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DOCUMENT RESUME

ED 234 267 CE 037 084

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

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

REPORT NO ISBN-0-7719-9259-9PUB DATE 83NOTE 390p.; 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 PRICEDESCRIPTORS

MP01/PC16 Plus Postage.Behavioral Objectives; Bibliographi es; *CareerEducation; Cooperative Education; CourseDescriptions; Curriculum Guides; Engineering Drawing;High Schools; Learning Activities; Learning Modules;*Metal Industry; Metallurgy; Metals; Metal Working;Postsecondary'Education; Program Descriptions;Safety; Secondary Education; *Sheet Metal Work; Tradeand Industrial Education; *Welding

ABSTRACTThis curriculum outline provides secondary and

postsecondary instructors with detailed information on studentlearning outcomes for completion of the sheet 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 general aims are cited. Modulesconsist of these components: goal statements, learning outcomes, andstudent activities to support the learning outcomes. Topics coveredin the 18 units in the grade 11 program and the 12 units in the grade12 program include cooperative career preparation; shop practice,human relations, and safety; technical reading, writing, andreporting; fasteners; tools and equipment; mechanical drawing;soldering; gas welding; oxyacetylene welding; brazing, and cutting;shielded metal arc welding; metallurgy; power saws, shapers, andmilling machines; hot metals; grinding, polishing, and surfacefinishing; drilling, reaming, and tapping; lathes; basic drawing;applied mathematics; layout and fabrication; parallel and radial linedevelopment; triangulation; and rigging and material handling.Section four contains resource projects and a chapter on rigging anderection. (YLB)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. ************************************************************************

CARE PREPARATION PROGRAM

CURRICULUM GUIDE FOR

METAL FABRICATION SHEET METAL

PROVINCE OF BRITISH COLUMBIA

MINISTRY OF EDUCATION

U.S. DEPARTMENT OF EDUCATIONtN TIONAL INSTITUTE OF EDUCATIONED CATIONAL RESOURCES INFORMATION

CENTER (ERIC)This document has been reproduced _ asreceived from the person or organizationoriginating it.Minor changes have been made to improvereproduction quality.

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

1983

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

CURRICULUM DEVELOPMENT BRANCH

MINISTRY OF EDUCATION; PROVINCE OF BRITISH COLUISIAi CANADA

No part of thit publication may be reproduced in any formwithout perrnissiot, in writing from the publisher.

2

Canadian Cataloguing in Publication DataMain entry under title!Career preparation_ program curriculum guide for metal

fabrication, sheet metal

Cover title.ISBN 0-7719-9259-9

1. Sheet-metal work - Outlines, syllabi, etc.

2. Sheet-metal work - Vocational guidance -Britisla Columbia - Outlines, syllabi, etc. I.

British Columbia. Schools Dept. Curriculum

Development Branch.

TS250.C37 671.0712711 C83-092200-8

ACKNOWLEDGEMENTS

8 The Ministry of Education gratefully acknailedges 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 Zuyetz Cariboo College, Kamloops

o The Ministry of Education personnel involved in this project was:

Ken Douglas

The B;C; Teachers Federation and those numerous persons it

the field 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 41

MODULE 1.04 - WORKING CONDITIONS AND LABOURLEGISLATION 43

MODULE 1.05 - J03 SEARCH SKILLS AND JOB INTERVIEWS 44

MODULE 1.06 = FIELD TRIPS AND RESOURCE SPEAKERS . 46

MODULE 1.07 - EDUCATIONAL REQUIREMENTS FOR CAREERPLANNING 47

- vi -

PAGE

UNIT 2.0 - SHOP PRACTICES, HUMAN RELATIONS AND SAFETYPROCEDURES 48

MODULE 2.01 - SHOP RULES AND PRACTICES 4d

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 - TECHNICAL - READING, WRITING AND REPORTING . 57

MODULE 3.01 - TECHNICAL REPORTS AND WORK SHEETS . . 57

UNIT 4.0 - FASTENERS 59

MODULE 4.01 . TYPES OF FASTENERS 59

UNIT 5.0 - TOOLS AND EQUIPMENT 61

MODULE 5.01 - USE AND CARE OF HAND TOOLS- 61

MODULE 5.02 - MEASURING TOOLS 62

MODULE 5.03 - LAYOUT TOOLS- 65

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

UNIT 6.0 - MECHANICAL DRAWING CONCEPTS 69

MODULE 6.01 - BASIC CONCEPTS 69

MODULE 6.02 - MEASUREMENT 71

MODULE 6.03 - PICTORIAL DRAWINGS 72

MODULE 6.04 - ORTHOGRAPHIC DRAWINGS 73

MODULE 6.05 - CONVENTIONAL LINES AND SYMBOLS 75

MODULE 6.06 - CONVENTIONAL CONCEPTS 77

6

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PAGE

UNIT 7.0 - SOFT AND SILVER SOLDERING 80

MODULE 7.01 - SOFT SOLDER 80

MODULE 7.02 - SOFT SOLDER APPLICATION 82

MODULE 7.03 - SILVER SOLDER 83

UNIT 8.0 - GAS WELDING OPERATIONS 84

MODULE 8.01 - WELDING SAFETY PRACTICES 84

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

MODULE 8.03 - HANDLING AND OPERATING OXY-ACETYLENEEQUIPMENT 86

MODULE 8.04 - ASSEMBLY OF OXY-ACETYLENE EQUIPMENT . 87

MODULE 8.05 - TESTING FOR LEAKS 88

MODULE 8.06 - CORRECTLY LIGHT AND SHUT DOWN THEOXY-ACETYLENE UNIT 89

MODULE 8.07 - TORCH LINE EXPLOSIONS 90

MODULE 8.08 - FIRE PREVENTION . . . . .. . .... 91

MODULE 8.09 - FIRE EXTINGUISHERS 92

MODULE 8.10 -VENTILATION 93

MODULE 8.11 - WELDING AND CUTTING CONTAINERS' 94

MODULE 8.12 - PROTECTIVE EQUIPMENT 95

UNIT 9.0 - OXY-ACETYLENE EQUIPMENT 96

MODULE 9.01 - OXY-ACETYLENE WELDING EQUIPMENTPROCESSES AND APPLICATIONS 96

MODULE 9.02 - CONSTRUCTION OF OXYGEN AND FUELGAS CYLINDERS 97

MODULE 9.03 - CONSTRUCTION OF PRESSURE REGULATORS . 98

PAGE

MODULE 9.04 - OXYGEN AND FUEL GAS HOSE 99

MODULE 9.05 - OXY-ACETYLENE TORCHES . . . . . . . . 1 0 0

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 (0 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

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


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

MODULE 15

MODULE 15

MODULE 15

MODULE 15

MODULE 15

UNIT 16.0 -

MODULE 16

MODULE 16

MODULE 16

MODULE 16

MODULE 16

UNIT 17.0 -

MODULE 17.

MODULE 17.

MODULE 17.

MODULE 17.

PAGE

.06 - APPLIED GEOMETRY 160

. 07 - SIMPLE PATTERN LAYOUT 162

.08 - PARALLEL LINE DEVELOPMENT 163

. 09 = RADIAL LINE DEVELOPMENT 164

.10 - HEAVY GAUGE AND STRUCTURAL FABRICATION 165

GRINDING, POLISHING AND'SURFACE FINISHING . 166

.01 = GRINDING MACHINES 166

.02 = SAFETY PRECAUTIONS 167

. 03 = BUFFING AND POLISHING 168

. 04 - PAINTING 169

.05 - PLATING AND COLOURING METAL SURFACES 170

DRILLING, REAMING, TAPPING. . . . 171

01 - DRILLING MACHINES- 171

02 - DRILLING MACHINES- 172

03 - REAMING 174

04 - TAPS AND DIES 175

LATHES 176

01 - LATHE NOMENCLATURE 176

02 - WORK HOLDING 177

03 - LATHE CUTTING TOOLS 178

04 - FEEDS AND SPEEDS 179

05 - OPERATIONS 180

UNIT 18.0 -

MODULE 18.

MODULE 18.

MODULE 18.

MODULE 18.

MODULE 18.

PAGE

SECTION THREE - C P 12 - SHEET METAL AND PLATE FABRICATION . . 189

UNIT 1.0 - COOPERATIVE CAREER PREPARATION (COMMUNITY BASED). 190

MODULE 1.01 - SCOPE OF THE SHEET METAL INDUSTRY 190

MODULE 1.02 - PREPLACEMENT ROUTINE 192

MODULE 1.03 - PLACEMENT (EXTERNAL TO SCHOOL) 193

MODULE 1.04 = POSTPLACEMENT ROUTINE 194

MODULE 1.05 = STUDENT REPORTING PROCESS 195

MODULE 1.06 = LETTER OF THANKS TO EMPLOYER 196

UNIT 2.0 - SHOP SAFETY AND BASIC PROCEDURES 197

MODULE 2.01 - REVIEW OF SAFETY PROCEDURES 197

MODULE 2.02 - REVIEW OF EMERGENCY PROCEDURES - FIRE ANDMEDICAL 199

MODULE 2.03 - TRADE PRACTICE, THE WORK ENVIRONMENT ANDCUSTOMER RELATIONS 201

UNIT 3.0 - MATERIALS USED IN THE INDUSTRY 204

MODULE 3.01 - PHYSICAL PROPERTIES OF METALS 204

MODULE 3.02 - CHARACTERISTICS AND USES OF COMMON SHEET,PERFORATED AND SCREEN METALS 205

MODULE 3.03 - SIZING METHODS USED WITH SHEET AND PLATE . 207

MODULE 3.04 - SECTIONAL SHAPES AND SIZES OF EXTRUDEDMETALS 208

UNIT 4.0 - BASIC DRAWING, GEOMETRY, AND APPLIEDMATHEMATICAL CONCEPTS 209

MODULE 4.01 - MECHANICAL ARCHITECTURAL DRAWING CONCEPTS. 209

MODULE 4.02 - APPLIED GEOMETRY 211

MODULE 4.03 - APPLIED MATHEMATICS 213

PAGE

UNIT 5.0 - HAND AND MACHINE TOOLS OF THE SHEET METALINDUSTRY 215



UNIT 6.0 - SOFT SOLDERING 220

MODULE 6.01 - SOLDERING TECHNIQUES 220

UNIT 7.0 - BASIC LAYOUT AND FABRICATION 222

MODULF 7.01 - PATTERN DEVELOPMENT OF REGULAR SQUARE,RECTANGULAR, CIRCULAR, AND SEMICIRCULARPRISMS 222

MODULE 7.02 - LAYOUT AND FABRICATION OF PANS ANDRECTANGULAR CONTAINERS 224

MODULE 7.03 - LAYOUT AND FABRICATION OF CYLINDRICALJOBS 226

UNIT 8.0 - B'1SIC VENTILATION FITTINGS 227

MODULE 8.01 - LAYOUT AND FABRICATION OF BASICVENTILATION FITTINGS AND JOINTS 227

UNIT 9.0 - PARALLEL LINE DEVELOPMENT 229

MODULE 9.01 = FUNDAMENTALS OF PARALLEL LINE DEVELOPMENT. 229

MODULE 9.02 - ROUND PIPE ELBOWS 231

MODULE 9.03 - ROUND PIPE TEES AND BRANCHES 232

MODULE 9.04 - ROUND PIPE OFFSETS 233

UNIT 10.0 - RADIAL LINE DEVELOPMENT 234

MODULE 10.01 - FUNDAMENTALS OF RADIAL LINE DEVELOPMENT . 234

MODULE 10.02 - LAY OUT AND FABRICATE JOBS BASED ONRADIAL LINE DEVELOPMENT 236

PAGE

UNIT 11.0 - TRIANGULATION 238

MODULE 11.01 - TRIANGULATION FUNDAMENTALS 238

MODULE 11.02 - LAYOUT AND FABRICATION OF JOBS REQUIRINGDEVELOPMENT BY TRIANGULATION 240

UNIT 12.0 - RIGGING AND MATERIAL HANDLING 242

MODULE 12.01 - SAFETY REGULATIONS ON RIGGING 242

MODULE 12.02 - MATERIAL HANDLING EQUIPMENT 245

SECTION FOUR RESOURCE MATERIAL 249

INTRODUCTION

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

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PAGE

SECTION_ONE PROGRAM OVERVIEW

PART 1.0 - AIMS OF EDUCATION 7

PART 2.0 - SECONDARY SCHOOL PHILOSOPHY 8

PART 3.0 - CAREER PREPARATION PROGRAMS 9

PART 4.0 - GOALS OF CAREER PREPARATION PROGRAMS 15

PART 5.0 - ORGANIZATION 17

PART 6.0 - EVALUATION 22

7

PART 1.0 AIMS OF EDUCATION

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

Central to 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 re4onsibility implies an obligation to go beyondthe provision of a learning opportunity and to link instruction andlearning through activities that make it possible for the pupil tobecome a purposeful, effective and competent learner. Students shouldbe encouraged to develop a sustained interest in learning and a con-fidence in their ability to learn by the realization that any studybecomes effective through an orderly and sustained approach.

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

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

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

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 withintheir abilities. Motivation of adolescents to maintain -a positiveattitude with commitment to their studies is a challenging task forteachers. Students need educational experiences that will help themto cope with their responsibilities in society; to prepare for furthereducation at a college, Provincial institute or university; and/or toenter employment with a marketable skill.

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

a. provide opportUnitiet fOr_all students to achieve a maximum ofgeneral and basic preparatory education,

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

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

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

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

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

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

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

18

9

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 toincrease their awareness of career planning leading to vocationalchoices. The general education acquired through the public schoolsystem should complement the personal and intellectual development ofindividuals for success in the world of work.

Occupational needs are never static and students should have theopportunity to increase their awareness of the world of work whileattending public schools. The influence of modern technology hasaltered individual and family lifestyles and many students recognizethe need for preparatory training that will lead toward success in avocation of their choice. This increased emphasis on education andtraining will help students to understand the 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?

The last question is being partially answered through Career PreparationPrograms. Students who enroll in a career preparation program will gaina broad overview of a particular industry and ,;;11 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 toensure 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 theBritish 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 andtalents with new applications and a wider variety of resources.

_The career preparation programs in British Columbia senior secondaryschools are designed to provide students with options that 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 capacityand career preparation programs will assist students to recognizecurrent occupational practices and the avenues for advancement toward

ca--nr goals. From these experiences, students can be encouraged to

rec. ize the spectrum of employment within an occupational cluster.

20

3.2 Core Curriculum

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

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

3.3 Responsibility of the School Staff

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

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

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

21.

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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 and

the 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 visitztions to the training station to assess this

learning 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 sheJld 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 leading

to graduation from a senior secondary school with advanced admission to

a post-secondary program and/or direct entry to employment. Requirementsto complete a program consists of six approved specialty courses (includ-ing cooperative career preparation studies) together with prescribedconstant courses and electives to meet the criteria for secondary school

graduation 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.

22

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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'stucies for the whole school district.

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

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

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

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

3.5 Definition of Curriculum Terms

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

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

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

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

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

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

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

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

- 15 -

PART 4.0 GOALS OF CAREER PREPARATION PROGRAMS

4.1 Review Process

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

a. There was a need to undertake a more efficient and relevantuse of student time for 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 onVocational, Technical and Trades Training in British Columbia,(1977) that more effective vocational training was needed ingrades 11 and 12 to adequately prepare some students for directentry into the work force.

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

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

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

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

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

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

f. the funding arrangements for the pilot project would providethe information necessary to establish a rational system offunding if the projects are extended to the whole province;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 seconda`ry school and teachers and thepost-secondary institutions and instructors.

25

- 16 -

4.2 Recommendations

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

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

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

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

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

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

4.3 Student Outcomes

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

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

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

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

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

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

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

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

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

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

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

26

PART 5.0 ORGANIZATION

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

5.1 Goals and Outcomes_

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

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

5.2 Program Requirements

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

Courses in the sample outline that follows for a student program ingrades 11 and 12 should be regarded as the basic requirements forgraduation with a career preparation specialty. There will be situationswhere it will be necessany, 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.

- 18 -

CAREER PREPARATION PROGRAM FOR

METAL FABRICATION

CONSTANTS English 11(4) English 12

SOcial Studies 11Physical and Health Education 11

SPECIALTY C P 11 Metal Fabrication )

(6) C P 11 Metal Fabrication )

C P 11 Metal Fabrication )Minimum) of

C P 12 Metal Fabrication) Machinist Training) 700C P 12 Metal Fabrication) Sheet Metal ) hours

C 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.

28

-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 ami an orientation to the organiza-tion of business and labour will be an integral part of the learningprocess.

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

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

In addition to Workers' Compensation Board coverage for school arrangedcoopei-ative career preparation with an employer, a student or theirparents may choose to purchase personal accident insurance. Any studentunder the age of majority requires parent or guardian.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 Committee&

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 fcrmal 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 ara 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 ofexperient:d1 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.

31

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

6.2 Determination of Performance Criteria

Part of the learning process concerns the evaluation process andvarious methods may be used by teachers to determine the progressof students. Teacher strategies will be employed ib 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 teststhat will require the professional expertise of the teacher to assessperformance levels. There are at least six evaluation proceduresthat teachers may apply to assess student progress toward the learn-ing outcomes in this curriculum guide.

A bank of evaluation resource materials, including curriculumreferenced tests and procedures for evaluating manipulative skills,will be developed and made available on a provincial basis to assistthe classroom teacher and to serve as external benchmarks. At thesarre time, within the six categories Nelow, 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- Questionnairefopinionnaire instrument (on reactions from

- -

cooperative 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 performance,

- Goa.; 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.

34

PROGRAM:

COURSE/UNIT:

MODULES:

Can you test the

performance

level?

What activities

will support the

desired

performance?

General Aims and Purpose

General Aim General Aim General Aim

Goal Statements

Learning Student

Outcomes Activities

)

11011MIIMMENMi

Directly related

to learning

outcome

statements

Criterion Criterion

Referenced

Tests Tests

Referenced

Goal Statements

Learning Student

Outcomes Activities

General Aim

Goal Statements

Learning Student

Outcomes Activities

Criterion

Referenced

Tests

Criterion

Referenced

Tests

Criterion

Referenced

Tests

36

Section TwoCP 11 Metal Fabrication

CAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREER.cAREER'CAREERCAREERCAREER,AREERCAREER

PREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARAtION:PREPARATION.PREPARATIONPREPARATIONpREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATION

4

..,PROGRA

PI:100RAPROGRA_

PRQ,GRAPPIOGRA

PROGRA_ _ _

"PROGRA. - _

PROGRA...PROGRAOFIOG.RAPROGRA'

-29-

PAGE

SECTION TWO - C P 11 - METAL FABRICATION 35

UNIT 1. 0 COOPERATIVE CAREER PREPARATION (SCHOOLBASED) 36

.01 - CAREER DEVELOPMENT AND COMMUNICATION. 37

.02 - WORK ETHIC AND WORK OBSERVATION . . . . 40

.03 - ORGANIZATIONAL STRUCTURES AND ROLE OFMANAGEMENT AND LABOUR 41

.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

MODULE 2.01 - SHOP RULES AND PRACTICES

MODULE 2.02 - HUMAN RELATIONS AND PERSONAL ATTRIBUTES

MODULE 2.03 - GENERAL SHOP ADMINISTRATION

MODULE 2.04 - EMERGENCY PROCEDURES (FIRE AND MEDICALROUTINES) 55

UNIT 3.0 - TOOLS AND EQUIPMENT 57

3.0.1 - USE AND CARE OF HAND TOOLS 57

3.02 - MEASURING TOOLS 58

3.03 - LAYOUT TOOLS 61

3.04 - USE AND CARE OF PORTABLE POWER TOOLSAND ACCESSORIES

MODULE 1

MODULE 1

MODULE 1

MODULE 1

48

48

51

54

MODULE

MODULE

MODULE

MODULE64

-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

39

- 31 -

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 - OXY-ACETYLENE WELDING EQUIPMENTPROCESSES AND APPLICATIONS

PAGE

90

91

92

93

94

95

96

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 9.0o - 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

4u

-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 - -RAZE WELDING 114








MODULE 10.19 - GAS CUTTING OXY-FUELCUTTING-ACETYLENE 126

UNIT 11.0 - SHIELDED METAL ARC WELDING 130

MODULE 11.01 - FUNDAMENTALS OF ARC WELDING 130

MODULE 11.02 - ARC WELDING SAFETY 132

MODULE 11.03 - ARC WELDING EXERCISES 134

UNIT 12.0 - METALLURGY 139

MODULE 12.01 - FERROUS METALS 139

MODULE 12.02 - NON-FERROUS METALS 142

MODULE 12.03 - WELDABILITY OF STEELS 143

MODULE 12.04 - HEAT TREATMENT 144

MODULE 12.05 - SHAPES OF METALS 145

41

=33=

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

MODULE 13.01 - POWER SAWS

MODULE 13.02 - SHAPERS

PAGE

; .146

146

148

MODULE 13.03 - MILLING MACHINES (VERTICAL,

UNIT 14.0 - HOT METALS

MODULE 14.01 - TOOLS AND EQUIPMENT

HORIZONTAL) 149

151

151

152

153

156

SHEET METAL TRADES 156

SHOP 157

158

159

160

161

163

164

165

166

FINISHING 167

167

168

169

170

171

MODULE 14.02 - FORGING AND BENDING

MODULE 14.03 - FOUNDRY

UNIT 15.0 - INTRODUCTION TO SHEET METAL

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

MODULE

15.01 -

15.02

15.03 -

15.04 -

15.05

SAFETY IN THE SHEET METAL

COMMON SHEET METALS

HAND TOOLS

SHEET METAL MACHINES

15.06 = APPLIED GEOMETRY

15.07 - SIMPLE PATTERN LAYOUT

15.08 - HEAVY GAUGE AND STRUCTURAL FABRICATION

15.09 - RADIAL LINE DEVELOPMENT

15.10 - HEAVY GAUGE AND STRUCTURAL FABRICATION

UNIT 16.0 -

MODULE 16.

MODULE 16.

MODULE 16.

MODULE 16;

MODULE 16.

GRINDING, POLISHING AND SURFACE

01 - GRINDING MACHINES

02 - SAFETY PRECAUTIONS

03 - BUFFING AND POLISHING

04 - PAINTING

05 - PLATING AND COLOURING METAL SURFACES

42

-34-

PAGE

UNIT 17.0 - DRILLING, REAMING, TAPPING 172

MODULE 17.01 - DRILLING MACHINES 172

MODULE 17.02 - DRILLING MACHINES 173

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

4

-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 apost-secondary college or provincial institute. Part of the programinduces 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;

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

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

g. continuing education opportunities at various post-secondaryinstitutions;

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

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

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

-36-

UNIT 1.0 COOPERATIVE CAREER PREPARATION (SCHOOL BASED)

Career planning and_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, ande. become aware of educational requirements for particular careers.

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

General -Aims-

The student will:

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

b. develop skills and abilities that are needed for employment in a

career field of the student's choice,c. be prepared to enter the world of work with an increased measure

of competence,d. develop respect for other people and the work_that they do,e; develop a systematic approach to solving prOblemsif. 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 this module are designed to help eachstudent:

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

occupations;c. develop a relationship_ between immediate experiences and

decisions that influence their evolving career_develOpment;understand factors that influence the choice of a vocation orprofession;

. develop suitable; realistic and personally detirable careergoals;

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

g. gainexperiences in decision-making Skillt;_h. understand communication processes and barriers;". learn and practice good work habits for employment situations;

acquire skills in writing reports in a tpecified format.

Learning Outcomes Student Activities

The student should be able to:

1.01.01

identify reasons that lead peopleto work

1.01.02

analyze and list tentativevocational choicet in the metaltrades

- machinist- millwright- tool and die maker- machinitt 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 ,.^cational familygrouping occupations

46

-38.=

- blacksmith and farrier- foundry worker- production fabricator- auto body man- refrigeration mechanic- saw filing fitter- aircraft sheet metal worker- gas fitter- oil burner mechanic- roofer

1;01;03

analyze factors to consider incareer selection

1.01.04

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

1.01.05

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

1.01.06

practice communication skills inan employment situation

1.01.07

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

= 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 personal

= analyze qualifications forjob entry

= use examples from industry

= view films or readexamples and reactdiscuss importance ofclear communication

- 39-

1.01.08

participate and use communicationSkills in group interactionsituations

1.01._0_9

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

participate and use communicationskills in group interactionsituations

prepare a brief report or memofrom prepared examples ofoccupational situations

1.01.14

prepare a report of a worksituation in school

- participate in small andlarge group discussions

- listen to instructions andrestate them accuratelyand interpret them

- react_to problemsituations

- discuss communicationtechniques to resolve aproblem situation

-'WOrk_With other ttudenttin clatt

- 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' ih_telatfoh to the economy,b. provide each_student with various MethOdt of cOndUcting

observation (shadowing) session; andc. increase the stUdent'S ability to interview and gather

information from people.

Learning OutcOMet Student Activities


1.02.01

describe positive work habits andattitudes

1.02._02

conduct a informational gatheringanalysis of a particularoccupation

1.02.03

prepare a brief oral report on aselected career that outlinesadvantages and disadvantages foremployment in the field

1.02_04

list the safety factors that arecritical to a particular job

1.02.05

list training requirements forthree specific careers in area ofinterest

class discussion- discuss job/career

satisfaction

- discuss the nature of worktasks and social skills

- examine the impact oftechnology change

- review social and economicaspects of variousoccupations

- examine present and futuredemands for employment inparticular jobs.

- consider training needs- discuss "external"dangers; and jobs withhigh degree of risk inmaintenance, e.g. minesites

- research importance of"safety attitude"

- categorize "risk" factors

- use related resourceinformation and sources ofcareer information

49

-41 -

MODULE 1.03 ORGANIZATIONAL STRUCTURES AND ROLE OFMANAGEMENT AND LABOUR

Goal Statements

The learning experiences in this module are designed to:

a. help each_StUdent relate individual jobs to variousorganizational structures;

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

C. help each student to understand the fUnction and responsibilityof management,

d. help the student recognize the role of the labour organizationsin company operations,

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

f. provide the student with a brief overview of the process ofcontract negotiations;_

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

h. provide information that outlines the ..-.OntribUtiOn Of thelabour movement to the social and economic growth of thecountry; and

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

Learning Outcomes


1._41;01

prepare a chart to outline atypical company organization

1.03.02

compare the essential differencesbetween management roles andworkers

1.03.03

list some of the attributes of amanager and a leader

Student Activities

- discuss the importance ofvarious roles in_a company

- review organizational plan

for small and largecompanies, identify"essential" positions

5u

-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 labourmat*et in a career field andproject conditions that wouldaffect theM

1.03.08

list the procedures to be followedin a grievance procedure

1.03.09

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

1.03.10

describe backgrLiund fordevelopments in the labourmovement

1.03.11

make a floW chart on the labourorganizational structure.

- discuss social andconsumer goals and needs

- group discussions andguest speaker

- discuss with resourcespeakers

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

- use resource people fromlabour organizations

- review prepared materials- read case studies (print,

tape)

- discuss handouts and films

- group discussions andactivities

- 43 -

MODULE 1.04 WORKING CONDITIONS AND LABOUR LEGISLATION

Goal Statements

The learning experiences in this module are designed to help each

student:

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

,

b. become aware of employee/employer rights under legislation,c. develop an awareness of thelegislative process and laws that

protect_employee rights, and. 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 employeepunctuality 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-GS

analyze desirable andnon-desirable considerations thatrelate to a specific geographicallocation for employment

= differentiate betweenrouting maintenance andcareless breakage

- discuss differentoccupational requirements

= discuss labour lawsrelate concept of overtimeto salary

- practice completion ofbasic forms that employeesuse

- calculate salary by day,Week, month and year

- discuss particular jobs inurban, rural and remoteareas

52

- 44 -

MODULE 1.05 JOB SEARCH SKILLS AND JOB INTERVIEWS

Goal _Statements


a: become familiar with a disciplined and methOdical approach tothe job search process,

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

c. analyze some_non7traditiOnal job search tkillS,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.

Learning Outcomet

The student should be able to

1.05.01

identify the 'hidden' job market - review methods used bypeople to find jobs

Student Activities

1.05.02

complete two resume outlines for - use various formats,simulated situations chronological; functional,

qualifications brief- organize information in anapproved format and style

1.05.113_

draft a covering letter for resume

1.05JA

- write letters and comparewith others in class

examine procedures used to screen - discuss various companyapplicants for employment personnel procedures

IA5.05

follow detailed instructions tocomplete an application form

53

- use and complete sample

application forms

-45-

1.05.06

outline batit steps to follow forinitial contact with an employer

1.05.02

apply successful job searchtechniques

1; 05.08

list employment opportunities fora metal trades occupation from asearchof:

- newspaper classifiedsections

- personal contacts- informational interviews

(friends)- Canada Employment and

Immigration Commission

1;06;09

practice interviewing skills

1.05.10

prepare a job prospect card

- prepare a letter thatrequests 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 titlet forVarious occupations

- interpret information fromprinted employment wantads

tape a_timulated interviewsituation with otherStUdent5

= deMonttrate appropriatemanners and. etiquette

- writing letters of thankSwhere appropriate

- review examples andcomplete a sample

-46-

MODULE 1.06 FIELD TRIPS AND RESOURCE SPEAKERS

Goal Statements


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

b, involve the community in the educational career development ofstudents,



1.06.01

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

1.06.02

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

LoEm

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

1-116.04

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

- discuss procedures and actas host/hostess

- conduct interviews andmake oral report to class

- complete writtenevaluation outline

-47-

MODULE 1.07 EDUCATIONAL REQUIREMENTS FOR CAREER PLANNING

_Goal Statements


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; and

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

Learning OuttOmes Student ActivitieS


1.07.01

identify the most powerfulreinforcers to their proposedcareer choices

1.07.02

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

1_;_07_.03

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

= class discuSSions

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

- select one career fieldand prepare an eddcationalplan 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_Aim

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

MODULE 2.01 SHOP RULES AND PRACTICES

Goal Statements


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.



