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1.0 OVERVIEWMachinists are highly skilled men and
women. They use drawings, hand tools, andvarious machine tools
to shape and finish metaland nonmetal parts. Machinists must have
asound understanding of basic and advancedmachining technology,
including:
• The ability to properly use precisionmeasuring tools.
• A proficiency in safe machine tooloperation (manual,
automatic, and computer-controlled).
• A knowledge of the working propertiesof metals and
nonmetals.
• Basic academic skills (math, science,English, print reading,
metallurgy).
A well-planned machining program inte-grates and balances
hands-on experience withthe comprehensive coverage of the
technicalaspects of machining technology.
Machining Fundamentals provides an intro-duction to this
important segment of manufac-turing technology. It furnishes basic
informationon the tools, materials, and procedures employedin
machining technology. Remember—before youcan go high tech, you must
first understand thefundamentals.
1.1 INSTRUCTIONAL MATERIALSThe following materials have been
devel-
oped to aid in presenting a dynamic machiningprogram.
1.1.1 TextbookThe textbook is a very important part of an
instructional program. Machining Fundamentals
provides an introduction to machining tech-nology. The text
explains the how, why, and whenof the various machining operations,
setups,and procedures. Through it, your students/trainees will
learn about the various relatedareas of machining technology, how
machinetools operate, and when to use one particularmachine instead
of another. The advantages anddisadvantages of the various
machining tech-niques are also discussed.
Machining Fundamentals details the manycommon methods of
machining and shapingparts to given specifications. It also
coversnewer processes such as laser machining andwelding, water-jet
cutting, high energy rateforming (HERF), cryogenics, chipless
machin-ing, electrical discharge machining (EDM), elec-trical
discharge wire cutting (EDWC),electrochemical machining (ECM),
numericalcontrol (NC and CNC), robotics, rapid proto-type forming,
and the importance of computersin the operation of most of these
machiningtechniques.
Machining Fundamentals is written in aneasy-to-understand
language. There are manycolor photographs and line drawings to
helpstudents/trainees clearly visualize machiningoperations and
procedures.
Colors are used throughout MachiningFundamentals to indicate
various materials orequipment features. The color key is on page
4of the text. The following list identifies colorsand materials by
name.
Metals (surfaces) Dark GrayDirection or force arrows,
dimensional information RedMachines/machine parts Blue
1
Introduction
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Fasteners YellowTools Dark GreenAbrasives BrownWork-holding
and
tool-holding devices PurpleFluids Lime GreenRulers and
measuring devices TanMiscellaneous Orange
Learning ObjectivesEvery chapter opens with a list of
objectives.
They make the student/trainee aware of whathe/she will be able
to accomplish after studyingthe chapter.
Because of many factors, it may not be pos-sible to achieve
every objective with each class.However, it is better to thoroughly
cover lessmaterial than to cover all of the material poorly.
Test Your Knowledge QuestionsEach chapter ends with a set of
questions. The
questions can be used to check student compre-hension of the
text material. The questions can beused as either a quiz, homework,
or extra credit.
GlossaryThe glossary provides a quick reference to
the definitions of technical terms used inmachining
technology.
Reference SectionA reference section of tables and other
useful
information is provided on pages 557–592. Thissection contains
information on a variety of topicsincluding the physical properties
of many metals,cutting speeds and feeds, drill and screw
threadsizes, and metric tables.
1.1.2 Instructor’s ResourcesThe resources have been devised to
assist
the instructor in improving their machiningtechnology program.
For each chapter, itincludes Learning Objectives, a list of
TechnicalTerms, the text’s Test Your Knowledge Questions,Research
and Development Ideas, Answer Keys,Reproducible Masters, and color
transparencies. Italso includes a correlation chart for Level I
ofthe Duties and Standards for Machining Skills.
Learning ObjectivesFor ease in referencing, text objectives
are
listed for each chapter. The goals presentedinvolve basic
concepts, skills, and understand-
ings that should be stressed while teaching thechapter. The
objectives can also be used as anoutline when preparing lesson
plans.
Technical TermsIt is important that machinists use the cor-
rect technical terms of the trade. Studentsshould be encouraged
to review and study anynew and unfamiliar terms.
Test Your Knowledge QuestionsThe questions from the end of the
chapters
are included as reproducible masters. Save timeby copying and
distributing the reproduciblemaster rather than having students use
thequestions at the end of the chapter and writingtheir answers on
a separate sheet of paper.
Research and Development IdeasThese ideas offer an opportunity
to bring
many of the latest machining techniques intothe shop/lab. They
can be used by both theinstructor and the student.
They can be used for open discussion,homework assignments, extra
credit, or indivi-dual or group projects. They provide the
oppor-tunity for developing student/trainee originalityand
ingenuity.
Answer KeysAnswers to the Test Your Knowledge questions
and workbook are provided within each chapter.
Reproducible MastersFull-page illustrations and Test Your
Know-
ledge questions that can be copied and distributedto students
and/or used as overhead transparen-cies. Each is correlated to the
text with a chapteridentification number. Color can be added to
thetransparencies with felt tip pens.
Color TransparenciesA set of full-color transparencies has
been
produced to help the instructor reinforce con-cepts presented in
the textbook. The 56 trans-parencies are available in printed form
with theInstructor's Resource Binder and in electronicform with the
Instructor's Resource CD.
Duties and Standards for Machining SkillsLevel I Correlation
Chart
A chart correlating the Duties and Standardsfor Machining Skills
to the Machining Funda-mentals text has been included on pages
25–26
Machining Fundamentals Instructor’s Resource2
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of this resource. The categories are correlated tothe text by
chapter and section numbers.
The standards were developed by the metal-working industry to
provide a certification andtraining method through which
individualworkers can receive recognition and reward fortheir
abilities. The standards will also helpemployers identify training
needs and evaluatejob applicants fairly.
