Insulator (Heat and Frost) Level 4

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Delilah Joy Preston
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1 Insulator (Heat and Frost) Level 4

2 Insulator (Heat and Frost) Unit: A5 Orientation II: The Job of Journeywork Level: Four Duration: 7 hours Theory: Practical: 7 hours 0 hours Overview: Insulator (Heat and Frost) technical training offers an entry-level orientation to the challenges of apprenticeship learning. The present unit introduces senior apprentices to the responsibilities of workplace teaching that they will assume as supervising journeypersons. Trade workers have a particularly rich tradition of refreshing and sharing their skills from one generation of practitioners to the next. This unit orients senior apprentices to some of the practical and conceptual tools that can enable them to contribute to this trade heritage when they themselves become certified journeypersons. The journeyperson s obligation to assist trade learners to develop skills and knowledge is complex and challenging. It involves safety considerations, employer expectations, provincial regulations, as well as the tradition of skills stewardship that links modern practice with the long history of workplace teaching and learning that defines the apprenticeable trades. The ability to offer timely, appropriate support to apprentices is itself an important area of trade learning. This unit presents material intended to help refine this ability through reflection and discussion by senior apprentices, and dialogue with their instructor. The detailed descriptors under each unit objective reflect Manitoba and Canadian standards prescribed for journeylevel supervisory capabilities, as well as key topics in current research on the importance of workplace teaching and learning in trades-apprenticeship systems. Thus, descriptors represent suggested focal points or guidelines for potentially-worthwhile exploration. Delivery of this content will vary with the discretion of individual instructors, and with the experiences senior apprentices bring forward for group/individual reflection on the skills-stewardship dimension of their own future practice as journeypersons. Percent of Objectives and Content: Unit Mark (%) 1. Describe the scope, substance, and significance of journey-level status. 10% a. Historical background, including trainee experiences Origin, definition, and examples of journey-level status Obligations to employers, trade clients, and apprentices Concept of skills stewardship, and its rationale Customary responsibilities of journeyperson as workplace trainer/supervisor Overview development of formal systems for regulating/recognizing journeylevel competence in designated apprenticeable trades Contributions of unticketed journeypersons and other informally-qualified Ironworkers to workplace trade-learning Achievements/limitations of informal systems for workplace training Trends (e.g., succession planning in the trades; recognition of credentials and prior learning; defined standards for on-the-job trades education and training) b. Regulatory/legal dimensions of journey-level status in designated trades Rights and obligations re: Canada s Interprovincial Red Seal program (Red 1

3 Seal rationale, scope, and products, including the National Occupational Analysis [NOA], and Interprovincial examinations Manitoba provincial requirements [e.g., Apprenticeship and Certification Act; General Regulation; the Insulator (Heat and Frost) Trade Regulation; relevant policies of the Apprenticeship and Certification Board] Trade-specific requirements re: practical training supervision and documentation; importance of quality assurance and broad-scope coverage of prescribed task-content; ratios, etc. c. Other (as may be specified by instructor) 2. Compare/contrast role-options and responsibilities of the supervising journeyperson. a. Recognizing the variability of supervision assignments, situations, and roles b. Source and specification of the supervision assignment c. Formal vs. informal roles (e.g., mandated by an employer s succession plan) d. Implicit vs. explicit standards and content: training goals are/are not codified; assessment measures are/are not used, e. Accountability for results: subject/not subject to third-party notification; completion of supervision assignment itself is/is not assessed by third party; journeyperson is/is not required to prepare performance evaluation that could affect apprentice s employability or wage-rate, etc. f. General vs. task- or job-specific supervision assignments: e.g., scope of expectations re: content of supervisory task(s) g. Long-term vs. short-run supervision assignments e.g., considerable latitude/little latitude for apprentice to learn from mistakes h. Formally vs. informally structured e.g., supervision assignment is part of a prescribed cycle of assignments involving coordination among multiple journeypersons; apprentice is trained according to an individual Training Plan negotiated with employer i. Typology of common supervisory role-options and what is implied by each: Coach role: is often initiated by someone other than apprentice, and limited to a particular skill set, task, or production requirement Mentor role : often initiated by apprentice, and relatively open-ended regarding content, duration, etc. Peer role: typically involves individual upgrading or cross-training of one journeyperson by another; can include senior apprentice assisting lessexperienced trade learner Managerial role(s): can shade over into hire/fire issues as lead-hand or site-boss Coordinator role: often a senior-level journeyperson appointed by an organization to assume responsibilities for monitoring progression of groups of apprentices Other roles: may be improvised by journeyperson j. Possibilities, perils, and likelihood of role-overlap in real-life trade practice k. Importance of clarifying all roles, expectations, and implications involved in accepting a supervision assignment l. Role of Apprenticeship Training Coordinator (ATC), Apprenticeship Manitoba m Resources for developing skills and knowledge re: providing journey-level supervision Books and journals (not always trade-specific) Websites Conversation with trade instructors, journeypersons, and peers Workshops n. Other (as may be specified by instructor) 20% 3. Describe/demonstrate common requirements re: providing journey-level supervision. 20% 2