&Di 01

identify safety and health hazards

2;01;02

demonstrate good housekeepinghabits

2A1;03

maintain a clean and safe workarea

S I

- 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 prescribedstandards

2.01.05

identify and use proper cleaningagents

2A1;06

safely handle and store cleaningagents

2_;01_;07

describe the design, safeoperating procedures, andmaintenance for general shopequipment

2A1as

explain first 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_;0110

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

- eamino safety storageprOVided_and considerapplicable regulations

- proper cleaning andmaintenance of equipment

- discuss batit proceduresfor reporting:and_ _

disposition of injuries

- discuss the need for theuse of safety tags

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

- discuss the iMOOrtance_cW.C.B. and their role in

worker safety

-50=

2.01.12

list examples of legal protectionfor employees within Workers'Compensation Board

= discuss legal role ofW.C.B.

- consider limitations offirst aid and importanceof_adequate trainingbefore_ treating injuredpersons

5,9

-51 -

MODULE 2.02 HUMAN RELATIONS AND PERSONAL ATTRIBUTES

Goal Statements


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 andWorth;h; consider the theories of perceiving people as individuals

rather than identification:by traditional sox 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 themtelvet.

Leahii66 Obt6Oliie Student Activities


2.02.01

exhibit positive behaviour towardsother students

2.02.02

display acceptable manners in all

activities

- role playing- display approved techni-ques fdr interpersonalrelationships

- discuss need forappropriate manners

2.02.1113

demonstrate individual differencesin perception

2;02.04

complete a self-appraisal outlineon personal traits and attitudes

2.02.05

assess strengths, capabilities andWeaknettet of people

2.02.06

use particular skills necessary togather, process and act upon_information about self in relationto their environment

2.02.07

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

202013

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

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

- discuss_ importance ofpersonality, attitudes andhealth to occupations

- assess personal traits andtalentt

- 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 workingcondition:, concerningdresc

- discuss equality ofindividuals

- react to examples ofprejudice

- discuss ways to overcomediscrimination

-53-

2.02.09

identify five 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 ditcustionS

-54=

MODULE 2.03 GENERAL SHOP ADMINISTRATION

Goal Statements


a. provide_each_student with a working knowledge of fundamentalprinciples of shop systems; and

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



2;03.01

outline tool check out system inuse

Z.01;02-

recognize areas where specifictypes of work may take place

2._0103

direct responsibilities in a _

supervisory 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

63

- 55-

MODULE 2.04 EMERGENCY PROCEDURES (FIRE AND MEDICAL ROUTINES)

Goal_Statements


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

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



2;04.-01

demonstrate proper procedures forassigned emergency situations

2.04.02

distinguish_between variousclasses of fires

2.04.03

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

2.04.4

use appropriate fire_ extinguisherson different types of firet

- discuss common_ injuries- review available safetyfilms and procedures

- in group activities, usethe_correct fire fightingequipment and_describecorrect use of an oil fire(in a controlled environ-ment)

- examine_all fireextinguishers1-0-cal fire departmentinvolvement

- discuss school emergencyexit procedures

- practice prescribed exitprocedures

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

- review location$ of

extinguishers (refer tosketch of shop layout)

6

-56-

Z;04 A5

identify basic first aid pro=.cedures and telephone numbers foremergency assistance

= locate the required firstaid equipment and discussuse

- 57 -

UNIT 3. TECHNICAL - READING, WRITING AND REPORTING

General_Aim

The student should further develop skillt for readin , writingand reporting information.

MODULE 3.01 TECHNICAL REPORTS AND WORK SHEETS

Goal Statements

g 2xperiences in this module are designed to:

student read and interpret technical information,b. student ability to use English_in communication;

rage neatness-and legibility in all written work, andd. Jeielop ;be abilitiet to record and maintain accurate work



3.01.01

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 legiblenotebb-ok on activities

3.01A-4

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

t3G

58-

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 work form

- compare samples ofworksheets

- compare various formatsand assess need foraccuracy and neatness

6

-59-

UNIT 4.0 FASTENERS

GeneraLAim

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,_andd. make students -aware of the consequences of using dissimilar

metals in fasteners.



4.0-1.01

identify and classify types ofthreads according to:

a. sizeb. pitchc. thread seriesd. thread classes

S.I. metric- unifiea

Imperiale. 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 discu:4 thereasons for usingdifferent types of threads

= identify threads for avariety of fasteners froma large assortment

use pitch gauge; steelrule and calipers tomeasure bolts and nutsizes

- compare common uses ofbolts and screws

= 60-

4;01;03

identify and classify varioustypes of nuts:

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

4.01.04

identify and classify types of:flat washers

= lock washers- snap rings

4.01.05

identify and classify selftapping screws:

- type A sheetmetal screws- drive screws- head shapes

4.01.06

identify and clattify varioustypes of pins:

- cotter- spring- dowels- aligning- taper

- common use of nuts

- compare common uses ofwashers

= compare_threadconfigurations and commonuses

- compare various types anduses

- compare common uses

= 61 -

UNIT 5.0 TOOLS AND EQUIPMENT

General Aim

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

MODULE 5.01 USE AND CARE OF HARD TOOLS

Goal Statement

The learning_ experiences in this module are designed to helpstudent identify, select, use and maintain hand tools necessause in the metal tradet.



5.01.01

identify_and select appropriatehand_toblS required for use in themetal tradet

5.01.02

deMonttrate a knowledge of metricand imperial tool sizes

5.01.03

explain the constructioni_safe_handling and teChniques of handtools such as:

hammers; puncheswrenches,_ pliers

- thiSelS; fileS, hacksaw-s,drills _

- vises, claMOS

- liSt usage of hand ti

use hnd tools:- hammers, punches= chisels, pliers,wrenches

- files, hacksaws- screwdrivers- clamp, vises

- 62-

MODULE 5.02 MEASURING TOOLS

Goal Statement

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



5_02.01

state the necessi 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 gauges- thread gauges

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

- types- values of graduations- obtinable measuring

accure,cy

- 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 measuringThstruments on samplepieces

- use S.I. metric andImperial

- 63-

_5.02.03

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

- applications

5.02.04

identify the micrometer (outside,inside. i..0th) measuring tools

- components and workingprinciplesattaching 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 working

principles- holding techniques formeasuring operations

= setting and measuringcalipers at determinedValues

- handling, storing andmaintaining caliper

5.02.0_6

identify dial indicators- types- components and working

principles- obtainable measuringaccuracyhandling; storing andmaintaining dial indicators

- discuss and use instru-ments on sampl?. pieces

d-seuss and in small,.c..js use micrometers onsample pieces

- discuss and io smallgroups use verniercalipers on sample pieces.

- discuss the use of dialindicators

-64

5;_02A7

identify feeler gauges- types- overall checking rangeusing 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 operationsetting, lotking and_measuring the overall valvewith_the outside micrometer

- handling; storing andmaintaining telescopinggauges

5.02.09

identify check gauges- drill gauges- wire gauges- pitch gauges - S.I. mr4ic

- Imperial

identify calipers- outside calipers- inside calipers- hermaphrodite calipers

5.02;11

identify dividers

5.;02;12

select proper measuring devicesfor specific ',obs

- discuss and in smallgroups use feeler gaugeson sample pieces

- discuss the use of tele-scoping gauges on samplepieces

- discuss and use check_gauges where applicable

- discuss and use caliOerswhere applicable

- discuss and use :)ividers

- study and discuss thereasons and advantages of .

each instrument

study and discuss thedifferent measuring

systems

- 65 -

MODULE 5.03 LAYOUT TOOLS

Goal Statements


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

. help each student use layout tools to produce eccurate layoutsto specification.



-5 03.01

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 caliperssurface-gauge- trammels- centre punch- prick_punch_- surface plate- toolmakers clamp- vee blocks- scratch awl

= list basic layout tools

-66-

5.03.02

scribe a line parallel to a datumedge using various tools andmethods

- steel rule and scriber- combination set square and

scriber- hermaphrodite caliperssurface plate, angle plateand surface gauge

- tool makers clamp andsurface gauge

5.03-03

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

- combination square- precision square- angle plate, precisionsquare and surface gauge

5.03.04

scribe circles; 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 orprojects to include layoutactivities outlined inModules 3.03.02 to 3.03.10to specifications

-67-

5.03.06

layout equal distances withVarious toolt and methodt tospecification _

- dividers, layout equaldistances around acircumference

- dividersi trammels, layoutequal distances along ascribed line

- layout parallel lines withdividers

- layout perpendicular lineswith dividers and trammels

- bisect an angle withdividers

5_,-.J01;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

prepare a layout for drilling byprick punching, then centrepunching

5.03.10

layout a double_circle with centrelines to facilitate accuratedrilling

76

-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 presses- portable hand drills- portable hand grinders and

polishers

5.04.02

demonstrate the safe and correctuse of electrical and airpower tools

5.O4.O3

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

- study and tiscuss powertools and accessories

- discuss the effect offerrous and non-ferrousmetals on grinding wheels

- after instruction; useappropriate equipment

- review manuals andassigned materials

-69=

UNIT 6.0 MECHANICAL DRAWING CONCEPTS

General -Aim

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

MODULE 6.01 BASIC CONCEPTS

_Goal Statements

_

The learning experiences in this m are re designed to:

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

b, help the student practise gothic lettering and numberingtechniques, and_ _

c, develop skillt in sketching.



6.01.01

identify types of pencils

6.01.02

identify types of instruments andtheir use

- discuss basic types ofpencils

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

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

7B

- discuss types and uses ofinstruments

- T square- set square 300-600;

45°- triangular architects

scale- triangular engineering

scale- triangular metricscale

- irregular curves- protractor- erasing shield

= drawing paper- tape

(0 - other

- 70-

6.01.03

identify the reasons foraccuracy- neatness

6_-.01J14

perform gothic lettering andnumbering

6A1-.05_

identify the need for spacing anduse of guide lines on drawings

.6;01A6

sketch- horizontal lines- vertical lines- circles- angles

- discuss

- complete gothic letteringand numbering sheets

- discuss and practice

- discuss and completedrawing sheets

79

MODULE 6.02 MEASUREMENT

Goal Statements


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

simple components.

Learning OutcoMeS Student Activities


6.02.01

identify and use the followingtriangular scales

- architeWs scale- mechanical_engineers' scale- metric scale

6.02.02

explain the use of scaledengineering or blueprint drawings

- discuss and use each online measurement exercises

- diScus

-72-

MODULE 6.03 PICTORIAL DRAWINGS

Goal Statements


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

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



6;034,01

identify pictorial drawings

6L;113;02_

do isometric drawings- freehand sketching- with drafting instruments

6;01;03

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

6;03404

identify and sketch obliquedrawings

- cavalier- cabinet

- discuss

- discuss and completeisometric drawings

- sketch perspectivedrawings

- sketch oblique lrawings

- 73-

MODULE 6.04 ORTHOGRAPHIC DRAWINGS

Goal Statements

The learning experiences in thit mOddle are designed to:

a. help each_student_recognize and develop 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.


The student thould be able to:

6.04.01

identify orthographic drawings

6.04.02

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

6.04.03

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

LA_41_.04

complete a three-view orthographicdrawing in third angle projection

- freehand sketching- instrument drawing

- discuss

- discuss and completeone-view drawings

- discuss and completetwo-view drawings

- discuss and completethree-view orthographicdrawings

- 74 -

6.04.05

relate lines and surfaces betweenpictorial and orthographicdrawings

- discuss and completeunfinished views

- reference text (blueprintreading for industry)

- 75 -

MODULE 6.05 CONVENTIONAL LINES AND SYMBOLS

Goal Statement

The learning experiences in this module are designed to_help eachstudent read and interpret the meaning of conventional lines andsymbols used in gr4hic representation.


The student should be able tc:

6;054,01

identify basic lines used ingraphic representation

- border or visible lines- section- hidden- centre- extension= dimension- cutting plane

short break- long break= leaders- phantom- cther

6.Ct-, P2

identify basic symbols used ingranhic representation

- arrowheads- diameter symbol (D) )

= radius syMbol (R)

- countersink (CISK)cold roll steel (C.R.S.)

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

- discuss and list basiclines

discuss and list basicsymbols

- 76-

6A5.03

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 ne feeds)

- 32 high grade_machinefinish (extremelyf4ne feed on latheor mill)

- 16 high quality nuchinefinis: (surfacegrinding)very fine machinefinish (fine honingor lapping)

- 2-4 extremely smorith(extra=fine honingor lapping)

- recognize and list symbols

- 77 -

MODULE 6.06 CONVENTIONAL CONCEPTS

Goal Statements


a. help_each_student acquire_ competency in conventional conceptsof_ dimensioning and use _of symbols, _

b. help students _understand auxiliary views, andc. help each student urderttand the use of different types of

sectional views.


The study sm d be able to

6.06.01

identify material symbols- brick_

- concrete- rubble and stone- steel- wood- perforated metal- marble- coarse wire mesh- fine wire mesh- cast-iron- bronzes br.ss-

- white metal, babbit"

6.06.C2

identify schematic threadingsymbols

- external-

- discuss and list sectionlinings

- discuss

- 78-

6.06.03

select proper placement ofdimension and eo;ension lines on adraWing

6.06.04

dimensionfigures

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

- chamfers- keyways- knurls

other

6;_06J05_

identify special methods indimensioning

- baselinepoint to point

- datum- tolerancing-

- otr

6.06.06

identify the purpose of anauxiliary view

6.06.07

identify the purpose of sectionalviews

- discuss rules fordimensioning drawings

- identify the- unidirectional- aligned system

- discuss and completedrawings

= recognize and list specialdimensioning methods

- discuss and complete adrawing using an auxiliaryview

- 79 -

6_;_neboa

identify the types of sectionalviews

full section- half sectionbroke-out section

- revolved section- removed section- other

6.06.n9

identify welding symbols

6.06.10

identify architectural symbols andSchedules

= Methanital- electrical

structural

- discuss and completesectional views of parts

- recognize and list weldingsymbols

- recognize and list symbolsand ScheduleS

88

-80-

UNIT 7.0 SOFT AND SILVER SOLDERING

General Aim

The student should gain experience using approved practices for thesafe management and operation of soft and silver solderingequipment and gain proficiency in various soldering oprations.

MODULE 7.01 SOFT SOLDER

Goal Statements


a. devel-op skills in the proper preparation of soldering coppersfor soft soldering;

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

c, make the student aware of the composition of tin -lead solder;d. help the student understand the uses of soldered joints; ande. make the student aware of the potential danger of fluxes.

Learning Out-com3 Student Activities


7.01.01

forge a soldering copper

tin a copper

3J41_.03

select fluxes for specificoperations

- discuss various solderingcopper shapes such aspointed and bottom copper

- heating and mechanicalcleaning of coppers

- chemically clean and tincopper

- discuss purposes of a fluxcorrosive and noncorrosivefluxes, safe handling andstorage

- use fluxes for plated andbright steels andnonferrous metals

7.01.04

diStuSs_the composition and formson tin-lead solder

7,01_,05

expl_ain the various uses of softsolder joints

- discuss solders (Orvarious applications50=50, 60=40, 95=5, bodyleads etc.study various formS:

= wire= cored Wire= bar- sheet

- discusS soldering fOrwater=tight joints inSheet Metal_and plUmbin ,

airtight joints forblOW0iping, sweattolderihg for partsassembly.

-82-

MODULE 7.02 SOFT SOLDER APPLICATION

Goal Statements


a. make the studen: aware of the safe procedures in soldering,t. help the student: become proficient in applying_soft solder, andc. help the student become proficient in tuface cleanup after

Soldering.


1ne student should be able to:

7.02.01

explain the safe Procedures forsoldering

?.(i2,02

properly apply soft solder withsoldering coppers and open flametorch

7.02.03

clean metal st;rfaces aftersoldering operations

- study and_discuss dangersinherent in various fluxeslighting firepots,furnaces and torchessafelyhandling hot work

prepare and solder -./arious

joints such as:= lap

rivetted- seamedpretinnedplumbing

remove corrosive fluxesand restore surface finishof various metalt 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 sold;:b. help the student to safely apply silver solder to metal jo.

andc. help the student become proficient in surface cleaning up

Silver soldering.

Learning Outcomes Student ActivitieS


7.03.01

select and drepare joints forsilver soldering

7-03132

apply silver solder using openflame torch

clean metal surfaces after silversoldering

= discuss applications ofsilver soldering

= discuss and fabricatescarf and_butt joints andsweat solder joints

- apply silver solder inproper amounts to variousjoints

= remove corrosive fluxesandrettore surfacefinishes on ferrous andnonferrous metals

- 84-

1 8.0 GAS WELD1:. OPERATIONS

General Aim

The student srJuld gain experience using approved practices for thesafe managemer: and operation of gas welding equipment.

MODULE 8.01 WELDING SAFETY PRACTICES

Goa- 1--Statements


a. help- each student appreciate the importance of applying safepract-ces 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 gases usedfor heating and welding operations.

Lear A Outcome: Student Activities

The stuenL should be able to:

8.01.01

identify the safety regulationsfor gas welding, cutting and _

heating to ensure a safe workingenvironment

- read and discuss Workers'Compensation BoardSections 14, 17, 18.

- 85-

MODULE 8.02 STORAGE AFC 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 gastylindert.



8.02.01

demonstrate the correct storageand handling practices ofoxygen and fuel gas cylinders

- identify correct storagepractices for empty Oxygencylinders

- identify_correct storagepractices for emptyAcetylene cylinders

- identify correct handlingpractices for full Oxygen,tvinders

_correct handlingpractices for fullAcetylene cylinders

- identify correct procedurein removal of def=tiveAcetylene cylinder fromservice

- identify_corre ' 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.

Learning OUtcOMet Student Activities


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-acetylenedescribe the effect of oiland grease in contact withoxygen

- describe correct equipmenthandling practicrs

- describe correct equipmentoperating practices

=87 =

MODULE 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.

Learning OUtcOmOS Student Activities


8.04.01

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.

o

0

6

a.

N.

1

i

4

-88-

MODULE 8.05 TESTING FCR 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 brUth to jointsand connections

*- depressurize oxy- acetyleneequipment and makenecessary repair

- repeat * and determineoutcome of repair

*star denotes repeat ofoperation

97

- 89 =

MODULE 8;06 CORRECTLY LIGHT AND SHUT DOWN THE OXY-ACETYLENE UNIT

Goal Statement

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



8,.06.01

correctly light an oxy-acetyleneunit

&_0_6;02

shut down the oxy-acetylene unitsafely

- 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

- review general safetyprecautions

- close acetylene needlevalve on torch body

= close oxygen needle valveon torch body

- close acetylene cylindervalve, open acetyleneneedle valve on torch body

- turn out pressureadjusting screw onacetelyene regulator, thenclose needle valve

- close oxygen cylindervalve, open oxygen needlevalve on torch body

- turn out pressureadjusting screw onoxygen regulator then

I)

3 close needle valve- coil oxy-acetylene hose on

unit.

=90-

MODULE 8.07 TORCH LINE EXPLOSIONS

Goal Statement

The learning experiences in this module are designed to enable theStudent to identify the causes of torch line explosions.


The student should be able t

8.07_01

identify the causes of flashback,backfire, burnback

= describe cohditiOS andcauses for a flathbaCk

- describe conditions andcauses for a backfire

- identify equipmentmaintenance procedures toeliminate explosions

- describe gas speed and _

speed 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 generallyreestablishesitself with abang or poppingnoise

Burnback - combustion takesplace steadilyin the tip andmixer

Flashback - occurs when onegas backs upinto the otherline forming anexplosive mix-ture; Flashback'always occurs inthe line carry-ino_th.?_lowerpressure.

-91 -

MODULE 8.08 FIRE PREVENTION

Boal_Statement

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



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 andexplosions

- identify remedies toeliminate fire hazards ;;ndexplosions

- identify the importance ofa fire watcher

-92-

MODULE 8.09 FIRE EXTINGUISHERS

Goal_Statement

The learning experiences in this module are designed to_enable thestudent to identify the components of a fire, typet.of fires, and

extinguishers.



8.09.01

identify pressurized Ai B, and Ctype fire extinguishers

destribe the requisitesfor a fireeescribe the types offires

- describe the clattet offires

- describe the types of fireextinguishers

- describe_the Classes offire extinguishers

- identify the types of fireextinguishers used toextinguish rubbith andpaper firet

- identify types of firescombated with CO2 fireextinguishers

- identify the uses of A, B,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.



&H AI

identify ventilation requirementsfor welding, cutting and generalshop work

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

- identify conditions thatrequire ventilation

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

= identify precautionsrequired when working inconfined areas

-94-

MODULE 8.11 WELDING AND CUTTING CONTAINERS

Gbal Statement

The learning experiences in this module are_designed to enable thett :dent to identify the correct and safe methodt for welding andcutting containers.

Learning Outcomet Studentt Activitiet


8;11AI

identify the extreme ha7ards_involved in welding or cuttingcontainers that are sealed orcontainers that have heldcombustibles

- study and discuss 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.



8;12_;_01

identify and select properprotective equipment

= describe the reason forwearing safety glassesdescribe 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 hearing.protection 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, understan , 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.

Learning OutcomeS Student Activities


9.01.01

dettribe the- production and = describe the nature of

properties of oxygen and acetylene oxygen

gas = describe the properties ofoxygen

= describe the production ofoxygen

= describe the nature ofacetylene

= describe the properties ofacetylene

- trescribe the production of

acetylene

1 u5

- 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,understand, and use basic oxy-acetylene welding.equipment.



9_._02A1

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 valvedescribe the function ofthe oxygen cylinder valvecover

= describe the constructionof an acetylene cylinder

- describe the constructionof an acetylene cylindervalvedescribe 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 apressure-reducing devicein oxp-acetylene equip-ment

- describe the constructionof the single and doublestage regulator

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

- identify correctnaintenance procedures forregulators

1u7

-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.

Learning Outcotries Student Activities


9.04.01

identify the correct maintenancepractices for oxygen and fuel'gashoses

- describe the constructionof twin design oxygen andfuel gas hose

- identify the colouringscheme employed toseparate oxygen and fuelgases

- identify the thread designemployed in the fuel gashose connector fittings

- identify correct practicesin splicing of oxygen andfuel gas hose

- identify correct practicesin coiling and storingoxygen and fuel gas hoses

- 100-

MODULE 9.05 OXY-ACETYLENE TORCHES

Goal Statement

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

Learning Outcomes Student Activitie


9.05.01

identify and describe two types ofoxy - acetylene torches

- describe the function of abalanced pressure typemixing chamber

- describe the function ofan injector type mixingchamber

- identify the limitationsof a one-piece torch

- identify the advantagesand disadvantages of atwo - piece -torch

- identify correct methodsin installing heating,cutting and welding tips

- identify correctmaintenance practices forone and two-piece torches

11)9

- 101 -

MODULE 9.06 MANIFOLD SYSTEMS

Goaj__Statement

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



9.06.01

identify the application of amanifold system

- identify types of manifo'dsystems

= identify regulations andstandards governingconstruction and operationof manifold systems

= identify and define theterm 'pickled pipe'

= explain the requirementsfor a hydraulic backpressure valve

= identify the purpose ofpiltails 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 provide_introductory experiences that will enable the student to identify,understand, and use basic oxy-acetylene welding equipment.



9.07.01

ideotify the use of neutral 1__oxi,Jizing, and carburizing flamesin oxy-acetylene welding andcutting

= identify the types offlames .

- identify the_temperatureranges for neutral,oxidizing and carburizingflames

= identify and define the 3Xflame system

- determine the use of a 3Xflame

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

Iii

-103=

MODULE 9.08 TIP SELECTION AND MAINTENANCE

Goal Statement

The learning experiences in this module_ are_ designed to provideintroductory experiences that will enable the student to_identify,understand, and use batic oxy=acetylene welding equipment.



9i08.01

identify and select the correctwelding or cutting tip

9A8A2

perform tip cleaning procedure

- identify types of cuttingtips

- identify purpose ofnumbering syStems used

- install selected tipemploying accepted methods

- identify cOnditiOn ofmodelt_

- identify maintenance_procedures employed fortip cleaning

- 104=

UNIT 10.0 OXY-ACETYLENE WELDING, BRAZING AND CUTTING (0.A.W.)

General Aim

The Student should gain experience using approved practices for thesafe Management and operation of oxy-acetylene welding, brazing andcutting.

MODULE 10.01 WELDING POSITIONS

Goal Statement

The learning experiences in this modUle are designed_tb provide thestudent with the letter identification for groove (G) and fillet

(F);

Learning Outcomes Student Acti vitieS


10.01.01

identify the accepted positions ofwelding

- review handout onpositions of welding

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

- 105-

MODULE 10.02 SELECTION OF FILLER METALS

Goal_Statement

The learning experiences in_this module are detigned to enable thestudent to select filler metals.

Learning Outcomes Students Activities


10.02.01

identify and select proper fillerrod

10.02.02

Select an R.G. 60 rod

- review gas welding fillermetals

- identify type of steel tobe joined

- identify types of gaswelding rods

- select one filler rod fromstock and match withproperties of steel

- identify selected fillerrod

- 106-

MODULE 10.03 FOREHAND WELD

Goal Statement

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



10;03A1

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

Refer to:

Provincial Weldilg 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 welding with the O.A.W.process.



10.04.01

deposit beads with the O.A.W.process

Refer to:

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

- read specification sheetand employ general 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 detiredtemperature

*- apply filler metal withthe_dipping_ method andemploy forehand technique

*- let cool and performspecification check

= repeat process and follow* tatkt

*star denotes repeat ofoperation

11L

- 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.

/-_Learning Outcomes


1G.05.01

fusion weld a _corner joint, withthe O.A.W. process

Refer to:

Provincial Welding CurriculumLevel "C"Gas Welding PracticalMOdUle: P 3GOal 11Performance Objective: #4

Student Activities

- read specification sheetand employ general safetyprecautions _

- select base metal andfiller material _required

- select toolt 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


- follow repeat procedureson handout and follow *tasks.

1 17-a.

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.


The student sholild be able to:

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


- select base metal andfiller material required


*- determine sequence andpositionof 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 techniques


- follow repeat procedureson handout and follow *tasks.

- 110 -

MODULE 10.07 EDGE JOINT

Goal Statement

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



10.07.01

edgefution weld an edge oint with the

U.A.W. process

Refer to:

Provincial Welding CurriculumLevel "C"Gas Welding PracticalModule: P 3Goal 11Performance Objective: #6

- read specification sheetand employ general safetyprecautionselect base metal andfiller material required

= select tools and equipMentfor job

- determine sequence andposition of operation

*- clean metal surfaces,assemble and support partsto be joinedemploy_ personal safetyprecautions


*- apply filler metal intojoint, employ forehandwelding_technique

*= let cool and performspecification check

- follow_repeat _procedureson handout and follow *tatkt.

111

MODULE 10.08 TEE JOINT

Goal Statement

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



10;08.01

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

Refer to:

Provincial Welding CurriculumEevel "C"Gas Welding PracticalModule: P 3Goal 11Perfomance Objective #5

read specification sheetand employ General SafetyPrecautions

= select base metal andfiller material requiredselect tools and equipmentfOr job

*- determine sequence_andposition_ of operation

*= Clean metal _surfaces,assemble_and support partsto be joinedemploy personal safetyprecautions_

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

*- apply filler metal intojoint, employ_ forehandwelding_technique


- follow_repeat procedureson handout and follow *tasks.

- 112-

MODULE 10.09 BUTT JOINT

Goal Statement

The learning experiences in this module are designed to_enable the

student to fUtion weld a butt joint with the O.A.W. process.



