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The 'Project ABLE" General Woodworking Curriculum. (Interim Product).American Institutes for Research, Pittsburgh,.Pa.Spons Agency-Office of Education (DHEW), Washington, D.C.Bureau No -BR -5 -0009Contrac t -OEC -5 -85 -019Note-47p.; Development and Evaluation of an Experimental Curriculum for the New Quincy (Mass.)Vocational-Technical School
EDRS Pri-e MF -S025 HC -$2.45Descriptors-Behavioral Objectives, Core Curriculum, *Course Descriptions, *Course Objectives, CurriculumDevelopment, *Grade 10, Job Skills, Learning ktivities, Occupational Information, Vocational Education,*Woodworking
Identifiers -*Project ABLEA sample of student tasks and topic obiectives which were developed for
'woodworking courses in Project ABLE are 'given. A larger collection of these wereidentified for grades 10, 11, and 12. Prior to this activity an analysis of .selectedoccupations was made, and a frequency count of skills and knowiedges was utilizedto determine the necessary objectives relatiVe to selected Woodworking occupations.This basic course which has been d6veloped covers one third of the occupationalsample. Included are lists of course and topic objectives.,..68. tasks for grade 10, andsample lessons. (EM)
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INTERIM PRODUCT FROM
O.E. Project No. 5-0009
The "Project ABLE" General Woodworking Curriculum
Rationale
Occupational Cluster
Task Analysis
Course Objectives
Course Content
Sample Learning Units
DEVELOPMENT AND EVALUATION OP AN EXPERIMENTAL CURRICULUMFOR THE NEW QUINCY (MASS.) VOCATIONAL-TECHNICAL SCHOOL
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING II. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCAIION
POSITION OR POLICY.
Enclosed is a sample of the tasks and course topic objectives developed
for the Project ABLE General Woodworking area.
Tasks for the entire area (grades 10, 11, and 12) have been identified
and course and topic objectives for these tasks have been developed. The
tasks with their corresponding objectives are not listed in any particular
sequence; the learning units, however, are being sequenced according to
their positions on the learning hierarchy.
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RATIONALE FOR GENERAL WOODWORKING
In recent years, many curriculum experts have advocated the need for
defining and developing basic or core content courses. Project ABLE has
identified a basic or core curriculum in the General Woodworking area at
the grade ten level.
This identification was accomplished by describing all selected occu-
pations in this area, listing all basic tasks and developing course and
topic objectives for the tasks. A frequency count of objectives indentified
the extent to which given skills and knowledges appeared in a number of
selected occupations.
The results of the frequency count served as a basis for selecting
those skills and knowledges to be included in the Basic Woodworking course.
By definition, those skills and knowledges which are required by all or a
large number of occupations in the area can be considered as "basic" or
IIcore. 11
The objectives were arranged in order of frequency and the most fre-
quently occurring objectives were placed first in the basic or core sequence.
The exact number of objectives to be completed in grade ten was not speci-
fied, since it was only possible to make a rough estimate of the number of
learning units an individual student could complete in one year.
At this writing, it appears that the Basic Woodworking course will cover
the requirements of approximately one third or ten occupations in the sample.
In addition, it will serve as a base for the higher-level or more complex
occupations in the hierarchy. The transition form the basic course into
more specific jobs in different families should be a smooth one. The com-
pletion of the basic course should also assist the student in deciding what
career in woodworking he should pursue.
The entire course outline provides for exit levels at various points on
the hierarchy. in effect, these points serve as goals for the individual
student. After he satisfies the requirements of an exit level (represented
by an occupation), he will know that he has met the basic entry requirements
of the occupation and can progress to the next higher level.