4 a. Review Unit A1 content re: challenges/opportunities opportunities of Apprenticeship learning adapted to journey-level supervision assignments and a journey-level standpoint Application of adult education concepts to trades teaching/learning (e.g., responsibilities and expectations of adult learners) Practical significance of styles of adult learning and teaching Helping apprentices to integrate technical training (in school) and practical training (on-the-job) learning experiences Providing help and guidance re: new tasks and skills Providing help and guidance re: fixing mistakes Learning/teaching the ropes socialization of learner within a community of trade practice (e.g., how to borrow a tool, interrupt a journeyperson, recruit an advisor ) Coverage/documentation of prescribed tasks and subtasks (Insulator (Heat and Frost) NOA Consultation with Apprenticeship Training Coordinator (ATC), Apprenticeship Manitoba Communicating with apprentices and employers about supervision assignments and assignment specifications, including the limits of the trainers own responsibilities and competence (e.g., substance-abuse intervention) Benefits of maintaining a personal record of achievements, ideas, and needs as a workplace trainer b. Individual reflection and guided group discussion re: personal experiences of workplace learning as an apprentice Identification of best and worst practices of supervising journeypersons Assessment of personal experiences (if any) to date in supervising, coaching, or guiding other people to learn or improve their skills (e.g., entry-level apprentices, members of athletic team, younger family members, etc.), and how this might compare/contrast with the journey-level support of apprenticeship learning Identification of workplace and other factors that can contribute to good and bad trades teaching/learning experiences Development of personal standards re: responsibility to share one s knowledge and skill with others in the workplace (e.g., use/misuse of humour, rigor, discretion, craft-pride, etc.) c. Comparison/contrast of discussion results with current knowledge/resources re: workplace skills coaching methods as applicable to journey-level supervision assignments Qualities of a good workplace coach Components of workplace skills coaching Processes and recommended practices re: workplace coaching Troubleshooting problems re: supervision assignments d. Other (as may be specified by instructor) 4. Complete Modules 1 to 3, Workplace Coaching Skills (or equivalent). 25% a. Identifying purpose of the lesson Explaining the point of the lesson Role of the coach in specific coaching situation Other (specified by instructor) b. Linking the lesson Learner needs Lesson sequence Focus on learner Selection/timing of coaching opportunities c. Demonstration of skill/task to be learned Starting the coaching session Demonstration 3

5 Hands-on trial Recap for learner 5. Complete Modules 4 to 6, Workplace Coaching Skills (or equivalent). 25% a. Practice of skill/task to be learned Nature and importance of practice Setting up for learner practice Types of practice Recycling and reinforcing skill/task learning b. Providing feedback to the learner Value of feedback Kinds of feedback Guidelines and tips c. Assessment Value of assessing learner progress Assessing level of skill Planning further steps toward skill/task mastery 4