1M9A1

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

Refer to:

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


- select base metal andfiller material _required

- select toolt and equipmentfor job

*- determine sequence_andposition of operation

*- clean metal _surfaces,assemble_and support partsto be joined _

*- employ personal.safetyprecautions_

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

*- apply filler metal intojoint, employ Forehandwelding_technique


- follow repeat procedureson handout and follow *tasks

12j

- 113-

MODULE 10.10 FUSION WELD OF CAST IRON

_Gotal StatPment

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

Learning Outcomes Stcdent Activities


10;10.01

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

Refer to:

_Provincial Welding CurriculumLevel "C"Gas Welding PracticalModule: P 3Goal 11Performance Objective #13

= read specification sheetand employ general safetyprecautions

- bevel joints and assureaccurate fitup of castiron

7 clean metal surfaces,assemble and support castiron

- sear metal surfaces andapply appropriate preheat

= preheat cast iron todesired temperatureheat filler metal andapply fluxing agentapply heat to attainmelting temperatures, addfiller metal

- continue fusion welding inthe forehand method andcomplete weld

- cool slowly to roomtemperature and performspecification check.

Information Note:

Cast iron should not bequenched. But be cooledunder controlled conditions

122

- 114-

MODULE 10.11 BRAZE WELDING

Goal- Statement

The learning experiences in this module are designed to

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

Learning Outcomes StL lent Activities


10.11.01

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 brazewelding

- identify the properties offiller metals in brazewelding

- identify the nature of the

braze bond

- read handout= identify type of basemetal to be joined

= identify the mainconstituent metal in acopper base alloy weldingrod

- identify_the_properties of

zinc in the braze weldingprocess

- identify_a low fumingbronze alloy in brazewelding

- identify a common type of

filler metal used in braze

welding

123

- 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 propertiesidentify two_types of fluxemployed in braze welding

- identify the _type of fluxon the coated non_fumingRCUZN-C filler metal

- read handout= identify the effect of a

reducing flame in braZewelding

- identify the effect of ahighly oxidizing flame

- read handOut- describe the nature of thebraze_bOnd

- identify the effect ofsearing _

- identify the desired bevelangle in braze welding

- identify the purpose offluted bevels

- identify the effect Ofunbroken edyes 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


- identify filler metal andselect base metal

- clean metal surface andemploy personal safetyprecautions

- choose correct 0;A: flameand heat base metal todesired temperature

- employ forehand technique,add filler, observetinning action

- proceed to deposit fillermetal

12

- 117-


Goal_Statement

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



10la.01

perform braze welds on lap joints

Refer to:


= 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


*= heat to desiredtemperature, tack weld inappropriate plaAs andplace joint into position

*= apply filler metal intojoint, employ Forehandwelding_ technique

*- let cool and performspedfication check


126

= 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


- select base metal andfiller materials required


- determine sequence andposition of operation

- clean metal surfaces,assemble and support partsto be joined



*- apply filler metal intojoint, employ forehandwelding technique

*= letcooland performspecification check


- 119-


Goal- Statement

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

Learning Outcomet Student Activities


10.15.01

braze weld M.S. plate

Refer to:


- 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 groovelet cool and apply finalcleaningperform specificationcheck

- 120 -


Goal Statement

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



10.16.01

braze weld grey cast iron

Refer to:


- read specification sheet

and employ general safetyprecautions

- prepare joint and assureproper fitUp

- clean metal surfaces,assemble, space andsupport cast iron

- employ personal safetyprecautions _

- sear metal _or jointsurface and preheat todesired temperature

- assure good tinning andproceed to fill groove

- cool_SlOWly_and applyfinal cleaning

- perform specificationthetk

- 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:



- prepare joint to givendimensions and assureproper fit-up

- clean metal surfaces,assemble, space andsupport metals


- sear cast iron surface andpreheat metals

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

- let cool and apply finalcleaning

- perform specificationcheck

- 122 -

MODULE 10;18 GAS CUTTING O.F.C. -A. (OXY-FUEL CUTTING - ACETYLENE)

GoalStatement

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



10-.18.101

define the oxy-fuel gas cuttingprocess and its application

10.18.02

define and -apply terminology usedin 0.F.C.4

10.18.03

identify Worker's CompensationBoard standard governing cutting

10.18.04

describe three types of cuttingequipment

131

- describe how chemicalreactions generate heat

- explain an exothermicreaction

- explain an endothermicreaction,

- identify the mostefficient methods inthermal cutting

- identify the term O.F.C. -A

- read and study referencematerial

- define the term "cuttingattachment"

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

- describe manual cuttingequipment

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

- list advantages and dis-advantages of portable0.F;C;-A machines

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

- list advantages and dis-

advantages of stationaryOiF.C.=A machines

- 123 =

10.18.05

identify a two-piece oxy-acetylenecutting torch

10.18.06

install a four -holeoxy-acetylene cutting tip

10.18.07

correctly assemble a portableoxy-acetylene cutting unit

- describe_the_function ofan injector type mixingchaMber

- identify the liMitatiOnsof a one-piece cuttingtorch

- identify the advantagesand disadvantages of atwo-piece cutting torchidentify correctmaintenance practices for,one and two=piece cuttingtorch

= identi- fy_tOrreCt methodsin installing heating,cutting and welding tips

= identify types of cuttingtips

= identify purpose ofnumbering.. systems. used

- select a #2 four-hole oxy-acetylene cutting tip

- identify condition ofvarious tips

- install teletted tipemploying accepted methods

- identify maintenanceprocedures employed fortip cleaning

- select, plate and securetylihdert in cart

- remove cap and crackcylinder valves

- attach regulators andhoses with proper wrench

- release regulatoradjusting screw, opencylinder vale and setpressure to blow out hote

- open needle valves, attachtorch assembly and blowout torch assembly

- insert cutting tip intotorch and tighten snuglywith proper wrench

-124-

1-0.18A-8,

correctly light a cutting torch

10.18.09

identify the use of the neutraloxyacetylene flame in cutting

10.18.10

Shut-down the oxy-acetylene unit

- employ general and per-sonal safety precautions

- identify tip size andselect appropriate oxygenand acetylene pressures

- test connections for leaksusing appropriate medium

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

- open oxygen needle valveuntil complete combustionof acetylene occurs

- identify the types of

flames- identify the temperaturerange of an oxidizingflame

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

- review general safety pre-cautions

- close acetylene needlevalve on torch body

- close oxygen needle valveon torch body

- close acetylene cylindervalve, open oxygen needlevalve on torch body

- turn out pressureadjusting screw onacetelene regulator thenclose needle valve

- close oxygen cylinder _

valve, open oxygen needlevalve on torch body

- turn out pressure adjust-ing screw on oxygen

regulator -then closeneedle valve,

- coil oxy-acetylene hose on

unit

- 125-

1- 0.18.11

identify the six main factorsgoverning 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

- determine condition ofcutting tip

- assure proper flamesetting and select correct'cutting oxygen pressure

- determine speed of travel- identify_conditionsdetermining a good qualitycut

= list the ferrous alloysthat cannot be cut

- describe what occurs whennon ferrous alloys aresubjected to the cuttingtorch

- describe the behaviour ofvarious elements Whenexposed to the cuttingprocess

= list the high allOy steelsthatcannotbe cut withthe 0.F.C.4A

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

- 126-

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

Gnal_Statements_


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

Learning Outcomes


cut sheet steel with the 0.F. .-A - employ general and person -process al safety precautions

- mark_a straight line Withscriber, soapstone, chalk-linej or employ centrepunch

- proceed with cutting _

employing correct angleand_speedperform specificationcheck and review qualityof cut

Student ActivitieS

10.19.02

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

Refer to:

Provincial Welding CurriculumLevel "CrModule: P 2Goal 6Performance ObjectiveS #3

- employ_general safetyprecautions_ _

- read specifications sheet- employ personal safety

precautionslight_cutting torchselecting appropriateflame

- proceed with tuttingoperation; employ correctangle_and speed _

- shut down oxyacetyleneunit

- perform specifitatiOn_check_and review qualityOf cut

- follow repeat procedureS

- 127 -

10.19.03

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

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

10.19.04

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

Refer to:

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

employ_general safetyprecautionsread specification sheetmeasure and mark member tobe cut in appropriateplacesemploy_ personal safetyprecautions

- light cutting torchselecting appropriateflaMeidentify sequence ofcutting operationproceed with cuttingoperation employingcorrect angle and speedshut down oxy- acetyleneunitperform specification -

check and review qualityof cut

employ general safetyprecautionsread specification sheetmeasure_and mark selectedpiece of stockemploy personal safetyprecautionslight cutting torch_Wetting appropriateflameidentify sequence ofcutting operationproceed with cuttingoperation employingcorrect angle and speedshut down oxy-acetyleneunitperform specifitation_check and review qualityof bit

136

- 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

10-19-06

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

Refer to:

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

- employ general safetyprecautions

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


- 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- determine size of holes,measure and mark selectedmilt steel plate

- determine thickness ofmetal, select and installappropriate size cuttingtip

- identify sequence ofpiercing operation


- proceed with piercingoperation, employingcorrect starting technique

- perform specificationcheck and review qualityof cut

- 129-

111.19_.07

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

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

10.19.08

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

= employ general safety pre-cautionsread specification sheet_and obtain weldment sample

- determine width and depthof_gouge required_select and installappropriate size gougingtipdetermine and selectcorrect oxygen andacetylene pressures

- identify sequence ofgouging operation

- employ_ personal safetyprecautions

- proceed with gougingoperation, employing_correct starting techniquestop gouging and restartlost cutperform specification_theCk_and review qualityof cut

read specification she tdetermine__ type of

structural member to befittedmeasure and mark sectionsto be cut in appropriateplaces_allow for cutting loss,and identify sequence ofcutting operation_proceed with cuttingoperations employingcorrect angle and_speedclean cutting surfaces,remove slag and oxidesfit cut members anddetermine quality of cutsperform specificationcheck

-130=

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

General Aim

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

MODULE 11.01 FUNDAMENTALS OF ARC WELDING

Goal Statement

The learning experiences in this_module are desi_gned_to provideintroductory experiences that will help the student to understandthe fundamentals of arc welding.


The student should be able

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

11;_01_;_02

identify types of arc weldingmachines

11-01.03

demonstrate a working knowledgeelectrodes

- study and discutt:voltage, amperage,current flOW_characteristics

- directiOnal flow,straight and reversepolarity and Offecttof each

- define the uses of anA.C. transformer

- define_the uses of ar_ectifiet

- define the uses of anAC/DC rectifier

- define_the tl:et of anelectrical motor generator

- define the uses of anengine driven generator

- identify the types ofcovered arc weldingelectrodet 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

140

-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 Outcomes Student Activitiet


'11.02.01

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

14

- identify and discuss theuse of the following:- protective clothing,

i.e. boots, gloves,leathers

- welding helmets- helmet lenses (shade

numbers)- flash goggles- hearing protection- extreme hazards ofcontact lenses

- butane lighters

- discuss electric shock andthe effects on the body

- describe the effects ofdamaged cables and leads

- identify the cause ofelectrical fires

- inspect and repair weldingcables and leads

- demonstrate correct stepsin maintenance ofS.M.A.W. machines

- select proper fireextinguisher forelectrical fires

- importance of a properground connection

- identify and discuss thethree types of radiation:- ultra violet- infra-red- visible light rays

-133=

11.02.05

describe the effects of hot metalburns

11.02.06

describe_the effects of inadequateventilation

11A24137

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 jointsand weld positions, 1-2-3 groove, fillet, 1 -flat, 2-horizontal,3-vertical.



11._0_1.01

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

Refer to:

Provincial Welding CurriculumLevel "C"

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

%.114'

- read procedure sheet andselect electrode

- cut and clean M.S. plate- secure plate in flatposition and attach ground

- select polarity andamperage (welding current)

- insert electrode instinger, apply personalsafety precautions andstart machine

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

- strike electrode on plateusing tap method

- define the term Stringerbead

- read specification sheet- select materials, weldingmachine and weldingcurrent

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

- start wetding machine- apply stringer bead- remove slag and spatter- apply second stringer bead

- compare to MO-del- 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"

Module; P 4Goal 11Performance Objective #4

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 spatterperform specification

check

define the term weavemethod of weave bead

- read specification sheet- select materials, welding

machine and welding.current

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

- start welding machine- apply filler material inthe screscent weave method

- remove slag and spatter- compare deposit to model- apply second we-are beadadjacent to previous passemploying herringboneweave

- remove slag and spatter- compare deposit to model

define the term tack weldread procedure sheetidentify and locate M.S.platecut plate, clean metalsurfaces, and assureproper fit-upassemble and supportplatesselect welding machine andwelding currentapply tacks in prscribedplaces on jointsremove slag and spatterperform specificationcheck


- identify and locate plateand electrode

- cut plate, clean metal

surfaces and assure properfit-up

144

-136.;

Refer to:

Provincial Welding CurriculumLevel vC"


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:



145


- assemble, support and tackweld plates in prescribedposition

- apply filler material insequence, clean betweenpasses

- final cleaning- perform visualspecification checkperform destructive bendtest and evaluate

read specification sheetand employ general safetyprecautions._identify_and locate plateand electrodesemploy_personal.safetyprecautionscut_plateclean metalsurfaces,_tack weld platesin prescribed positionapply filler metal_insequence, clean betweenpassesfinal cleaning ofcompleted weldmentperform specificationcheck

read specification sheetand employ general safetyprecautionsidentify and locate flatbar and electrodesemploy_ personal safetyprecautionscut_plate,_clean metalsurfaces, tack weld platesin prescribed position

= apply filler material= final cleaning-- perform 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;03A9

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

Refer to:



read specification sheetand employ general safetyprecautions -

identify and locatematerial and electrodescut material to size,clean metal surfaces andassure accurate fit-upemploy personal safetyprecautionsuse scrap sheet metal toadjust amperage, selectelectrode angle, arclength and speed of travelassemble, support and tackweld material inprescribed positionstrike electrode in weldjoint, apply filler metalwith single passfinal cleaning ofcompleted weldmentperform specificationcheck

read specification sheetand employ general safetyprecautionsidentify and locatematerial and electrodescut material to size,clean metal surfaces andassure accurate fit-upemploy personal safetyprecautions

- use scrap sheet metal toadjust amperage, selectelectrode angle, arclength and speed of travelassemble, support and tackweld material inprescribed positionstrike electrode in weldjoint, apply filler metalwith single passfinal cleaning ofcompleted weldment

peform specification check

146

- 138-

Il;03_;_10

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

Refer to:



- read specifitatiOn sheet

and employ general safetyprecautions

- identify and locatematerial and electrOdet

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


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

- assemble; support and tackweld material inprescribed position _

- strike electrode in Weldjoint; apply filler metalwith single pass_

- final cleaning ofcompleted weldment

- perform specificationcheck

=139=

UNIT 12.0 METALLURGY

General Aim

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

MODULE 12.01 FERROUS METALS

Goal Statements

The learning experiences in thit module are detigned to:

a. introduce each student to basic processes used in makingferrous metalsi

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.



12-0} 01

introduce basic metallurgy

12;01.02

describe the furnaces used in theprocess of making ferrous metals:

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

12.01.03

describe the types of ferrousmetals

- cast- grey- white- malleable

- ductile- steel

- read and study handout onterminology

- discuss the types offurnace and their products

- discuss the various typesof casts

=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 steal- chromium steel- others

12.01.04

describe_the procedures forclassifying and identifyingdifferent types of ferrOuS metals

- spark test- Society of Automotive

Engineers numbering- American Iron and Steel

Institute numbering

12.01.05

describe the effects of alloyingelements on the weldability ofsteel

12.01.06

describe mechanical and physicalproperties as applied to theweldability of steel

- discuss the various typesof carbon steels

- discuss the various typesof alloy steels

- discuss and individuallyperform practise tests onsample pieces of ferrousmetals

describe the elementsaffecting weldability

- identify carbon steelsrequiring pre and postheating to improveweldability

- identify alloy 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

- 14i -

MODULE 12.02 NON-FERROUS METALS

Goal Statements


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

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



12.02.01

describe the types of non-ferrousmetals

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

12.02.0?

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 effectt in welding on the weldability of steel.



12.03.01

understand the influence of heateffects in welding

= study and_distuss heateffects of a single beadarc Weld_- to the weld= to the surrounding

base metal= identify the effects of

- elettrOde 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, and

b. introduce to the student the methodt to determine theof heat treated metals.


harchieSt


12.04.01

describe the different types ofheat treating methods

- hardening- tempering- annealing- normalizing- surface hardening= various methodt

12.04.02

describe the method to determinethe hardness of a heat treatedmetal

- Brinell method- Rockwell method- others

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

- discuss and in smallgroups perform hardnesstests on_heat treatedsample pieces

--- 144

MODULE 12.05 SHAPES OF METALS

Goal Statement

The learning_experiences in this module are designed to introducethe student to the various shapes of metals.



12.05.01

identify various shapes of metals- H-beaM- 1,beaM- Channel- Rail- Angle- T- Square- Hexagon- Octagon- Round- Pipe- Tubing- Bat_- Half Oval- othert

- 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.

Learning Outcomes Student Activities.


13A1.01

identify and list various types ofpower saws

- horizontal reciprocating- horizontal bandsaw- vertical bandsaw- cutoff saw

- abrasive wheel- saw wheel

-1-3.01.02

identify and list the operatingparts of a

- vertical band sawhorizontal reciprocating

- list various types ofpower saws

- list operating parts of avertical band saw

- list operating parts of ahorizontal reciprocatingsaw

154

- 146-

13;01A3

adjust and operate a horizontalpower saw in a correct and safemanner

13.01A4

clamp and saw a workpiece to aspecified length

13.0_1_;_05

adjust and operate a vertical sawin a correct and safe manner

- adjust and operate ahoriZontal saw

- saw a workpiece to length

- saw to a layout 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 student to shape a component accurately and to

specification.



L3-02-01

identify and list the operatingparts of a shaper

13.02 ;02

adjust and operate the shaper in acorrect and safe manner

13;0203

clamp workpiece in place on theshaper table using various toolsand fixtures

- T bolts- parallels- viceangle platesstrap clampsvee blockslead hammerround 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

156

- 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.



13.03.01

identify and list the operatingparts of various types of millingmachines

13.03.02

adjust and operate the millingmachine in a correct and safemanner

11._03.03

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

- T-bolts- vice- parallels- lead hammer- angle plates= strap clamps= packers= round bar

13.03.04

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

dial indicator and parallel

- list operating parts cf amilling machine

- operate the millingmachine safely

- clamp a workpiece to thetable

- dial in a vise

-149-

13i-03.05

identify and list various types ofcutters

13A-3.O6

select and mount a cuttercorrectly and safely

13.03A7

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 andcharacteristics of hot metal forming in relation to the metal

trades.

MODULE 14.01 TOOLS AND EQUIPMENT

Goal Statement

The learning experiences in this module are designed to identify;

select and use the tools and equipment related to hot metalforming.



14.01.01

des-c-ribe the types of tools usedin hot metal forming

anvils- forging hammert- tongs- vices- fullers- swage blocks- swages

14-01.02

describe the equipment used in hotmetal forming

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

- discuss the types of toolsused in hot metal forming

= discussthetyps ofluipmpt used in hotmetal forming

1:3

= 151 -

MODULE 14.02 FORGING AND BENDING

Goal Statement

The learningexperiences_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

14.02.02

describe the procedures involvedin bending hot metals

- angle bending- circular bending- etc.

14.02.03

illustrate the necessarycalculations for bendinc

- arcs- circles- L-angle- radius

draw out a point, ar::, seens,hot twist

- discuss the needS fOrproper use of safetyequipment_and_proceduresdealing with hot metalforming

= discuss ands in small_groups, bend hot metalsample pieces

- discuss and demonstratthe necessary calculationfor bends on flat bar andround mete matiat

forge hot me1 workpieces

6

- 152-

MODULE 14.03 FOUNDRY

Goal Statement


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

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

c; introduce the student to methodsd. introduce the student to methods of cleaning a casting.

in forming a mold; and



14;03.01

describe the equipment used infoundry melting processes

= gas fired furnaces- electric=arc furnaces

14.03.02

identify the safety procedures onproper and approved safety_equipment for foundry pouring

= fate thield- leather or heat resistant

apronsheat resistant gloves

- heat resistant legging- leather shoe- others

14.03.03

describe the various metals usedin the casting process

- aluminum- brass or bronze- iron- steel- etc.

- 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

14.03.05

describe the types of tools usedin foundry work

- riddles- flasks

rammers- slick and spoon- trowel= bellows= others

14.03.06

illustrate the diffi .t types of

materials _used for making patterns= wood= metals- plaster of Paris= wax- plasticothers

14.03.07

explain the use of the differenttypes of patternt used in foundrywork

- solid patterns= split patterns- matched plate patterns

14.03.03

describe the techniques used inmaking and finishing a pattern

- discuss and perform ademonstration for_properhandling and pouringprocedures

- discuss the use of thedifferent types of toilsused

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

- discuss the use and costof different types ofpatterns used

= discuss the problems thatthe pattern maker mustencounter when making apattern

= draft

- shrinkage- etc.

162

- 154-

14.03.09

demohStrate the_making of a mold= green_saho- waterless sand= shell. molding- investment

14.03.10

explain sand preparation andcontrol _

- refractoriness- cohesiveness- permeability- collapsibility- moisture content

14A311

discuss the use and design ofcores

.14_.03;12

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

14o1;_la

illustrate the importance ofpouring temperatures of metals

= pyrometers

14._01.14

explain the different methods forcleaning castings

= sand blastingshot blasting

= tumbling

- discus3 the uses of

o.fferent sand for forminga mold

- discuss the importance of

proper sand preparation informing a mold

= ditcuts 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 Aim

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

MODULE 15.01 SHEET METAL TRADES

Goal Statements

The learning experiences in thit tnodUle are designed to:

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

b. describe the qualifications required O-r entry into the metal

trades.

Learning OutcomeS Student Activities


recognize the special demandsplaced on tradesmen in the varioussheet metal trades

IS A1-09

explain and list the qu6lifita-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:

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

- SV1dy_and discuss variousaspects of the metaltrades

- visit shops and work, sites(field trips)

16

- 156-

MODULE 15.02 SAFETY IN THE SHEET METAL SHOP

Goal Statement

The learning experiences in -this module are designed to develop anappreciation fbr the special precautions_ involved in handling plateand sheet metal, and for the use of specialized machines related tosheet metal fabrication.



15._02._01

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

15.02.02

avoid tearing clothing and shoeson materials stacked on floors andbenches

15.02.03

operate all types of shears safelyand properly

15.02.04

avoid crushing fingers in formingmachines

15.02.05

be aware of the hazardt to eyescaused by fluxet and acid cleaningbaths

15.02.06

remove all mushroom headsimpact tools

15.02,-.07

illustrate the danger of carryingobjects in pockets

- study and discust thespecialized probleMtinherent in the materialsand machines used in themetal trades

- 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 al3oys;

b. enable the student to understvA and select the appropriatethickness of matcrias needrd according to the correct gaugeschedules; and

c. enable the student 1?arn the various standard Aleet sites.

Learning Outcomes Student Actir'ies

The student should bE able to:

15_._03A1

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 forsteelsthe Brown & Sharpe gauge fornon-ferrous metals

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

- study and discuss thecharacteristics and usesof copper and aluminumsheet

- study and discuss thevarious coating methodsand uses of coated metals

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

- practise selecting sheetaccording to gaug? andappearance

166

- 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 toe sheet metal industry.



15;04;01

recognize, maintain, and usecorrectly the following handtools:

scratch awl= tinners and riveting hammers- tin snips- aviation snips- mallets= hole_punches= rivet sots=.; 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 specific jobs

- maintain and sharpen handtools as required

- 159-

MODULE 15.05 SHEET METAL MACHINES

Goal Statement

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



15.05.01

describe "..:e :s-j-stment, :Jrrect

use and rlai-rIttr016-Le of

- barfolc4- standard and pan brakes= roll forming machines_squaring shears and circleshears

= reverly and bench_theart= bending and crimpingmachines _

- turning machines- burrina machines= Pitttburgh, bOttOh lock, andACme lock machinet

- others

15.05.02

recognize ineffective or damagedmachinery and initiate necessaryrepairs

- discuss, dismantle,service, and set up thetmetal machinery

- study_operations andpractice skills towardsmastery of sheet metalmachinery

- discuss methods of bladereplacement 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.



15.06.01define and name all parts ofgeometric shapes such as:

- squares_- rectangles- circlet- trianges- pyramids- tylindert- cones

15.06.02Bisect a line or arc

15 O6;(Pvide a line or .L1rtumferenceinto equal parts

construct a right angle usingproportions of 3-4-5

15.06A5bisect 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 aline -orarc from a point off that line orarc

luj

- 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- circlet- triangles- pyramids- cylindert- cones

- 161 -

15.06.09

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 equalparts

15;_06_;12_

construct a right triangle withina circle

is_;_ocLA_a

draw an arc through three points

15.06;14

find the centre of 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

- solve problems involvinggeometric formulae

1 1 u

- 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. hOp the student develop proper layout of notches.



15.07.01

develop patterns and fabriCateworkpieces involving simple layoutof angular shapes

15;07.02

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

15;07;03

develop and apply notchingtechniques for correct fits

- lay out and fabricate_light gauge workpiecessuch as boxes, pans,trays; garbage boxes, toolboxes, and wash-up pans

171

- 163-

MODULE 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


- 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_ in radial linedevelopment in right _cones and pyramids;

b. develOp an understanding of seams_and edge treatments asapplied to conic and pyramid shapes and

c. help the student develop proper notching techniques.


The 0:udent should be able to:

15;119_;01

develop patternS and fabriCateworkpiece involving radial linedevelopment of round and squarebased objects

15;09;02

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

a5;o9A3


- lay out and fabricate_light gauge workpiecessuch as pails, funnels,and/or conical, pyramidShaped projects

- 155

MODULE 15.10 HEAVY GAUGE AND STRUCTURAL FABRICAT1:'

Goal Statements

The learning (.iences in this module are designed to:

a. enable each student to become proficient in working heavy gaugesheet and miscellaneous bar, pipe_and structural shapesi

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

metal thicknest and inside and outside measurements.



15.10.01

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

15.10.0Z

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

15.10.03

develop proper techniques for1pplying rivetted, welded; andbolted joints to heavy gaugesheet, bar, and structural shapes

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

=166=

UNIT 16.0 GRINDING, POLISHING AND SURFACE FINISHING

Genfaral Aim

The_StOdentt_thtkild 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 ,orking knowledge ofbelt 5anders 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 SUETY PRECAUTIONS

Goal _Statement

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


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

- study and discuss thefollowing precautions andprocedures:

- adequate eye protec-tion

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

relation to the wheel,grind up rather thandown

- excessive wheel vib-ration

- clamping devices tohold small work whilegrinding

- heat generated whilegrinding and polishing

- even wheel wear- catchiLg 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 indisk sanders and beltsanders

- cracked or chippedwheels and disks andcut belts

- loading the wheel- truing grinding wheels- rotation of wheels andcorrect 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_.013-02

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

- discuss various buffingand polishing processes

buff and polish metalsurfaces as required

169=

MODULE 16.04 PAINTING

Goal Statements


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

and application in common use; andc. develop an understanding of safe procedures used in cleaning,

etching, dipping and finish applications.

Learning Outcomes


16.04.01

properly clean and prepare metalSurfaceS for paint finishes

16.04.02

seleCt suitable paints accordingto job requirements

_

Student Activities

- discuss industrialcleaning, dipping andetching processes

- clean and prepare metalsurfaces using variousetching and washingmethods

- discuss various paints andplastic finishes

- 170 -

MODULE 16.05 PLATING AND COLOURING METAL SURFACES

Goal Statments

The learning experiences in thiS module are designed to:

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

b; give the student an understanding of the use of heat andvarious chemicls to colour metal surfaces.

Learning Outcomes Student ActivitieS


16A5A1

outline the different techniquesused in electro-plating and hotdipping

_16_;_05_;_02_

describe the use of heat to tolourmetal surfaces through variousoxidation rates

16;05;Ga

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

- discuss plating methods_heat treating, and acidand Chertlicl colouringof metals

- plate and colour metals asrequired

- 171 -

UNIT 17.0 DRILLING, REAMING, WING

General Aim

The student shbuld develop an awareness of the safe operation andsetups of drilling, reaming and tapping r-oced!ires.

MODULE 17.01 DRILLING MACHINES

Goal Statement

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


The stu% t should be able to:

identify the vari-c types ofdrilling machines i::;;d their uses

identify various parts of drillingmachines and their uses

- review notes, textbooksand handouts

- maintain and operateavailable drillingmdchi nes

- 172-

MODULE 17.u2 DRILLING MACHINES

Goal Statements


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, counterbo0..S, circle cutters and reamers.



