wt5912 2012 u0-w1

WT5912 TECHNOLOGY EDUCATION & WORKSHOP PRACTICE 2: MATERIALS AND CONSTRUCTION Spring Semester 2012 Department of Design & Manufacturing Technology

Lecturer/Teacher: Mr. Joseph Lyster

Technical Support: Mr. Joe Murray

Lecture Notes: www.slideshare.net/WT4603

http://www.slideshare.net/WT4603

Lecturer: Joseph Lyster Teaching Assistant: Joseph Lyster Senior Technicians: Joseph Murray, Richard Hennessy & Louise Madden Lab Groups: 2A Courses Involved: Grad. Dip. In Technology Education Lecture Times: Friday 4-5pm in SR2029….Be on time!!! Lab Times: Monday 9-12/Tuesday 3-5pm Lecture Notes: Available @ www.slideshare.net/WT4603

Introduction:

Department of Design & Manufacturing Technology

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http://www.slideshare.net/WT4603

Introduction: Aim & Objectives

The overall aim of this module is to prepare you for the role of teaching, learning and assessment of second level leaving certificate Construction Studies. Affective Domain: To motivate and foster your moral development as a teacher of Construction Studies with emphasis on critical pedagogy and practice, i.e. health & safety, through the integration of previous knowledge and methods of reflective inquiry Cognitive Domain: To draw on the learning obtained from your pervious qualifications to support the development of your knowledge, comprehension and application of both theoretical and practical elements of Constructions Studies Psychomotor Domain: To foster your ability to plan, develop and demonstrate practical processes and techniques through organised teaching and learning activities in the Construction Studies setting


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Introduction: Assessment…


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• 80% Laboratory Work • 20% Written Exam • Machines Exam/Day Practical Exam/Lab Booklet (Pass / Fail Basis) • Note:

• Students must pass all assessment elements to obtain a pass in the module.

• Students that fail the practical machines exam and repeat exam will automatically fail the entire module.

• Refer to module guide for detail*

Construction Studies


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Construction Studies Brief History

Details: Construction Studies (C.S.) was established in 1984 and was first

introduced to vocational schools It is a second level senior cycle subject and a follow on subject from

junior certificate Materials Technology Wood (MTW) It is part of the ‘established leaving certificate’ programme The subject is optional, meaning students can choose to study it if they

wish. It is offered in most schools but not all. It offers a broad range of learning involving both theory and practical. In terms of its assessment, it is offered at both ordinary and higher level The uptake in C.S. has continued despite the collapse of the Irish

Construction sector/Industry. This can be largely attributed to the learning experience on offer and

the respect for teachers of C.S.


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Construction Studies: Aims & Objective


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Construction Studies: Assessment


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Construction Studies: The Theory…

Theory/Drawings: General – Planning, sustainable development, health and safety etc… Substructure – Foundation types, rising walls, floors, radon, DPC, provision etc… Superstructure – External Walls, windows, doors, roofs, dormers, chimneys, etc… Internal Construction – Internal walls, floors, partitions, second fixings, doors, etc… Services and External Works – Mechanical services, electricity, wastewater treatment,

sewage, etc… Heat and Thermal Effects In Buildings – Construction type, Insulation, material

conductivity, air tightness etc… Illumination In Buildings – Natural Light, glazing, LUX, heat transfer, dwelling orientation

etc… Sound In Buildings – Insulation etc…


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Construction Studies: The Practical…

Practical: Tools

Maintenance and care of tools Uses, construction and mechanical principles Health & Safety

Processes Construction of joint types used in partitions, floors, stairs, roof,

structural timbers, doors, window frames, box and carcase construction.

Laminating board material Correct use of manufactured board Storage of materials, knowing properties of wood. Ability to effectively plan a cutting list, use of jigs clamps etc…


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Construction Studies: Coursework & Projects…

Coursework

Projects


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Construction Studies: Coursework & Projects…


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Construction Studies: Current Trends

Though the theoretical areas/principles of the subject remain the same there has been a significant change in the process of building.

This is currently being assessed in the leaving certificate exam, which is set by the State Examinations Commission (SEC).

The subject has engendered a strong theme for economic, social and environmental building performance, i.e. sustainability.

A few years ago the subject was to receive a formal update including a revised syllabus and new name –Architectural Technology.

However, the current economic climate and the issue of funds to support the broader range of development in the technologies has resulted in this plan being shelved until a future date.


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HEALTH & SAFETY


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• Section 8(2)e of the 2005 Act states that it is the duty of every employer

“to provide systems of work that are planned, organised, performed and maintained so as to be, so far as is reasonably practicable, safe and without risk to health.”