Although elements of all three standards oftenappear in training
programs of varying levels,Machining Fundamentals is an
introductory textso only Level I of the standards will be covered
inthis manual.
For additional information on the standardsand testing programs,
contact the NationalTooling and Machining Association (NTMA),
9300Livingston Road, Fort Washington, MD 20744.
G-W Test Creation SoftwareThe G-W Test Creation Software is
included
with the Instructor’s Resource CD. The databasefor the software
package includes over 1400questions. The versatility of the
software allowsthe instructor to create customized tests.
Tests can be generated with randomlyselected questions, the
selection of specific ques-tions from the database, and the
addition ofpersonalized questions. Different versions of thesame
test can be created for use during differentclass periods. The
software also allows the mod-ification and importing of graphics.
Answerkeys are automatically generated to simplifygrading.
1.1.3 WorkbookThe workbook is an aid for measuring stu-
dent/trainee achievement and comprehension.It uses a variety of
questions, problems, andassignments. The workbook materials
withineach chapter are presented in the same order ascorresponding
material in the textbook.
For use as a study guide, students/traineesshould first read and
study the material assignedin the textbook, giving careful
consideration tothe illustrations. Then, without the aid of
thetextbook, fill in the workbook answers. Asrecommended for
several chapters of the text,the assignments in the workbook can
also bedivided into parts as seen fit by the instructor.
Answers to the questions and problems con-sist of words,
letters, numbers, and simple
drawings. Instruct students that words shouldbe spelled
correctly and letters and numbersshould be carefully formed. It is
highly recom-mended that the letters and words be printed.Stress to
students that most tradespeople followthis same practice since the
information will beeasier to read and the possibility of errors
great-ly reduced. Sketches should be carefully drawnin the space
provided. When required, mathe-matical calculations should be made
in a neat,organized manner. This makes it easier to checkthe
procedure used in solving the problem.
1.2 TO THE INSTRUCTORIt is not possible for an author or
publisher
to provide a detailed machining technology pro-gram that will be
suitable for every teaching sit-uation. Some training programs
require aspecific outline to be followed. Also, the type,number,
age, and condition of the machine toolsavailable will vary.
As the instructor, only you can determinethe material that will
best serve your stu-dents/trainees. Only you know their
abilities,the facilities, materials, and equipment at yourdisposal,
and the time available.
Before the first class meeting, familiarizeyourself with the
text and its related teachingmaterial. Outline the chapters you
plan to teach.Prepare detailed lesson plans and gatherand/or make
the teaching aids that will beneeded. Check equipment that will be
used. Besure it is in good condition with all safety fea-tures in
place. Have ample supplies on hand.
This will probably be the first machiningtechnology class to
which your students/traineeshave been exposed. What is so obvious
to you,may be completely foreign to them. Make yourlesson plans
with this in mind.
1.3 SHOP/LAB MANAGEMENTThere are several areas in shop/lab
man-
agement that must be considered. If properlydeveloped, they can
save time that can better bedevoted to one-on-one teaching.
1.3.1 Control of Tools and ConsumableSupplies
Many expensive tools are required inmachining technology. A
method for controlling
Introduction 3
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their disbursement and return to inventory mustbe devised and
continually monitored to reducethe number of damaged tools and to
preventpilferage. The same care must be exercised forissuing stock
and other consumable supplies.
You can examine the systems local indus-tries have established
for control of tools andsupplies, and implement one of them, or
youcan devise your own.
1.3.2 SchedulingBecause of equipment limitations, you will
not be able to have all students/trainees work-ing on the same
assignment at the same time.Assignments must be organized and
scheduledso equipment will be used as much as practical.
1.3.3 Shop/Lab Management SystemGood housekeeping and
cleanliness is
important in machining technology. Insist thatstudents/trainees
clean workstations after use.To aid in overall shop/lab
cleanliness, each per-son should be assigned, on a rotating basis,
aspecific cleanup task each week. Praise themwhen the job is well
done.
Once a week, a more thorough cleanupshould be done. This
includes cleaning lockersand getting shop coats and aprons
washed.
Since the best teaching is on a one-to-onebasis, a well
organized student/trainee man-agement system will give you more
time forindividual aid.
Assignments should be given on a rotatingbasis so all of them
will be able to experienceeach position at least once during the
term.
In the interest of maintaining a safe andorderly shop, a
student/trainee managementsystem should include the following
positionsand responsibilities:
SuperintendentResponsibilities should include:• Directing the
student/trainee management
system.• Bringing the class to order.• Inspecting the shop/lab
for cleanliness and
apparent or potential safety problems.• Checking with other
systems managers to be
sure they are working at their assigned duties.• Assigning
students to fill in system vacancies
caused by absences.• Initiating cleanup.
• Inspecting the shop/lab at the end of theperiod for
cleanliness, securing reports fromother systems managers.
• Reporting the condition of the machines,tools, and
supplies.
Records ClerkResponsibilities should include:• Recording
attendance and tardiness.• Keeping progress charts up-to-date.•
Serving as bookkeeper for stock requisition.• Delivering messages.•
Greeting visitors.Tool Crib ManagerResponsibilities should
include:• Issuing and returning tools to proper storage.• Keeping
accurate records of tools issued and
returned.• Reporting missing tools and tools in poor or
unsafe condition.Stock and Supply SupervisorResponsibilities
should include:• Recording student/trainee requisitions for
metal stock and supplies.• Cutting stock to requisitioned size.•
Sorting metal scrap to salvage usable material.• Reporting pending
shortages of supplies.• Keeping stock organized in storage
racks.
The above are only suggested managementpositions. They can be
added to, and the dutiesmodified and/or changed.
1.4 IMPROVING INSTRUCTIONWhether teaching machining technology,
or
any other subject, you make use of certain uni-versal
instructional tools. All good teachersapply these concepts, either
consciously orunconsciously. When making your lesson plans,try to
implement the ideas listed below.• Reinforce. The more ways a
student/trainee
is exposed to a given concept, the greater theunderstanding and
retention of the material.A variety of learning experiences
aredesigned to meet the reinforcement needs ofthe learner.