11A2j)i

calculate the required R.P.M. whengiven a cutting speed and drilldiameter

17.02;02

apply the correct pressuredepending upon material and dri17size

17.02.03

select the correct vise or workhOlding device to safely securework piece

- c.alculate_t correctr.P.M._using the drillspeed formula

- drill holes withih a giventolerance, using differentdrill diameters

- select from a grovp of

work holding fixtures thecorrect device for aspecific application

- 173-

17.02.04

select the correct drill holdingdevice with respect to straight ortaper shank

17.02.05

select the correct setup forvarious drilling operations

11 _;_02_;e6

recognize the various types ofdrills

- straight shanks- taper shanks- counterbore- countersink

1_7.02.07

identify various 4pes of drillsize methods

- Imperial- S.I. metric

letter

- mount straight or taperShank drills according tojob requirements

- drill - Lliin metals

deep holes- large holes



- 174 -

MODULE 1 ,03 REAMING

Goal Statement

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

Learning OutcOmet Student Activities


17.01.01

recognize the various types ofreamers

- straight flutehelical flute

17A3.02

determine drilling allowancesmachine reaming

1703J)3

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 drill 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, dies and their use;



17.04.01

identify various thread systems- metric (I .5 0)= Imperial (Unified)pipe

17.04.02

select the correct drill sizefrom a tap drill chart

17.04.03

identify the2r

r'g

= bottoming= pipe-= straight pipe

various types of taps

review notes, textbooksand handouts

- study classroom notes andthe prescribed textdescription

review notes and handot:ts

17.0,1.04

identify various types of diS - review notes and handouts

17.04.05

tap a hble with a hand tap dr 1 sind tap a hole

17.04.06

thread a rod with a solid oradjustable die

17,;_041A7

thread and tap pipe fittings with - thread and tap pipehand threading tools

- thread a rod to size

fittigs

1S4

176 ---

UNIT 18.0 LATHES

General Aim

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

MODULE 18.01 LATHE NOMENCLATURE

Goal Statement

The learning experiences in_this module are designed-to help thest.ident betome conversant with the different types of lathes andtheir parts.

Learning Outtomt Student Activitiet

The student should be able

IF-ni-ol

identify the various types oflathes and uses

1&01A2

identify the various parts of anengine lathe and their uses

- review notes and handoutsshop tour


177 =

MODULE 1P 'DING

Goal Statement

The learning expe7 nces in this module are designed to provAe thestudent with exprinceS With various work holding methods.

Learning OutCOMeS


18.02.01

identify the following spindlenoses _

- camlock- threaded- taper and key- flange

identify the following workholding devices and their uses

universal three jawindependent four jawcombinationface platedriving platecollets

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 jaw chuck

18.02.05

mount a workpiece in a four jaw - mount a workpiece in a

uriversal chuck four jaw chuck

Student Activities

= review notes and handoutsShop tour


- mount and dismount chuckson various spindle noses

- mount a workpiece in athree jaw chuck

18.02.06

mount work between centres - mount a workpiece betweenG centres using the correct

dog and dead centrepressure

- 178-

MODULE 18.03 LATHE CUTTING TOOLS

Goal Statement

The learningexperienceS in this module are designed to familiarizettudentt with the various types of high speed steel cutting tools.


18.03.01

identify the various shapes ofcutting tools

1&03;02

identify the various tool bitcutting and clearance angles

18A3._;03

grind a high speed steel tool bitfor turning *eel

- review textbookinformation

- review textbookinformation and handout

- practice grindirog on coldrolled steel beforeattempting to grind a highspeed it

- 179-

MODULE 18.04 FEEDS AND SPEEDS

GOal Statement

The learning experiences in this modu OE designed to enable theStudent to recognize the need for different feeds and speeds.

Learning Out- Student Activities

The student si 3cid be able to:

18_;0_;_GI

determine factors that affectspeeds and feeds

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 b-aSic operations which can be performed on anengine lathe.

Learning OutOmeS Student Activities


10_; 05A

prepare a workpiece for mountingbetween centres

18.05;02

turn a cylindrical workpiece

18.C5.03

bore a through hole to size

18.05.04

knurl a workpiece for size andappearance

18,05.05

cut a 60° thread

18.05.06

drill and machine ream a hole

- face and centre drill aworkpiece and mountbetween centres

- set up and tOrn_thecylindrical workpieceparallel

- select the correct toolsand set up to bore athrough hole

- set_upand knurl aworkpiece

- set up and cut a threa''

- review reaming speeds and

operations in the textbook- set up and ream a hole

- 181 -

18.05.07

part off a workpiece

18.05.08

turn a taper using- compound_resttaper attachMentoffSet method

= set up and part off aworkpiece

= turn three tapers using:= compound_rest= taper attachmentoffset method

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PAGE

SECTION THREE - C P 12 = SHEET METAL AND PLATE FABRICATION . . 189

UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED). 190

MODULE 1.01 = SCOPE OF THE SHEET METAL INDUSTRY 190

MODULE 1.02 = PREPLACEMENT Rol:TINE 192

MODULE 1.03 = PLACEMENT (EXIIKAL TO SCHOOL) 193

MODULE 1.04 = POSTPLACEMLNT ROUTINE 194

MODULE 1.05 - STUDENT REPORTING PROCESS 195

MODULE 1.06 - LETTER OF THANKS TO EMPLOYER 196

UNIT 2.0 - SHOP SAFETY AND BASIC PROCEDURES 197

MODULE 2.01 - REVIEW OF SAFETY PROCEDURES 197

MODULE 2.02 - REVIEW OF EMERGENCY PROCEDURES - FIRE ANDMEDICAL 199

MODULE 2.03 - TRADE PRACTICE, THE WORK ENVIRONMENT ANDCUSTOMER RELATIONS 201

UNIT 3.0 - MATERIALS USED IN THE INDUSTRY- 204

MODULE 3.01 - PHYSICAL PROPERTIES OF METALS- 204

MODULE 3.02 - CHARACTERISTICS AND USES OF COMMON SHEET,PERFORATED AND SCREEN METALS 205

MODULE 3.03 - SIZING METHODS USED WITH S;TET AND PLATE . 207

MODULE 3.04 - SLCTIONAL SHAPES AND SIZES OF EXTRUDEDMETALS 208

UNIT 4.0 BASIC DRAWING, GEOMETRY, AND APPLIEDMATHEMATICAL CONCEPTS 209

MODULE 4.01 - MECHANICAL ARCHITECTURAL DRAWING CONCEPTS. 209

MODULE 4.02 - APPLIED GEOMETRY 211

MODULE 4.03 - APPLIED MATHEMATICS 213

PAGE

UNIT 5.0 - HAND AND MACHINE TOOLS OF THE SHEET METALINDUSTRY 215



UNIT 6.0 - SOFT SOLDERING 220

MODULE 6.01 - SOLDERING TECHNIQUES 220

UNIT 7.0 - BASIC LAYOUT AND FABRICATION- 222

MODULE 7.01 - PATTERN DEVELOPMENT OF REGULAR SQUARE,RECTANGULAR, CIRCULAR, AND SEMICIRCULARPRISMS 222

MODULE 7.02 - LAYOUT AND FABRICATION OF PANS ANDRECTANGULAR CONTAINERS 224

MODULE 7.03 - LAYOUT AND FABRICATION OF CYLINDRICALJOBS 226

UNIT 8.0 = BASIC VENTILATION FITTINGS 227

MODULE 8.01 - LAYOUT AND FABRICATION OF BASICVENTILATION FITTINGS AND JOINTS 227

UNIT 9.0 - PARALLEL LINE DEVELOPMENT 229

MODULE 9.01 - FUNDAMENTALS OF PARALLEL LINE DEVELOPMENT. 229

MODULE 9.02 - ROUND PIPE ELBOWS 231

MODULE 9.03 - ROUND PIPE TEES AND BRANCHES 232

MODULE 9.04 - ROUND PIPE OFFSETS 233

UNIT 10.0 - RADIAL LINE DEVELOPMENT- 234

MODULE 10.01 - FUNDAMENTALS OF RADIAL LINE DEVELOPMENT . 234

MODULE 10.02 - LAY OUT AND FABRICATE JOBS BASED ONRADIAL LINE DEVELOPMENT 236

- 187 -

PAGE

UNIT 11,0 - TRIANGULATION 238

MODULE 11.01 - TRIANGULATION FUNDAMENTALS 238

MODULE 11.02 - LAYOUT AND FABRICATION OF JOBS REQUIRINGDEVELOPMENT BY TRIANGULATION 240

UNIT 12.0 - RIGGING AND MATERIAL HANDLING 242

MODULE 12.01 - SAFETY REGULATIONS ON RIGGING 242

MODULE 12.02 - MATERIAL HANDLING EQUIPMENT 245

SECTION FOUR - RESOURCE MATERIAL 249

-189-

C P 12 - SHEET METAL AND PLATE FABRICATION

General Aim and Purpose

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

Students should acquire a comprehensive knowledge of:

a. basic requirements for successful employment in the sheet metaland plate vocations;

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

c. the characteristics, properties, sizes, gauges and shapes ofvarious sheet and extruded metals used in the fabricationindustry;

d. geometric drawing, pattern development, reading of drawings,and applied mathematics;

e. the tools and machinery used in industry;

f. fabrication methods used in the various branches ofindustry;

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

. procedures and opportunities available for continuingeducation; and

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

-190=

UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED)

General Aims

The student should:

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

b. gain practical experience relating to employmentresponsibilities;

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

Community representatives should participate in organizedactivities connected with the program.

MODULE 1.01 SCOPE OF THE SHEET METAL INDUSTRY

Goal Statments

The learning experiences in this module are designed to;

. give the student an insight into the scope and variety'ofspecialties existing within the industry, and

b. inform the student of the post-secondary training institutionsavailable for further training.



IA11;01_

name and explain the basicrequirements for architecturalsheet metal and the variousmaterials used including roofing

1.01.02

name and-describe various types ofheating and ventilating systems

196

- review and discuss therequirements and differenttypes of architecturalsheet metal, fleshings,and roofing

- discuss the applications -residential, commercialand industrial of heatingand ventilating systems

-191-

1.01.03

explain the uses of blow pipesystems

1.01.04

describe the custom fabricationrequirements of the food serviceand beverage dispensing industries

1.01.05

name and describe the varied needsof the marine inuastry forspecialized fabrication

1A1A6

name and describe the specializedaspects of the aircraft industryfor sheet metal work

1A1AT

describe post-secondary trainingfacilities available to thestudent

- study industrialapplications of exhaustand blow pipe systems

- study and discuss theapplications of customstainless steelinstallations in kitchensand labs

- review the need for customfabrication of tanks,stacks, ventilators, mastand deck hardware, metalboats, engine piping andexhaust systems

- discuss specializedoccupations for sheetmetal students in theaircraft manufacturing andmaintenance industries

- study training facilities- school end industry -available forpost-secondary students

197

192 -

MODULE 1.02 PREPLACEMEUT ROUTINE

Goal Statements


a. provide the opportunity for the student to review appropriate

regulations of Worker's Compensation Board;b. review all necessary procedures for student transportation to

and 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.



1.02.01

dress appropriately for the type - discuss appropriate dress

of employment experience for different occupations

1.02.02

describe the transportationprocedures for reaching the jobsite

1.02.03

list the important factors relatedto expected behaviour on the job

i9S

= consider public or privatemeans

- review introductorYprocess to contactemployer

- discuss manners, speech,

things to observe- discuss significance of

reports- read examples of reports

that will be written bythe employer and theteacher

-193=

MODULE 1.03 PLACEMENT (EXTERNAL TO SCHOOL)

Goal Statements


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

b. provide each student with actual job experience in a workingenvironment;

c. increase student awareness and understanding of employer:responsibilities;

d. have the student practice increased responsibility within awork environment;

e. facilitate effective transition of students between school andellployment;

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

training.



1.03.01

function effectively in a jobsituation

1.03.02

work cooperatively with otherstudents or employees

- follow directions mutuallyagreed to by employer andteacher

ask questions related tocareer goalsmaintain good relationswith othersacquire trainingexperiences in thecommunity

-194-

MODULE 1.O' POSTPLACEMENT ROUTINE

Goal Statements


a. assist the student to make a job analysis of an occupation

related to the placement,b. review employment and career possibiliti(rs related to actual

job experience.



1.04.01

prepare a job analysis of anoccupation where work experiencewas obtained

1.04.02

list safety factors that must beobserved in a chosen occupation

review format of sampleanalyses

- discuss career paths

- review safety aspectsrelated to self and others

2

- 195 -

MODULE 1.05 STUDENT REPORTING PROCESS

Goal Statements


a. provide each student with a format to report on their fieldexperience with an employer,

b. examine roles of employee duties in an occupation and relate toparticular school experiences, and

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



1.05.01

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

1.05.02

explain the job advantages anddisadvantages of an occupation

1-05.03

list criteria of satisfactory jobperformances

1-05.04

list criteria of unsatisfactoryjob performances

- review content of reportsand prepare details on thework experience

- prepare an oral report to

the class on theexperience at a job site

- discussions in class



-196-

MODULE 1.06 LETTER OF THANKS TO EMPLOYER

Goal_Statment

The learning experiences in this module are designed to provide the

student with a format to prepare a letter of thanks to employers

who provided work experience.



1.06.01

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

2uz

- prepare a draft fOconsideration of teacher

- type or write a neatletter using correctgrammar _

- mail or deliver tobusiness within one weekof return to school

- 197 -

UNIT 2.0 SHOP SAFETY AND BASIC PROCEDURES

General Aim

The student must learn to conduct himself in a safe and efficientmanner in an industrial setting within the sheet metal industry.

MODULE 2.01 REVIEW OF SAFETY PROCEDURES

Goal Statements_


a. review all the shop safety rules included in the MetalFabrication 11 course of study;

b. give the student further insight into the safe workingconditions in the sheet metal industry;

c. assist the student to become a safe and reliable employeethrough the constant practice of good housekeeping habits;

d. help the student to act with initiative to adopt correctpractices in any emergency situation that develops.

NOTE: It is expected that the instructor will stress safe and properprocedures automatically as a necessary requirement to gettingthe work accomplished within the time requirements of theindustry.

Learning Outcomes

The student will be able to:

2.01.01

handle all sheet metal safely andefficiently

2.01.02

use all hand tools in a safe andproper manner

Student Activities

- study and discuss safeprocedures

= rack materials as required- maintain a safe and clean

work area

2U3

- 198-

2.01.03

use sheet metal machinery in asafe and proper manner

2.-01 ;04

practice good housekeeping by-keeping the work area Sin a safeand tidy condition

2.01.05

identify safetY and healthhazards; initiate correctiveaction

2.01,05

State the required steps whenfiling an accident claim withWorkert Compensation Board

- check safety equipment- di_scuss common haiards onthe job - mantraps

- discuss first aidprocedures

- review Workers'Compensation Regulations

- discuss the importance ofWorkers Compensation Boardand their role in workerssafety

- list basic regulationsapplying the metalfabrication industry

- 199-

MODULE 2.02 REVIEW OF EMERGENCY PROCEDURES - FIRE AND MEDICAL

GoaT_State-ments


a. acquaint the student with the basic procedures that should befollowed for any emergency situation,

b. provide experiences in the practical use of fire fightingequipment,

c. introduce the student to basic first aid procedures.



2.02=01_

describe and demonstrate theproper use and application of fourappropriate fire extinguishers fordifferent types of fires

2.02.02

identify first aid procedures forminor and major accidentt

2.02.03

liSt specific situations in a shopwhere potential fires can develop

- analyze various emergencysituations involving fires

- apply safety practices tosimulated fires

- study Workers'Compensation Board safetymaterials

- discuss precautionarymeasures that will reducethe danger of fire

-200-

2.02.03

identify and list the variousextinguishAg methods

.L0204

identify some safe fire prevention

practices

2.02.05

list specific situations in a shopwhere potential fires can develop

2.02.06

identify first aid prodcedures forminor and major accidents

- discuss the properapplication of protectiveequipment

- Class A - water as ajet spray or fog orany chemicalextinguisher for smallspot firesCluss B - soda acid,CO4, drychemi calnozzle without water

- Class C - C04, drychemical, leave aloneif high voltage isinvolved

- Class D - drycompounds

- 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 away

from heat= chemicals- fire pails for fire

only

discuss precautionary_measures that will reducethe danger Of fire

- study Workers CompensationBoard safety materials.

-201 -

MODULE 2.03 TRADE PRACTICE, THE WORK ENVIRONMENT ANDCUSTOMER RELATIONS

Goal Statements


a. outline the various employment opportunities within theindustry,

b. describe the requirements of employment in the industry,c. describe the responsibilities and obligations of

"apprenticeship,"d. help the student understand the organizational structure and

the unwritten rules of the shop,e. teach the student to develop positive attitudes (to get along)

with others in a working environment,f. introduce the student to bookkeeping requirements.

Learning Outcomes


2.03.01

outline the types of jobsavailable in the industry

2.03.02

describe the workirig conditions inthe various fields of the industry

2.03.03

describe the obligations of theemployee:

- to his employer- to his union or employeeorganization

- to the demands of the work- the student must be made

to understand thenecessity of punctual andregular attendance on thejob to successfully fulfilcontract obligations tothe employer and thecustomer

Student Activities

= group_ discussion of jobvarieties, workingconditions and industrydemands

- examine various types ofemployee associations

- discuss contractobligations andresponsibilities

2U1

=202-

2.03.04

explain the apprenticeshiptraining program in the industrYand related employer-apprenticeobligations and responsibilities

.2_03_05

explain the relationships betweenemployer, estimator, foreman,journeyman, apprentice, productionworker and laborer

2_03.06

describe unwritten shop rulesconcerning honesty, responsibilityand reliability

2.03.07

understand the advantages ofpositive attitudes and confidence:

= to himself= to his superiors= to his fellow employees- to customers- to other trades and

inspectors

2 tj

- group discussion of

Provincial APPrenticeshipprograms and theirramifications to theemployer and theapprentice

= group discussion ofhierarchy of employees ina shop and theirresponsibilities to eachother and the shop

- group discussion of thenecessity for trust andreliability betweenmembers of a work crew

- use role playingsituations to becomefamiliar with employeetraits - beneficial andobjectional - that affectrelationships with others

- discuss the positiveaspects of leadership ingetting work done versusthe -iegative aspects ofcoercion

= discuss proper behaviourtowards customers andother trades to facilitatethe work

2.03.08

- 203 -

demonstrate a working knowledge ofthe bookkeeping requirements ofthe industry:

- time sheets- job sheets- material order and charge

sheets- job cost sheets and

estimates- purchase orders and

requisitions

- keep time sheets- estimate materials needs

and cost of labour onselected jobs

- charge material and labouron selected jobs

- use requisitions asrequired

- discuss overhead and shopcosts as applied to jobestimates

- 204 -

UNIT 3.0 MATERIALS USED IN THE INDUSTRY,

General Aim

The student should gain an understanding of the properties,characteristics, types and sizes of sheet and structural metalsused in the sheet metal industry.

MODULE 3.01 PHYSICAL PROPERTIZS OF METALS

Goal Statement

The learning experiences in this module are designed to give thestudent an insight into the physical properties of metals.


The student will be able todefine:

3.01.01

strengthductilitymalleabilityhardnesstoughnessbrittlenesscold workingcorrosion

- study and discuss thevarious properties ofmetals as applied to mildand carbon steels, alloytool steels, stainlesssteels, copper and itsalloys, and aluminumalloys

- 205 -

MODULE 3.02 CHARACTERISTICS AND USES OF COMMON SHEET, PERFORATEDAND SCREEN METALS

Goal Statement

The learning experiences in this module are designed to teach thestudent the characteristics and uses of common sheet metals,expanded and perforated sheet and screen.


The student will be able torecognize arid describe the uses ofthe following:

3.02.01

hOt rolled and cold rolled steelSheet and plate

3.02.02

galvanized sheet steel

3.02.03

tin plate and terne plate

3.02.04

Canada and blued steel sheet

3_02_05

stainless steels

3_02_06

copper and its alloys - brassbronze and monel

= study and discuss types ofsteel alloys, character-istics, surface finishesand their uses

- study and discuss platedsteels and their uses

- study and discuss thecharacteristics of copperand its alloys and theiruses, particularly in themarine industry

211

- 206-

3.02.07

aluminum = alloys and hardness

3.02.08

corrugated and embossed sheet inassorted metals

3.02.09

expanded metal and screen inassorted metals

- study and discuss aluminumin utility and marinealloys, hardness of rolledsheet and their uses

- study and discuss Oevarious types ofcorrugated and embossedsheets, expanded metal,and various screenpatterns; theircharacteristics and uses

2 _1

- 207 -

MODULE 3.03 SIZING METHODS USED WITH SHEET AND PLATE

Goal Statement

The learning experiences in this module are designed to teach thestudent the gauge schedules and sizes of sheet and plate in ferrousand non=ferrous metals.

Learning Outcomes Student Activii es


3;03;01

use micrometers to measure sheetthickness in imperial thousandthsand S.I. metrics

3_03.02

use a U.S. steel standard gaugefor steel sheet and a Brown andSharpes gauge for nonferrousmetals to measure sheet and platefor gauge thickness

3.03.03

select embossed and corrugatedsheets, expanded sheets and screenaccording to their thickness andsize schedules

3.03.04

identify and select sheet metalsaccording to thein various sheetdimensions

- study and practiceselecting sheet thicknessusing a micrometer and theproper gauge

- study and discuss thevarious sizes ofcorrugated, expanded andembossed sheets and typesof screen in thickness,length and width

=208-

MODULE 3.04 SECTIONAL SHAPES AND SIZES OF EXTRUDED METALS

Goal Statement

The learning experiences in this module are designed to teach the

student the various sectional shapes of extruded metals and their

sizing schedules.



3-04_01

recognize bar and pipe by itscross sectional shape

3.04.02

identify:= angle= tee= flatbar= I beam= H beam= channel= rod and wire- square bar- pipe and tubing- reinforcing steel

3.04.01

select bar and pipe by theirsizing schedule - dimensionsand/or weight

- study and discuss themethod of manufacture,shapes, and sizes ofbar and pipe and its uses

- 209 -

UNIT 4.0 BASIC DRAWING, GEOMETRY, AND APPLIED MATHEMATICALCONCEPTS

General Aim

The student will develop skills to sketch, read and interpretworking drawings as applied to the welding industry.

MODULE 4.01 MECHANICAL ARCHITECTURAL DRAWING CONCEPTS

Goal Statements


a. improve skills in freehand sketching,b. improve skills in drawing pictorial drawings,c. improve skills in drawing in orthographic projection,d. improve skills and increase the student's ability to read and

understand working drawings.



4A1;01

properly use precision drawingtools and equipment

4.01.02

freehand sketch in isometric andoblique

4.01.03

draw in isometric and obliqueusing precision drawing tools andequipment

- review and apply properuse of drafting equipment

- draw working sketches ofjobs to be fabricated

- bring some small fittingsto class and have thestudents draw them inisometric and oblique

- 210 -

4.01.04

draW in orthographic projectionandAnderStand 1st angle and 3rdangle projection

4.01.05

explain the need for and theimportance of working drawings inthe building trades

4.01.06

locate, within a set of plans, aspecific sheet that will give themthe information they need

4A11;07

interpret schedules and details onworking drawings

- have students draw the _

plan elevation of objectsin 1st and 3rd angleprojection

- disOlay an actual -set_ of

working deaviingt_for thestudents to_examihe_

- review and discuss_ typicalsections to students

- find answers to variousquestions from a set ofworking drawings

- review and discuss a setof working drawings

=211-3

MODULE 4.02 APPLIED GEOMETRY

Goal Statements


a review and emphasize the application of applied geometry topattern development;

b. teach the relationships of perimeter, area and volume ofregular shapes.



4.02.01

bisect lines, arcs and angles

4.02.02

divide circles into four, six,eight, twelve and sixteen equalparts

4.02.03

layout, divide and transfer anglesand triangles emphasizing theright angle

4.02.04

divide a line into a given numberof equal parts

layout hexagons and octagonsinside and outside of circles

4.02.06

find the centre of arcs and cirles

- use dividers and straightedges to solve geometricproblems

- learn the formulasrelating to perimeter,area and volume of square,rectangular, andcylindrical shapes

- to master mathematicalproblems relating togeometric figures

2 1,

-212-

4Al2;07

construct arc through three points

layout and name parts of a circleincluding lines tangent

- 213 -

MODULE 4.03 APPLIED MATHEMATICS

THIS UNIT_ SHOULD BE TAUGHT THROUGHOUT THE PROGRAMAS ITS VARIOUS TOPICS BECOME RELEVANT TO THE UNITBEING STUDIED

Goal Statements


a. teach the student the practical application of mathematics tothe sheet metal trade using both the imperial and S.I. metricmeasuring systems,

b. give the student increased practice in problem solving.



4.03.01

apply common and decimal fractionsto linear measurement problems andcalculations

4.03.02

solve practical problems usinggeometrical formula

4:03A3

calculate area and volume to beused in costing, design, and airflow problems

become proficient in linearmeasurement problems

4.03-05

understand the principals andapplication of percentage

- study and applymathematical principles topractical trade problems

219

- 214 -

4.03.06

iwork proficiently in imperial andmetric measurement

4.03.07

solve problems involving simplejob estimating

4.03.08

solve problems involving ratio andproportion

2,

- 215 -

UNIT 5.0 HAND AND MACHINE TOOLS OF THE SHEET METAL INDUSTRY

General Aim

Review the commonly used tools and machines of the industry andintroduce the student to the various specialized tools and machinesin use.

MODULE 5.01 HAND TOOLS

Goal Statements

The

a.

b.

c.

learning experiences in this module are designed to:

review the various hand tools applied to the sheet metalindustry,develop skills in the proper use of the tools of the trade,acquaint the student with the advantages of good quality tools,teach the student to properly maintain, sharpen and repair handtools.


The student will be able torecognize; maintain and usecorrectly:

5.01,01

measuring and layout tools- tape measures- steel and scale rules- circumference rules- flat squares- combination squares= protractors and bevel gauges= dividers and compasses= scratch awls and scribers= trammels- metal thickness gauges- micrometers and verniers- pencils and felt pens- plumb bobschalk lines

- study safe and correct useand storage of hand toolsand measuring tools

- study various types oftools and learn theirapplications

- select proper hand toolsfor specific applications

- maintain and sharpen handtools as required

221

-216=

5A11;02

cutting tools- various pattern tinsnips- aviation snips- bulldog snips- cutting pliers- nippers and diagonal cutting

pliers- cold chisels- hole punches- hole saws- hacksaws- files

5.01.03

miscellaneous tools- hammers- mallets- rivet sets- hand groovers- bending tongs- pliers- vise grips- drift and pin punches- screw drivers- wrenches- vises and clamps- centre punches- soldering coppers and

torches

5.01.04

forming stakes - select the proper forming

- square_ stake for particular

= hatchet applications

= conductor- beakhorn- blowhorn- needle case- candle mold- hollow and solid mandrell- creasing- bottom- miscellaneous bar and rail

stakes- hand dollies

ti

5.01.05

- 217 -

drill bitstapsdies

- study drill size schedulesin imperial and S.I.metric

- learn how to sharpen adrill bit

- study the various types of

taps and dies- study tap drill sizes- study adjustments of split

dies to obtain variousfits of threads

=218-

MODULE 5.02 SHEET METAL MACHINES

Goal Statements


a. enable the student to select the correct machinery to suit thejob requirements,

b. enable the student to use machines safely and properly,c. enable the student to recognize damaged or dull machinery and

initiate repairs,d. emphasize the necessity of tagging out power machinery before

repairing.


The student will be able torecognize, maintain and usecorrectly:

8A2:01

shears- squaring shears- rotary shears- circle shears- throatless shears- bench shears- nibblers and unishears- notchers- ironworkers slitters- angle iron shear

5.02.02

forming machines- bar folders- pipe folders- standard brakes- pan brakes- press brakes- roll formers

cleat benders- diacro and hosfield benders

- study operations which canbe accomplished on varioussheet metal machinery

- learn safe operatingprocedures - stress reasonfor "tagging out" machines

- study accessories,attachments and cuttingtools used with variousmachines

= choose and safely use thetypes of machine toolscommon to the sheet metalindustry

- recognize dull or damagedmachines and initiaterepair procedures

- 219 -

6.02.03

rotary_ hand machines- beading- crimping- turning- burring elbow- wiring- setting down- combination machines

5_;02.04

punching machines- Whitney- bench and lever punches- turret punches- punch presses- ironworker- gang punch

5.02.05

grinding machines- bench and pedestal grinders- disk and angle grinders- belt sanders- flexible shaft sanders and

grinders- polishing and buttingmachines

- wire wheels andmiscellaneous abrasives

- coated wheels

5.02.06

miscellaneous power machines- electric motors- button lock formers- drills- saws- Pittsburgh lock formers- Acme lock formers- tapping machines- spot welders

NOTE: Field trips toNOTE:shops

will expand thestudent's knowledgeof specialized andoversized machinesused in the fabri-cation industry

225

- 220 -

UNIT 6.0 SOFT SOLDERING

General Aim

ReView basic procedures and introduce the student to advanced

Soldering techniques

MODULE 6.01 SOLDERING TECHNIQUES

Goai Statements-


a. review the operations involved in soft soldering,

b. stress the safety precautions required while sholdering,

c. review the correct methods of preparation of soldering coppers

for various applications,d. review flux applications and study types of fluxes for various

applications,e. review and improve skills in solder applications with soldering

copper and torch,f. stress the need for post soldering cleanup.