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GENERAL WOODWORKING
CARPENTRY
cribber
scaffold carpenter
flask carpenter
painter
roofer
framer
tile man
wallboard carpenter
cabinet installer
siding applicator
finishman
millman
boatbuilder
construction technician
GW-1
GW-2
GW-3
GW-4
GW-5
GW-6
GW-7
GW-8
GW-9
GW-10
GW-11
OW-12
GW-13
GW-14
MILL CARPENTRY
assembler
hardware applicator
wood turner
plastic-top installer
paint and stain mixer
sprayer and finish man
furniture maker
kitchen cabinet maker
layout man (mill carpentry)
interior designer
PATTERNMAKING
molder (pattern)
pattern finisher
pattern rigger
metal patternmaker
GW-25
GW-26
GW-27
GW-28
plaster patternmaker GW-29
plastics patternmaker GW-30
model maker GW-31
layout man (pattern) GW-32
general patternmaker GW-33
pattern technician GW-34
3
GW-15
GW-16
GW-17
GW-18
GW-19
GW-20
GW-21
GW-22
GW-23
GW-24
GENERAL WOODWORKING: CARPENTRY
Carpenters make up the largest group of craftsmen in the buildingtrades. Great skill is required to work with the materials, tools, andmethods developed for use in construction today.
Construction work includes not only residential, commercial, indus-trial, and public buildings but also roads, bridges, dams, tunnels, andsimilar structures, as well as ships and other transportation equipment.In urban areas, carpenters tend to specialize in a particular field of con-struction and sometimes in the particular type of work performed. Thus acarpenter working for a homebuilding firm, for example, may install onlyhardwood floors or acoustic panels or millwork, and so on.
Although the general (journeyman) carpenter is not specified as ajob in this curriculum, some of the skills he must develop are representedin the specialized carpentry jobs selected. That is, apprenticeship train-ing for carpentry would include cribbing, roofing, framing, tile setting,siding, finishing, and other types of work. Vocational-technical trainingin these skills would be credited against apprenticeship time, or a car-penter may qualify to work in this field by augmenting vocational-technicaltraining with on-the-job training.
The outlook for employment for carpenters is directiy related to theeconomic outlook for the construction industry in general. In addition, anew development in this field is businesses specializing in repair andremodeling of homes and other buildings. Many carpenters do maintenancework in factories, office buildings, and other large establishments or workin captive shops in non-construction firms or governmental agencies. Someare self-employed or supplement other employment by doing small jobs ontheir own time.
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GENERAL WOODWORKING: MILL CARPENTRY
Furniture and cabinets have developed from crude, simple designs of
years ago to the many beautiful styles available today. All of the cutting
and carving of these furnishings used to be done by hand, but to meet
today's demands for quantity, much of the work is now done by machine.
Similarly, many cabinet units are now constructed in the mill or shop and
then taken to the building site to be installed.
Whether doing production or custom work, the journeyman mill carpenter
or cabinetmaker must be knowledgeable in wood characteristics, drafting and
layout work, assembling and finishing operations. He must also be skilled
in the operation and care of the hand and machine tools used in woodworking.
High school graduation or its equivalent is required for entering
apprenticeship program for mill carpentry, and vocational-technical train-
ing in these skills will be credited as part of the time in apprenticeship.
In this locality, however, apprenticeship opportunities are scarce and many
of these craftsmen depend on on-the-job training to supplement their initial
technical training.
Although prefabrication will have some effect on the employment out-
look in this field, a skilled furniture or cabinetmaker can nearly always
find work. Also, woodworking is rewarding not only as a vocation but to
make things for personal or home use.
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GENERAL WOODWORKING: PATTERNMAKING
The patternmaker is primarily engaged in the production, alteration,repair, and maintenance of patterns and core boxes. A pattern is a modelof a product, part, or other object that is to be cast in metal. To makethe casting mold, sand is rammed around a pattern mounted in a frame(flask); when .emoved, the pattern leaves a cavity into which molten metalis poured. Core boxes are used to make inserts which form interior cavi-ties, or projections in a casting. Patterns may be made of wood, plaster,plastiz, or metal; master patterns, which are used to make metal and plasticpatterns, are usually wood.
The general patternmaker must be able to work with all patternmakingmaterials. Apprenticeship is the principal means of qualifying as ajourneyman in this field, but vocational-technical training may be creditedtoward completion of the 5-year apprenticeship period. In some cases, on-the-job training may also be substituted for formal apprenticeship training.
A majority of patternmakers are employed in specially equipped foundryshops in plants which manufacture such products as machinery, transporta-tion equipment, and fabricated metal products. Others work in independentfoundries or in job shops that make patterns to order.
A highly skilled craftsman, the patternmaker usually earns more thanother woodworkers or foundry workers. In addition, with his metalworkingand woodworking skills, he can transfer to related jobs in other fieldswhen foundry work is not available.
