MEM05 Metal and Engineering Training Package. MEM05 Metal and engineering core units SAMPLE. Learner guide. Version 3

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1 MEM05 Metal and Engineering Training Package MEM05 Metal and engineering core units Learner guide Version 3 Training and Education Support Industry Skills Unit Meadowbank Product Code: 5808

2 Acknowledgments The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank would like to acknowledge the support and assistance of the following people in the production of this learner resource guide: Safe Work Australia WorkCover NSW WorkSafe Victoria WorkSafety Act Govt Writer: Gordon McLean TAFE NSW Reviewers: Jim Miles Chris Zvirblis Stephen Davies TAFE NSW Project Manager: Stephen Davies Education Programs Manager TAFE NSW Enquiries Enquiries about this and other publications can be made to: Training and Education Support Industry Skills Unit, Meadowbank Meadowbank TAFE Level 3, Building J, See Street, MEADOWBANK NSW 114 Tel: Fax: The State of New South Wales, Department of Education and Training, TAFE NSW, Training and Education Support Industry Skills Unit, Meadowbank, 014. Copyright of this material is reserved to TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in whole or in part, other than for the purposes of private study or research, and subject to the provisions of the Copyright Act, is prohibited without the written authority of, TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank ISBN Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 014

3 Table of Contents Introduction General introduction Using this learner guide Prior knowledge and experience... 1 Topic 1: Work, health and safety Unit of competency overview Evidence from the workplace or workshop Knowledge content Review questions for topic Practical exercise Topic : Planning Unit of competency overview Knowledge content Review questions for topic Practical exercise Topic 3: Quality Unit of competency overview Knowledge content Review questions for topic Practical Exercise Topic 4: Working with others Unit of competency overview Evidence from the workplace or workshop Knowledge content Review questions for topic Practical exercise Topic 5: Measurement Unit of competency overview Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 014

4 Evidence from the workplace or workshop... 6 Knowledge content Review questions for topic Practical exercise 5, Group 1 - Instrument identification Practical exercise 5, Group Size measurement Practical exercise 5, Group 3 Rule and calliper measurement Practical exercise 5, Group 4 - Vernier calliper measurement Practical exercise 5, Group 5 - Feeler gauging Practical exercise 5, Group 6 - Measurement of angles with a protractor Practical exercise 5, Group 7 - Micrometer reading...10 Practical exercise 5, Group 8 Freehand sketching Practical exercise 5, Group 9 Freehand sketching of circles and arcs Practical exercise 5, Group 10 - Freehand sketching of complete sketches Topic 6: Organising and communicating information Unit of competency overview Knowledge content Topic 7: Providing on-the-job training Unit of competency overview Knowledge content Topic 8: Perform computations Unit of competency overview Evidence from the workplace or workshop Knowledge content...10 Review questions for topic 8, Group Review questions for topic 8, Group...15 Review questions for topic 8, Group Review questions for topic 8, Group Review questions for topic 8, Group Review questions for topic 8, Group Review questions for topic 8, Group Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 014

5 Review questions for topic 8, Group Review questions for topic 8, Group Review questions for topic 8, Group Review questions for topic 8, Group Review questions for topic 8, Group Review questions for topic 8, Group Review questions for topic 8, Group Topic 9: Computing technology Unit of competency overview...03 Topic 10: Sustainable work practices Unit of competency overview...07 Knowledge content...08 How is sustainable manufacturing good for industry?...09 Role of the worker...09 Toolkit recommendations...13 What is a resource efficiency issue?...18 Information sheet Key al issues and manufacturing...5 Review questions...9 Answers to review questions Resource Evaluation Form Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 014

6 Introduction 1. General introduction Welcome to MEM05 Metal and engineering core units. The eleven (11) national units of competency in this resource are core units from the MEM05 Metal and Engineering Training Package. Core competencies deal with general skills and knowledge that are required by all people working at a particular level in the metal and engineering industry, whether they are, for example, a fabrication tradesperson, a mechanical tradesperson or a production worker. The following are core units in the Certificate I in Engineering (MEM10105): MEM13014A Apply principles of occupational, health and safety in the work MEM14004A Plan to undertake a routine task MEM1504A Apply quality procedures MEM16007A Work with others in a manufacturing, engineering or related The following are core unit in the Certificate II in Engineering (MEM0105): MEM13014A Apply principles of occupational, health and safety in the work MEM14004A Plan to undertake a routine task MEM1500A Apply quality systems MEM1504A Apply quality procedures MEM16007A Work with others in a manufacturing, engineering or related The following are core units in the Certificate II in Engineering Production Technology (MEM005): MEM103A Perform engineering measurements MEM13014A Apply principles of work, health and safety in the work MEM14004A Plan to undertake a routine task MEM1500A Apply quality systems MEM1504A Apply quality procedures MEM16006A Organise and communicate information TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 014 Page 9 of 50

7 MEM16007A Work with others in a manufacturing, engineering or related MEM17003A Assist in the provision of on-the-job training MSAENV7B Participate in ally sustainable work practices The following are core units in the Certificate III and IV in Engineering qualifications such as MEM30105, MEM3005, MEM30305 and MEM MEM103A Perform engineering measurements MEM104A Perform computations MEM13014A Apply principles of work, health and safety in the work MEM14004A Plan to undertake a routine task MEM14005A Plan a complete activity MEM1500A Apply quality systems MEM1504A Apply quality procedures MEM16006A Organise and communicate information MEM16007A Work with others in a manufacturing, engineering or related MEM16008A Interact with computing technology MEM17003A Assist in the provision of on-the-job training MSAENV7B Participate in ally sustainable work practices It is expected that while the technical competencies are being addressed the core units of competency will also be developed in parallel with your study program. For most of these core units, it is not expected that they will be directly addressed in delivery that is, it may be unlikely that dedicated classes will run to address them. Nevertheless, each core unit will need to be assessed. To assist in achieving this outcome this workbook provides content and assessment guidelines. Review questions At the end of each topic there are review questions to help you understand, summarise and revise what you are learning. They are not tests or exams so your teacher will not be formally marking them. Page 10 of 50 TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 014