6.01.01

forge and tin a soldering copper

6.01_02

select and prepare fluxes forapplication of solder on ferrous,non-ferrous, plated and alloyedmetals

- forge pointed andbOttoming_coppersmechanically_ andchemically clean solderingcoppersmake cleaning dips

review the purpose offluxesdiscuss flux types forvarious applicationsreview safe handling andstorage of flux

make cut aciduse fluxes as required

-221=

6.01.03

soft soldering operations with acopper

6.01.04

solder with a torch

6.01.05

cleanup after soldering

- sweat solder lap grooveand double seamed andriveted joints for a soundmetallic connection andwhere required a water-tight seam

- prepare and solder coppertubing and pipe

- discuss repair work inwater systems

- discuss cleanup methodsused with corrosive andnoncorrosive fluxes

- restore surface finishesafter soldering.

- 222 -

UNIT 7.0 BASIC LAYOUT AND FABRICATION

General Aim

The student should master the processes involved in the layout andfabrication of jobs based on the flat plane, the cylinder and theright angle.

MODULE 7.01 PATTERN DEVELOPMENT OF REGULAR SQUARE, RECTANGULAR,CIRCULAR, AND SEMICIRCULAR PRISMS

Goal Statements


a. enable the student to develop patterns of miscellaneous regularshapes_

b. teach the student the mathematical formulas and applicationsinvolved in regular shapes.


701,01

develop patterns for square andrectangular prisms

7.01.02

develop_ formulas for perimeter,area and volume of square andrectangular prisms

7.01.03

develop patterns for circular andsemicircular prisms

- layout and test patternsof square and rectangularprisms

- solve problems based onperimeter, area, andvolume of right angledjobs

- layout and test patternsof circular andsemicircular prismsintroducing the use ofline elements

- 223 -

7.01.04

develop formulas for perimeter,area and volume of circular shapes

7.01.05

solve problems involving capacity

- solve problems involvingcircumference, area andvolume of circular shapesin both gallons and litres

- find combined weights ofrectangular andcylindrical tankscontaining water and fuels

- 294-

MODULE 7.02 LAYOUT AND FABRICATION OF PANS AND RECTANGULARCONTAINERS

Goal Statements


a. teach the student to develop patterns of square and flairedpans and boxes in light and heavy gauge,

b. enable the student to fabricate pans and boxes using methodsdetermined by the use of the job,

c. teach proper techniques for seams, edge treatments, andnotching.

Learning Outcomes


7.02.01

layout and fabricate a light gaugedrip pan

7A/2;J02_

layout and fabricate a light gaugeflaired parts washing pan

7.1)2-01

layout and fabricate an simplecarryall or tool tray

7.02.04

layout and fabricate a doubleseamed box

23

Student Activities

- make one piece galvanizeddrip or planter pans withsoldered corners anddouble hem

- make a one piecegalvanized deep pan withflaired sides, riveted andsoldered corners, and awire edge

- make a galvanized carryallhaving spot welded seams,reinforced with rivets,with a double or flangedhem on the body

- make a container withdouble seamed ends and awire edge

-225.-

7.02.05

layout and fabricate a heavy gaugeContainer with a lid;_applyprinciples of metal thicknessallowances

7.02.06

apply various seams:- lap- butt- riveted- single- double- groove- Pittsburgh- welded seams

as required

L.02.07

apply various hems and edgetreatments:

- single hems- double hems- wired hems- flanges- reinforced edges

with flat bar and angle iron asrequired

- make a welded containedwith a fitted lid

- study applications andallowances of variousseams

- study applications andallowances of various hemsand edge treatments

NOTE: The instructorshould introduceany custom workavailable to expandthe student's pro-ficiency in basicfabrication of rec-tangular containers

- 226 -

MODULE 7.03 LAYOUT AND FABRICATION OF CYLINDRICAL JOBS

Goal Statements


a. teach the student to develop patterns of cylindrical jobs,b. enable the student to fabricate cylindrical jobs,c. teach proper techniques for seams, edge treatments and

notching.

Learning Outcomes


7.03.01

layout and fit round pipe

7,;_01;02_

layout and fabricate a plug andcap

7.03.03

layout and fabricate cans; copperor brass may be used in thisassignment

Student Activities

- make lengths of pipeallowing for big and smallend fits, in light gauge -groove seamed, and heavygauge - riveted or welded

- make a plug and cap to fitlight gauge fabricatedpipe

- make a cylindrical pail

with a double seamedbottom, solderedwatertight, a wire edgeand a wire bail or handle

NOTE: The instructorshould ii,troduceany assignmentswhich time willpermit to improvethe student's pro-ficiency in thefabrication ofcylindrical jobs

23z

- 227 -

UNIT 8.0 VENTILATION FITTINGS

General Aim

The student will develop skills to layout and fabricate commonventilation fittings.

MODULE 8.01 LAYOUT AND FABRICATION OF BASIC VENTILATIONFITTINGS AND JOINTS

Goal Statements


a. develop skills in duct layout;b. introduce the student to methods of fabrication,c. introduce the student to joining methods,d. introduce the student to basic calculations involving capacity

pnd flow.



8.01,01

sketch a sectional view andexplain the uses of the followinglocks:

- Pittsburgh lock- button lock- S and drive cleats- C.P.R.'s

8_01_02

lay out patterns for any straight,rectangular duct and fabricatesame

8.01.03

lay out patterns for any ductelbow and fabricate

- fabricate a square orrectangular duct and jointtogether with S and drivecleats and/or C,P.R.'s

- lay out and fabricate anyelbow

- square throat squareheel

- square throat radiusheel

- radius throat andradius heel

- radius throat and

square heel

233

-228-

8;01;04

lay out and fabricate standard "S"offsets and for a transitionalcheek "S" offset for anydimensions given

KO1A5

lay out and fabricate duct takeoffs

K01-06

lay out and fabricate any one,two, three, and four piece squareof retangular transition

8.01.07

design duct fittings for flow

- lay out and fabricate "S"offsets

- lay out and fabricate ducttake off c/w hammer locks

- lay out and fabricate ducttransitions

- study effects on capacityand flow of sectional anddirection changes in ductruns

- solve problems of flow andcapacity throughmathematical calculation

-229=

UNIT 9.0 PARALLEL LINE DEVELOPMENT

General Aim

The student should master the processes involved in the layout andfabrication of jobs based on the parallel line method ofdevelopment.

MODULE 9.01 FUNDAMENTALS OF PARALLEL LINE DEVELOPMENT

Goal Statements


a. explain the principals involved in the development of patternsusing the parallel line method,

b. help the student design parallel sided fittings and jobs,c. develop skills to lay out aad fabricate parallel sided fittings

and jobs in light and heavy gauge sheet,d. teach the student to calculate the exact stretOlout and apply

various seams allowances.



9.01.01

develop patterns using theprinciple of line elements insquare, rectangular andcylindrical jobs with ends cut atan angle

- lay out and test patternsof various exercises inparallel sided shapeswith angled ends

- lay out and fabricatesquare conductor pipe andcut mitres

- lay out and fabricateleader heads

- lay out and fabricate pipewith various cuts

2

- 230 -

calculate the length of circularstretchouts, allowing for big andsmall end fits and thickness ofmaterial

9.01.03

calculate and apply seamallowances for groove and rivetedseams

-7- find_exact. stretchoutlengths by calculation

- students will be able toapply parallel linefundamentals to achieveshop accuracy in areasonable length of time

- 231 -

MODULE 9.02 ROUND PIPE ELBOWS

Goal Statements


a.

b;

identify and define the nomenclature for elbows,help the student design elbows noting problems of capacity andflow,teach the student the elbow rule,increase the student's skill using turning and elbow machines,increase the student's knowledge of taper and fit of pipe.


The student will be able tc:

9.02.01

properly develop the elevation ofan elbow of any angle and anynumber of pieces notingrestrictive effects on flow ofvarious throat radiuses

9.02.02

lay out patterns of any elbowapplying the principles ofparallel line development

9.02.03

apply taper for big eno - smallend fit

9-132 .04_

apply seam allowance and notchingfor groove and riveted seams

9.02_.05

assemble light gauge elbows byturned joints and heavy gaugeelbows by riveted and weldedjoints

lay out the patterns andfabricate various elbowsin light and heavy gaugesheet using groove,riveted, and welded seamsand turned riveted andwelded joints

- students will be able tolay out and fabricateelbows to shop accuracy ina reasonable length oftime

237

- 232 -

MODULE 9.03 ROUND PIPE TEES AND BRANCHES

Goal Statements


a. identify and define the nomenclature for tees and branches;

b. help the student to design tees and branches noting problems of

capacity and flow,c. teach the student the principlies of joint and design in the

intersection of pipes,d. increase the student's knowledge of taper and fit of pipe.



9.03.01

properly develop the intersectionsbetween pipes and tubes

9.03.02

lay out patterns of pipeintersections applying theprincipals of parallel linedevelopment

9_03._03

design and lay out tees andbranches with big and small endfits

9.03.04


9.03.05

assemble light gauge fittings withgroove seams and heavy gaugefittings with riveted seams

- lay out the patterns andfabricate various tees andbranches in light andheavy gauge sheet

- students will be able tolay out and fabricate teesand branches to shopaccuracy in a reasonableamount of time

23g

- 233 -

MODULE 9.04 ROUND PIPE OFFSETS

Goal Stitements


a. identify and define the nomenclature for offsets,b. help the student to design offsets noting the problems of

capacity and flow,c. increase the student's skill using turning and elbow machines,d. increase the student's knowledge of taper and fit of pipe.


The student will be able to

9A4.01

properly develop elevations ofoffsets allowing for propercapacity

9.04.02

develop patterns for any offsetapplying the principles ofparallel line development

9.04.03

apply taper for big end - smallend fit

9.04.04


9.04.05

assemble light and heavy gaugeoffsets by turned, riveted andwelded joints

- lay out and fabricatelight and heavy gaugeoffsets

- students will be able tofabricate offsets to shopaccuracy in a reasonablelength of time

230

-234-

UNIT 10.0 RADIAL LINE DEVELOPMENT

General_Aim

The student should master the processes involved in the layout andfabrication of jobs based on radial line development.

MODULE 10.01 FUNDAMENTALS OF RADIAL LINE DEVELOPMENT

Goal Statements


a. explain the need for, and the principles involved in, thedevelopment of patterns using the radial line method,

b. help the students design fittings and jobs based on the pyramidand the cone,

c. enable the student to become proficient in the mathematicalformulas and calculations.required to obtain exact stretchoutlength, perimeter, area, volume and weight,

d. introduce the concept of true length development.

Learning Outcomes


10.01;01

develop patterns of full andtruncated pyramids applying theprincipals of true linedevelopment

10;.01,;_02_

develop patterns of full andtruncated cones

24 0

Student Activities

- develop elevations and layout patterns ofmiscellaneous radial lineproblems

- test the patterns foraccuracy

-235-

10.01.03

develop patterns of theintersections of cone and cylinder

10.01.04

calculate and apply the exactcircumference of stretchouts

10.01.05

calculate capacities for air flow,and for tanks or containers

10.01.06

calculate weights of pyramid andof conic volumes

- apply the geometricprinciples of angles,triangles, circles, anddegrees of a circle toradial line developmentproblems

- find exact stretchoutlengths by calculation

- apply mathematicalformulas to solve problemsof flow capacity andvolume of containers inboth gallons and litres

- find the combined weightsof tanks containing waterand fuels

- 236 -

MODULE 10.02 LAY OUT AND FABRICATE JOBS BASED ON RADIAL LINEDEVELOPMENT

Goal Statements


a. develop skills in the pattern development of conical jobs;b. enable the student to fabricate various jobs using methods

determined by the end use of the job,c. teach proper techniques for seams, hems, joints and notching of

conical jobs,d. increase the student's knowledge of taper and fit of pipe,e. increase the student's skill using rotary machines.



10.02.01

lay out and fabricate a regularpipe taper with and withoutcollars

10.02.02

layout and fabricate a flared panor pail with double seamed bottomand wired edge

10_02_03

lay out and fabricate a litremeasure - this job could be donein copper and polished

24

- make various light andheavy gauge pipe tapers byradial line developmentand short cut method

- make a pan, pail orwatering can

- make a one litre measuringcan with a pouring spout,double seamed bottom, wireedge and handlecalculate conical volumear.d proportions for a onelitre measure

- 237 -

10-02_O4-

lay out and fabricate a roof jackwith rain cap

10.02.05

apply allowances for big end -small end fit

10.02_06

apply seam allowances and notchingfor groove and riveted seams

- make a roof jack to fit apitched roof with aconical rain cap

- additional jobs mightinclude heavy gaugecollars, tapered elbow,ventilators, tanks,planters etc.

- 238 -

UNIT 11.0 TRIANGULATION

General Aim

The student should gain an understanding of the method ofdeveloping patterns through the application of right angledtriangles.

MODULE 11.01 TRIANGULATION FUNDAMENTALS

Goal Statements


a. explain the principles involved in the development of patternsusing triangulation;

b. teach the student to develop true lengths based on theright-angled triangle where the length of the base is found inplan, the height in elevation, and the hypotenuse is the truelength;

c. help the student design irregular fittings and jobs, and applythe techniques of triangulation in the development of patterns.

Learning Outcomes


11.01.01

Student Activities

construct necessary views anddevelop true length diagrams ofsimple square to round shapes

IIA1Al2

develop the patterns of a simpletwisted square to square twistedforty-five degrees

11.01.03

develop the patterns of a simplesquare to round on centre

- construct_ necessary viewsand true length_diagrams

- develop_and test patternsof simple triangulatedshapes

- find exact stretchoutlengths by calculation andapply them to patterns

- 239 -

11AIA4

develop the patterns of a simplesquare to round off centre oneway

develop the pattern of a scalenetruncated cone

245

- 240 -

MODULE 11.02 LAYOUT AND FABRICATION OF JOBS REQUIRINGDEVELOPMENT BY TRIANGULATION

Goal Statements


a. teach the student to develop patterns of simple triangulated

jobs,b. apply the proper techniques to fabricate irregular jobs,c. teach the proper techniques for seams and notching on irregular

jobs.

Learning Outcomes


11.02.01

lay out and fabricate a lightgauge square to round transitionwith a round collar

11,02.02

lay out and fabricate a compoundoffset duct transition

11.02.03

lay out and fabricate a regularsquare to round fitting using asteel square

11.02.04

layout and fabricate a square toround take-off with a tap-inconnection

11.02,05

lay out and fabricate a heavygauge square to round such asmight be used in blow pipe or aboiler breeching

Student Activities

make various heating andventilating fittingsrequiring triangulation

- make a square to roundchimney stack

- make heavy gauge rivetedor welded triangulatedfittings suitable for blowpipe or smoke pipe

-241-

11.02.06

apply seam allowances and notchingfor groove and riveted seams

2

-242-

UNIT 12.0 RIGGING AND MATERIAL HANDLING

Genera]_

The student should be familiar with safe practices in rigginstaging and material handling

MODULE 12.01 SAFETY REGULATIONS ON RIGGING

Goal Statements


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

equipment,c. familiarize the student with crane hand signals and their

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

use.



12.01.01

list and identify WorkersCompensation Board AccidentPrevention Regulations on rigging

- identify and study Section8.50 on housekeeping

- identify and study Section8.56 - 62 on storage ofmaterials

- identify_and study Section14.02 =_20 on personalprotective equipment

- identify and study Section54.02 = 22 on rigging

- identify and study Section56.00 = 100 on hoistingequipment

- identify and studyAppendix D on hand signals

Cont'd

- 243 -

12.01.01 (Cont'd)

12.01.02

identify the principles governinghoisting

12.01.03

identify types of materialhandling equipment and their use

identify and study Section30.12 - 16 on ladders

- identify and study Section32.12 - 82 on scaffoldsand stages

= determine weight to belifted

- determine type and shapeof material to be involved

- determine methods ofhoisting to be employed

- identify the safetyprecautions employed inthe process

- identify correct piling orblocking methods

- identify the types of rope- identify condition and

load capacities of fibrerope and wire rope

- identify condition andload capacities of chains

- identify types of grabchains and their uses

- identify the correct usageof Crosby clips

- identify the correctmethods in using plateclamps and plate hooks

- identfy the correctmethods in usingcome-a-long and chainhoists

- identify the correctmethods in using hydraulicjacks

- identify the correctmethods in applying cableclamps

- identify the procedures ofslinging

- remoar shaped objects- it lar shaped objects- for oolding loads

horizontially- for holding loads

vertically- with a snatch block

-244-

12;01;04

identify the application of handsignals

12.01.05

identify and describe varioustypes of scaffolds

12.01.06

identify types of staging andtheir use

12.01.07

identify safety proceduresemployed in checking scaffoldingand stages

- identify conditionsrequiring a signaller

- identify types ofsignalling systems

- identify authorized handsignals

- identify the generalrequirements forconstruction of scaffolds

- describe a wooden scaffold- describe a bracket

scaffold- describe a needle beam

. scaffold- describe a thrust out

scaffold- identify the limitations

of ladder jack scaffolds

- identify the generalrequirements forconstruction of staging

- identify the applicationof common stages

- identify the applicationof a swing stage

- identify type of work areato be inspected

- check grade and conditionof materia'

- check correct footing ormounting and tie-in toother members

= check for correct spacingof members

- determine if materialsizes meet specifications

200

- 245 -

MODULE 12.02 MATERIAL HANDLING EQUIPMENT

Goal_ Statement

The learning experiences in this module are designed to familiarizethe stu ant with safe methods of using materials handlingequipment.



12.02.01

identify types of materialhandling equipment

12.02.02

given a shop model, the learnerwill be able to demonstrate thesafe methods of operating materialhandling equipment

- define the term "materialhandling equipment"identify methods ofmaterial handlingidentify methods ofhandling and storing wireropes

- identify limitations ofhuman model in materialhandling

= identify limitations offork lifts

- identify limitations ofhydraulic hoists

- identify limitations ofoverhead cranes

- identify shop model usedfor material handling

- identify relevant sectionin Workers CompensationBoard Industrial Healthand Safety RegulationsSection 26.243- 26.50 all

- identify operatinginstructions of model

- observe shop rules onoperation of materialhandling equipment

- demonstrate correct use of

model

251

CAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREER

PREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATIONPREPARATION_ _ _ _ _ _ _ _

PROGRA._PROGRAPROC RAMPROS RA. .

PROGRA_PROGRA.PROGRAMPROGRA_ _ _

PROGRAMPROGRA...PROGRA:.P_ROGRA_PROGRA._PROGRAMPRO _ _

219

PAGE

SECTION FOUR - RESOURCE PROJECTS

SMALL BOX 251

FLARED PAN 252

DRIP PAN 253

PAINT PAIL 254

4 PIECE = ELBOW 255

3 PIECE - 600 ANGLE 256

TEE PIPE 257

TEE WITH SMALL BRANCH 258

TEE OFFSET ON MAIN 259

BRANCH SAME SIZE AS MAIN 260

BRANCH SMALLER THAN MAIN PIPE 261

TEE WITH GUSSET 262

0;G; GUTTER MITRES- 263

LEADER HEAD 264

RIGHT CONE AND FRUSTUM 265

FUNNEL 266

FUNNEL WITH EXTENDED TOP 267

TIN PAN 268

-250=

PAGE

TAPERING ELBOW269

ROOF JACK-270

VERTICAL CYLINDER TO CONE 271

CYLINDER PENETRATING A CONE 272

OFFSET CYLINDER TO CONE MITRE 273

CONICAL BOSS274

CONE INTERSECTING A CYLINDER 275

MEASURE-276

SQUARE TO SQUARE TRANSITION-277

RECTANGULAR TRANSITION278

RECTANGLE TO ROUND TRANSITION- 279

OFFSET FUNNEL280

254

SMALL BOX OWG#t

PATTERN FOR BODY

PATTERN FOR F,NDti

P!RE EDGE

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267

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12

- 260 -

PATTERN FOR BRANCH

11

7

128

PATTERN FOR HOLE

BRANCH SMALLER THAN MAIN PIPE

27

TEE WITH GUSSET DWG #12

27i;

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13

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RIGHT CONE & FRUSTUM

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DWG #16

44, ft..... .,....

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FUNNEL WITH EXTENDED TOP DWG #17

SOLDERED LAP JOINT

LAP ALLOWANCE

TIN PAN =0 DWG #18

26

TAPERING ELBOW

28

VERTICAL CYLINDER TO CONE DWG #21

1 12 11 10 9

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CYLINDER PENETRATING A CONE

295

OFFSET CYLINDER TO CONE MITRE DWG #23

273 -

'CONICAL BOSS IDWG' #24'

INTERSECTION OF BOSS

9318 PXFFERN-1

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CONE INTERSECTING A CYLINDER

29S 299

SQUARE TO SQUARE TRANSITION DWG #27

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Rigging and Erection 281

INTRODUCTION

The field Tradesman relies upon a variety oflifting and support mechanisms to transfer andsecure material and equipment on the jobsite. Atone extreme, immense, sophisticated cranesperform massive lifting and moving operationswhile at the other, simple systems of ropes andpulleys having sufficient MeChanical advantagemanage smaller operations to enable "man-power" to provide the required energy. In bothcases, the fundamental unit of the system is theline or rope, and'the Boilermaker must have acomplete understanding of the composition;characteristics, capabilities and uses of all typesof line and rope. This chapter describes naturalfibre, Synthetic fibre and wire rope.

KNOTS AND HITCHES

Both natural and synthetic fibre lines can be tiedin various ways to produce knots andhitches to serve specific functions in riggingand erection operations:

In making knots and hitches, the rope (Figure 7:1) is described as having three parts:1: The running end or free end used when

making a knot or hitch.2 The standing part is the main line or inactive

length of rope.3. 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 and should be secured to

Bight

StandingPart

Figure 7-1. Parts of the Rope

prevent losing functional cord. Knotting the rawe,-id is simple, but whipping haS several ad-vantages:

1. It does not significantly increase the rope'scircumference and thus will still threadthrough openings.

2. It is a More durable and secure fastening.3. It can be applied before a rope is cut to

prevent any untwisting.

WHIPPING A LINE END

Figure 7-2 illustrates the steps involved in whip-ping a line end:

Step 1. Using a small cord, make a bight nearthe end and lay the doubled cordFong a groove in the rope betweentwo strands. The bight should projectabout 1h. 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: 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 7-31 is the sim-plest knot to make, but should be used onlywith small cord or twine on parcels, On alarger rope used in handlines and ropeblockS this knot jams when pulled tight anddamages the fibres of the rope.

2. The figure eight knot (Figure 7-4) does notinjure the rope fibres and is larger than anoVerhand knot for tying on the end of a ropeto prevent it from slipping through a

fastening or a loop in another line.

3 U P

282

Step 2

Figure 7-2. Whipping a Line End

KNOTS FOR ,10INING TWO LINES

1. The square or reef knot (Figure 7-5) is usedfor tying together two ropes of the same size,or for tying together the ends of a short ropeto make a temporary endless sling. Properlytied, a square knot will not slip when therope is dry and has 50% of the rope strength.

When tying a square knot, the standing partand the runn ig end of each rope must pal

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.A single sheet bend (sometimes called aweaver's knot) is used to tie together twodry ropes of unequal size. Figure 7-7


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 lightloads but will loosen or slip when the linesare slackened.

4. A double sheet bend (Figure 7-8) is used tojoin wet or dry lines of equal or unequal size.It will not slip or draw tight under heavyloads.

First tie a single sheet bend (do not pull ittight), then take one extra turn around thebight, passing the running end under the

Figure 7-5. Tying a Square Knot

284

Figure 7-7. Tying a Single Sheet Bend

Figure 7-8. Double Sheet Bend

3

_

Figure 7-9. Tying a Carrick Bend

3tit


smaller line and over the larger line as forthe single short bend.The carrick bend is used for heavy loadsand for joining heavy line. It 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 for raising or lifting loads asit produces a choker type sling at the end of

4

5

3

- 286

2

Figure 7-11. Tying a Double Bowline Knot

a single line. Figure 7-12 illustrates the stepsin tying a running bowline knot.

4. A bowline on the bight is tied to form adouble loop in the middle of a line that canbe used as a seat or as a spreader to sling aload: Figure 7-13 illustrates the steps in tyinga bowline on the bight.

5. A Spanish bowline forms two loops or -rab-bit ears" providing a double sling for liftinground objects or for rescue work. Figure 7714illustrates the steps in tying a Spanishbowline.

6. The harness hitch prbthiCeS a loop in a linewhich will not slip. Figure 7=15 illuStrates thesteps in tying the harneSS hitch.

3L., v

HITCHES

1. The halt 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 therunning end of the line in two complete

287Rigging and Erection

2

-.; ' " -,`,;t^: ,',,, '''51:, :T,:, <,,,,

,, ,-it'''':''' -;"?.:,/ , ' '5,,e`

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, 3 ;

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Figure 7-12. Tying a Running Bowline Knot Figure 7-13. Tying a 9owline on the Bight

31 4.

288

Figure 7-14. Tying a Spanish Bowline

turns around the pole before making thetwo half hitches as shown in Figure 7-18.

3: The clove hitch offers a fast, simple way offastening a line to a post; timber or pipeand can be tied at any point in the line. Totie a clove hitch in the middle of the line,make two turns close together in the lineand twist them to bring them back to backas shown in Figure 7-19. Slip the loops overthe post. To tie a clove hitch at the end ofthe line, two underhand loops are tiedaround the post as shown in Figure 7=20.

4. The 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. Fig Lire 7=21 illustrates thesteps in tying the ['Oiling hitch.

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

3

5

damaged part of the line beforereplacement can be accomplished. Figure7-22 illustrates the Steps in tying the sheep-shank.

6. The timber hitch is used to fasten rope tosteady loads of posts, planks, timbers andpipes. The knot will loosen when the ten-sion or pull is relieved. The hitch beginswith a half hitch and is completed by turn-ing or twisting the running end around it-self two or three times foflowing the lay ofthe rope (Figure 7-23).

T 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).

8. A catspaw (Figure 7-25) is a particularlyuseful method of attaching the middle of a


1

2

3

4

Figure 7-15. Tying a Harness Hitch

I Safe t

Figure 7A6. Safe and Unsafe Half Hitches

5

Unsafe

31

. ,

290

Figure 7-17. Two Half Hitches

Figure 7-18. Round Turn and Two Half Hitches

31;

Figure 7-19. Tying a Clove Hitch in theMiddle of a Line

line to a hook. When removed from thehook, it unties itself.

9. The fisherman's bend provides a securefastening for a line or cable to an anchor orother situations where alternate tighteningand Slackening in the line occurs. Figure 7-26 illustrates a fisherman's bend. With thert: fining end, take two turns through oraround the object to be fastened; thenaround the standing part and through theloop formed by the turns. Finally, make ahalf hitch around the standing part andseize the running end to the standing part.

Rigging and Erection291

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

3

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 in

tying a Speir knot.12. The becket hitch provides a secure means

of 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, then over both sides of the loopand up through the bottom half of the loopas shown. Pull tight.

13. Barrel slings can be tied to hold barrelShorizontally or vertically. The horizontalsling (Figure 7-30) is made by tying abowline with a long loop. Make two "ears"by bringing the line at the bottoM of theloop up over the SideS of the loop and slide

3 I ;I:

292

2

4774

*Vprow-A.-

3

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 aknot 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 Erection= 293 =

ft

2

Figure 7-25. Catspaw Hitch

Figure 7-26. Fisherman's Bend

294

qt,

)'*

3 14.

4

4 6

7

Figure 7-27. Tying a Scaffold Hitch


3

on"'°'"'";;411.'

Figure 7-28. Tying a Speir Knot

jr

= 296 .=

Figure 7-29. Tying a Becket Hitch

4


Figure 7-30. Horizontal Barrel Sling

Figure 7-31. Making a Vertical Barrel Sling

SPLICES

Splicing is a process of joining two rope8together, or joining the end of a rope to a pointon the standing part. Splicing reduces the ratedstrength of the rope by 10-15%. Both natural andsynthetic fibre ropes can be spliced, but for alltypes of splices, two or more extra tucks arerequired for synthetic fibre rope. An importantconsideration in making splices is the care thatmust be taken in urilaying the rope andreweaving the strands so that the form and lay ofthe rope are not disrupted.

298

SHORT SPLICE

The Short Splice is the strongest type of splice;however, it has the disadvantage of increasingthe diameter of the rope to such an extent that itis unsuitable for some uses such as runningthrough blocks or sheaves.

Procedure

Step 1.

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, Ster 1).

Bring the endS tightly together andapply_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 it passed over Strand Eand then under Strand F (Figure 7-32,Step 4).

Step 5. Before making the third tuck, rotatethe splice again one-third of a turnaway from you Strand C is thenpassed over Strand F, and under thenext one, Strand D. The splice now ap-pears as in Figure 7-32, Step 5.

Step 6. This completes the first round of tucksin the left hand half of the Splice. Eachstrand should now be tucked at leasttwice more, always over one and un-der one as before, making sure thateach strand lies snug and is withoutkinks.