• Health and safety management is a practical and systematic approach to identifying hazards and evaluating the extent of associated risk

Health & Safety Management


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Can be identified by: ▫ High accident/injury rates.

▫ Poor machinery guarding.

▫ Poor cleaning and housekeeping arrangements.

▫ Limited interest of OHS by employers/management.

▫ Lack of care/respect for safety rules.

▫ Poor safety culture.

Unsafe Workplaces


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Can be identified by:

• Regular inspection of workplace

• Consultation between employer and employees.

• Clearly defined structure of responsibilities….

• Employees are trained…

• Exceeds the specific requirements of the law – manages safety not for fear of being reprimanded but for the employees.

Safe Workplaces


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The Key steps of any Health & Safety Management scheme are: 1. Policy 2. Hazard identification 3. Risk Assessment 4. Control Measures. 5. Recording Findings (Safety Statement) 6. Monitoring, Review and Auditing

Safety Management


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Required Reading


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The Safety Management Process


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Health & Safety Policy


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More information can be found by consulting manufacturer’s manual


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Health & Safety at Work Act 2005

Pg. 30 of Health & Safety at Work Act

2005


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Identify Hazards (Hazard Identification)


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Common Machinery/Mechanical Hazards


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Wrap Point: (Entanglement)


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Shear Point and Cutting Hazards


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Crush Points


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Ejection Hazards


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Other Hazards


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Hazards


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• You will need to develop a template for your lesson risk assessment.

• Strategies will need to be developed to: Reduce or eliminate risk

Demonstrate safe use of machine(s)

Teach key learning points relating to machine or process

Assess and record pupil learning and competence

Ensure adequate supervision of activities

Classroom Risk Assessment:


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Room Layout


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Assess Risk (Risk Assessment)


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Risk Magnitude


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Risk Assessment


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• Hazard

• means anything that can cause harm (eg chemicals, electricity, working from ladders,

etc)

• Risk

• is the chance, high or low, that somebody will be harmed by the hazard.

Difference Between A Hazard & Risk


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A. Eliminate the Hazard Completely.

B. Substitute Hazard with a safer alternative.

C. Isolate the Hazard.

D. Use engineering controls to reduce risk at the source (Guarding).

E. Provide training on how to avoid risks.

& if all that fails…

F. Use PPE.

Hierarchy of Risk Control


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Importance of being able to Assess Risk


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• Consequences

▫ Minor Injury/Ill Health ( minor cuts, abrasions etc.)

▫ Injury/Ill Health (burns, sprains, minor fractures etc.)

▫ Serious Injury/Ill Health (breaks, deafness etc.)

▫ Major Injury/Ill Health (amputations, cancer, multiple breaks etc.)

▫ Fatality (one or more fatalities)

Risk Assessment Considerations


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▫ Knowledge

▫ Skills

▫ Training

▫ Experience

▫ Attitude

▫ Motivation

▫ Risk perception

▫ Mental condition

▫ Physical condition

▫ Accident proneness

Factors Effecting Likelihood & Occurrence

Individual Factors


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▫ Condition of equipment/tools

▫ Maintenance regime

▫ Guarding/hazard controls

▫ Workload

▫ Patterns of work

▫ Emergency arrangements

▫ Training/ information/ instruction

▫ Supervision

▫ Communications

▫ PPE

Task factors

Factors Effecting Likelihood & Occurrence


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Factors Effecting Likelihood of Occurrence


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Risk Magnitude Matrix


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Which Poses the Greatest Risk?


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Risk Magnitude Matrix


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RISK ASSESSMENT

Location: SR2-047 Date: 24-09-2010 Assessment Carried out by: Mr. Joe Lyster

Assessment of: PILLAR DRILL CE Marking (Machines): Yes □ No □

Page 1 of 1 Assessment Review Date: 24-09-2010

HAZARD RISK MAGNITUDE PERSONS AT RISK EXISTING CONTROLS REQUIRED CONTROLS PERSONS RESPONSIBLE TARGET DATE

Weekly etc…


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Risk Assessment Template

RISK ASSESSMENT


Assessment of: PILLAR DRILL CE Marking (Machines): Yes □ No □



1. Entanglement

2. Violent Ejection

3. Piece Spinning

4. Electric Shock Hazards

5. Cuts

6. Inadvertent Starting

7. Space around Machine

8. Tripping/Slipping

9. Pinch Point

10. Falling Table

11. Noise Levels

12. Crushing


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1. ENTANGLEMENT SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely