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BASIC WOODWORKING
Task 1. Reads blueprints.
C.O. 1 Given a blueprint, the student interprets the meanings of
various lines and symbols, identifies dimensions, and extracts
the pertinent facts such as scales, materials required, etc.
T.O. 1 Given a blueprint, the student identifies dimensions,
interprets the meaning of various lines and symbols.
T.O. 2 Given a blueprint, the student identifies the dimensions,
tolerances, and scales.
T.O. 3 Given a blueprint, the student identifies all views given
and the relationship between the views.
T.O. 4 Given a blueprint, the student discriminates between isometric
and orthographic projection and their applications.
T.O. 5 Given a blueprint, the student extracts information from the
title block (such as materials used, quantity, scale, etc.).
Task 2. Makes measurements with the 1, 3, and 6-foot rule.
C.O. 1 Given a blueprint, stock or area to be measured, the student
measures the required dimensions to + 1/32 inch.
T.O. 1 G.iven a blueprint, prepared stock, and 1-foot, 3-foot, or
6-foot rule, the student measures the dimensions stated in
the blueprint to + 1/32 inch.
Task 3. Computes dimensions.
C.O. 1 Given a blueprint, the student computes the dimensions not
indicated on the blueprint.
T.O. 1 Given a blueprint and pencil and paper, the student computes
any required dimensions not indicated on the blueprint by
subtracting or adding segments.
Task 4. Uses square to check flatness and squareness.
C.O. 1 Given a piece of planed stock and a square, the student posi-
tions the square on the stock and checks the flatness and
squareness of the stock. (The blade of the square and the
stock must be flush.)
T.O. 1 Given a framing square and combination square, the studant
identifies each by its function and appearance.
T.O. 2 Given a piece of planed stock and a square, the student checks
the stock for flatness by placing the square on the surface
(along the length, width, and from corner to corner),
checking that the blade of the square is flush with all
points.
T.O. 3 Given a piece of prepared stock and a square, the student
checks the squareness of the edges and ends by positioning
the inside edges of the square head and square blade on the
edges and ends of stock. (The stock must be flush with the
edges of the head and the blade.)
T.O. 4 Given two pieces of stock fastened together to form a square
angle and a square, the student checks the squareness of the
joint by positioning the outside edges of the blade and head
on the inside of the joint and the inside edges of the blade
and head on the outside of the joint. (All surfaces must
be flush.)
Task 5. Makes stock lists.
C.O. 1 Given a blueprint or drawing of a job and pencil and paper,
the student makes up a stock list by computing board feet of
lumber and listing all materials and hardware required.
13
T.O. 1 Given a blueprint CT a diagram of a job, pencil and a paper,
the student makes a itock list by computing the board feet
of lumber (to nearest board feet) and all materials and
hardware required.
Task 6. Saws lumber.
C.O. 1 Given a piece of marked stock and various handsaws, the student
selects the saw required to make the cut and cuts the stock
along the marked lines.
T.O. 1 Given various handsaws, the student identifies each by its
appearance and function.
T.O. 2 Given a piece of marked stock and a crosscut saw, the student
saws the lumber to desired length along the markline (compen-
sates for kerf).
T.O. 3 Given a piece of marked stock and a rip saw, the student
saws the lumber to desired width along the markline (compen-
sates for kerf).
T.O. 4 Given a piece of prepared and marked lumber, the student
saws the lumber to desired shape along the cutting line,
square to the surface.
Task 7. Uses hammer.
C.O. 1 Given a variety of hammers, nails, and stock to be nailed,
the student selects a proper hammer and nails, and drives in
the nails without damaging the stock or bending the nails.
1.0, 1 Given a variety of hammers, the student identifies each by
its function, weight, and appearance.
T.O. 2 Given a claw hammer, nails and stock, the student drives
in the nails into the stock without bending the nails or
damaging the stock.
Lit
T.O. 3 Given a claw hammer, brads, and stock, the student drives
the brads into the stock by toe-nailing (without bending
brad or damaging the stock).
C.O. 2 Given a bent nail (driven in wood) and a claw hammer, the
student removes the nail without damaging the stock.
T.O. 1 Given a bent nail (driven in wood) and a claw hammer, the
student removes the nail from the wood without damaging the
surface or hammer. (This can be accomplished by placing a
piece of flat material between the head of the hammer and the
surface of the stock.)