• Extend. The teaching suggestions in thismanual are directed at
students/traineeswith a variety of ability levels. Some
assign-ments may be chosen to encourage highlymotivated
students/trainees to extend theirlearning experience outside the
shop/lab.These types of activities allow them to relatetext
information to other experiences.
Machining Fundamentals Instructor’s Resource4
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• Reteach. Students/trainees respond differ-ently to diverse
teaching methods andtechniques. This allows you to choose
adifferent plan of action to reteach thosewho responded poorly to a
previous strategy.
1.5 PLANNING AN INSTRUCTIONAL PROGRAM
No matter what approach you take in teach-ing a basic machining
technology program, theimportance of careful planning and
organizingcannot be overemphasized. Planning to achieveprogram
goals will be easier if you know why,when, and how to plan.
Knowing Why to PlanPlanning is the process of carefully
selecting
and developing the best course of action toachieve program goals
and objectives. This actioncannot be a hit-or-miss situation. How
well youmeet your teaching responsibility depends, to agreat
extent, upon your consistency. Every classshould be planned and
prepared carefully.
We plan so action will take place at the righttime. Planning
helps anticipate problem areas oflearning, and makes adapting to
and handlingemergencies easier. Planning saves time, money,and
ensures a higher quality product—your stu-dents/trainees.
Planning helps assure quality results, savesvaluable class time,
helps reduce disciplineproblems and makes it easier to adapt
tochanges. Planning is also good teaching—knowing what has to be
taught, what has beentaught, and what needs to be taught to
reachprogram goals and objectives.
Knowing When to PlanIn lesson planning, it is best to be
flexible.
That is, planning must be continuous. You mustbe able to adjust
your lessons for differences inclasses or classes missed because of
bad weatherand other unplanned interruptions.
Rigid planning means that a specific lessonwill be taught on a
specific day. If a class ismissed that day, there is no way to make
it up.Although preferable to not planning at all, rigidplanning is
less effective than flexible planning.
When developing plans, you must considerthe time available. Once
you know this, you canclassify the demands on this time by what
must
be done, what should be done, and what neednot be done.
After a course of action has been deter-mined, specific planning
can begin by:• Establishing goals for each class. Some classes
may require more time to master the sameskills and information
than other classes.
• Taking inventory of supplies and equip-ment. Be sure the
supplies are adequate.
• Considering different teaching techniques.What other methods
are available that willbe equally effective?
• Providing specific learning experiences inan interesting
manner.
• Setting plans into action. Once a plan of actionhas been
developed, it should be followed.
Knowing How to PlanA lesson plan is an outline for teaching.
It
keeps the essential points of the lesson in frontof you and
ensures an orderly presentation ofmaterial. Such a plan does much
to preventimportant aspects of a lesson from being omit-ted. It
will also prevent you from straying toofar from the lesson and
introducing irrelevantmaterial.
Your lesson plan should include the materialto be taught, the
methods and techniques bestsuited to teach this material, any
supplies orequipment needed, and teaching aids to be used.
Review your material before class time. Befamiliar with all of
the material related to thesubject. You should be prepared to teach
morematerial than you may have time to cover.Check all of the
supplies and equipment to besure they are ready to use, in safe
working con-dition, and arranged so they will be handy duringthe
lesson. Seating and viewing arrangementsshould be such that every
student/trainee can seeand hear the lesson.
Finally, keep your plans up-to-date. This canbe done by
observing student/trainee progressand achievement. Make changes
when youthink they are necessary for curriculumimprovement.
In general, always prepare a lesson plan andfollow it.
Modify it as necessary. Start with somethingthat is familiar to
the student/trainee. Thenmove into new material in short easily
under-stood steps. Avoid long boring lessons andlessons that do not
allow student participation.
Introduction 5
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The First Class SessionAfter becoming familiar with
Machining
Fundamentals you will have to determinewhich chapters can be
used in your machiningtechnology program and to the extent to
whichthey will be covered. This will require specialplanning so
students/trainees will acquiresufficient skills development through
“handson” activities.
Whatever your selection, Chapters 2, 3, and4 should not be
omitted. They are basic to anymachining technology program.
During the first class session, after all theadministrative
paperwork is completed, haveyour students/trainees complete a
personalinformation sheet designed like a job applica-tion. In
addition to giving them experience infilling out a job application,
it will help you getto know them better.
1.6 TEACHING METHODS FORMACHINING TECHNOLOGY
No learning takes place until a stu-dent/trainee wants to learn.
Getting theminterested is the most difficult part of
teaching.Motivation, therefore, is the first step in goodteaching.
You want to stimulate students/traineesso they want to learn.
One of the quickest way to lose studentinterest is to be
unprepared and present a mean-dering lesson. For effective
teaching, you mustcarefully prepare the material, the situation
inwhich it will be taught, and the student/traineewho will receive
the new information.
Start by learning and mastering the materialyourself. Be sure
all necessary materials andteaching aids are readily available and
in goodworking condition.
Determine what equipment will be neededand position it so all
students can see and hearthe lesson and/or demonstration.
Decide how you want to motivate your class.You can use
curiosity. Students/trainees want tosee, hear, and know about new
and differentthings. Competition is another way to createinterest.
Some learners may want to take on achallenge to surpass another
person or group.
Above all, you must be interested in what youare doing. If you
are not interested in the subjectmatter, it is unlikely your
students/trainees willbe interested.
Before placing responsibility for failure on astudent, review
and evaluate the lessons taught
to determine whether the goals of the lessonswere attained.
Some instructors assume that if they arequick to learn, the same
holds true of others.This has the effect of retarding the
learningprocess rather than enhancing it. Impatience cancreate
student/trainee fear of the instructor. Todo a good job, you must
have the respect of thelearner. You do not have to be liked by
them, butyou do not want to be feared. There is quite
adifference.