Trivial Tolerable Tolerable Moderate Moderate

Quiet Unlikely

Tolerable Tolerable Moderate Moderate Substantial

Likely Tolerable Moderate Moderate Substantial Substantial

Quite Likely

Moderate Moderate Substantial Substantial Intolerable

Highly Likely

Moderate Substantial Substantial Intolerable Intolerable


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2. VIOLENT EJECTION SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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3. PIECE SPINNING SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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4. ELECTRIC SHOCK SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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5. CUTS SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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6. INADVERTENT STARTING

SEVERITY Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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7. SPACE AROUND MACHINE

SEVERITY Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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8. TRIPPING/SLIPPING SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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9. PINCH POINT SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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10. FALLING TABLE SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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11. NOISE LEVELS SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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12. Crushing SEVERITY

Slightly Harmful

Moderately Harmful

Quite Harmful

Very Harmful

Extremely Harmful

LIK

ELIH

OO

D

Highly Unlikely


Quiet Unlikely



Quite Likely


Highly Likely



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RISK ASSESSMENT


Assessment of: PILLAR DRILL CE Marking (Machines): Yes □̷ No □



1. Entanglement Intolerable User of Machine Securing Clothes/Hair Chuck Guard Teacher/Students 24-09-2010

2. Violent Ejection Moderate All in Class Spring Loaded Chuck Chuck Guard Teacher/Students 24-09-2010

3. Piece Spinning Moderate All in Vicinity Clamp Correct Clamping Teacher/Students 24-09-2010

4. Electric Shock Hazards

Moderate User of Machine Inspection of Equipment

Regular Inspection of electrical components

Teacher/Students

24-09-2010

5. Cuts Moderate User of Machine Training

Exclusion zones marked clearly in

relation to work area Teacher/Students 24-09-2010

6. Inadvertent Starting Moderate All in Vicinity

Lockable Isolator Switch

Lock isolator in the off position when not in

use

Teacher/Students

24-09-2010

7. Space around Machine Substantial User of Machine Nothing

Safe work area exclusion zone marked

around machine

Teacher/Students

24-09-2010

8. Tripping/Slipping Moderate User of Machine Nothing Sign posts Teacher/Students 24-09-2010

9. Pinch Point Substantial User of Machine Nothing Chuck Guard Teacher/Students 24-09-2010

10. Falling Table Moderate User of Machine Pillar Post Lock

Handle Correct Locking/Clamp Teacher/Students 24-09-2010

11. Noise Levels Trivial All in Class Nothing PPE & Sign posts Teacher/Students 24-09-2010

12. Crushing Intolerable All in Vicinity Nothing Secure Fixing Teacher/Students 24-09-2010


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CLASSROOM MANAGEMENT:

Health & Safety…


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• Students should only work in a high risk area when it is fully under the control of a person competent to work in and supervise that area.

• Close monitoring of students using machinery.

• Students must not be permitted to use equipment while unsupervised.

• It is the responsibility of the schools to ensure that the machines are not accessible to unauthorised persons

▫ Cleaners

▫ Visitors

▫ Unsupervised students.

Supervision & Access


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Supervision & Access


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• An assessment of each workshop should be carried out in order to determine the safe operational area around each machine.

• Hard wearing and clearly visible markings should be set down on the floor to indicate these safe operation areas.

• If necessary, machines should be moved to accommodate this safe operational area.

Exclusion Zones


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Emergency Isolators and Emergency Stops


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Start/Stop • Are there appropriate start / stop controls ?

• Location

• Colour

• Flush mounted

• Mushroom head

▫ Turn release

▫ Key release


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Stop control must have priority over the Start control.

Start Control

Flush

Recessed

Stop Control

Mushroom Head

Push Bar

Start/Stop


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Some machines may have two stopping devices.

Hand Operated

Foot/Knee Operated

Emergency Stop


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Material Preparation


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Machine guards must:

▫ Be of robust construction.

▫ Not give rise to any additional hazard.

▫ Not be easily removed or rendered inoperative.

(Removed with the use of a tool)

▫ Be situated a sufficient distance from the danger zone.

▫ Not restrict more than necessary the view of the operating cycle of the equipment

Guarding


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Lighting


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Push Sticks


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Maintenance of Machinery


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Preventative Maintenance


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Maintenance Records


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Inspection of Machinery


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Inadvertent Starting


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Machinery Rundown Time


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The CE Marking is not a mark indicating conformity to a standard but rather a mark indicating conformity to the legal requirements of EU Directives.

CE Mark


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• CE Marking is the symbol as shown on the top of this page.

• The letters "CE" are the abbreviation of French phrase "Conformité Européene" which literally means "European Conformity".

• The term initially used was "EC Mark" and it was officially replaced by "CE Marking" in the Directive 93/68/EEC in 1993.

CE Mark


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• Machinery must bear the “CE” mark in order to be deemed in compliance with these regulations.