Step 7. To finish the splice; reverse the ropeend for end so that Strands D, E and Fare now at the left instead of the right(in the same position of Strands A, Band C in the illustrations) and repeatthe tucking operation on their side ofthe rope. Each of the six strands willnow have had at least three tucks. Atapered splice is made by taking twomore tucks with each strand, cutting

away some of the threads from eachstrand before ennh es tra 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 andforth, either under your foot or bet-ween two boards. The completedShort Splice should look somethinglike the illustration in Figure 7=32,Step 8.

Step 2

Step 4

Step 5

Step 8

Figure 742. Making a Short Splice

299

Rigging and Erection

LONG SPLICE

The Long Splice is used for pulley work since itpermits ropes that have been spliced to be runthrough sheave blocks without jamming orchafing. Unlike the short splice, the diameter ofthe spliced rope is increased very slightly.

Procedure

Step 1. To make this splice, begin by unlayingone strand of each rope for 10 or 15turns, and whip the ends of eachstrand to prevent untwisting. Thenlock the two ropes together by alter-nating the strands from each end asillustrated in Figure 7-33, Step 1.

Step 2. Starting at one end, take an oppositepair of strands; A and B, and unlayStrand A: Follow it with Strand B, turnby turn; continuing until only 1' or lessof Strand B remains. Keep Strand Btight during this step and pull it downfirmly into Strand A's former place.Repeat this operation with Strands Cand D. Strand D is unlaid and Strand Cis laid in its place. The splice at -thisstage is illustrated in Figure 7-33, Step2.

Step 2

Step 3

Step 4

Step 3. Now each pair of strands is tiedloosely together with a simpleoverhand knot, as indicated byStrands A and B in Figure 7-33, StepEach knot is then pulled down into therope like Strands C and D.

Step 4. Each strand is now tucked twice, overand under, as done in making theShort Splice. Figure 7-33, Step 4 Step 5

shows Strands C and D after tucking.If a smaller diameter splice is desired,tapering can be done by tucking eachstrand twice more, cutting:away someof the threads for each additionaltuck.

Step 5. When tucking is finished, cut allstrands off close to the rope and rollthe splice on the floor under your footto smooth it out. The completed LongSplice is illustrated in Figure 7-33,Step 5.

SIDE SPLICE

The Side Splice is also called the Eye Splicebecause it is used to form an eye or loop in theend of a rope by splicing the end back into its

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 Figure 7-34,Step 2. The middle strand is always

326

300

tucked first, so Strand B is tucked un-der Strand E, the middle strand of thestanding part.

Step 3. The second tuck is now made asillustrated in Figure 7-34, Step 3. LeftStrand A of the working end is tuckedunder Strand 0, passing over StrandF.

Step 4. Figure 7-34, Step 4 illustrates how thethird tuck is Made. To make Strand Fersy to _get at, the rope is turned over.Strand C now appears on the left side.

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

Step 6. Figure 7-34, Step 6 illustrates thesecond round of tucks started, withthe rope reversed again for ease inhandling. Strand B is passed overStrand D and tucked under the nextstrand to the left. Continue withStrands A and C, tucking over onestrand and then under one to die left.To complete the splice, tuck eachstrand once more.

Step 7. Remove the temporary seizing and cutoff the strand ends, leaving at least1/2" on each end. Roil the splice backand forth under your foot to even upand smooth out the strands. The com-pleted Eye Splice is illustrated inFigure 7-34, Step T

NATURAL FIBRE LINE

MANUFACTURE OF NATURAL FIBRE LINE

Natural fibre line is constructed by a prert,ess 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 directior of twist foreach set of components: fibres and strands aretwisted opposite to yarns.

TYPES OF NATURAL FIBRE LINE

Fibre line is classified on the basis of the kind ofvegetable fibres used to manufacture it;

Step 1Step 2

Step 3 Step 4

Step 5

Step 6

Step 7

Figure 7-34. Making a Side Splice

Rigging and Erection3 0 1

A

Figure 7-35. Construction of Natural Fibre Line

Manila fibres are made from plantain leaves:Superior quality manila line is made from longfibreS of light colour, as it is softer, more elastic;stronger, durable and water resistant. ItsSmoothness makes it preferable for running overblOcks and sheaves.

Sisal line has a harsher feel than manila and isabout 80% as strong: It has the advantage oftolerating exposure to sea water very well.

Hemp fibres are short and soft. but it produces astrong. rough line. Tar soaking, althoughreducing the line's strength and flexibility, isnecessary to reduce deterioration from damp:ness.

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

Forms of Natural Fibre Line

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

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

Shroud laid line is composed of four strands in aright hand lay around a centre core (Figure 7-36).

Cable laid line is composed of thee lines (righthand Hawser) arranged in a left hand lay (Figure7-36).

Houser Laid Line

Shroud Laid Line

Cable Laid Line

Figure 7-36. Forms of Natural Fibre Line

CHARACTERISTICS OF NATURAL FIBRE LINE

Size Fibre line is designated by diameterAnd circumference (in inches).

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

3:4(diameter)2

Example: for 5/8 inch line

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 oy thefactor of safety gives the safe working capacitywhich should never be exceeded. Excess loadgdamage 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:

302

Rated capacities for safe loads are listed intables for new line only. (See. for example, Table7-1.)

A rule of thumb for estimating the safe workingcapacity (in tons) of manila line is to square thediameter (in inches), for example. a 11/6" manilaline would have a safe working capacity of117/64, or approximately 11/4 tons.

CARE AND MAINTENANCE OF NATURALFIBRE LINE

The functional life of natural fibre line can be ex-tended with proper care in handling and main-tenance. Knowledge of the characteristics andlimitations of each kind of line will provideguidelines for good handling practices.

Inspect lines frequently to determine the ac-tual condition of the inner fibres; which is notevident on the surface. Grasping the line firmlywith two hands; untwist it slightly to expose theinner portion; and look for the following:1: Mildew - inner fibres are dark and stained

and have a musty odour2. Broken strands or yarns

Boilermaking Manual

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

. Fragmentation of the core - core breaksaway in small pieces, indicating overstrain.

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

Protection of Line Ends Raw or cut ends ofline should be secured to prevent unlaying:Tying a knot at the end of a line. or whipping willsecure the lay.

Storage Deterioration of natural fibre linecan be prevented by good storage practices.These include the following conditions:1. Storage areas should be dry.2. L; nes should be dried before storing:3. Circulation of air around coiled line should

be provided such as gratings to support thecoils.

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

TAELE 74._ PROPERTIES OF MANILA AND SISAL LINE

Nominaldiameter

Circum-ference

Weightper 100'

No. 1 Manila Sisal

(inches) (inches) (pounds) Breaking Safe Load Breaking Safe LoadStrength (pounds) Strength (pounds)(pounds) F.S. .4 (pounds) F.S. -4

1/4 3/4 L 71 550 150 440 120

2/3 1 1/8 3.45 1,275 325 1,020 260

1/2 1 1/2 7.36 2,650 660 2,120 520

3/5 2 13.1 4,400 1,100 3,520 880

3/4 2 1/4 16.4 5,400 1,350 U20 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

1 114 3 3/4 40.8 13,500 3,380 10,800 2,700

1 1/2 4 1/2 . 58.8 18,500 4,620 14,800 3,709

1 3/4. 5 1/2 87.7 26,500 6,625 21,200 5,300

2 6 105.0 31,000 7,750 24,800 6,200

2 1/2 7 1/2 163,0 46,500 11,620 37,200 9,300

3 9 237.0 64,000 16,000 51,200 12,800

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

3O


Prevention of Moisture Damage Since fibreline will contract when wet, it should beSlackened before exposure to rain or dampness:

Prevention of Damage to Strands Althoughcontinued use will result in some fibre damage,this can be minimized by:1. Washing line that is muddy or sandy2. Using softeners to pad sharp corners over

which the line must be pulled3. Keeping line out of sand and dirt as much as

possible

4. Using knots that are easy to untie5. Repairing broken strands in the line as soon

as possible:

Coiling and Uncoiling New natural fibre lineis delivered in coils of 600'-1200' and lashedor bound. Generally an instruction tag will ac-company the coil. After cutting the bindings orlashings; grasp the line end inside the coil at thebottom and pull it up through the middle toprevent kinks from forming (Figure 7-37).

Starting End_

Figure 7-37. Uncoiling a Coil of Fibre Line

SYNTHETIC FIBRE ROPE

CHARACTERISTICS OF SYNTHETIC FIBREROPE

Synthetic fibre ropes, particularly nylon andpolypropylene, are becoming more widely used,replacing manila rope in many instances. Theseropes have individual fibres running the entire

length of the line rather than short, overlappingfibres as in natural fibre rope. This accounts forthe greater strength of synthetic fibre line (SeeTable 7-2).

TABLE 7-2. RELATIVE STRENGTH OF FIBREROPES (DRY)

Type of Rope Relative Capacity(Related to Nylon)

Nylon

Polyester

Polypropylene

Polyethylene

Manila

100%

94%

81%

73%

67%

Synthetic fibre ropes are generally impervious torot, mildew and fungus and have goodresistance to chemicals. They are lighter andeasier to handle, and have excellent impact,fatigue and wear resistance; outwearing manilaropes by four or five times: They are liable tomelt at high temperatures; however; and shouldnot be used where heat is excessive or friction ishigh enough to melt the fibres. They should notbe used near welding operations. Generally, syn-thetic fibre rope is abrasion resistant and cantolerate long exposure to water without anynoticeable loss of strength or change in ap-pearance.

TYPES OF SYNTHETIC FIBRE ROPES USEDIN RIGGING

Nylon Rope Nylon rope is two and one halftimes stronger than manila and is the mostwidely used of the synthetic rope family. It ischalky white in colour, has a smooth surface, issoft and pliant and has a feeling of elasticity.

Some properties of nylon ropes are:1. High breaking strength (wet or dry)2. Light weight per unit of strength3. Excellent elasticity and tensile recovery4. Superior absorption of impact and shock

loads

5. Excellent flex and abrasion resistance6. Good flexibility7. Excellent resistance to rot8. Good sunlight and weather resistance9. High melting point.

304

Due to its continuous fibre construction, nylonrope is strong and resistant to creep undersus,ained load. Its elasticity recommends its usewhere high energy absorption is needed orwhere shock loading is a factor. The highdegree of stretch can be a serious disadvantageif headroom for lifting is restricted and slingsmust be as short as possible. Under actual ser-vice conditions. nylon rope will stretch to about16% under working loads and over 40% underbreaking loads. The initial loading of a nylonrope produces a permanent elongation of ap-proximately 8%, but recovery is complete fromsubsequent stretching under load: Therefore;nylon ropes should be broken in prior to fielduse:

Nylon rope tolerates heat without loss ofstrength or physical properties up to 300 °F(melting point 482'F.). Nylon ropes absorbmoisture and lose approximately 10% of theirstrength when wet as well as becoming veryslippery. Full recovery occurs when the rope

dries out. Table 7-3 compares nylon and manilaropes under a heavy sustained load.

Store nylon rope away from heat and exposureto sunlight. Nylon is highly resistant to alkalies.but can be degraded by most acids, paints andlinseed oil, and all contact with chemicalsshould be avoided. If contact is suspected, washthe rope thoroughly in cold water and thencarefully examine the fibres for evidence ofweakening.

Braided Nylon Rope Braided nylon ropeprovides the highest possible strength since theload is divided equally between a braided sheathand a braided core. The rope is soft and flexibleand does not twist or kink: Twisted three strandrope transmits a turning, twisting motion underload while braided nylon does not.

Braided nylon presents approximately 50% moresurface area for wear and grip, is stronger forsize and more stable, exhibits less stretch when

TABLE 7-3. COMPARISON OF NYLON AND MANILA ROPES UNDER HEAVY SUSTAINED LOAD

3.5 HOURS

TIME SPAN

Pi= 50% OF THE BREAKING LOAD OF THE NYLON ROPE

P2 = 50% OF THE BREAKING LOAD Oi THE MANILA ROPE

REASON

NYLON THREADS ARE CONTINUOUS

a.FIBRES IN MANILA ROPE ARE NOT CONTINUOUS & TEND TO

SLIP WHILE UNDER

LOAD.

P2

33


working, has leSS permanent stretch and greaterflexibility than three strand nylon ropes.

The braided sheath and core construction isavailable in synthetic combinations in additionto nylon:1. Nylon core/nylon cover high strength,

more stretch, good wearing qualities2. Polypropylene core/nylon cover lower

strength, lower stretch3. Polypropylene core/polyester cover very

low stretch, high strength and good abrasionresistance.

For example. a nylon core/nylon cover rope witha nominal diameter of 7/8 inch carries a safeworking load of 4.900 pounds. while apolypropylene core/nylon cover rope will carry asafe working load of 4.150 pounds. Apolypropylene core/polyester cover rope willsupport a safe working load of 3.800 pounds.The safety factor for braided synthetic com-binations is 5.

Polyester Rope Polyester rope (Tradenames: Dacron, Terylene) is nearly identical tonylon in appearance but has little or no elasticfeeling. Size for size, it is heavier and not asStrong as nylon rope, although similar in con-struction. This is a continuous filament rope andresists creep under sustained loads. The lowstretch properties of polyester rope represent aconsiderable advantage where headroom islimited since; after the initial permanent stretchof approximately 6%; subsequent loads producea temporary lengthening of approximately 5.9%(compared to 16% for nylon). Polyester ropesshould be broken in before field use.

Abrasion resistance is similar to nylon rope. Likenylon; polyester rope is unaffected by tem-peratures up to 300'F. It absorbs much 1688water than nylon and thus does not lose strengthwhen wet. Polyester rope resists Sun andweather damage as well as attack by rot andmildew, however, precautionary storage 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 coloursand are smooth a.id pliant and somewhat slip-pery, particularly polypropylene.

A singular advantage of polypropylene rope isits ability to float on water; however; it is not asstrong as nylon or polyester and ranks betweennatural fibre ropes and the more sophisticatednylon 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 polyester;however; some deterioration occurs in sunlight.Chemical resistance is generally good as isresistance to rot and mildew. An importantfeature is polypropylene rope's safety aroundelectricity as it is a non-conductor because it ab-sorbs no water.

Polyethylene Rope Polyethylene ropes arelow in strength compared with the other syn-thetic fibre ropes. They tolerate heat only up to250°F and undergo some daterioration insunlight. They are, however, resistant tochemicals except sulphuric acid.

WIRE ROPE

CHARACTERISTICS OF WIRE ROPEWire rope is used for so many purposes todaythat it is not practical to enumerate them all:Because of this widespread use it cannot be ex-pected that one type or construction of rope,varying only in size and strength; will meet allrequirements.

Listed below are some common terms and theirabbreviations used to designate types of con-struction of wire rope:R.L. Regular Lay

L.L. Lang Lay

F.C. Fibre Core

I.W.R.C. Independent Wire Rope Core

6=19 6 strands 19 threads6-24 6 strands 24 threads6-37 6 strands 37 threadsM.S. Mild SteelC.C. Cast CrucibleI.P. Improved Plow

Special ImproVed Plow

Gal Galvanized

332

306

To determine the breaking strengths and safeworking loads for the various types of v ire ropeused in the Boilermaking trade it is essential toknow the construction of the rope. The mostcommonly used wire rope is 6-19 and 6=24 PloWSteel in Ordinary Lay. Galvanized Wire rope isused under certain unusual environmental con7ditions such as near salt water or chemicalplants and pulp mills. Lang Lay Wire rope ismostly used on shovels and drag lirrE4 Under Or=dinary conditions Fibre Cora is used, but whereadditional strength or resistance to compressionis required Independent Wire Rope Core ischosen.

A process called Preforming of wire rope per-manently shapes the fibres into the position theywill occupy in the finished rope. This makes therope more stable and more resistant to un-stranding by reducing internal stresses.

GRADES OF WIRE ROPE

Grade 120/130 Special Improved Plow Type II isused in the manufacture of wire ropes forspecial installations where maximum ropestrength is required and conditions permit use ofthis heavy grade rope with existing hoistingequipment

Grade 115/125 Special Improved Plow Type I isalso used for special applications whenbreaking strengths in excess of those obtainedwith Grade 110/120 are required and existingequipment can handle the rope size.

Grade 110/120 Improved PloW haS high tensilestrength, tough wearing qualities and fatigueresistant properties. This is the most frequentlyused wire rope.

Three further grades of wire rope are in lessfrequent use. Their capabilities make themsuitable only in situations Where strength issecondary to fatigue resistance. These gradesare: Grade 100/110 Plow, Grade 90/100 MildPlow and Grade 80/90 Cast Crucible.

CialVanized wires are coated with zinc atfiniShed size either by the -hot dip" or "electro"process.

Drawn Galvanized wires (sometimes calledDrawn After Galvanized or DAG) are coated withzinc at an intermediate size and the zinc-coatedwire cold-drawn to the final or required finishedsize.

Bryanized wire is zinc-coated by a specialprocess employed by a British company.whereby the zinc becomes an integral part of thewire itself. Note that galvanized finishes can beapplied to any grade of rope wire exceptphosphor bronze and copper wires.

Corrosion Resisting wire is usually a chromium-nickel steel alloy with high resistance to

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

Phosphor Bronze and Copper wires are usedonly where corrosion resistance and non-sparking qualities are required as in marine andhazardous industrial applications.

WIRE ROPE LAYS

Regular Lay (Ordinary Lay) ropes have thewires in the strands laid in one direction whilethe strands in the rope are laid in the oppositedirection. This results in the wire crowns run-ning approximately parallel to the longitudinalaxis of the rope. These ropes resist kinking andtwisting and can withstand considerablecruShing and distortion due to the short lengthof exposed wires.

Lang Lay ropes have the wires in the strandsand the strands in the ropes laid in the samedirection. Thus the outer wires run diagonallyacross the rope and are exposed for longerlength than in Regular Lay ropes, providinggreater wearing surface and greater resistanceto abrasion. Lang Lay ropes are more flexiblethan Regular Lay and resist fatigue better. LangLay ropes are more liable to kink and untwistand will not tolerate the same degree of distor=tion and crushing. The ends of Lang Lay Ropesshould be permanently fastened to prevent un-twisting.

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

Preformed wire rope is constructed of strandsand fibres shaped permanently into the contourthey will take up in the completed rope. In Non-Preformed rope the wires are forcibly held inposition throughout the life of the rope, as canbe seen by cutting such a rope at any point,when strands and wires will immediately flyapart, Preforming the wires and strandsprevents this as they all lie naturally in their true

33


Left Lay LANG LAY

Left Lay REGULAR LAY

Figure 7-38. Types of Wire Rope Lays

positions free from internal stress. The ad-vantages of Preformed wire rope are:

1: It is flexible and limber and easy to handle.

2; It runs smoothly and evenly over Sheaves.

3. It makes Lang Lay construction practical formany applications. Preformed rope in LangLay or Regular Lay IS completely inert.

4. It gives considerably longer life thanRegular Lay rope Of equivalent size due toreduction and uniform distribution of in-

ternal stresses.

5. It is the only wire rope that evenly balancesthe load on indiVidLial strands and wires: Themad distribution on the single wires is

remarkably Uniform.

6. It is Safer to use as broken wires do notwicker out to tear at hands and clothing.

7. It is more easily spliced; since there is noheed Co seize the strands as they fall intoCorrect position more easily:

8. It resists kinking better than other ropes.

9. It tolerates many of the abuses to which wirerope is often unavoidably subjected.

TYPES OF WIRE ROPE

Round Strand ropes are the simplest of the truerope types and are almost universal in their use.They consist of from 3 to 36 strands laid in

various arrangements concentrically around acord. The use of round wires laid in geometricpatterns resultS in a round strand. Figures 7-39

illuStrates only two of many round strand wirearrangements available.

Where strands are made up of two or morelayers of wires around a centre wire the wires inthese layers may be cross-laid. That is the pitchor length of lay will be longer for the outer

Right Lay LANG LAY

Right Lay REGULAR LAY

6 x 7 Round StrandFibre Core

18 x 7 Round Strand

Fibre Core

Figure 7-39. Round Strand Rope

layers as related to the next inner layer. Thisconstruction is limited to small ropes and cords.to some ship ropes and to standing ropes inlarger sizes.

For all other purposes ropes of equal-laid con-struction are preferable. By this method alllayers of wires have the same pitch or length oflay. Each wire in each layer therefore lies eitherin a bed formed by the valleys between the wires

of an underlay& or alternatively along thecrown of an underlying wire. Because no layerof wires ever crosses over another an equal-laidrope maintains its diameter in service, has moresolid cross section and improved fatigue life ascompared to cross-laid ropes.

Flattened Strand ropes are built up of triangularshaped strands or strands of oval shape. Certaintypes, specifically non-rotating ropes, are builtof a combination of oval around triangular, orSometimes oval around round. In the case oftriangular shaped strands the wires forming thestrand are laid on a triangular shaped corefOrmed of a single triangular shaped wire or ofthree or more round wires. The wires forming anoval strand are laid on an oval shaped centreribbon or around a group of usually four roundwires laid parallel. Because of the triangularshape of the strands, flattened strand ropes

-- 308

have smaller fibre cores than do round strandropes. Hence. size for size. flattened strandropes have approximately 10% greater metallicarea with comparable increased breakingstrength. Figure 7-40 illustrates two of thevarious flattened strand wire arrangementsavailable.

6x7/.1Flattened Strand

Fibre Core

6x9/6x7Flattened Strand

Fibre Core

Figure 7-40. Flattened Strand Rope

With ropes of this type frictional wear is spreadover a greater number of outer wires of the ropeas compared with a round strand rope. In theflattened strand construction, With the frictiondistributed over a greater external surface, wearis more even and the lo88 of sectional area ofthe vital outside wires much reduced. Becauseof the smooth surface and circular cross sectionobtained with flattened strand rope the wear onSheaveS and pulleys is materially reduced and inthe case of ropes used for endless haulagesystems the increased external bearing surfaceenables grips and clips to be more securely em-ployed. Also, owing to its more solid con-struction, this type of rope is less likely to beforced out of shape by such clips.

Locked Coil rope differs completely from bothround strand and flattened strand rope. Insteadof a group of individual strands closed around acentral core member it is a single strand built upof layer upon layer of wires. The centre or coreof the locked coil rope consists of a concentriclaid strand of round wires. Around this core arelaid one or more layers of shaped wires. theouter layer always being interlocking. Theshape or shapes of all shaped wires in a lockedcoil rope depend on the rope diameter and itsend use. Typical locked coil wire arrangementsare illustrated in Figures 7-41.

Locked coil ropes have a higher breakingstrength than stranded ropes for equal diameterand the same nominal strength grade. Becauseof their smooth external surface depreciation in

Locked CoilTrack Rope

Locked CoilWinding Rope

Figure 7-41. Locked Coil Rope

strength caused by frictional wear on drums orpulleys is greatly reduced. Because of theirdesign locked coil ropes are less subject torotation and stretch than stranded ropes,

Concentric Strand rope as its name implies con-sists of round wires laid layer upon layer arounda centre wire. This simple strand construction isused exclusively for static purposes such asbridge suspension ropes; standing rigging andsimilar purposes. (See Figure 7-42).

Two general arrangements of wires are used.The first consists of concentric layers of wires ofone size around a somewhat larger centre wire.The second consists of one or more concentriclayers of wires of one size around a core groupmade up of an equal laid strand.

19 Wirt 67 WireConcentric Strand Concentric Strand

Figure 7-42. Concentric Strand Rope

WIRE ROPE CORES

The core forms the heart of the rope and is thecomponent about which the main rope strands.are laid. The core supports the strands and is in-tended to keep them from jamming against orcontacting each other under normal loads andflexings. The core may take one of several formSdepending on the conditions under which therope will be used.

Fibre Core (Figure 7-43) is adequate 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-

3377


Figure 7-43. Fibre Core

made fibres such as polypropylene or nylonThese tatter cores are useful where conditionssurrounding the rope's use could result inpremature failure of vegetable fibre cores. Sisaland manila fibre cores are impregnated duringthe cordage process With a suitable lubricanthaving preservative properties. Cotton and jutefibre§ are frequently used in cores for smallcords 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 wen ropeoperates in temperatures damaging to r--?.tural orman-made fibres: It provides additional strengthand less stretch with less resilience.

Figure 7-44. Independent Wire Rope Core

Strand Core (Figure 7-45) consists of a strand ofsteel wires. nominally 7, 19 or 37. It is oc-casionally used in running rope of smallerdiameters rather than IWRC. It may also be usedin standing ropes, guys. suspender ropes, etc:where extra strength reduced stretch andmaximum resistance to weathering are required.

Armoured Core (Figure 7-46) is made of a layerof steel wires laid around a fibre centre. It

Figure 7-45. Steel Strand Core

Figure 746. 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, drag lines and scrapers, power shovelsand trench hoes, blast-holes drills and in in-dustry generally.

Ropes in this class are available in regular layor tang lay, with fibre core or with independentwire rope core. While usually right lay, left lay ismade for special purposes as for instance,blast-hole drilling. The use of lang lay rope,where possible, also improves flexibility, andprovides additional resistance to abrasive wear.

A wide choice of wire arrangements in thestrands is available, giving varying com-binations of flexibility and resistance to abrasivewear. This adaptability is primarily achievedthrough the number of outer wires in eachstrand, ranging from 8 to 12.

The diameter of wire rope is the main factor inthe size of load that the rope can safely take.Table 7:4 gives the breaking strains and safeworking loadS for 6 x 19 plowsteel F.C. wirerope.

Figure 747. 6 x 26 Right Regular Lay,

Fibre Core

310

TABLE 7-4. BREAKING STRAINS AND SAFEWORKING LOADS

6 x 19 Plowsteel F.C. Wire Rope

Diameter Breaking S.W.L,

Strain in Tons Tons

3/8 6.0 1.1

1/2 10.7 2.4

5[8 16.5 3.3

3/4 23.8 4.7

7/8 32.0 6.2

1 41.7 8.3

1.1/8 53.0 10.6

1.1/4 65.5 13.2

1.1/2 96.0 19.1

2 169.0 53.8

6 x 37 Classification This classificationcovers ropes with 6 strands closed around afibre or steel core and includes ropes having 27to 49 wires per strand. This rope is designed formaximum flexibility with a reasonable degree ofresistance to crushing and is in general use onapplications such as overhead shop craneswhere high rope speeds and multiple reevingare encountered and where layer-on-layer win-ding is normally involved; Such ropes also findwide-spread use in their larger sizes on powershovels, dredges, drag lines; etc. where, for con-siderations of mobility and weight, winch drumsand main rope sheaves must be limited in size.

Ropes in this class are available in regular lay(Figure 7-48) or lang lay, with fibre core orindependent wire rope core. While usually maderight lay, left lay is made for special purposes,as, for instance, where ropes operating in pairsmay consist of one right lay and one left lay tocancel out torque.

A wide choice of wire arrangements in thestrands is available, thuS giving varying degrees

Figure 7.48. 6 x 36 Right Regular Lay,Fibre Core

of flexibility and resistance to abrasive wear. Allrope sizes are not necessarily manufactured inevery strand construction? Adaptability isprimarily achieved through the number of outerwires, ranging from 12 to 18 per strand. The useof lang lay rope, where possible, also improvesflexibility and provides additional resistance towear.

6 x 7 Galvanized Rigging and Guy Rope Thisgroup includes ropes with 6 strands closedaround a fibre core and having 6 or 7 wires perstrand. These ropes are used as standing ships'rigging and for guying of towers, derricks,smoke stacks, etc. on shore. Individual wires aregalvanized before being fabricated into ropes inaccordance with Canadian StandardsAssociation Standard G-4 requirements forGalvanized Wire (Figure 7-49).

Figure 7.49. 6 x 7 Galvanized Right Regular Lay,Fibre Core

SPLICING WIRE ROPE

The length of a long splice in wire rope isgoverned by the size of the rope. The length ofsplice for 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 lengthfrom each of the two rope ends. Thesemarks represent the point of marriage(Figure 7-50).

Step 2. Unlay two strands from each piece tothe marks and interlay the pairs asshown in Figure 7-51. Pull the ropestogether snuggly at the marry.

Unlay Strands 1 and 2 back to the 15'mark and lay Strands A and B in their

Step 3.

33

- 311Rigging and Erection

30'

/1/Y///////1/1/11////// ./.17.// //11//1/17 . ./j////// /1ff ""//I I/ 1//// /// ./.07 // /I .//// /0////1/41//// /11//170/1/

30' awlmarriage point

Figure 7-50. Marriage Point of Two Ropes

place. Then take Strand 1 and unsay itfurther. back to the 25' mark and layStrand A in its place (Figure 7-51).

Step 4. Unlay StrandS C and D back to the 15'mark (in the opposite rope) and layStrands 3 and 4 in their place. Thentake Strand C and unlay it further,back to the 25' mark and lay Strand 3in its place (Figure 7-51).

Step 5. Unlay Strand 5 back to the 5' markand lay Strand E in its place: Thenunlay Strand F back to the 5' mark (inthe opposite rope) and lay Strand 6 inits place: The splice should now belaid out as in Figure 7-52.