Task 8. Uses the bit brace.
C.O. 1 Given a bit brace and various bits, the student identifies
the bits and installs them into the brace.
T.O. 1 Given a bit brace and various bits, the student associates
the bits with their uses and installs bits into braces so
that they are straight.
C.O. 2 Given a bit brace with an installed bit, the student bores or
countersinks holes or tightens screws without damaging the
stock, bit, or screw heads.
T.O. 1 Given a bit brace and an installed auger bit and a piece of
marked stock, the student bores a hole in the stock and pre-
vents the splintering by backing the stock with scrap mater-
ial or reversing the boring as soon as the spur penetrates
the stock.
T.O. 2 Given a bit brace, an installed countersink, and stock with
bored holes, the student countersinks the holes to form a
1/8 inch countersink or chamfer.
T.O. 3 Given a bit brace, an installed screwdriver bit, and partial-
ly installed screws, the student tightens the screws without
damaging the screw heads, the stock, or the bit.
15
F,
Task 9. Identifies lumber.
C.O. 1 Given various samples of lumber, the student identifies each
by its characteristics, grades, and uses.
T.O. 1 Given several pieces of stock, the student will identify
each piece by its color and grain structure.
T.O. 2 Given several pieces of stock, the student states the grade
by its labels and imperfections.
T.O. 3 Given various pieces of identified stock, the student states
the common application or uses of each.
Task 10. Planes lumber.
C.O. 1 Given a variety of planes, the student identifies each plane
and dissembles and assembles each.
T.O. 1 Given various planes, the student will identify each by its
characteristics and functions.
T.O. 2 Given various planes, the studentdisassembles and assembles
each and adjusts the blade to various depths.
C.O. 2 Given a plane, grinder, India stone, and strop, the student
sharpens the plane blade.
T.O. 1 Given a plane blade, a grinder, #2 fine India bench stone,
and a strop, the student sharpens the plane blade to a
razor-sharp edge.
C.O. 3 Given a piece of marked stock to be planed and a variety
of planes, the student selects the proper plane and planes the
stock to desired dimensions.
T.O. 1 Given a piece of stock to be planed and various planes, the
student associates the type of plane with the planing re-
quired.
T.O. 2 Given a selected plane and a piece of marked stock, the
student planes the stock flat and smooth.
TABLE OF CONTENTS - 10TH GRADE
GENERAL WOODWORKING (BASIC)
1. Observe general safety rules in the woodworking shop.
2. To tell or state what various lines and symbols on a blueprintmean.
3. To tell the difference between isometrir; and orthographic projection.
4. To recognize all views and the relationship between them.
5. 'Locate all dimensions on the drawing and be able to state the di-mensions, between all important points.
6. To extract and use information from a title block.
7. Identify various parts of a tree and how it is cut into lumber.
8. Describe how lumber is seasoned.
9. Recognize defects in lumber and how lumber is graded.
10. Recognize and state the standard measurements to which lumber issawed.
11. Identify the common woods used in the woodworking industry.
12. Recognize the differences between plywoods.
13. Identify various types of hardboards and their uses.
14. Using the one-, three-, and six-foot rule.
15. Identify various types of planes by how they look and what they
are used for.
16. Disassemble (take apart), assemble (put together), and adjustthe plane blade to various depths.
17. Sharpen the plane blade by using the grinder, benchstone and strop.
18. Identify various saws and what they are used for.
19. Selecting proper saws for given sawing assignments.
7
20. To saw stock to size with a crosscut saw and a ripsaw.
21. To identify various squares by what they look like and whatthey are used for.
22. Planing stock flat and smooth.
23. To test edges of lumber for squareness and straightness.
24. To identify various layout tools by their appearance andfunctions.
25. To disassemble, assemble, and adjust the block plane.
26. To square an end, using hand tools, straight and square toa working face and edge.
27. To cut and plane a piece of stock to length.
28. To dress a piece of stock to thickness so that the surfaceis parallel to the working surface and is flat and smooth.
29. To cut and plane a piece of stock to width, straight andsquare to the working surfaces, using hand tools.
30. To produce a beveled edge on a piece of stock, using hand tools.
31. To plane a 45-degree chamfer to blueprint specifications.
32. To identify various types and grades of abrasive papers by theirappearance and functions.
33. Selecting the appropriate abrasive paper and sand a job todesired smoothness.
34. Identifying glues by their characteristics and functions.
35. Preparing wood for gluing and selects the most appropriate glueto be used.
36. Identifying various types of clamps by their appearance andfunction.
37. Gluing and clamping stock to desired width.
38. Identifyi'ng the glue scraper by its appearance and function.
39. Using the glue scraper.
40.. Bisecting a line, an angle, and an arc.