6 Insulator (Heat and Frost) Unit: C4 Insulation Materials and Application IV Level: Four Duration: 35 hours Theory: Practical: 28 hours 7 hours Overview: This unit is designed to provide the apprentice with general skills and knowledge of determining allowances for expansion or contraction, applying low temperature insulation systems, applying high temperature insulation systems, applying metal and plastic jacking, making insulation pads, applying soundproofing insulation for commercial and industrial applications, and applying insulation for marine applications. Percent of Objectives and Content: Unit Mark (%) 1. Discuss how to determine allowances for expansion and contraction. 15% a. Interpret drawings and specifications to determine low temperature expansion and contraction joints on pipes and equipment. Type and temperature of system Co-efficient of expansion or contraction of substrate Location of installation Purpose of insulation b. Select material for low temperature systems Fragility of insulation material Flexibility Weight Density Co-efficient of expansion or contraction c. Determine location of contraction joint Allowance for axial movement Proper spacing depending on size of item to be insulated Weight of insulation Attachments of insulation d. Interpret drawings and specification to determine high temperature expansion and contraction joints on pipes and equipment, boilers and breechings Type and temperature of system Co-efficient of expansion or contraction of substrate Location of insulation Purpose and type of insulation Thickness and amount of layers e. Select insulation. Fragility of insulation material Flexibility 5

7 Weight Density Recovery after compression Abrasion resistance f. Determine location of the contraction point Tightness of insulation Temperature of substrate Size of substrate Type of attachments g. Describe types and considerations in installing stainless steel expansion joints on piping Insulation may be single or double layer Size of pipe and straight length between elbows Temperature of pipe Fitting of insulation Amount of mechanical expansion joints h. Describe the installation of flange cover expansion joints Location of expansion joint Installation of stainless steel under flange Cover insulation Freedom of movement for insulation Allowance for caulking Secure insulation on one side Sealing of weather barrier Consideration of fractional pull Consideration to the ability of the material to resist cutting Selection of securement for stainless steel sleeves 2. Discuss how to apply low temperature insulation systems. 20% a. Interpret blueprints and specifications for loose fill insulation applications Type Thickness Density b. Remove insulation for maintenance and inspection Ease of removal Re-use of material Avoiding material waste c. Describe insulation considerations Filling all voids with insulations Use of low permeability insulation to ensure low thermal conductivity Use of completely dry insulation Safety gear Deterioration of insulation due to sunlight exposure Complete vapour seal of insulation Protective. Breathable metal sheeting d. Interpret specifications and drawings for installing the slab system Type of material to be used Thickness of material Method of application Working temperature of substrate e. Describe substrate considerations Free of foreign matter Joints staggered and tightly butted 6

8 Sealed joints Contraction of substrate 3. Discuss how to apply high temperature insulation systems. 20% a. Interpret drawings and specifications to determine application of pre-krete and refractory Location of refractory Type and thickness Purpose of job b. Determine the condition of the substrate Scaling Chemical cleaning Sand blasting c. Select the type of metallic key Metal lath Road mesh Diamond expanded lath d. Apply and trowel material Manufacturer s instructions for preparation mixing and curing e. Describe safe work practices Hazards of material Personal protective equipment Slumping Fast set-up time Avoiding skin contact Retarding dry out time because of cracking Keeping work area clean Good housekeeping to avoid waste 4. Discuss how to apply metal and plastic jacketing. 20% a. Interpret specifications to select materials for finishing Type of finish required Method of application Purpose of application b. Describe type of jacketing Aluminum Stainless steel Plastics Laminated c. Describe factors to be considered in the selection and application of finish Environmental considerations Strength, durability and appearance Characteristics and shape of surface to be covered Co-efficient of expansion Economic consideration of material d. Apply and attach metal and plastic finishes Bands and tapes Threaded fasteners Various types of rivits Mechanical locks Adhesives Combined attachments Cutting and fitting during application of jacketing 7