Step 6. Cut all ends, leaving 5' on each endfor tucking; the ends are laid into therope replacing the core. To open therope for cutting the core and tucking,divide the rope in half with a marlinspike which enters the rope from theopposite side to the position of thestrand to be tucked. With a smallermarlin or pliers, pull out the core andcut, pulling the end out slightly in thedirection in which the tuck will bemade. With the end of the tuckingstrand Underneath the large marlin;rotate the marlin in the direction of thetuck to force the tucking end into thecentre of the rope as the core is beingpulled out at the end of the tuck, cutoff the core so it does not abut the endof the tucked strand;

6

A & B 1 & 2-

STRANDS NUMBERED

3/4"oia.

STRANDS LETTERED

STEP 2

STEP 3

NUMBERED STRANDS

STEP 4

Figure 7-51. Splicing Wire Rope

LETTERED STRANDS

41/11/049,7"WAVIROZOWW, M./I/WWI VO, ///a, .00WIYAVAMP,Wifiti/ .40/1/7//1//// ,/

5' s<t 10'

5' 5

10'

dr. 5'

Figure 7-52. Splicing Wire Rope Step

10'

60'

10' IP.

5'

4 10'

312

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 dawn:

Step 5. Determine Strand 2 on 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 12. Drive marlin from the back passingunder one strand to the right of theinitial entry point. Rotate upward. (SeeFigure 7-53, step 12.)

Step 13. Enter Strand 4 from front under marlinand nest.

Note: Four strands are now tucked and notethat all four enter at the same place but comeout between four consecutive strands from leftto right at the back of the main rope.

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,

Step 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).


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


Figure 7-53. Making an Eye Splice

34

314

STEP 15

STEP 19 STEP 21 STEP 24

Figure 7-53. Making an Eye Splice (continued)

31j

Rigging and Erection315 -=

keeping the core ahead of the spike,forcing it into the centre.

Step 18. Cut core short at this pdint and lay theend into the centre of the main rope.

Step 19. CM Ve 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 theWide 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 poundimj 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 or 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. Bring Parts 1 and 2 together andrecombine them as in the original lay(Figure 7-54, step 5).

Step 6. Apply a U-bolt and Saddle clip tosecure the dead end to the main ropeat a point approximately eight timesthe rope diameter below the throat ofthe eye (Figure 7-54, step 6).

END ATTACHMENTS FOR WIRE ROPE

Steel wire ropes may be terminated for con-venient attachment to hooks, pulley blocks,equipment, etc. by several satisfactory methods.

Zinc (Spelter) Socket A properly attachedzinc-type socket will develop 100% cataloguerope strength: This socket is available in bothopen and closed types (Figure. 7-65).

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 Eye Thesegenerally of two types: the Flemith Rolled Eyeand the Fold Back Eye.

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

SPELTER SOCKET SWAGED SOCKET

(closed type) (open type)

Figure 7-55. Socket End Attachments

3

316

STEP I

STEP 2

Figure 7-54. Making a Flemish Eye Loop

STEP 5

STEP 6


of these splices will develop strengths betterthan 95% of catalogue rope Strength

Flemish Rolled EyeA flemiSh relied eye (Figure 7-56) is made andthe strand endS Secured against_ the !We pot.:tion of the rope by means of a steel oraluminum sleoyc set in place with an hydraulicpress under specified pressures.

FOld Back EyeA fold back eye (Figure 7-56) is made simplyby bending the rope to the eye dimensionrequired and securing the free or dead end ofthe rope against the live portion of the rope bymeans of a steel or aluMinuM SleeVe set inplace with an hydraulic press under specifiedpressures.

FLEMISH ROLLED EYE 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 central 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 re& 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 0- the coil rotate as therope unwinds. Any attempt to ra.move 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

318 -=

iri(1 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 a

similar 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

1

Figure 7-59. Unwinding Wire Rope-Method 1

Figure 7=60. Unwinding Wire Rope-Method 2

Figure 7-61. Unwinding Wire Rope-Method 3

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=62. Re-Reeling Wire Rope

Uncoiling To unwind a rope from a coil,either of two methods may be used.

Method 1. The preferred method is to securethe free end of. the rope and thenroll the coil of rope along theground like a hoop (Figure 7763):Exercise care at all times to ensurethat all rope remaining in the coil isheld together so that no tight coilsor kinks will occur:

Method 2. The coil of rope may be laid on aturntable and the free end pulledout as the turntable and coil revolve(Figure 7-64). The turntable should


1111116001'

Figure 7-63. Uncoiling Rope-Method 1

1111/

Figure 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 seizings of an-nealed iron wire or strand be maintained on the

.

Figure 7-65. Wire Rope Stored on Cribbing

ends of ropes, whether Preformed or not. If ropesare not properly seized prior to cutting, wiresand strands are apt to become slack with con-sequent upsetting of uniformity of tensions inthe rope. This could result in overloading ofsome wires and strands and underloading ofOthers, leading to high strands. birdcaging ofWires or breakage of wires and strands. Non-rotating ropes, regardless of construction,depend on retention of built-in torsional balanceto resist rotation under load.

There are two approved methods of seizing.

Method 1. This method is generally used onropes larger than 1" diameter.Place one end of the seizing wire inthe valley_ between two strands(Figure 7-66); then turn its long endat right angles to the rope and windback over itself and the rope in aclose, tight winding, in a directionopposite to the lay of the rope, ,untila length of seizing not less than arope diameter has been wound.Twitt 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.

Figure 7-66. Stranding Rope-Method i

320 =-

Method 2. This method is usually used onropes and strands of 1" diameterand smaller. Wrap the seizing wirearound the rope in a close, tightwinding in a direction opposite tothe lay of the rope (Figure 7767).Each seizing should consist of froM8-10 closely wound wraps ofseizing wire. Twist tne two endstogether by hand in a counter=clockwise direction approxitatelyat the centre of the seizing andabout ,/2 from the rope. Using cut-ters, alternately twist and take upthe slack until the serving is tighton the rope. TWitt seizing endstightly againtt the serving, windtwisted endt into a knot and cut offthe endS of seizing wire.

SertingS on lbcked 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 apiece of rope containing one or more originalseilingt, 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 ofrecom-mended seizings for various types of ropes.

LUBRICATING METHODSWhether stationary or in motion; steel wire ropesmust be protected from corrosion. When in

mbtion 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 OF SEIZINGS AND SIZE OF SEIZING WIRE OR STRAND

Rope

Di t

Inches

Minimum Number of Seizings Approx. Diameterof Seizing, Inches

6 and 8 Strand RopesRound and Flattened Strand

NonRotating 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 & 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

Seizing wire for Locked Coil Ropes must be 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 the

following 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 wooden or metal boxes.Rope passes through burlap or similar wiper at outlet end of box.

Figure 7-68. Methods of Lubricating Wire Rope In Use

322 =

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 120°--150°,

with the sides of the groove tangent to the endtOf 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 lett 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 be

kept small and preferably between 1° and 1°-30'.To ensure the rope crossing back and startingthe second layer properly without assistance thefleet angle should not be less than 0°-30'.

The angle should not exceed 1°-30' for smoothfaced drums and 2° for grooved drums, exceptthat in mine shaft hoisting the angle Should notexceed 1 '-2O'. Excessive drum wear and poorspooling or winding will result if thete anglesare exceeded.

WINCH DRUM CAPACITY

To determine the capacity in feet of steel wirerope of a winch drum or reel:

3 1 ,ti

leftFleetAngle

Centre tineof Sheave

Figure 7-69. Fleet Angles

RightFleetAngle

Centre tineir of 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 in

feet 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 the

result obtained by the formula should be

Figure 7-76. Determining WinchDrum Capacity

Rigging and Erection323 =

TABLE 7--6. "F" FACTOR FOR "ON=S ZE"ROPE

Rope_ DiameterRope

Inches

F

NominalRope Diatheter

Inches

1/4 4:16 11/4 .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

1 .262 2.3/8 .046

11/8 .207 2.1/2 .042

decreased as followS: fbr rope over-sizedecrease by from 0% to 6%; fbr random oruneven winding decreaSe by from 0% to 8%.

Formula: (B+ A) x A x C x F for required size ofrope.

SHEAVE ALIGNMENT

Align sheaves so that the axis of the ropetravelling over

cthe _sheaves will coincide with a

line drawn 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 drumfate. Too great a radial pressure will cause ex-cessively fast wear and result in shortened ropelife. Radial pressure can be reduced bydecreasing the load on the rope or by increasingthe diameter of the sheave or drum. The amountOf wear will vary with the material from whichthese are made: Table 7-7 specifies acceptableradial pressures for different wire rope types.

ROPE OPERATION

Overwinding and CrOsSWinding While theideal winding condition wou'd be a single layer

TABLE 7=7. SUGGESTED MAXIMUM RADIALPRESSURES (in potinda_per__actuare_inch)

Sheave and D On Materials

Rope ConOruction CW Cast Manganese SteelIron Steel 11.13% Mn.

6x7 Reg. Lay 300 550 1500

6x7 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 4900.

Locked Coil on app ication

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 layer of rope.

Initial Operation After installing a new ropeit is advisable to run through its normaloperating cycle for a number of trips under lightload and at reduced speed. This permits the newrope to adjust gradually to working 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 staticworking load several times and jerking maybreak a rope. Jerks that do not break the ropecause rapid deterioration and result in reducedrope life.

Rope Speed Experiehce indicates that ropewear increases with speed. Rope economyresults from moderately increasing the load andreducing rope speed. Some authorities suggestthat when ropes are running light, rope speedshould not exceed 4,000' per minute whetherhoisting or lowering.

INSPECTING WIRE ROPE FOR WEAR

Inspect the entire length of rope frequentlypaying particular attention to those sections ex-perience indicates to be areas showing greatestwear. Watch for broken wires, excessive wearand lack of lubrication. Where drum capacity

354

324

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. Thit 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 lbadend, 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 forWardt with the fingers ifpossible; or if the ends are short 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 endt 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 sheaVet 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 wobble

13. Displaced rope guides

14. Stones or other objects lodged inequipment

15. Sticking or grabbing clutches

16. Uneven or jerky pull on the rope from loosebearings

17. Lines whipping18. Improper line spooling

19. Incorredt installation of clamps. ferrules,Sockets or splices

'Figure 7-71. Breaking Off a Loose Strand oriVtre Rope


SAFETY PRECAUTIONS

Hand Protection Gloves must be worn by allworkmen handling wire rope:

Use of Wire Rope Clips Tighten wire ropeclips of the "U" bolt type immediately after theinitial load carrying use and frequently there-after. Malleable iron clips should not be used forhoisting lines.

Running Line Safety Running lines ofhoisting equipment located within 7' of theground or working level must be rapid off, orotherwise guarded. or the operating arearestricted.

INSPECTION AND ASSESSMENT OF WIREROPE

Wire rope or cables should be inspected by acompetent person at the time of installation andonce each week thereafter when in use. Wirerope or cables must be removed from hoisting orload carrying service when detrimentalcorrosion is present or when one of thefollowing conditions exist:

1. Three broken wires are found in one lay of6 x 7 wire rope.

2. Six broken wires are found in one lay of6 x 19 wire rope.

3. Nine broken wires are found in one lay of6 x 37 wire rope.

4. Eight broken wires are found in one lay of8 x 19 wire rope.

5. Marked corrosion appears.5 Four broken wires are found adjacent to

each r..,;ier or when sixteen broken wires arefound one lay.

7 Wire rode of a type not described hereshould be removed from servir.. when 4% ofthe total nn mber of wires ccT(..tiosing suchrope are found broken in one ;ay.'ire rope should be removed f,orri service

whc.m the wire:; in the crown of the strand areor to les:: than 60% the;:* original

r' iFterr. rope sho' ' be removed from service

here marked reduction in ther, even ihor-cli the wires in th crown

.-and ,shc.,v no sign of wear. 'his: 7esult from inner corrot-ion

S a serious weakening in the

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 loed tolerance than chain.

Chain will fail abiuptly 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 at 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 removedfrern 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.

326

SLINGS 3. Subject to sharp bend damageHigh cost factor.

A sling is a means of connecting a' load to apower source for lifting. Different materials usedin rigging may be adapted to create slings: fibreand wire rope, chain, synthetic or wire webbing,in conjunction with hooks, shackles, turn-buckles.

SUNG MATERIALS

Manila RopeAdvantages:1. Flexiblity

2. Easy to handle

3. Does not lend to slip from chokeposition

4. Will not scratch a load5. Relatively low cost.

Disadvantages:1. Limited strength

2. Subject to moisture, heat and chemic,damage.

Synthetic I,'!bre Rope

Advantageq:

1. Stronger than manila rope

2. High abrasion resistance

3. Provides secure grip to the load

4. Will not scratch a load5. Resistant to moisture, heat and most

chernibal damage

6. Stretch increases absorption of impactand shock loads:

Disadvantages:

1. Not as strong as wire rope

Wire Rope

Advantages:

1: Strongest type of lifting material

2. Flexible

3. Abrasion resistant.

Disadvantages:

1. Will slip from choke position on metalloads

2. Will scratch fragile loads

Chain

Advantages:

1. Not subject to sharp bend damage

2. Good lifting strength

Disadvantages:1. Heavy material

2. Lack of stretch produces poor shockloading tolerance

3 Subject to failure if kinked or twistedwhile under load

4: Will slip from choke position unlesssofteners are used

5. Becomes brittle in cold temperaturesover long periods.

Jse only alloy chain Slings for overheadlifting. Proof Coil, BBB Coil, and High-Test chain grades are not recom-mended for overhead lifting.

iNG AR4ANGEMENTSfigures 7-72 illustrate various sling arrangments.

TYPES OF SLINGS

Flat Slings Flat slingS are manufacturedfrom synthetic fibre webbing and wire mesh in avariety of constructions. The design of flat stingsprovides the following advantages:

1. Load is protected from damage at the pointof contact

2. Wide surface will hug any shape load and

reduce slippage

3. Apparatus is light in weight, clean to workwith and easy on the hands.

Safe working loads for flat slings should always

reflect 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: Can be used in temperatures up to 200°F

3J


Single vertical hitch Single choker hitch

Single basket hitch

Double choker hitch

Figure 7-72. Sling Arrangements

Double basket hitch

Will stretch 10% rated capacity

4. Some designs are manufactured with a rein-forcing core of inner load bearing yarnswhich carry 80% of the load ana are protec-ted from wear by the outer fibres.

Basket and Vertical

Choker & Basket Hitch Hitches Only

Triangle & Choker Fittings TWo Triangle Fittings

Figure 7-73. Synthetic Web Sling Constructions

fl

Ir

44

Recommended for allgeneral rating Purposes forwinch a grommet IS

pr_elerred and where ex

lame Ilembarly is essen

tut

4 I

Bridle

Endless or grommet sling

Figures 7-73 illustrate the various constructionsof synthetic web slings. The slings are shown inoperation in Figure 7-74.

Flat or Twisted EyesVertical Choker Basket

Hitches

354-

Vertical Choker Basket HitchesEndless or Grommet Type

328

Figure 7-74. Synthetic Web Slings in Operation

Wire Mesh Slings Wire mesh slings are 3. Can withatand temperatures to 550°Fwidely used in industries where loads are 4. For handling materials that would damageabrasive; hot or will tend to cut slings. wire mesh or for loads with soft finishes,

Features of Wire Mesh Slings

1. Resistant to abrasion and cutting2. Firm grip maintains balanced load

slings can be coated with plastic.

Wire mesh is available in a range of gauges_ as

illustrated in Figure 7-75. Wire mesh slingarrangements; are shown in Figure 7-76.

Figure 7-75. Wire Mesh Gauges

12 GAUGE MEDIUM DUTY 14 GAUGE LIGHT DUTY

Rigging and Erection= 329

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 legt 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 tne sling isnearly twice thr.-.. actual .:eight of the load.

The maximum ri,;comnianded zing.ie between the

load and sling is lf the algle is less thani5'. ihe danger of thc:4 s-!.u.7.1 failing is greatly in-creased.

r.igures 7-77 Must:ate ne principle of slingaigles.

IVIFIASLIFIWG AID CUTTING WIRE ROPE FORCHOKERS

Pr:see:lure (See Figure 7=78).

Step 1. Mt_ aSure and mark splicing end andput on wire stop. Figure 7-77. Sling Angle Principles

With a load of 2000 lb.,the strain on each legis 2000 lb.

With a load of 2000 lb..the strain on each legis 1414 b.

/c SO°

With a load of 2000 lb..the strain on each legis 1154 lb.

5

With a load of 2000 lb.,the strain on each legis 1000 lb.

35t=;

330

WIRE STOP

CROWN

MARK

TAKE -UP /ALLOWANCE

EYE MARK

EYE MARK

CROWN MARK -I.-

WIRE STOP

CROWN MARK

CROWN MARK

Figure 7-78. Making s Choker

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 Table718 and then mark off eye, wire stopand splicing end.

TABLE 7;8. MEASUREMENTS FOR CUTTINGWIRE ROPE

MA. OF TAKE UP SPLICING EYEWIRE ROPE ALLOWANCE ;.;10

3/8" 2" 12" II

1/2" 3" 14" 10"5/8" 4" 16" 12"3/4" 5" 18" 14"7/8" 6" 24" 16"

I 6:114" 30" 18"1/8" 6.1/2" 36" 20"11/4" 7:1/4" 44" 22"

SAFE USE OF SLINGS

t Determine the weight of the load to be lif-ted.

. Do not use the sling for any load exceedingits Rated Safe Working Load.

3 When using multi-leg sling Assemblies,remember that the angles between the legswill reduce the Safe Working Load of theAssembly. Consult the Sling Chart and SafeWorking Load Tables available.

4. Endless wire rope slings are prone tomisuse, and in practice they are often foundto be difficult to handle. They should beused :nly when they have been purposelymade for applications requiring a very shorteffecttve 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 to be unfit for use should bedestroyed, not put on a refuse dump.When loads are being carried on a cranehook, slings not in use should not becarried on the same hook."Hooking Back" to the leg of a sling is notrecommended.


10. Avoid bending wire rope slings aroundsharp corners of ti.e 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 thefloc r.

15. that the crane hoOk is positioredrer the lOad's centre of gravity to preventringing when the load is being raised:

16. Make sure that the Innd is free eforelifting, and that all c-,:ig legs have a directlead.

17. Take i,:our hands ficrn slings beforethe crane takes the load and stand clear:

18. Correct signals. according to therecoonized 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.Keep wire rope Sling8 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 tho 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. Slings 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 personscdmpetent to do this. The assigned workman isfully responsible for the safety of the procedure:

1) The equipment (slings, chokers; chains;Spreader 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. Mains and ether riggingequipment, the mar: facturers' 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 to be usad efficiently inrigging operations; certain auxiliary devices canbe included in the system.

HOOKS AND SHACKLES

Hooks and shackles are manufactured fromforged steel or built up steel plate, howeverspecial materials may be used where certainelectrical or chemical conditions demand it, e.g.bronze hooks which have anti-spark properties.

1. A Str,ndard 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 7-60 could beapplied.

35 .1

-- 332

Figure 7-79. Standard Eye Hook

Figure 7-80. Mousing Hooks

A Standard Safety Eye Hook is illustrated inFigure 7-81.

4. Shank Hooi.s shall be considered to be ofequal strength characteristics to eye hookswhere the thickness at "*G" is the same onboth hooks. Open and Safety Shank Hooksare illustrated in Figure 7-82.. Hooka must beinspected regularly with particular attentionto load carrying sections (e.g., dimension G)and stress related areas (dimension E), Anyhook showing a Iota of material of 20% ormore of the original thitkriess 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 7-9specifiesimportant dimensions for eye type

35b

Figure 7-81. Standard Safety Eye Hook

OPEN SHANK HOOK

Figure 7-82. Shank Hooks

SAFETY SHANK Nor?

hooks along with the rated load capacity foreach size.

Shackles are available in Screw Pin, RoundPin and Safety Type construction, asillustrated in Figure 7-83.

In determining safe working loads, the criticaldimentions are the width between the eyes andthe pin diameter. For example, the maximumWidth between eyes `nr 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 16,003 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-cumstances.

Shackles must be inspected regularly, and if thewidth between the eyes exceeds the listed


TABLE 7 -9. CRITICAL DIMENSIONS FOELLOAD CARRYING HOOKS

SizeNi

RatedCapacity

Tons

HOOK DIMENSIONS IN INCHES

Approx.Weight

Each

2000 1.hS A B 0 ' E G H K L 0 R T Lbs.

22 46 2 ,, 1 '/3? J5/:6 "/I6 413/32 'M 3 1/4 75/32 .54

23 56 1 ',-: 3',:, 1,/36 ."/3? 1 5/8 429/12 31/32 3 5/8 15/38 .75

24 74 2 1 3 "i6 1,1AL____ _1_ 1 1/8 11/38 515/32 1 '/32 4 15/36- -1.4_

25 1 4 2 1 1,,, 4 1,/4 1 ,I8 1 ,/32 2,/32 7 ,/32 1 1/8 4 ,l2 I 1/F 1.7

26 1 7 2 1..-4 4 '136 11/8 1 5/38 I "/16 31/32 6 '/8 I '/32 415/18 1 '/8 2.5

27 2 1 2':4 14,, 9.%1i ___1!/2 1 1/2 15/32 1 1/8 7 3/4 1 5/16 5 9/38 _115132__ 3-5

28 25 3'.-,., V': 5 8. 1'/4 1 "/16 2 1 '/4 811116 1 5 /13 6 1/4 I '/2 4.9

29 3 2 3", 1./8 6 1/2 1'/8 1 '/8 2 1/36 1 1/8 9 ',/a 1 3/4 615/18 I 5 /8 7.3

30 4 2 3'.., 1-4 7 'ils 2,336 2 1/32 213/32 11'/32 10 1/2 1 '/8 7 5 /8- 1 'M 9 1

31 4 1 4,,,3 2 711/36 21/4 2 '/32 2 5/8 121/32 11'3/32 2 1/16 8 '/2 2 ,/8 12.0

32 7 0 4'm 21,5 8 '136 VI? 215/32 231/32 113/16 13 3/32 2 5/36 9 '/16 2 5/32 17.6

33 80 5... 2"4 9 '1:6 3 2./32 3 9/12 115/36 1413/38 225/3/ ICI 3/4 _2_1/2 23.5

34 9 4 6' 3'.,,, 1! '115 31/8 3 '/32 313/36 2 '/32 1629/32 3 5/32 12 5/18 213/16 35.1

:34A 12 31.,,,. 11 736 3'18 3 .732 313/36 2 '/32 1V`,/32 3 5/32 12 5/38 213/36 35.1

35 16 _-7_ _31,.' 13 '/3 4 4 '/36 415/16 2 5/8 1915/36 3 314_ 14 3 1/18 57.6

835A 19 7 3,/:, 13 12, 4 4 3/16 415/16 2 5/8 1915/36 3 3/4 14 3.1/36 57.6

36 70 8".. 4 15 'r41 41';i6 571/32 3 '/16 2215/18 4 3/38 15 '/8 311 /36 85.8

t 36A 24 I.? 4 15 '8 4./2 4.11,0 51/12 3 1/36 2215/36 4 3/i6 15 '/8 311/18 86 8__

StrewPin Round

Shackle Pin

Figure 7-83. Types of Shackles

SafetyType

specification, the Shackle has been overstrainedand must be dettroyed.

Caution: When using any of the above equip-ment, never under any circumstances exceedthe safe working load. When in use all gearshould be inspected daily and any parts showingexcessive wear or distoriton should be discar-ded immediately. All hooks should be used withcaution and watched closely for excessive wearor any distortion.

WELDED LUGS

Specifications for welded luqt are illustrated inFigure 7-84 and in Tables 7-10 and 7-11. Figure 744. Dimensions for Welded Lugs

END ATTACHMENTS FOR WIRE ROPE

Eye Using Wire Rope Clips Nire rope clipsmay be of the U-Bolt and Saddle type Or of theDouble Integral Saddle and Bolt type (Safety orFist Grip). (Figure 7-85).

-0 Maximum'Angle

Note: \of LiftAll Welds (To Be MadeDownhand

G Legof Weld -\

Ls: .F°

_i,.. ,7' ,----, Weld 7,-3/20

;... / 45°

1/4-3/8 I y H

Fillet _A*450 /4.3/8. _.,.

Fillet wiia. NE

..., \ ,J..,

Weld

13/8).200

1/8"

Double Bevel Double 20° "J" GrooveGroove Where Where "D "2" To 4.3/4"

"D"-3/8" To 1.3/4"

334

TABLE 7-10; STANDARDS_ FOR FILLET WELDED WELD-ON LIFTLUG FOci_LIGHT DUTY USE

Safe

Load

Tons

A B C D

Load Angle

GE° F'Max.

'/3

'/2

3/4

1

11/2

2

3

4

5'/26'0

8

10

12

16

21

27

34

40

50

'/4

13/4

2

2'/42'/2

3

31/2

4

41/4

43/4

5

51/2

63/4

71/2

8'/49

93/4

101/2

'/811/8

11/4

11/4

13/8

11/2

15/8

2

21/8

21/4

21/2

23/4

2 '/8

31/4

33/4

41/4

41/4

4 ' /4

43/4

3/8

'ITS

'/2

5/8

3/4

'/8

1

11/8

11/4

13/8

11/2

15/8

13/4

21/4

2'/223/4

3

31/4

3'/2

3/8

3/8

'/25/8

3/4

'/8

1

1'/44

11/2

1'/2

13/4

2

21/4

21/4

3

31/2

4

41/4

43/4

00 to 90°

. .

""

"

20°

"

"

"

3/8

'/8

1/2

'/2

'/2'/2

1/2

'/2

'/23/4

3/4

3/4

3/4

7/8

7/8

1

1

1

1

U Bolt ant Sad 11 Clip Fist Grip Clip

Figure 7-85. .Tripe Fo; Wire Rope

When applied with proper care, following theregulations for number Ind 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-Polt cliPS mustbe attached so the "U" part of the clip is OWthe 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 tighten nuts.

Step 3. Apply all other clips leaving equalspace between each clip.

Step 4. Take up rope slack and tighten allnuts evenly on all clips.

Step 5. Inspect fastenings periodically. Whenload is placed on rope it will stretchand decrease in diameter. Tightennuts to compensate.


TABLE _7-11; STANDARDS FOR GROOVE WELDED WELD-ON LIFTLUG FOR HEAVY _DUTY USE

Safe

Load

Tons

A

Load Angle

H

RAD

E° F°

Max

G

l/i1/2

'/4

1

1 ' /.'

2

3

4

5'/26'/2

8

10

12

16

21

27

34

40

50

'/4

11/4

2

2

2:11

23/2

4

31/2

4

41/4

41/4

5

51/2

63/4

7'/28'/49

93/4

101/2

vs

PM

13/4

I /4

I'M1'/2

15/8

2

21/8

21/4

21/2

2'/427/8

31/4

3'M4'/441/4

41/4

43/4

'/8

'/16

'/25/8

3/4

'/8

1

11/8

11/4

13/8

11/2

15/8

13/4

2'/4

2'/223/4

3

33/4

31/2

3/8

3/8

'/25/81/4

'/8

1

11/4

1'/21'/2

1'/4

2

2'/421/4

3

31/2

4

41/4

4'/4

0° to 90°

..

..

15°

15°

15°

15°

20°

20°

20°

20°

20°

20°

20°

20°20°

20°

20°

20°20°

20°20°

3/4

3/4

3/4

'/81

11/8

13/8

11/4

'/21/2

ip

1/2

1/2

'/2'/2'/2

TA_BLE 7-12. SPECIFICATIONS FOR ATTACHING_WIRE ROPE CLIPS

U-Bolt and Saddle Iy_p_e Integral Saddle and BoILType_

Rope

Diam.

Inches

MinimumNo of

Clips

Amount of Rope to turnback in inches

from Thimble

Torquein

Lbs. Foot

MinimumN_o, ofClipt

Amount of Rope to turnback in inchesfrom Trimble

Torquein

Lbs. Foot

1/4

She

Va

7/16

'/2

9/16

5/8

3/4

,/e

1

1.1/8

11/4

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., /4

4

5

5.3/4

6'/27.1/4

8

14

23

26

29

40

30

30

45

65

65

130

130

130

225

225

225

360

336

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 7-87).

Application of Wedge Socket The wedgesocket must be applied so that the line of stressfollows the live portion of the rope (Figure 7-88).

Figure 7-87. Wedge Socket (Open Type)

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 threais 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 Jew

Hook and Eye Combination

Nio;

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 should

be 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 to

- tighten 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.


Inspection and Assetsment: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 overloading

C) Corrosion

d) Wear or distortion of jaws. hooks oreyes

e) Distortion of male and female threads

f) Straightness of the rod.

3. Refer to Table 7=13 to determine safeworking loads for tUrnbuckleS.

TABLE 7-13. SAFE '...-,ORKING LOADS FOR

TURNBUCKLES

Stock Safe Working Load of Safe Working Load of

Diameter Turnbuci^ haying any Turnbuckle having hook

of End combination of law, end fittingFitting or eye end fittings (pounds)

(inches) (Pounds)

1/4 500 400

`/16 800 700

Vs 1.200 1,000

2.200 1,500

5/8 3.500 2,250-i/4 5,200 3,000,/,,, 7.200 4.000

1 10.000 5,000

1'/4 15.200 5,000

1'1: 21,400 7.500

13/4 28.000

2 37.000 not

21/7 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 is

built into the gear box that engages when thehbisting 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 Fall Spur-Gear Hoist

Figure 7-91. Come Along Hoist

well as pulling loads horizontally. A ratchetoperated by a lever drives the gear reductionunit to power the load chain.