Although careful preparation will greatlyimprove your teaching
effectiveness, it does notguarantee success. The amount of effort
todevelop and hold student interest will varyfrom class to class.
More or less instruction thanwas planned may be required.
Student/traineealertness may vary with physical conditionincluding
illness, fatigue, and lack of sleep.Their rate of learning may
change for no appar-ent reason. There may be distractions that
youdid not expect.
In order to determine what may be distract-ing your
students/trainees, or causing lack ofinterest, consider the
following. Do you:• Use and pronounce words correctly?• Avoid the
use of localisms, slang, and
monotonous connectives?• Look directly at and speak directly to
the
learner?• Maintain good eye contact?• Use the appropriate
vocabulary level?• Prepare yourself?• Use variations in the pitch
of your voice?• Give credit where credit is due?• Stimulate
thinking when you ask a question
by phrasing it to bring out the why and how?• Know all students
by name?• Summarize frequently, as each major point
in the lesson is made?• Direct questions at inattentive
students/trainees?• Delay the entire class when one student
is
causing a problem?• Continually check class reaction?• Use
teaching aids whenever possible?• Display teaching aids where the
entire class
can see them?• Check training aids like video equipment,
projectors, screens, and tapes before classstarts?
• Preview and select audio-visual material forspecific
instructional content?
Machining Fundamentals Instructor’s Resource6
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• Prepare students/trainees for the video,film, or tape?The list
could go on and on but the key is
being prepared. Know what you are going toteach and how you are
going to do it. You canonly develop student interest in what you
areteaching if you are interested in what he/she isachieving.
Some other tips to teaching effectivelyinclude those listed
below.• Put the students at ease. Humor is an effec-
tive tool to help students/trainees to relax.Remember, a tense
atmosphere will inhibitlearning.
• Students have five senses. The more sensesyou can involve in
the learning process, themore likely the student/trainee will
remem-ber what is taught.
• You should direct questions to individualstudent/trainees to
attract and hold atten-tion and interest, measure knowledge
andunderstanding, and focus attention on themain concepts.
• Students/trainees are people with differentpersonalities and
attitudes. You will be moresuccessful as a teacher if you get to
knowyour students individually. This will allowyou to see the areas
in which each one needshelp and encouragement.
• Do not allow the class to become a mono-logue in which you
spend the entire periodlecturing. You must encourage them to
askquestions and discuss topics.
• When using a chalkboard, stand to one sideof the board. Also,
talk directly to the classnot to the chalkboard.
• Remember, topics which are simple to you maybe most complex
for the students/trainees.Avoid covering a topic too quickly.
• You must speak clear enough, loud enough,and slow enough for
your students/traineesto follow the lesson.
• Use a tape recorder to critique your verbalpresentation.
1.6.1 Student/Trainee EvaluationDiscuss with the
students/trainees how
they will be evaluated. Emphasize the impor-tance of attendance
and its significance whenthey enter the workplace. Avoid allowing
stu-dents/trainees with a number of unexcusedabsences to make up
missed work at the end of
the work term with a short meaningless assign-ment. Some
programs require a predeterminednumber of hours in actual
attendance before acertificate or degree is granted. More and
moreinstructors are “docking” students/trainees forabsences in the
same manner their wages wouldbe reduced for a similar problem in
industry.
Since grading methods vary greatly, it is notpossible to include
detailed evaluation tech-niques in this manual.
The material in the following sections maybe of more concern on
the secondary schoollevel than the post-secondary level.
1.7 MAINTAINING DISCIPLINEDiscipline is one of the primary
responsibil-
ities of the teacher/instructor. Good class disci-pline can make
teaching a pleasure while poordiscipline can make teaching
agony.
It would be foolish to assume that there is aset of rules, magic
formulas, or chants that willguarantee a teacher/instructor good
disciplineand respect. There are however, ideas that havebeen
successfully used by many teachers/instruc-tors. Remember, these
are only recommenda-tions. It is necessary to work at
maintaininggood discipline every minute you are in theclassroom.
There is no one correct way to do it.What works today may not work
tomorrow.• The purpose of discipline is correction.
Discipline is not chastisement. Discipline issystematic training
for improvement of aperson’s attitude and action.
• Make reprimands with justice and tact.When you are angry or
not feeling well, it iswise to refrain from any drastic action
untilyou have the opportunity to review the situ-ation in a better
state of mind.
• Be consistent in disciplinary actions.• Consider the student’s
mental and physical
condition.• Seek the actual cause of their poor work or
attitude.• Never be influenced by a student’s reputation.•
Control order through an interest in your
work. Students/trainees sense when you donot like your job.
• Provide sufficient equipment and workingmaterials.
• Keep machines and equipment in goodworking condition.
• Maintain a clean and attractive shop/lab.
Introduction 7
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• Be sure all student’s can see and hear youwhen you present a
lesson.
• Handle all disciplinary cases yourself when-ever possible. A
good teacher/instructor isone who seldom has to call on
higherauthority to maintain discipline in his/herclass. Report only
major infractions to higherauthority. Be able to document
problemswith complete and up-to-date records.
• Stop problems at their origin.• Make only necessary rules and
enforce them
every day.• Avoid assigning schoolwork as punishment.
The entire class should not be disciplined forthe acts of an
individual.
• Make disciplinary actions fit the deeds.• Never use abusive
language and/or profanity.• Grade papers and tests so they can
be
returned the next class session.• Have work prepared for the
substitute when
you must miss a class. Student/trainee timeshould not be wasted
and you will knowwhere to start when you return to class.Discipline
requires more than the few sugges-
tions listed above. Talk to your principal/directoron what their
ideas are for discipline and whatsupport you can expect from them
should a prob-lem arise that you are not able to handle.
