail-_Upper Mast

Sheave

Lower MastGuide Sheaves

Lower Mast _-

Sheaves

Stiff _Step

Bullwheel

Mast Bottom

Boom

Block and Hook

Boom Brace Rods

Figure 7-106. Section of Stiff Leg Derrick with Long Sills

4 9

=, 417 .=

Rigging and Erection

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 secion or a built up section consisting ofangles and lacing bars. The load may be hoistedby hand tackle or by hand or engine drivenhoists:

Agin 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 t Using any suitable scale, draw a

sketch 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

418 -

Figure 7-108: Determining the Kick at theHeel of a Gin Pole

Measure the length VX; 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 bolting throughthe 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 from

the 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. thosemounted on metal tracks (Figure 7-110) and 2,those mounted on rubber tires (Figure 7:111).Figure 7-112 illustrates the parts of a mobile

crane.

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, raised

or 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

- 419 =Rigging and Erection

Figure 7-111. Mobile Crane on Tires

Yoke

Boom Line

Pennents

Jib Lines

Jib

Gantry

Main Line

Whip Li ne

Boom Stoppers

Topping h ft

Boom Gantry

Cab

Headache

Ball

Counter Weight

Mai n Load Block

Figure 7-112. Parts of a Mobile Crane

Radius

= 420 =

J"

mr11111i

IKOM-

.

-e

-,11-1-.a

arr.HYDRAULIC BOOM

.,,-404 I

- V.!

CONVENTIONAL BOOM

Figure 7-113. Crane Booms4;9 ---

heavy or exceptionally hic h lifts are involved,the conventional boom is i sed. Where the loadsare lighter and more setups are required forshorter lifts, the hydraulic b.:Jam 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-

HIGHLIFTmarover

1W-

74

Figure 7-114. Crane Arriving on The Job,Raising Gantry to Operating Position


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

INSTALL FLOAT PADS

NV.INSTALLING REAR COUNTERWEIGHT WITH SECOND RIG

Figure 7-115. Floatpads and Counterweights

job location. Crane assembly at the jobsite fallswithin the jurisdiction of the erection Boiler-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.

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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.4. 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.

- 422 -

MOVING BOOM OFF TRUCK

POSITIONING FOR PINNING

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INSERTING TOP PINS FIRST

Figure 7-116. Assembling the Boom

INSERTING BOTTOM PINS

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PINS SECURED BY COTTER PIN

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JOINING OTHER SECTIONS

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YOKE READIED FOR PENDANT LINES

PENDANT LINES ATTACHED

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MAIN LINE REEVED TO MAIN BLOCK

Figure 7-117. Attaching the Lines

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WEDGE SOCKET ATTACHED TO MAIN BLOCKS

TERMINAL END OF MAIN LINE FITTED TO WEDGE SOCKET

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424 -

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Figure 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 rated capacity, the machine mustbe levelled, outriggers fully extendedand all rubber off the ground.

e. Be aware of all power lines in the areawhere the crane is spotted.

3. Know 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.Always use a tag line to control Me 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 worker 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.

0 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 astationary object with only enough tensionto immobilize the boom.

= 425 =Rigging and Erection

Standard Hand Signals for ControllingCrane Operations, Crawler, Locomotive and Truck Cranes

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HOIST With forearm vertical.forefinger pointing up. move

. hand in small horizontal circles.

ILOWER. With arm extendeddownward. forefinger pointingdown. move hand in smallhorizontal circles.

USE MAIN HOIST. Tap fist onhead; then use regular signalS.

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II iUSE_WHIPLINE. (AuxiliaryHoist). Tap elbow with onehand: then use regular signals.

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RAISE BOOM. Arm extended.fingers closed. thumb pointingupward.

LOWER BOOM. Arm_exiended.fingers closed. thumb pointingdownward.

MOVEto giveplacefront _of_Signal._example).

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SLOWLY. Use one handany motion signal and

other harid motionless inhand giving the motion

(Hoist slowly shown as

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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.

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RAISE THE BOOM AND LOWERLOAD. AIM extended, fingersclosed. thumb_pointing upward.other arm bent_ Slightly withforefinger pointing downrotate hand in horizontal

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Figure 7-119. Crane Signals 432

- 426 -

Standatd Hand Signals for ControllingCrane Operations) Crawler, Locomotive and Truck Cranes

SWING Arm eitended.point with finger in dired-lion of swing of boom

STOP Both arms outstretchedat sides horizontally.fingers outstretched.

TRAVEL. Arm extended forward.hand open. and _lightly raised.make pushing, motion indirection of travel.

DOG EVERYTHING. Clasp handsin front of body.

TRAVEL._ (Both Tracks), Useboth _fists in front of body.making a circular motion abouteach other. indicating directionof travel: forward or backward(For crawler cranes only.)

TRAVEL (One Tradk) Lock the trackon side indicated by raised fist.Travel opposite track in direction indicated by circular MOtion_Of otherfist, rotated vertically in front ofbody (For craWler cranes only.)

EXTEND BOOM. (Tele-scoping Booms). Both fistsin front of body with thumbspointing outward. One handsignal may be used.

RETRACT BOOM.SCOping Booms). Both fists_in front Of body with thumbspointing toward_ each other.One hand signal may beused:

Figure 7-119. Crane Signals (continued)

Rigging and Erection= 427 -

Standard Hand Signals for ControllingCrane Operations; Crawler, Locomotive and Truck Cranes

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HOIST With forearm vertical.forefinger pointing up. move-hand in small horizontal circles.

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LOWER. With arm extendeddownward. forefinger pointingdown. move hand in smallhorizontal circles.

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BRIDGE TRAVEL. Arm extendedforward. hand open and Slightlyraised. make pushing motionin direction of travel:

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TROLLEY TRAVEL. Palm up.fingers closed. thumb pointingin direction of motion. jerkhand horizontally.

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STOP: Both arms outstretchedat the sides horizontally.fingers outstretched.

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MAGNET IS DISCONNECTED.Crane operator _spreads bothhands apart palms up.

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MOVE SLOWLY: Use one hand togive any motion signal and placeother hand motionless in .front ofhand giving the motion signal.(HoiSt Slowly shown as example.)

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MULTIPLE TKILLEYS. Hold up onefinger for block marked -1- andtwo fingers for block marked"2". Regular signals follow.

Figure 7-119. Crane Signals (continued)

428 -

Standard Hand Signals for ControllingCrane Operations, Overhead and Gantry Cranes

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MAGNET IS DISCONNECTED.Crane operator spreads bothhands apart palms up.

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OPEN CLAM SHELL BUCKET.Arm extended. palm down.open hand.

CLOSE CLAM SHELL BUCKET.Arm extended. palm down.close hand.

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BOOM DOWN ANDRAISE THE LOADOne hand.

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BOOM UP AND LOWERTHE LOAD. One hand.

HOISLSLO_WLY TO CLEARFOULED LINE. Hands crossedin front. above shoulders.fingers relaxed.

STOP One hand.

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WHIP LINE. One hand.

Figure 7-11S. Crane Signals (continued)

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