18
41. Drawing a line perpendicular to a line, a perpendicular froma point to a line, and a perpendicular at the end of a line.
42. To lay out outside and inside corners.
43. To lay out a simple job from blueprint specifications usingselected layout tools.
44. Using the coping saw.
45. To identify various gouges by their appearance and function.
46. Using the appropriale gouge and paring insaide radii to size.
47. Identifying chisels by their appearance and function.
48. Using the appropriate chisel to pare stock to shape.
49. Identifying different types of templates by their appearanceand function.
50. Making a simple template.
51. Identifying various boring tools by their appearance andfunction.
52. To identify hole drilling cutters by their appearance andfunction.
53. Boring holes with a bit and brace.
54. Counter sinking a hole in wood using a countersink bit andbrace.
55. To identify files by their appe.arance and function.
56. Selecting the appropriate wood file for smoothing edges andcorners.
57. Sandpapering curved edges and corners.
58. Sharpening an auger bit.
59. To identify hammers and mallets by their appearance, weight,and function.
O. Identifying nails and brads by their size, appearance, andfunction.
61. To drive nails properly without bending the nail or splittingthe stock.
62. Using the claw hammer to draw out nails without damaging thework.
63. Identifying screws by their size and appearance.
64. Fastening stock with screNs.
65. Making up a stock list.
66. Joinery.
67. Machine woodworking.
68. Wood finishing.
,
;-r
PROJECT ABLE
Quincy Vocational-Technical SchodaiERVICE TEST General WoodworkingProject ABLE MATERIALS Basic Woodworking
Name
PLANING LUMBER
Unit 15
Date Started
Date Completed
OBJECTIVE B: Disassemble (take apart), assemble (put together) the plane,
and adjust the plane blade to various depths.
EQUIPMENT AND MATERIALS REQUIRED: Smoothing, jack, or jointer plane;
scrap stock.
OVERVIEW: In order to use a plane efficiently, you should be able to
disassemble, assemble, and adjust the cutting blade to a proper depth.
When you finish this unit, you will be able to do this with jack,
smoothing, and jointer planes.
LEARNING ACTIVITIES:
a. Look at the picture on the following page and study it very care-
fully. Each part of the plane is labeled. You will have to know
each part in order to disassemble and assemble the plane. Check
off the name of each part after you think you have memorized it.
OROJECTAMA
ONIACE TESTliTEROALS
PART5 OF P. HPN.ND PLP..t.1E
A DOUBLE PLANE. i Rats'
SINGLE.. PLAAAE IR014
PLAwE. 1Ros4 c. AP3 C..AP SCR.E.W
C /4,12° ZC.REW
6 FRO% COMPLET
"Y" Ar....ws-n4c. LEVER8 ADJUSTING NUT9 L ACTERAL- AD.) UST ING
"
LEVER
10 F R 0Q SC REWPL. pasmLE.
12 PLAWE. KNOBb13 HA.NDLE. BOLT # NUT14- KNc:DIN eOLT N L.rr15 PLANE HANNDLe. SCREWIGa PLANE. E3CiT TOM
17 FROG ADJuSTi1sIG SCRa.vso
ti
b. Take out the plane which is in your tool kit. What kind of a
plane is it?
Look at the plane very carefully and match its parts with the
pictures on the previous page. MAKE SURE YOU KNOW EACH PART
BEFORE YOU DISASSEMBLE THE PLANE.
c. Go over to your instructor and point out the parts of the plane
to him. The instructor will tell you if you are ready to dis-
assemble the plane.
Instructor's Initials
d. Now you should be ready to take your plane apart. The steps are
listed below.
1. Lift the cam lever on the lever cap (14 on the picture of
the plane) and lift the lever cap from the plane. This
will permit you to remove the double-plane iron (1 and 2).