1.8 PREPARING FOR THE SUBSTITUTE TEACHER
Substitute teachers have one of the mostdifficult jobs in
education. Some of us expect asubstitute teacher to do things we
cannot doourselves. For example, they are to keep a classunder
control with a lesson plan as brief as,“Read Chapters 1, 2, and 3
and answer thequestions at the end of the chapter.”
The instructor who maintains a well orga-nized machining
technology shop/lab willprovide carefully planned material for the
sub-stitute teacher. Advanced preparation forinstructor absence
will permit the program tocontinue with minimum interruption.
Materials and information that will berequired by the substitute
teacher include:• A seating chart and attendance book for
each class.• The location of keys.• Brief descriptions of the
daily routine and
the student/trainee organization.
• Procedure for distributing equipment andmaterials.
• The procedure for cleanup and dismissal.The operation of
equipment should not be allowed.The best plans are of little value
if the
substitute cannot locate them. To avoid such asituation, assign
a specific place for storing theplans. It is recommended that
several instruc-tors in the shop/lab area be informed where
theplans are stored.
Request that the substitute teacher leave areport on
accomplishments and/or problemsfor each class. The substitute’s
report shouldinclude the material covered, work completed,and class
conduct. The substitute shouldinclude the strengths and weaknesses
of materi-als prepared on his/her behalf as well as anysuggestions
for improvement.
1.9 VARYING STUDENT/TRAINEEABILITIES
Students/trainees entering your classroomwill undoubtedly
possess a variety of skills.Some may possess basic metalworking
skillswhile others may not. Students will also have awide variety
of career goals. Some stu-dents/trainees plan to attend college
andbecome engineers in the field of metals technol-ogy while others
will attend community collegeprograms to become technicians. Still
othersmay want to enter the trade or enlist in the ArmedForces as
specialists in machining technology.
As with any field of study, the level ofstudent/trainee
comprehension and perfor-mance will vary within each class.
Achievementin machining technology depends not only on aperson’s
communication skills and dexterity,but their ability to visualize
solutions to prob-lems. You must recognize the degree to whichyour
students/trainees possess these skills.Different teaching methods
are required forstudents/trainees with different ability
levels.Following are some suggestions that may behelpful in serving
all students/trainees,especially those with special needs.
1.9.1 Identifying Students/Trainees withSpecial Needs
Ideally, special needs students/trainees willbe identified by
the school psychologist. Theschool nurse should also provide
information
Machining Fundamentals Instructor’s Resource8
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regarding students/trainees who, because of themedication they
are taking, or because of otherphysical disabilities, should not be
permitted tooperate machinery. Actions of some of
thesestudents/trainees may endanger themselves or otherpeople in
the class. Work out a plan with yourprincipal, supervisor, or
director in advance on howthis type of a situation should be
handled.
Characteristics of special needs students/trainees are included
in the following list. Aninfrequent occurrence does not denote
thatsomeone is a special needs student/trainee.• Impaired speech,
hearing, and/or vision.• Inability to communicate effectively
(reading,
writing, oral expression, and questioning).• Short attention
span or lack of interest.• Lack of motivation.• Lack of
self-confidence.• Poor computational skills.• High rate of
absenteeism.• Frequent disruptive behavior.
MainstreamingIn the past, most special needs students were
segregated into separate rooms for instruction.The rooms were
generally staffed with instructorstrained to work with special
needs students. Theinstructors, however, were not well-trained
invocational-technical disciplines. Mainstreamingis a popular
method of integrating special needsstudents into vocation-technical
programs.
A variety of special needs students arecommonly found in any
classroom. Some mayhave limited mobility while others may
havevision or hearing problems. Always rememberthat a special needs
student needs to bechallenged just like any other student. The
typeof challenge may be based on thestudent/trainee’s potential. Of
course, this mayrequire modification in teaching methods.
When working with hearing-impaired stu-dents/trainees, talk in a
normal voice. Face theclass, speak distinctly, and pronounce
wordsclearly. With this approach, a student/traineewith lip reading
ability will find it easier tounderstand the lesson. At the same
time, youwill be heard more clearly by the rest of the class.
A vision-impaired student/trainee should beallowed to explore
the shop/lab with a studentcompanion. The exploration will allow
the stu-dent to become familiar with locations ofequipment and
other items. Seat the studenttoward the front of the class. It is
not necessary,
however, to seat the student in the first row. Whenlecturing, be
specific in your references. Pay closeattention to the needs of the
student/trainee.
There is also the possibility that there will
bestudents/trainees for whom English is not a firstlanguage. Speak
slowly and clearly and encour-age them to communicate as best they
can inEnglish. Help them develop their speaking andwriting skills
so they will feel more comfortableand achieve a higher level of
comprehension.
1.9.2 Identifying the Gifted Student/TraineeThe gifted
student/trainee may be more
difficult to recognize than the special needs stu-dent/trainee.
In some cases, an instructor isinformed of a gifted student by a
counselor. Inmany cases, however, gifted students/traineeshave not
been identified. Vocational/technicalinstructors should be familiar
with giftedstudents/trainee’s characteristics and modifyteaching
methods accordingly. Common char-acteristics include:• More
inclined to question or comment on
the subject.• Consistently scores high on exams and
performance activities.• Consistently completes work ahead of
others
and requests additional assignments.• May seem bored, restless
or disinterested.• Displays more interest or a longer
attention span.• Consistently pays close attention to detail
on
procedures or techniques that are generallytaken for
granted.Gifted students can be motivated and
challenged by being assigned work with greatercomplexity, asked
to assist slower students/trainees, pressed into service as
assistants in theclassroom and shop/lab, given
problem-solvingactivities that involve creative thinking, and
givenspecial topics to research and report to the class.
1.10 ADDITIONAL RESOURCESA variety of supplemental materials may
be
used to allow the students/trainees to furtherdevelop their
interest in machining technology.Not all learning occurs in the
classroom.Students/trainees should be encouraged to
readsupplemental material, participate in field trips,and join
organizations in the field. When possible,outside activities should
be followed up by somemeans of discussion and/or evaluation.