9 Spacing and location of anchors Caulking and sealing procedures Making and using S clips e. Describe problems related to handling and applying jacketing Joint concealment of appearance Hot or cold spots on equipment Damage to insulation, vapour barrier or adjacent equipments Effects of using dissimilar metals Care and storage of tools and equipment Checking dimensions to avoid waste Good housekeeping to avoid waste f. Describe physical hazards associated with handling and applying jacketing Safety regulations Contact with electrical circuitry and equipment Physical injury Handling and lifting sheet metal in quantity Hazards of untidy workshop area Cutting tools when working with stainless steel jacketing 5. Discuss how to make insulation pads. 15% a. Describe material selection Temperature of substrate Location of job Purpose of pads Frequency of removal of pads b. Describe fabrication methods Checking measurements for correct size and proper allowances for insulation packing Layout Cutting Fabricating, type and number of stitches Assembling of pads Location of joints or seams Type and design of fasteners Consideration of weather barrier where needed c. Describe the types, purposes and uses of needles Straight Off-set Semi-circular d. Describe the types, feature and characteristics of fabrics and thread Glass Nylon Linen-metal combination e. Describe safety considerations Use of palm for hand sewing Consider machine sewing Safety in handling of needles Good housekeeping 6. Discuss how to apply soundproofing insulation for commercial and industrial applications. a. Apply soundproofing for commercial applications Basics of sound transmission Applications 8 10%

10 Selection of materials Personal protective equipment b. Apply soundproofing for industrial piping Types of pipes requiring soundproofing and associated hazards Soundproofing insulation materials Personal protective equipment c. Apply soundproofing insulation to piping Selection of materials Application of insulation Jacketing Securing insulation d. Describe soundproofing for turbines and equipment Industrial components requiring soundproofing insulation Hazards Soundproofing insulation materials Jacketing e. Apply soundproofing to turbines and equipment Cutting and fitting insulation Jacketing Fasteners Securing methods Applying finishes *** 9

11 Insulator (Heat and Frost) Unit: D3 Drafting and Layout III Level: Four Duration: 35 hours Theory: Practical: 30 hours 5 hours Overview: This unit is designed to provide the apprentice with general skills and knowledge of developing drawings and patterns and lay out of removable insulation covers. Percent of Objectives and Content: Unit Mark (%) 1. Develop drawings and patterns. 50% a. Interpret drawings and specifications for layouts, cutting and fabricating Shape of surface to be covered Location and environment of job Material type and thickness Method of attachment Economic consideration b. Lay out and draw shapes of equipment Pipes, cones, frustums Equipment Ducts and breechings Vessels Boilers and other equipment Location of seams on shortest dimensions in geometric layout d. Describe the importance of allowing adequate overlapping of jacketing Waterproofing Appearance Expansion or contraction Strength of joint or seam e. Use tools for metal or plastic layout work Rules and tapes Squares and protractors Scribers and awls Dividers and calipers Cutting tools f. Determine fabrication and installation sequence Necessity for performing Allowances for installation Speed of installation 10

12 g. Form, roll and bend materials Metal brakes Metal rollers Foaming pliers Clamps Allowance for dimensional changes when rolling, forming and bending Minimizing material and time wastage during layout, cutting, forming and bending Handling hazards h. Select field or shop layout for cutting and forming finishes Quantity to be produced Availability of equipment Space requirements and/or limitations i. Use mathematics for laying out Linear dimensions Geometry for geometric layout Calculating bending and forming allowance Conversion of fractional and decimal values for determining gauges and thickness of metal or plastic 2. Lay out removable insulations covers. 50% a. Interpret specifications of removable insulated sheet metal valve and flange covers Type and size of metal Required finish Location of installation Surface characteristics to be covered Choice of material Allowance for insulation material Allowance for seams and edges Allowance for clearance to facilitate ease of removal Allowance for lap and locks (Pittsburgh) b. Lay out covers Rolling to correct form Installing flange ends Avoiding crushing of pockets Types of fastening devices Proper spacing of fasteners Location of mitre lines Importance of proper rolling to form Use of inserts Installing ends Centering the work Adherence to safety rules *** 11