2. Lift off the double-plane iron (1 and 2). Using the nar-
row edge of the lover cap (4) as a screwdriver, loosen.
the cap screw (3) about two turns to the left. Slide the
plane-iron cap back, away from the cutting edge. Turn
the plane iron cap (2) to the left or right. THE PLANE-
IRON CAP MUST NOT TOUCH THE CUTTING EDGE. Now slide
the plane-iron cap down on the plane-iron slot and lift
off the plane-iron cap. Lay the parts down on the
bench. THE BEVEL OF THE PLANE IRON MUST FACE DOWN.
(See picture below.)
BEVEL
////://eel///://f/e 0/1
BENCH--/
- 3
1
You have now disassembled your plane. This is as much
as you need td do. DO NOT TRY TO TAKE ANY OTHER PARTS
APART. The other parts are adjusted permanently at the
factory. If you have any trouble with your plane, check
with your instructor.
e. Now you should be ready to assemble the plane. The steps are listed
below.
1. Lay the plane-iron cap on the flat side of the plane
iron, as shown in Figure 1, with the screw in the slot.
2. Move the plane-iron cap back.
3. Turn the plane-iron cap so that it is straight with the
plane iron. MAKE SURE THAT THE PLANE-IRON CAP DOES
NOT TOUCH THE CUTTING EDGE. The plane-iron cap must be
placed so that the bevel faces down.
Figure 1
4. Now move the plane-iron cap up until it is about 1/32"
away from the cutting edge. See Figures 2 and 3 on the
following page. DO NOT DRAG THE PLANE-IRON CAP ACROSS
THE CUTTING EDGE.
-4-
IL
Figure 2 Figure 3
5. Now pick up your lever cap and tighten the plane-iron
cap screw.
6. Check to see if the plane-iron cap is properly installed.
The picture below (Figure 4) shows poorly fitted and
properly fitted plane-iron caps. A properly fitted
plane-iron cap will prevent shaving from wedging under
it, piling up, and choking the plane.
to,POORLY FITTED PROPERLY FITTED
Figure 4
7. Check with your instructor to see if everything is okay
up to this point.
Instructor's Initials
The next series of steps will take you through the final assembly
of the plane.
5-
1. Refer back to the picture of the plane at the beginning
of this unit. It will help you to assemble the plane
properly.
2. Pick up the plane with your left hand. Then pick up
the double-plane iron (1 and 2) and lay it on the frog
with the plane-iron cap facing UP. (The roller on the
lateral adjusting lever (9) must fit into the slot of the
plane iron and the Y adjusting lever (7) must fit into
the slot of the plane-iron cap.) (See Figure 5 below.)
Figure 5
3. Slip the lever cap under the lever-cap screw (5) and
press down the cam. (See Figure 6.) If the plane iron
is in the correct position, the cam will easily snap in
place. If the cam will not snap in place easily,
loosen the lever-cap screw slightly. If the plane iron
is not firmly held when the cam is in place, tighten
the lever-cap screw.
vi.
I
I
1--..
4. The lateral adjusting lever (9) must move easily. The
pressure of the lever cap should be just tight enough
to allow the depth and lateral movements of the plane
iron to be made easily. It should also be tight enough
to hold these adjustments in place.
5. Now have your instructor check you out at this point.
Instructor's Initials
Now you should be able to adjust your plane to cutting depth.
Follow the steps which are listed below.
1. Hold the plane in your left hand by its knob. Hold the
plane against a light background and sight along the bot-tom of the plane.
2. Turn the adjusting nut (8) until the cutting edge sticks
out about 1/32". The plane iron is pushed out when the
adjusting nut moves out toward the handle.
The plane iron is drawn in when the adjusting nut moves
in toward the frog.
3. When the blade projects (sticks out) about 1/32", you may
see that the blade may be higher on one side. You can
fix this by moving the lateral adjusting lever either to
the left or right until the blade shows evenly on bothsides. (See Figure 7 below.)
Figure 7(Knob, lever cap and plane-iron
cap removed to show how the lat-eral adjusting lever works.)
-7..
4. A final check can be made by planing the surface of a
piece of stock. The blade should be adjusted so that
you will get a smooth, thin shaving when planing a
surface or an edge.