Introduction 9
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1.10.1 Field TripsField trips can be an excellent way to
motivate students. Every community, large orsmall, offers
opportunities in the metalwork-ing fields. Field trips should be
carefullyplanned and arrangements made ahead ofthe visit.
Students/trainees should receive a brief-ing prior to the trip.
They will then knowwhat to look for and can better understandwhat
they observe. If possible, have a repre-sentative from the
shop/company visit yourclassroom and give a presentation prior to
thefield trip.
A follow-up evaluation and discussion is amust after a field
trip. Often having studentswrite a short theme on what was observed
canbe helpful. Such a report will also improve a stu-dent/trainee’s
writing ability.
1.10.2 Vocational-Technical FairsMany schools,
vocational-technical centers,
and community colleges use fairs to motivatestudents. Students
should also be involvedwhen planning such an exhibition. The
displaymay be in the shops/labs, local mall, or someother
location.
Machining technology students/traineesmay want to display
completed assignmentsand give demonstrations.
1.10.3 Vocational-Technical OrganizationsEncourage
students/trainees to get involved
in recognized organizations such as theVocational Industrial
Clubs of America (VICA).These organizations promote
vocational-technical education and provide worthwhileexperiences
for the students/trainees.
These organizations also strive to developcharacter, as well as
leadership abilities. Strongemphasis is placed on the respect for
the dignityof work, high standards in ethics,
workmanship,scholarship, and safety.
1.10.4 Awards DinnerAn annual awards dinner is an excellent
way to reward student/trainee achievement. Italso offers an
opportunity to gain recognition ofyour program.
Invite parents, administrators, prominent citi-zens, future
employers, and the press to the event.
1.11 SHOP/LAB MANAGEMENTGood shop/lab management starts
several
days before the first class session. It shouldinclude
conservation (time, effort, and energy),plus student/trainee
safety, so the majorendeavor can be directed toward
improvinginstruction, which in turn, enhances learning.
Shop/lab management also requires somepaperwork. The better you
prepare for the firstclass session, the more time you will have
totake care of the many minor problems that cropup when the
students/trainees arrive. Get all ofthe forms you plan to use made
up and repro-duced in advance. Be sure they are readable,and
prepare enough for all of your classes.
Accident ReportsIn many learning situations, it is mandatory
that each accident or injury be reported. Fill outa report
immediately in those situations. Havethe injured person report as
soon as possible tothe infirmary. Check with your principal,
super-visor, or director for specific instructions onfilling out
the required forms.
1.12 TEACHER/INSTRUCTOR RESPONSIBILITY
Most states have laws relating to safetyrequirements in various
areas of educationalprograms. Contact the necessary authorities
tocheck your state’s laws and local requirements.
In machining technology they usually relateto mandatory eye
protection for special areas ofthe shop/lab. Such as when:•
Turning, shaping, cutting, or stamping solid
materials with hand tools and/or powerdriven tools, machines, or
other equipment.
• Casting, welding, and heat treating.• Handling caustic
materials.
While not usually mandated by state law,some systems have
established policies onkeeping certain problems under control
oreliminating them as a possible source of stu-dent/trainee injury.
They include:• Appropriate footwear must be worn in
metalworking areas.• Long hair must be contained while
operating
power equipment.• Use of drugs (medication and/or illegal)
that impair muscular coordinating, spatialperception, etc.
Machining Fundamentals Instructor’s Resource10
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You will find it to your advantage to knowand understand the
laws and requirementsaffecting your program.
Safety of students/trainees is paramount.Dangers from toxic
gases, lack of oxygen, flyingparticles, sharp metal edges, hot
metal, electricalshock, and falling objects are ever present.
Astrong, firm safety policy is mandatory for bothstudents and
technicians. Safety warning andcautions (printed in red), are
located throughoutthe Machining Fundamentals textbook.
Thesewarnings are not exhaustive.
The office of Occupational Safety andHealth Administration
(OSHA) requires assur-ance that working conditions are kept
healthyas far as vapors, fumes, temperature, dust, aircontaminants,
and noises are concerned.
Safety should be a top priority for everyone. Itis the best and
most efficient way to do any task.Common sense safety rules include
the following:• Keep work stations clean and orderly. • Wear
correct clothing for the job. Students
should wear gloves when handling sub-stances of a corrosive or
sharp nature.Protect clothing by wearing an apron. Looseclothing
can get caught, and a carelessmovement can mangle fingers.
Advisestudents/trainees that they must wear safetyshoes, hard hats,
and hearing protection.
• Respect fire.• Use proper lighting.• Keep aisles and exits
clear.• Avoid electrical shocks. Be sure the electrical
circuit is locked open before handling elec-trical equipment.
Avoid standing or sittingin damp or wet places when doing
electricalwork. Never allow students to work withwet hands. The
instructor should check allstudent-installed electrical service
beforeallowing it to be “plugged-in” to the electricalcircuit.
• Report all accidents and injuries.• Wear safety glasses,
goggles, and face
shields when appropriate. Proper eye pro-tection should be worn
at all times in theshop. Goggles worn in the shop/lab shouldmeet
USASI Safety Code Z17.1-1968 (UnitedStates of America Standards
Institute).When not being used, goggles should bestored in a
cabinet and exposed to a germi-cidal lamp to destroy bacteria.
• Use adequate respiratory protection. Properventilation is
vitally important in any shop
or lab environment. Toxic vapors and fumesmust be minimized.
Exhaust blowers, alongwith makeup air units, should be used.
• Maintain and store equipment, tools, andsupplies correctly.
Never operate machinerywithout all safety guards in place.
• Use proper tools and procedures. • Disconnect all power when
tools or equip-
ment are not in use.
The Occupational Safety and Health Act(OSHA) establishes
standards affecting the safetyof workers in any occupation.
OSHA is a federal law that mandates mostsafety recommendations
published by organiza-tions. Graduates who find employment
inindustry should know and practice these regu-lations. The act is
being enforced by the U.S.Department of Labor.