• Must not add to machinery – must be there… criminal offence to try to add it.

• Also an offence to reduce the visibility of the “CE” Marking on a machine.

CE Mark


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The existence of the “CE” marking on a piece of machinery should indicate that its manufacturer has met all relevant standards and requirements.

CE Mark


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Never assume that machinery is safe just because it has a “CE” marking

CE Mark


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Mandatory/Action

Regulatory/ Prohibited

Emergency/ Permission

Warning/Caution-Danger


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Surface Planer


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Surface Planer 1 Guide Fence

2 Infeed Table

3 Isolator

4 Infeed Dept Adjustment Wheel

5 Start/Stop Control

6 Infeed Adjustment Lock Handle

7 Blade Guard

8 Blade Guard Clamp/Release Mechanism

9 Outfeed Table

10 Guide Fence Adjustment Wheel

11 Guard Guide

12 Guide Fence Lock Handle

2 8


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Step 1: Isolate machine

Step 2: Squaring guide fence •Set up surface planer guide fence @ 90⁰ to table surface •Note infeed and outfeed table. •Square to infeed using right angle square. •Use red lock handles to open and adjust fence. •Lock gently when fence is perpendicular to infeed table.


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Step 3: Setting infeed dept •This machine is calibrated in metric. •Maximum recommended material removal is 1-2mm/pass •Dept stop to be set at 2mm •Open infeed lock handle •Turn wheel to left to drop table to 2mm •Lower you drop, the more the planer cutting block is exposed •Close infeed lock handle when required dept is achieved. •* Do not adjust outfeed table level, this is for maintenance purposes only*

Infeed Infeed


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Step 4: Setting the guide fence width •Minimum blade exposure •Width of material + 10mm is recommended •This results in 10mm blade exposure - Safety •Adjust lock handle to wind in or out guide fence •Lock in appropriate position


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Step 5: Guard adjustment •Guard set for face side = handle up – 10mm blade exposure •Guard set for face edge = handle flat – no blade exposure


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Step 6: Material Inspection •Inspect material for the following defects

•Cupping •Bowing •Twist •Knots •Loose grain

•Example - if material is bowed, set the bowed face to the surface planer table surface and process. Material should never be run through hump side down.


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Step 7: Determining face side and face edge •Use machine surface to check square •Select appropriate face side and face edge based on inspection •Preliminary surface marking using an ‘X’ with no less than a HB pencil •Ensure extraction gate valve is open and extraction is on •Proceed to plane material – face side and face edge only! Gate Valve locate on extractor pipe

just above surface planer

X X


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Step 8: Planing face side •Material position •Hand positions

Ensure Guard Guide is in a vertical position to plane face side

Dept of Hand Dept of Hand


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Note Hand Positions in relation to material


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Step 9: Planing face edge •Material position •Hand position

Ensure Guard Guide is in a horizontal position to plane face edge

Dept of Hand Dept of Hand


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Note Hand Positions in relation to material

Split second blade Exposure Blade guard flat onto table


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Thicknesser


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Thicknesser

1

1 Extractor Pipe

2 Control Panel

3 Adjustment Lever

4 Thicknesser Bed


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Lab sequence – Thicknesser

Step 1:

1. Unlock twist release stop mechanism

2. Press green button to start

3. Allow machine to build up, this can be determined by noise consistency

4. When noise is consistent flip delta switch to on position

5. Feed rate, i.e. Speed at which material is passed, is set.

6. Adjust table height as required

7. Feed material as directed

Delta Switch

Twist Release Stop

Display Panel

Feed Rate Control

Stop/Start

Thicknesser Bed Adjustment

Control


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Step 4: Rip Saw


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Step 4: Rip Saw

1

2

3

4

5


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4

5

6

9

8

4 Blade Adjustment Wheel

5 Power Isolator

6 Start/Stop

8 Crown Guard

9 Riving Knife

10 Saw Blade

Step 4: Rip Saw


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OUTFEED

TABLE SLILDING

TABLE

Step 4: Rip Saw


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Cross Cutting

Ripping

Step 4: Rip Saw


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#NB: Ensure correct use of PPE and push sticks are practiced.

Mark Line across end grain: 1. Horizontal when cutting 2. Vertical when planing

Step 4: Rip Saw – Ripping Material


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Step 4: Rip Saw – Ripping Material


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Refer back to your cutting list to make sure you cut pieces to the correct length.

After the material has been ripped and surface planned into correct / required sizes, you then have to cross-cut the sections to the required length. For this, you will have to set up the fence on the sliding table to achieve this.


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#NB: Ensure guards and guides are set-up and used correctly and safely.


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