8 . Using this learner guide This learner guide may be used on its own, or it may be used as additional material to support the development of knowledge and skills required to achieve a particular core unit of competency. Group learning If you are studying these units of competency as part of a group of learners your teacher will guide you in how to use these materials, including which learning topics and exercises should be completed. Learning strategies This learner guide contains a variety of different learning activities to support the skills required to achieve the core units of competency. In addition to the activities described in this guide, it is important that you discuss the issues raised with others such as your colleagues, practitioners working in the field and other learners. Discussion plays an important role in understanding and remembering new information. To promote active learning: 1. Come up with your own answers first, before you attempt any readings. Compare and discuss your answers with others. 3. Research the topic and access readings, videos, other examples etc. 4. Ask yourself, What do I think about this unit now that I have studied it in depth? What have I learned? The learner guide is designed for you to work at your own pace and at a time convenient for you. It also allows you to self-direct and control your learning. There may be some tutorials, practical sessions or workshops which you are required to attend. If this is required you will be notified of the times and dates of these activities at the commencement of the unit(s). You also have access to tutorial support. This is an additional support service that can help you with time management, study skills, editing of your work, organisation and even literacy skills. It is important for you to contact your teacher and ask for this support if you require it. Normally this service is accessed at your nearest TAFE College. You may also need to access resources at a TAFE college or library. These resources may include computer facilities and software, books, library material and videos. The resources are listed under the resources heading for this unit and references to these resources are made at the relevant sections of the guide. When working through the material there may be reference to legislation or regulations. Over time legislation and regulations may change. It is important that you access the most current version. Refer to your teacher if you are unsure. TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 014 Page 11 of 50

9 Inverse proportion When a ratio is in proportion to the reciprocal of a given ratio, this is called inverse proportion. Examples of inverse proportion occur in gear, belt and chain drives, where the speed ratio, is in inverse proportion to the gear teeth and pulley diameter ratios. Gear Pinion 30 Teeth 15 Teeth Example: Solution: Gear ratio Rev. 1 Rev. Teeth in pinion Gear ratio 15 1 Teeth in gear 30 Revs of pinion Revs of gear Speed ratio That is, the velocity ratio is the reciprocal of the gear ratio and is inversely proportional. 1 A pinion with 50 teeth is revolving at 450 rev/min and in mesh with a gear having 75 teeth. Find the speed of the gear. Teeth Teeth in in pinion gear 3 Speed ratio reciprocal of gear ratio The speed of the gear is in proportion to the speed ratio That is, Speed of pinion Speed of gear 3 If N represents the speed of the gear, N Answer: N rev/ min TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 014 Page 175 of 50

10 Example: A pinion is revolving at 375 rev/min and is in mesh with a gear of 80 teeth revolving at 150 rev/min. Find the number of teeth in the pinion. Solution: Speed ratio Speed of pinion Speed of gear Gear Ratio Teeth in pinion Teeth in gear 5 Answer: Example: Motor Ø10 mm Let P, represent the number of teeth in the pinion 80 P P P 3 teeth A vee belt drive has a pulley 10 mm diameter on a motor revolving at 900 rpm, driving a 10 mm diameter pulley on a grinding machine spindle. What will be the rpm of the grinding machine? Ø10 mm Solution: Pulley diameter ratio Diameter Diameter of of driver driven pulley pulley The speed ratio is the reciprocal of the pulley ratio 4 7 That is, speed ratio Speed of Speed of driver driven 4 7 Page 176 of 50 TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 014

11 Let N represent the speed of the grinder (the driven pulley). 900 N 4 7 Answer: N N 1575 rev/min Example: A single-start worm revolving at 1400 rev/min is driving a 30-tooth worm wheel. Find the speed of the worm wheel. Solution: Gear ratio A single-start worm may be regarded as a one-tooth gear, because one revolution of the worm rotates the worm wheel one tooth. Likewise, a two-start worm may be regarded as a two-toothed gear, a three-start worm a three-toothed gear and so on. Teeth Starts of in worm worm Single-start worm 1400 rpm wheel 1 30 Worm wheel 30 teeth Velocity ratio Speed of worm Speed of worm wheel 30 1 Let N represent the speed of the worm wheel N 30 1 N Answer: N 47 rev/min TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 014 Page 177 of 50

12 Review questions for topic 8, Group 1 1. A casting weighing 8 kg cost $.40. What would be the price of another casting weighing 14 kg, if the cost was at the same rate?. The mechanical advantage (MA) of a machine is a ratio of the load moved to the effort applied, MA Load Effort Determine the missing values in the table of information below. (a) (b) (c) (d) (e) (f) Mechanical advantage Load moved 550 kn 70 kn 360 kn 51 kn Effort applied 11 kn 50 kn 40 kn 4 kn 3. A concrete specification calls for a mixture of aggregate, sand and cement in the ratio of 5:½:1. What weights of aggregate, sand and cement will be required to make 1 tonne of dry mix? 4. Determine the missing values in the table of information on belt drives below. (a) Driving pulley diameter 6 in Driving pulley rev/min 450 Driven pulley diameter 18 in Driven pulley rev/min Driver/ driven diameter ratio Driver/ driven velocity ratio (b) 7 in 10 1:5 (c) 360 mm 0 1:4.5 (d) 315 mm 30 8:3 Page 178 of 50 TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 014