13 Insulator (Heat and Frost) Unit: D6 Blueprints and Specifications III Level: Four Duration: 35 hours Theory: Practical: 30 hours 5 hours Overview: This unit is designed to provide the apprentice with general skills and knowledge of reading specifications and blueprints for industrial projects and reading details and addenda. Percent of Objectives and Content: Unit Mark (%) 1. Read specifications and blueprints for industrial projects. 70% a. Read domestic type construction drawings for take offs and quantity surveying Elevation drawings Mechanical drawings Floor plans Nomenclature Special details Boiler drawings Manufacturer s drawings Metric and Imperial scale presentation Plot plans Schedules Revisions Sections b. Interpret drawings Take offs Material requirements Work force required Scaffolding required Avoiding waste of material and labour 2. Read details and addenda. 30% a. Describe the interpretation of various specifications Architect s specifications Manufacturer s specification Addenda b. Describe how to read the very important items of a mechanical specification General clauses Scope 12

14 List of materials Application Finish schedule Notes Details Standard Addenda c. Read and interpret specifications and addenda Performs take offs Evaluate type of material required Evaluate type of workforce required Obligations on the jobsite d. Use good communication with other trades Following and coordinating specifications *** 13

Insulator (Heat and Frost) Unit: A6 Pre-Interprovincial Examination Review Level: Four Duration: 63 hours Theory: Practical: 63 hours 0 hours Overview: This unit offers senior Insulator (Heat and

15 Insulator (Heat and Frost) Unit: A6 Pre-Interprovincial Examination Review Level: Four Duration: 63 hours Theory: Practical: 63 hours 0 hours Overview: This unit offers senior Insulator (Heat and Frost) apprentices a systematic review of skills and knowledge required to pass the Interprovincial Examination. It promotes a purposeful personal synthesis between on-the-job learning and the content of in-school technical training. The unit includes information about the significance of provincial certification and the features of the Interprovincial Examination. Note: No percentage-weightings for test purposes are prescribed for this unit s objectives. Instead, a Pass/Fail grade will be recorded for the unit in its entirety. Percent of Objectives and Content: Unit Mark (%) 1. Describe the significance, format and general content of Interprovincial Examinations for the trade of Insulator (Heat and Frost). a. Scope and aims of Red Seal certification; value of certifications b. Obligations of candidates for Red Seal certification Relevance of Interprovincial examinations to current, accepted trade practices; industry-based provincial validation of test items Supplemental Policy (retesting) Confidentiality of examination content c. Multiple-choice format (four-option) item format, Apprenticeship Manitoba standards for acceptable test items d. Government materials relevant to the Interprovincial examinations for apprentice Insulator (Heat and Frost) National Occupational Analysis (NOA); prescribed scope of the skills and knowledge which comprise the trade NOA Pie-chart and its relationship to content distribution of Interprovincial examination items Apprenticeship Manitoba technical training package. 2. Identify resources, strategies and other considerations for maximizing successful completion of written examinations. a. Personal preparedness Rest Nutrition Personal study regimen Prior experience in test situations (e.g., Unit Tests) c. Self-assessment, consultation and personal study plan Self-assessment of individual strengths/weaknesses in trade related skills and n/a n/a 14

16 knowledge Approved textbooks Study groups 3. Review program content regarding common occupational skills. n/a 4. Review program content regarding industrial applications. n/a 5. Review program content regarding commercial applications. n/a 6. Review program content regarding common applications. n/a 7. Review program content regarding distinctive applications. n/a 8. Review program content regarding asbestos abatement. n/a *** 15

Sheet Metal Worker Level 4

Sheet Metal Worker Level 4 Level 4 A16 Advanced Blueprint Reading/Specifications Duration: 35 hours 17 hours 18 hours Upon completion of this unit of instruction the apprentice will demonstrate advanced knowledge of blueprint and