A copy of the act should be available to allinstructors. Copies
of the Federal Act are avail-able from the Superintendent of
Documents,U.S. Government Printing Office, Washington,DC, 20402.
Copies of the state act are also avail-able from state Departments
of Safety.
Job Safety and Health, published by the U.S.Department of Labor,
Occupational Safety andHealth Administration, may be used in a
class-room or laboratory for discussing safe workingconditions. It
is available from the U.S.Government Printing Office.
The National Safety Council, 1121 SpringLake Drive, Itasca,
Illinois, 60143-3201, publishessafety education data sheets and
posters thatcover safety in the home, on the job, and in vari-ous
other locations. A list of the available safetyeducation data
sheets can be obtained by writingthe council at the above
address.
Most cities have codes concerning the instal-lation and
operation of refrigeration and airconditioning equipment. Students
should beacquainted with the code or codes for their city.
1.12.1 Other Areas of ResponsibilityWe live in a litigious
society. Because of the
nature of working in a machine shop/lab, indus-trial-technical
instructors must be acquaintedwith situations that might cause
legal actions tobe brought against them and the institutionwhere
they teach.
Often times, an act of negligence is broughtabout by ignoring
basic safety rules or not usingcommon sense. The following list has
been
Introduction 11
-
provided to enlighten your sense of responsibil-ity. It is not
all-inclusive. If you have seriousconcerns in regards to legal
matters and liabili-ties, contact the appropriate department(s)
ofyour school system.• Perform all machining operations in a proper
and
safe manner. Failure to employ the properuse of safety guards,
safety goggles orglasses, protective clothing, and properprocedure
can endanger both you and yourstudents/trainees. If
students/trainees aretaught improper and unsafe practices, theywill
use improper and unsafe practices.
• Keep all circumstances under your control.Although you may
perform a demonstrationwith the utmost care and precaution, if
thearea is disorganized or dirty (i.e., oil or cuttingfluid on the
floor), it is likely that someonemay be injured.
• Do not entrust tools or machine operation to astudent/trainee
that you know is likely to inflictintended harm upon others. If
someone hasbeen unruly or has threatened to harm fellowclassmates,
report the incident to the appro-priate authorities. If you believe
someone is athreat to his/her classmates, take the appro-priate
steps for their removal.
• Safety cannot be overemphasized. Remind stu-dents on a daily
basis to stay alert and payattention to danger zones.
• Give students/trainees adequate preparationbefore allowing
them to perform any machiningoperation. Repeat procedures and
safety prac-tices in lectures, during demonstrations, andwhile a
student performs the operation.
• Always keep tools and machines in good workingcondition. Do
not allow students to work onmachines that are in disrepair. If you
areunable to repair the problem yourself,change the lesson plans or
assignment untilthe repairs can be made. Inspect tools andmachines
on a daily basis and encourageyour students/trainees to do the
same.As stated earlier, this is not an all-inclusive
list. Adequate preparation, emphasis on safety,proper
maintenance, and the application ofcommon sense will help maintain
a safe andproductive shop/lab.
1.13 KEEPING UP-TO-DATEAs with all technical areas, there are
con-
stant changes and improvements in machiningtechnology. The
following material may help
keep your program in tune with advances andchanges in the
metalworking field.
1.13.1 Advisory CouncilThe establishment of an advisory
council
is usually required when program financialaid is received from
the state and/or federalgovernment. The council should be
composedof people who are actively engaged inmachining
technology.
The function of an advisory council is toadvise instructors on
the needs and trends inthe industry. They can also help keep
programscurrent, and provide contacts for placement
ofstudents/trainees completing the program.
1.13.2 Additional Means for KeepingUp-to-Date
Since there is constant change and improve-ments in all
technical areas of machining tech-nology, there are, in addition to
the advisorycouncil, other ways to keep up-to-date withthese
changes.
To keep pace with change, instructors shouldsubscribe to and
read monthly trade magazinesand journals; visit modern machine
shops andtalk with management and personnel; attendseminars
sponsored by the various machiningtechnology vendors and trade
associations; andattend trade shows and conventions.
Some employers offer special sabbaticalleaves to allow
instructors to work in the fieldfor a specified period of time, so
as to gain expe-rience in the latest techniques available.
Summer employment in a modern shopwould also be helpful. Summer
session at the col-lege level can be beneficial in improving
teachingtechniques and in developing a better under-standing of the
overall educational picture.
Keeping abreast with modern developmentsin machining technology
is mandatory if youwant to offer a course that will equip your
stu-dents with the skills, knowledge, and attitudesneeded
today.
1.14 RESOURCE MATERIALSThere is an immeasurable amount of
resource material available on the metalworkingindustry.
Maintain a library if possible or requestthat the library carry a
selection of textbooks andpublications on the field. The following
books,catalogs, manuals, and periodicals are only abrief listing of
available material.
Machining Fundamentals Instructor’s Resource12
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1.14.1 Reference BooksAmman, Jost, The Book of Trades
(Historical):Dover Publications, (Original publicationdate
1658).
Barsamian, Michael, and Gizelbach, Richard A.,Machine Trades
Print Reading:Goodheart-Willcox Publisher.
Biekert, Russell, CIM Technology:Goodheart-Willcox
Publisher.
Brandt, Daniel A., Metallurgy Fundamentals:Goodheart-Willcox
Publisher.
Brown, Walter C., Basic Mathematics:Goodheart-Willcox
Publisher.
Brown, Walter C., Print Reading for Industry:Goodheart-Willcox
Publisher.
Diderot, Denis, A Dideroit PictorialEncyclopedia of Trades and
Industry, Vol. 1 and 2(Historical): Dover Publications,
(Originalpublication date 1752).
Duenk, Lester G., Editor, Improving VocationalCurriculum:
Goodheart-Willcox Publisher.