TIRFOR JACKSThe tirfor jack (Figure 7-92) is a hand operatedpulling or lifting device with an unlimitedamount of rope travel. It operates by a direct pullon the rope, the pull being applied by two pairsOf self7energizing, smooth jaws. TheSe exert a

grip on the rope in proportion to the lOad beinglifted or pulled. The initial pressure causing thejaws to grip the rope starting the Self=energizingaction is derived from springs that give an initialpressure of about 120 lb. Two levers operate

338

Advancinglever

Rope emergeshere

Release aandle

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 assisteo pump. Jack§ 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 precisely3. Several jacks can be connected to one

pump so thnt 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

Rope A

entershere

from a IOW position. They are used for lifting rail,or fbr raising a tank float from ground level forplacing shims under it: The steam boat ratchet is

capable of pulling loads together or pushingthem apart:

BEAM CLAMPS

A beam clamp is a stationary device that permitssafe; easy suspension of hoists from beams orgirders, eliminating the use of nuts;

shackles, slings. Figure 7-94 illustrate beamclamps.

Guidelines for Safe Use

1. Obtain approval before applying a beam

clamp to any structural member to ensurethat the member is capable of supporting the

load being raised.

2. The clamp must fit the beam and be fastenedsecurely to it.

iv

Rigging any ii-cictcr!

Ratchet lever jackwith foot lift

339

Steamboat rat:het(push-pul! lad()

Screw jackHand operatedHydraulic jack

(light duty)

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: he 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. Nuver place a hoist hook directly intothe lifting eye of a beam clamp.

BEAM TROLLEYS

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 el flexible lug that willpermit a side pull. (See Figure 7-95.)

Procedure for MountingStep 1. The bolt and nut arrangement con-.

necting the wheels must be separated.

Step 2; The whee1.9 are set on the beamflanges.

Step 3. The bolt and nut assembly is secured.

PLATE CLAMPS

Plate clamps (Figure 7-96) are rigging devicesv,,ith a serrated jaw designed to grip pieces ofplat: 'or hoisting. Plate clamps may be iocking01 non-locking; however; locking grips arerecommended for maximum safety. Plate clampsare designed to grip only one plate for eachhoist;

SPREAL BEAMS

"i he spreader beam (Figure 7-97) also known asa spreader bar or rocker beam is most com-monly used to support long or flimsy loadsduring liftiA: The Ir,ad cannot tip, slide or berm;because of the support provided at two or morepoints along the load (Figure 7-98).

34,3f

340

Push Travel

RIGID BEAM TROLLEYS

Geared Travel

Push Travel

Figure 7-95. Beam Trolleys

LOCKINGVERTICAL LIFT ULY

Geared Travel

FLEXIBLE BEAM TROLLEYS

Figure 7-96. Uses of Plate Clamps 303


Opening for Hook orCombination Shackle

and Hook

o o o, 1

Figure 7-97. Spreader Beam or Bar

-

Figure 7=98. Spreader Beam in the

SKIDS, ROLLERS, CRIBBING AND JACKS

It is not always feasible to hang rigging or usecranes to move heavy objects such as vesselswhere: for example. overhead wiring or pipinglimit the work space. Under these circumstancesan arrangement of skids, rollers, cribbing andjacks can provide a safe means of trans-porting and/or raising large objects.

Timber skids can 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 bemoved 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...8rzis, 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

3 ;.).

342

in stages using jacks. The raising procedure is

as follows:

Step 1. Using jacks on a stable footing, raisethe load to the maximum .stableheight.

Step 2. Place one or more rows of cribbingUnder the load 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_ Ofcribbing under the load. Re Peat 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-fectiveriett and life. Keep them clean. Removesheaves occasionally and clean and oil the cen-tre pins. Inspect sheaves 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 .:,etermined by the number ofparts of rope at ,,,e 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 lots of ap-proximately 10% occurs for each sheave inmanila rope blocks and about 3% for eachsheave in wire lope 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 friction3 Angle of pull4. Condition of rope

5. Suffden application of load

6. Lack of lubricant:

The actual weight of the load to be moved does3 0J

not necessarily determine the stress on theblocks: Avoid obstruction to the free movementof the load, twisted ropes dud to improperreeving or rigging, or improper angle of thetackle in relation to the load. Moving heavytouch; over rough ground or on an incline orwithout rollers or .ullers 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 moe than its calculated share ofthe load. Careless preparation may result in anyor all of these conditions to such a degree thatthe load on a set of blocks will greatly exceedthe actual weight Of the load itself.

TERMINOLOGY OF TACK BLOCKOPERATION

Parts of Line a term used in multiple reevingfor heavy loads. The number of parts of line caneasily be determined by counting the number ofcables reeved in movable blocks, including the

dead 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 dec..:,,ase the strain on cables.

Mechanical AdvantageAs previously stated, the mechanical advantageof the system is determined by the number ofparts of rope at the moving block. (Figures 7-99and 7 -100):

OPERATION OF SHEAVES

As illustrated in Figure 7-101, to raise a load 1'the lower block must be raised 1', and in ac-complishing this, each working rope must be

shortened 1':

In the example in Figure 7-101, Ropes 1 must beshortened 1' to raise the load 1': Assuming thatthe circumference of each sheave is 1'; SheaveNo. 1 must make one revolution to shorten Rope1; Sheave No. 2 must make one revolution totake up the one foot slack from Rope 1 and oneadditional revolution to shorten Rope 2; SheaveNo. 3 must make two revolutions to take up the2' slack from Ropes 1 and 2 and one additionalrevolution to shorten Rope 3 and so on for each

succeeding sheave:

Thus: Rope 1 must travel 1' on Sheave No: 1

Rope 2 must travel 2' on Seieave No. 2


Hauling jiltPart

Il

1/f

fir

1'1 I

SI,

1

2 part.Mecharri

Advi )tage 2 1

Single

2

3 partMechanicalAdvantage 3.1

Figure 7-99. Mechanical Advantage of Tackle

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 blocksreviolVe at different rates of speed: Sheave No 2rotates twice as fast as sheave No. 1: Sheave No.4 four times as fast as Sheave No: 1; etc. Con-tequen y. the sheaves nearest the lead line,rotating at a higher rate of speed. wear out morerapid1/.

.111 sheaves should be kept well oiled when inoperation to reduce friction and wear.

3


Block Systems

REEVING TACKLE BLOCKS

Triple

c

C

4


Double

In reeving a pair of tackle blocks one of whichhas more than two sheaves. the hoisting ropeshould lead from one of the centre sheaves ofthe upper bloc

When so reeved, the hoisting strain comes onthe centre of the blocks and they are preventedfrom toppling, with consequent injury to the ropeby cutting across the edges of the block shell.

To reeve by this method, the two blocks shouldbe placed so that the sheaves in the upper blockare at right angles to those in the lower one. asillustrated in Figure 7-102.

344

4 Part _Tackle(Luff)

4 Part Tackle

Mechanical Advantage20 to 1

100 MI exertede hauling part ofLutt will a loadof ' 000

2,000 lb. load

Figure 7-100. Compound Tackle (Luff)

General Rulet for Reeving

1. Always reeve tackle right-handed;

2 If the number of shnaves 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 thesrm.-.11er number of SheaveS.

3. 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.

345Rigging and Erei on

:AVE

No I

SHEAVE

No 5

Figure 7-1tM Sheave Operation

SHEAVE

No. 3

SHEAVE

No. 2

SHEAVE

No. 4

DETERMINING LINE PARTS OR REQUIREDLINE PULL

To help figure the number of parts of line to beused for a given load or the line pull required fora given load, the ratio table is provided withexamples of how to use it (Table 7-14).

TOTAL LOAD TO BE LIFTED RATIOSINGLE LINE PULL IN POUNDS

Example 1:To find the number of parts of line needed whenweight of load and single line pull is established.

Sample Protiltgrii:72,480 lbs. (load to be lifted) 9.06 RATIO8,000 Ibt. (single pull)

Refer to ratio 9.06 in table or number nearest toit, then check column under heading "Number ofParts of Line" 12 parts of line tc be used forthis load.

Example 2:To find single line pull neklded when weight ofload and number of parts of lino are established:

ig OA

I V

4/

/ -/ .0/ / 0/ 0 ,K

1"DOUBLE 'AND DOUBLE TRIPLE AND DOUBLE TRIPLE AND TRIPLE QUADRUPLE AND TRIPLE

Figure 7-102. Tackle Blocks Places at Right Angles to One Another

372

346 -

t._'.41..E 7-14. LINE PARTS

Ratio for Ratio for

Number Brohie Anti Frictionor Pdrtc Bushed Beaririof t the SheaVeS Sheaves

1 96 9872 181 194

3 215 2884 359 281

5 439 471

6 5 16 5 60

7 590 647

8 660 132

9 721 ;.. 15

10 7 91 8 98

ll 8 52 9 19

12 9 11 10 6

13 968 114

14 102 12 1_

15 10 7 12 9

16 11 2 13 6

11 11 7 14 3

18 122 150

19 12 6 15 7

20 13 0 16.4

21 13 4 17.0

22 13 8 17 7

23 14 2 18 J

24 145 11, 9

Sample Problem:

61,4 i100 lbs; (load to be lifted)6;60 (ratio of 3 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 snatGri 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% for

friction.

2000 POUNDS Jet, 1840 POUNDS

1410 POUNOS

-45°

z./90'

4-' 760 POUNDS

Figure 7-103.

3

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° . 67 165' 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


Pressure on Sheave Or PulleyBearings When a rope path is deflected bymeans of a sheave, pulley or roller, pressure isplaced on the bearings. The pressure will varyle.pendino on the angle of deflectibn o; the rope.

Placement of Shackle Block and ookBlock 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 Sane size, and thestrain on the upper blOck is much greater thanon the lower one. The lowe- ' :ock supports onlythe load, while the upper 'arries the loadas well as the hoitting Strain A hook is moreconvenient on the lovVer b k 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 tablet and graphs.

These 'Rules of Th0 Mb" are reasonably ac-curate and most are on the "safe side" ofrec.ognized safety pradtiCOS But, it must beremembered, these formilles are only closeestimates and are not intended to replacemanufacturer's Specifications in criticaleuations.

rdRE LINE

The lay of rope can be cinterminerl by runningyour :humb away from you along the strands inthe line (If strands go to the right, it is a rightlay. etc )

Coil line in the direction of the lay. (E.g.. rightlay, clocki.Nrse: etc:).

Uncoil a new bail counterclockwise to avoid

kinds.

Natural Fibre (Manila)

1: Breaking strength in tons Dia.2 x 4

2: Safe working load in tons Dia.2 x 410

(safety factor = 10)

Synthetic Fibre (Nylon, Polypropylene)

1. Nylon = Approximately 21/2 times theStrength of manila.

Polypropylene = Approximately 11/2 timesthe strength of manila.

TACKLE SYSTEMS

1. Friction in a tackle system = Approxir itely8% -per sheave o 180 bend; 4% per s,leave« 90 bend. (For wire rope tackle ap-proximately 6% for bronze bushed sheavesand 3% fot ball bearing sheaves)

2. A Simple Tacalit System = 1 line and one orMore blockcMeci- v,:htage = Number of lines ontraveli uok.

3. A Compound Te.ckle 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. Laiig Lay = Wire laid up in same directionas strands of rope.

inRegular Lay Wires layed up n oppositedirection as strands of rope,

2. Wire Core (IA, '.RC:) is approximately 10%stronger than fiure core:Galvanzing reduces strength approximately10%.

3. Breaking Strength in Tons = ;Dia.)2 x 40 (Forx 19 I.P:S: F:C:)

4. Safe Working Load in Tons = (Die.)2 x 40Safety Factor:

5. Safety Factors = Slings[oating linese and Derricks

-1( _Guys.:.ig Tackle

Guy Lines

= 8= 8= 6= 5= 5= 3.5

6; Broken Wires = UnSafe when 4% of totalwires in the rope are broken within thelength of one rope fay.

7: Choker StressW *L 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.

348

9. ()Whit; Fbr Spobling a drum you lace thelead block and place the right or t hand,Which ever corresponds with the of therope. palm down on the c)o of to irum foroverwind and the bottom c.). the dr for unTderwind. The thumb will point to flangewhere spooling begins.

10. Drum Capacity in feet =.2618 x (A + B) x A x C. (in inches)

Rope Dia.2 tA

C

11: noel Angie Maximum 4 on grooveddrums and on smooth drums. Thedistance to the 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. Crotby ClipsNumber of clips required 4 x ropediameter + 1.

Minimum spacing 6 x rope diameter:

2. Hooks S.W.L. in tons = (Dia.)2 wherehook begins to curve or Diameter of eye ininches stluared.

3. Shackles SAALL: in tons _= Diameter of pinin one fourth inches squared and divided bythree: (or select shackle pin one-eighth inchlarger than cho:,e size.)

4. Chains (Alloy Steel) S.W.L. in tonschain stock (Dia:)2 x 6.Turn Buckles S.W.L. in tons = bolt (Dia.)2x 3:

ESTIMATING. WEIGHT OF STRUCTURALSTEEL: (One cubic foot = approximately 490lbs.)

1. Round Stock Approximate weight perlineal foot = (Dia.)2 x 8

3

2: Plate, Flat Bar, or Square Approximateweight per lineal foot = thickness timeswidth x 10 (All measurements in inches.)

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 average man fora "Span in Feet- that is equal to or less than theplank "Width in Inches".

DERRICKS

GUY DERRICK

A guy derrick consists of a mast, a boom pivotedat the foot of the mast; guys and tackle (Figure7-104). The mast is generally longer than theboom and is mounted on vertical pins at the footand top so that the assembly of mast and boommay be rotated about a vertical axis. If the guys

the top of tl ^ mast clear the end of the boomthe derrick can be rotated through a full circle.The mast and boom may be made of timbers or,'-uctiral steel. Large derricks are made ofhollow built up sections generally consisting e'four ar,nles arui lacing bar8 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 drivenhoiStS. The derrick is rotated by a bull wheelloOated at the base of the mast.

STIFF LEG DERRICK

The mast of the stiff leg derrick is held in the ver-tical position by two rigid inclined struts con-nected to the top of the mast (Figure 7-105). Thestruts are spread apart 60°-90u to provide sup-port in two directions and are attached to sillsextending from the bottom of the mast. The mastis mounted on vertical pins at its foot and top asin the case of the guy derrick. The mast andboom can swing through an arc of about 270°. Thetackles 'r.r hoisting loads and raising the boomare similar to those for the guy derrick. Figure 7-106 illustrates a stiff leg derrick with long sills.


Mast Gudgeon Pin

Top

Guy

LineS

Mast

BuliwheelGiddc She-

Mast Bail

Rooster Sheavefor Clamshell Work

CUY Lines

'4/0110!..

1

Upper Mastal,:0'; Hanger

410°

441.

Iv.'10!

4110;R4ayMs

PP.44.re'Ai

0..0. Boom

Nro"44 Guide Shezhes .Iigi:e41 ie,,...-*

to AT

.11.aer

'Le ATme,

rd. *0.17IO'' lr41

.1P, 040:1 i.e

Boom RaisingLine to Hoist

Boom Lines Coom Bail

Boom Hanger

Bcom

; e

.415 eif

32=1:102121:6-111011=11111

e:ey

Boom Brace Rods

tower_ MastGuide Sheaves

Loki. MastSheaves

8611Wheel

Mast Bottom

Step

Step Sill Sheaves

Figure 7-104. Sections of a Guy Derrick

Hoist Line

Fall Blockand Hook

.. stif derrick equipped with a boom is boom. They are sometimes used in multi-story

SUitnt), yard use for unloading and trans: bUildings surmounted by towers to hoiSt

ferring material whenever continuous triaterUs to the roof of the main building to sup-operations are carried oil within reach of its ply guy deiricks mounted on the towers.

350 -

Stiff Leg

Mast Bad

Mast Top

Boom Lines

BrAm Bail

Splice

Stiff Leg

Figure 7-105. Stiff LT:g Derrick

Guide_ She: reSill

Bullwheel -Guide Sheaves

grojo:s7e.1.

Splice

Bull WheelBottom

Mast Step

Block and Hook

Boom Bail

e 0 n Line

BoomGuide Sheaves

Gudgeon Piri

HoistLine

Mast Bailtipper Mast

Sheave

Mast

'f Leg

Lower MastGuide Sheaves

Lower MastSheaves

Stiff Leg_ SillStep

Bullwheel

Mast Bottom

Figure 7-106. Section of Stiff Leg Derrick with Long Sill:,

Boom

Block and Hook

Boom Brace Rods

3 J


GIN POLE

l'he gin pole (Figure 7-1071 consists of anupright spar guyed at the top to maintain it in a

pos:tion and is equipped with suitableThe spar may be of round or

`19avy wall pipr,, a wide flangebeam section c:i It up section consisting ofangles and lacing bars. The load may be hoistedby nand tackle or by hand or engine drivenhoists.

A-gin pole is a very handy and versatile piece ofequipment for lifting all types of comparativelylight loads. To get maximum use out of a _ginpole. it should be rigged with a minimum of fourguys with wire rope pendants and manila ropetackles between the pendants and the an:chorages and swivel plates top and bottom.These can then be leaned at various angleS andturned to lift from all sides.

The gin pole is used mostly for erection work ofease of rigging, moving and operating. It is

Wire Rope Pendant

suitable for raising loads of medium weight toheights of 10'-50' where a vertical lift is required.

ProcedureRefer to Figure 7-108 for Ster:s in this procedure.

Step 1: Using any suitable scale, draw a

sketch as shown in A.Line TS represents the guyLine RS represents the gin pole

Step

Step

2. With a given load of 4,000 lb., let1/4" = 1,000 lb. and draw a verticalline VU representing the load (1"loig) at in B.FrOrn U, extend a line UW parallel toTS (frorn A) to represent the guy, anda line VW 311e1 to RS (from A) torepresent the gin pole

3. To develop C, draw a line-VW parallelto, and the same length as VW (fromB) Drop a vertical line down from W,r, d draw the line VX parallel to TR

(from A):

Swivel Plate

Wire RopePendant

Wire Rope Pendant

Snatch Block

Figure 7-107. Gin Pole

To Power

Wire RopePendani

7"97:riv.4.

352

Ei

Figure 7-108. Determining the Kick at theHeel o; a Gin Pole

Measure the length VX. and. using thescale 1 = 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 guysrind one lazy guy in front for st..:.port (Figure 7-109).

For light loads. a small A:Frarrie derrick can bequickly _constructed by drilling 0 hole throughtwo pieces of square timber and bolting throughthe holes. A wire rope chbker is put around thetop of the poles with the eye hanging down to at-tach the block. When a lOad is suspended fromthe block. the chbker tightens to hold thee-ossed members more securely:

MOBILE CRANES

Mobile cranes are mechanic-?1 lifting deVicesthat can be relocated without disassembly. TheyinFiy be .;lassified into two rr .in types: _1. thoSemounted on metal tracks (Figure. 7:11C, ari.i 2.those mounted on ribber i-rigute 7-'11).

Fir_ .

7-112 , Js'-ates the ry--,,ts Ir.' r- opi):2

Figure 7-109. A-Frame Derrick

-Aro,

X-- r--,;

Figure 7=110. Mobile Crane on Track

Twb types o 000ms (Figure 7-113) v. respect

to the capability on the crane are ic, :ified:

1. Conventional booms may be lowered. raised

or swung sideways, however. the assembledlength docs not change.

2. ;raulic booms may be towered. raised orswung sideways, and the length can be ex-tended or retracted withbut reassembly:

The ,:hoice of boom is baSed upon the functionallquirrrients of the crane for the job: Where


;,444,-.t.'r

Figure 7-111. Mobile Crane on Tires

Yoke

BOOM Stnaiet

Baam Line

HeadacheBall

Counter Weight

Main Load Block

Figure 7-112. Parts of a Mobile Crane

354

HYDRAULIC BOOM

::.t-CONvENTIONAL BOOM

heavy or exceptionally high. _lifts arethe conventional boom is used. Whenare lights and more set-ups are reshorter lifts, the hydraulic boom is mor

When an hydraulic mobile crane is deljobsite, it is almost immediately readyoperation (Figi.:-..re 7-114). It need only

Ts:v; HU tmaa at L

"7". _Norl

MilikemEnwielalijulliallignialll."11.111.Lgi

Figure 7-114. Crane Arriving on TheFigure 7-113. Crane Booms Rtising Gantry to Operating Posit


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-po.ents: outriggers, counterweights and mainblock must be offloaded (usually assisted by anon-site hydraulic crane). and assembled on the

jciappgAlie

Lr

INSTALL FLOAT PADS

INSTALLING REAR COUNTERWEIGHT WITH SECOND RIG

Figura 7-115. Fioatpads and Counterweights

lob location: Crane assembly at the joi:site fallswithin the jurisdiction of the election Boiler-maker:

Figures 7-114 to 7-118 illustrate a typicalsequence in the assembly of a conventionalmobile crane, from arrival on the lob to work-ready.

V

I

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

dins.

5. Before raising boom, rnachine must belevelled, outriggers fully extended and rub-bei off the ground.

6. When disassembling boom sections, blockthe Section to be removed.

356

MOVING BOOM OFF TRUCK INSERTING BOTTOM PINS

PINS SECURED BY COTTER PIN

POSITIONING FOR PINNING

INSERTING TOP PINS FIRST

Figure 7-116. Assembling the Boom

JOINING OTHER SECTIONs

I4 6

a

ii

ei

is

- 357Rigging and Erection

YOKE READIED FOR PENDANT LINES

PENDANT LINES ATTACHED

MIIMIIDIIIIII&M0X4111111111olgigi

MAIN LINE REEVED TO MAIN BLOCK

Figure 7-117. Attaching the Lines

1410

WEDGE SOCKET ATTACHED TO MAIN BLOCKS

=1.1.

-

TERMINAL END OF MAIN LINE FITTED TO WEDGE SOCKET

358

1D3

=CS

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 extended,and 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 !MS.

5. AVoid effects of "shock loading" to riggingand equipment, by raising and loweringloads slowly.

6. Always use a tag line to control the loadWhen in the air:

7. When booming down; or swinging with aload, always keep the load as close to theground as possible.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.

1 . When operations cease for the day, it is ad-visable to "tie down" the boom by attachinga choker from the hook in use to a

stationary object with only enough tensionto immobilize the boom.


Standard Hand Signals for ControllingCrane Operations, Crawler, Locomotive and Truck-Cranes

I_..

,&11.11

VA_11111N,

VN.V21

.0.IIINI ."blip

HOIST With forearm vertical.forefinger pointing up. movehand in small horizontal circles.

Ni!MN

USE MAIN HOIST. Tap fisthead: then use regular signals.

,M. MO INI II.

! IrlLOWER. With arm extendedJownward. forefinger pointingdown. move hand in smallhorizontal circleS.

on

1Itt

t.,I

I. .-. a

lei le

r

, =., ,... ..,.....,

.......7....._hi... Iwo .

111-111

I

..... .USE WHIPLIKE. (AuxiliaryHoist). Tap elbow with one _ _

hand: then use regular signals.

RAISE BOOM. Arm extended.fingers closed. thumb pointingupward.

LOWER BOOM. Arm extended.fingers closed. thumb pointingdownward.

MOVEto giveplacefrontsignal..example):

-

Alti

,i

iv

spa

St

.1I

SLOWLY Utel.One handany motion signal and

other hand motionless inof.nand giving the motion

(Hoist slowly shown as

... 1.

i

RAISE T_HEB_OOM AND LOWER THELOAD. Arm extended.-fingersclosed: thumb pointing upward.other arm bent slightly withforefinger pointing down androtate hand in horizontal circles.

__ . _.

LOWER THE BOOM AND RAISE THELOAD. Arm extended. fingersclosed. thumb pointing downward.other arm with forearm vertical.forefinger pointing upward androtate hand in horizontal circles.--

(continued)

Figure 7-119. Crane Signals

360

Standard Hand Signiiis for ControllingCrane Operations, Crawler; Locomotive and Truck Cranes

IVt'\.

.Iv'/N %.

1

1

Aia.rali.

_

SWING Arm extended.point with finger in three-Lion of swing of boom

--4,-

STOP Both arms outstretchedat sides horizontally,fingers outstretched.

vc 1

1_ E.-z--

DOGin front

i.. _Lyam

TRAVEL.bbthmakingeachOf travel:(For

441

1.

ANNINIOr;a dm ..

,

TP^,VEL Arm extended forward.hand open and slightly raised.make pushing motion indirection of travel

Ir.._...

EVERYTHINGof body.

I1

IL\

Itriltr0.4,MMO

.

Clatiti

iI'II

,wa INI

handt

\.

A

....

I* II.._. r. . ...

(Both Tracks), Usefists in front of body,__

-a circular motion aboutother. indicating_ direction

forward or backwardcrawler cranes only.)

A

:14

In I1V ill li1V

..... II

ait lijrat

TRAVEL (One_ Track( Lock the trackon Side indicated by raised fist.Travel- opposite track in direction indi-cated by circular motion of otherfist rotated_ vertically__ in front ofbody. (For crawler cranes only.)

--iiii.

EXTEND BOOM. (Tele-scoping Booms). Both fistsin front of body with thumbsPointing outward. One handsignal may be used.

1

litti-.

MI

RETRACT BOOM. (Tele-scoping Booms). Both fistsin front of body with thumbspointing toward each other.One hand signal may beused.

Figure 7-119. Crane Signals (continued)

- 361 -Rigging and Erection

Standard Hand Signals for ControllingCrane Operations, Crawler, Locomotive and Truck Cranes

HOIST With forearm vertical.forefinger pointing up. movehand in small horizontal circleS

LOWER. With _arm extendeddownward, forefinger pointingdown, _move hand in smallhorizontal circles.

BRIDGE TRAVEL. Arm extendedforward. hand open and slightlyraised, make pushing motionin direction of travel.

---TROLLEY TRAVEL. Palm up.fingers closed, thumb pointingin direction of motion. jerkhand horizontally.

STOP. Both arms outstretchedat the sides horizontally:fingers outstretched.

MULTIPLE TROLLEYS. Hold up onefinger_fpr_block marked -1" andtwo lingers for block marked-2". Regular signals follow.

WM,

MOVE SLOWLY. Use one hand togive any motion signal and placeother hand motionless in -front ofhand giving the motion(Hoist Slowly shown as example.)

MAGNET IS DISCONNECTED.Crane operator spreads bothhands apart olms up.

Figure 7-119. Crane Signals (continued)3

362 ;.;

Standard Hand Signals for ControllingCrane Operations, Overhead and ..iantry Cranes

MAGNET IS DISCONNECTED.Crane operator spreads bothhands apart palms un.

OPEN CLAM SHELL BUCKET.Arm extended. palm down.open hand.

CLOSE CLAM SHELL BUCKET.Arm extended. palm down.close hand.

HOIST SLOWLY TO CLEARFOULED LINE. Hands crosses'in front. above shoulders.fingers relaied,

BOOM UP AND LOWERTHE LOAD. One hand,

BOOM DOWN_ANDRAISE THE LOADOne hand,

STOP. One hand. WHIP LINE. One hand.

Figure 7-119. Crane Signals (continued)

3 :b

-= 363 =

Safety for_Sheet MetaLtiorke7s Zinngrabe, Claude J. and Schumacher,Fred W. Delmar Publishers, Albany, New York 12205 1977

Mathematics for Sheet Metal FabricationNew York 12205 1970

Delmar Publishers Inc., Albany,

Sheet Metal Hand Processes Zingrabe and Schumacher Delmar Publishers,Albany, New York 12205 1974

Sheet Metal Machine Processes Zingrabe and Schumacher Delmar PubliShers,Albany, New York 12205 1975

Basic Sheet Metal Skills _Johnston and Liebowitz Delmar Publishers Inc.,Albany, New York 12205 1977

Advanced Sheet Metal Skills_ JohnstonAlbany, New York 12205 1978

Practical Layout for -the Sheet Metal ShopDelmar Publishers, Albany, New York 12205

and Liebowitz Delmar Publishers,

Sheet Metal Technology Budzik, Richard S.Inc., Indianapolis, Indiana 46268 1981

Sheet Metal Shop Practice Bruce Leroy F.Chicago, Ill.

The Geometry of Sheet-Metal Work DickasonToronto, Ont.

Zinngrabe and Schumacher1975

The Bobs-Merrill Company

American Technical Society,

A. Copp Clark Pitman,

Daugherty and Powell

Copp Clark Pitman,

Shit Metal Pattern Drafting and Shop_ProbleCopp Clark Pitman, Toronto, Ont.

Sheet Metal_Shop_Practice Meyer and del'EtoileToronto, Ont.

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