DuVall, J. Barry, Contemporary ManufacturingProcesses:
Goodheart-Willcox Publisher.
Gradwell, John; Welch Malcom; and Martin,Eugene, Technology
Shaping Our World:Goodheart-Willcox Publisher.
Green, Robert E., Editor, Machinery’s Handbook:Industrial Press
Inc.
Littrell, J. J., From School to Work:Goodheart-Willcox
Publisher.
Madsen, David A., Geometric Dimensioning andTolerancing:
Goodheart-Willcox Publisher.
Masterson, James; Towers, Robert; and Fardo,Stephen, Robotics
Technology:Goodheart-Willcox Publisher.
Phagan, R. Jesse, Applied Mathematics:Goodheart-Willcox
Publisher.
Walker, John R., Modern Metalworking:Goodheart-Willcox
Publisher.
Wanat, John H.; Pfeiffer, E. Weston; and VanGulik, Richard,
Learning for Earning:Goodheart-Willcox Publisher.
Wilson, Bruce A., Design Dimensioning andTolerancing:
Goodheart-Willcox Publisher.
1.14.2 Catalogs and Manuals
American National Standards Institute (ANSI)1430 BroadwayNew
York, NY 10013(Catalog of standards and price list)
The Association of Manufacturing Technology7901 Westpark
DriveMcLean, VA 22102-4206(List of machine tool manufacturers)
Dover Publications, Inc.31 East 2nd StreetMineola, NY
11501(Catalog on metalworking history, etc.)
Hanser Gardner Publications6915 Valley AvenueCincinnati, OH
45244-3029(Catalog of technical books and audio visual
materials)
The Industrial Press93 Worth StreetNew York, NY
10013(Machinery’s Handbook)
The M.I.T PressMassachusetts Institute of TechnologyCambridge,
MA 02142
National Tool & Machining Association9300 Livingston
RoadFort Washington, MD 20744(Catalog of technical books and audio
visual materials)
U.S. Bureau of Labor StatisticsGovernment Printing Office200
Constitutional Ave., NWWashington, DC 20210(Occupational
Handbook)
Catalogs of precision tools, machine tools,etc. Journals of
various industrial and tradeassociations.
1.14.3 PeriodicalsAmerican MachinistPenton Publishing1100
Superior AvenueCleveland, OH 44114
Automation News155 E. 23rd StreetNew York, NY 10010
Introduction 13
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CAD/CAM & RoboticsKerrwil Publications Ltd.501 Oakdale
RoadDownsview, ON, Canada M3N 1W7
Cutting Tool Engineering Magazine400 Skokie Blvd., Suite
395Northbrook, IL 60062
The Home Shop MachinistThe Village Press2779 Aero Park
DriveTraverst City, MI 49686
Industrial EducationCummins Publishing Company26011 Evergreen
RoadSouthfield, MI 48076
Industrial Machinery DigestOne Chase Corporate Drive #300Hoover,
AL 35244
Machine Design1100 Superior AvenueCleveland, OH 44144
Metalfax29100 Aurora RoadSolon, OH 44139
Metalworking Digest1350 East Touhy AvenueDes Plaines, IL
60017
Modern Machine Shop6600 Clough PikeCincinnati, OH 45244-4090
Tooling and Production29100 Aurora Road, Suite 200Solon, OH
44139
1.14.4 Agencies and AssociationsAmerican National Standards
Institute (ANSI)1430 BroadwayNew York, NY 10018
American Vocational Association1410 King StreetAlexandria, VA
22314
International Technology Education Association (ITEA)
1914 Association DriveReston, VA 22091
National Association of Industrial Technology (NAIT)
3300 Washenaw Avenue, Suite 220Ann Arbor, MI 48104-4200
National Institute for Metalworking Skills2209 Hunter Mill
RoadVienna, VA 22181
Vocational Industrial Clubs of America (VICA)Box 30Leesburg, VA
22075
1.14.5 Audiovisual MaterialsA variety of audiovisual materials
is avail-
able for use in machining technology. Contactthe following
companies and associations forlistings of available materials.DCA
Educational Products, Inc.1814 Kellers Church RoadBedminster, PA
18910
Hanser Gardner Publications6915 Valley AvenueCincinnati, OH
45244-3029
Minnesota Mining and Mfg. Co., 3M CenterVisual Systems
DivisionAustin, Texas, 78769
National Tooling & Machining Association9300 Livingston
RoadFort Washington, MD 20744
L.S. Starrett Company121 Crescent DriveAthol, MA 01331
Sterling Educational Films241 E. 34th StreetNew York, NY
10016
1.14.6 On-Line ResourcesMany resources for Machining
Technology
and education are available over the informationsuperhighway.
They are sponsored by corpora-tions, private organizations, and
individuals.
On-line addresses for information on allareas of machining
technology can be found intrade magazines and journals. Using
theInternet can keep you current on new machinetool developments,
and machining and manu-facturing techniques.
Machining Fundamentals Instructor’s Resource14
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Most of the sites provide information free ofcharge or for a
minimal fee. Since the informa-tion superhighway is constantly
expanding, theaddresses for some of the following sites mayhave
changed since the publication of this man-ual. The following is
only a sampling of compa-nies with on-line sites:Cincinnati
Milacron (CNC machine tools)www.milacron.com
Mastercam (software)www.mastercam.com
Modern Machine Shop Magazinewww.gardnerweb.com/mms
Nikon(optical comparators and CNCVideo measuring
systems)www.nikonusa.com
Sharnoa Corp. (CNC machine tools)www.sharnoa.com
South Bend Lathe Corp. (machine
tools)www.southbendlathecorp.com
GOODHEART-WILLCOXWELCOMES YOUR INPUT
If you have comments, corrections, or sug-gestions regarding the
textbook or its supple-ments, please send them to:
Managing EditorGoodheart-Willcox Publisher
18604 West Creek DriveTinley Park, IL 60477-6243
Introduction 15