5. Have your instructor check your work up to this point.
Comments
Instructor's Initials
OPTIONAL READING: If you are not sure of yourself when working with planes,
read pages 113 to 120 and 132 to 137 in Hand Woodworking Tools by
Delmar.
SUMMARY:
In this unit you have learned how to disassemble, assemble, and adjust
your plane. This knowledge will be useful to you when you are required
to sharpen and work with your plane.
-8-
IL
11
Name
Date
STUDENT EVALUATION
1. List the steps (in order) in disassembling a plane.
1.
2.
3.
5.
6.
7.
8.
9.
10.
11.111=111b
VIIIM=11111110111!
11110111011.1.10.1111111.1111.
2. List the steps (in order) in assembling a plane.
2.
3,
14.
5.
6.
7.
111.i11.1.
.161.401110...
-9-
8.
9.
10.
3. Disassemble your plane for the instructor.
Procedure
Safety Precautions Observed
4. Assemble your plane for the instructor.
Procedure
Safety Precautions Observed
5. Adjust your plane for the instructor.
Proper Depth
Blade Even Across Width
Student must get every item correct.
Comments
Instructor's Initials
Quincy Vocational-Technical School General WoodworkingProject ABLE Basic Woodworking
0400402/1 ABLE
Name M.F.RVICE iriEsir Date StartedMATERIALSDate Completed
Unit 21
PLANING LUMBER
OBJECTIVE 0: Planing stock flat and smooth.
EQUIPMENT AND MATERIALS REQUIRED: Various hand planes, try square, stock
for sanding block.
OVERVIEW: In one of the previous units, you have cut out a piece of stock
for the sanding block. The next step is to plane one surface of the
stock smooth and flat. This unit will take you through the steps
to do this.
LEARNING ACTIVITIES:
In previous units, you have learned what different planes
are used for, how to disassemble and assemble them, how to
sharpen plane blades, and how to adjust the plane.
A properly adjusted plane will take off a long, thin,
tissue-like shaving. The plane blade must be adjusted so
that it is even across the width or sole of the plane.
(See the picture on the following page.)Jr%
fiRCOIECT ABLE
SERVICE TESTMATERIALS
A'44tr-
Position B shows correct adjustment.
Another thing to remember is that you must keep the plane
flat on the stock when you are planing it. You must also
maintain an even pressure on the stock when you use the
plane.
As you use a plane, you may find that quite a bit of
friction develops between the stock and the sole of the
plane. You can reduce the friction by rubbing a piece of
paraffin on the sole.
a. Get the piece of stock which you have cut out in a previous unit--
(Unit 19). This is the stock which will eventually become the
sanding block.
The first thing that you must do now is to plane one surface
flat and smooth. To accomplish this, you will have to select
a proper plane) secure the stock, and plane the surface. The
surface will have to be checked with a square for straightness.
b. Now you must select the plane which you will use to smooth the
surface. What plane would you pick?
Why?
-2-
Fi
I[
I "
c. Adjust your plane to the proper depth.
d. Pick up the piece of stock and look it over carefully. Askyourself the following questions.
I. Does it have any defects?
2. What kind of stock is it?
3. Which way does the grain run?
Mark the direction of the grain with a pencil.
Sometimes it is pretty hard to tell the direction in which thegrain runs. One of the ways to tell is to take a couple of strokeswith the plane on the stock. If the plane lifts the grain as youare planing, you are going against,the grain. In this case, youwill have to reverse the piece. This will also indicate to you ifyou have adjusted the plane properly.
Be sure to place your bench stop in position to hold the pieceand prevent it from slipping. You may be able to hold it with thevise only, if the piece fits. (See the picture below.)
ft
Li
e. When you have selected your plane and have it properly adjusted,
position your piece of stock on the bench or in the vise. Ask
your instructor to check your work up to this point.
Comments
Instructor's
Initials
f. Look at the chart, "How to Use the Stanley Plane." You will see
the starting position, direction of the grain, the beginning, of the
stroke, and its ending. Notice how pressure is kept evenly on
the wood.
REMEMBERYOU MUST PLANE WITH THE GRAIN.
g. Take your first stroke with the plane. If the fibers of the wood
seem to lift leaving a pitted surface, it is an indication that
you are planing against the grain and the position of the stock
should be reversed.
h. Continue planing the surface of the board with slow, steady
strokes until you can see smooth lumber on the entire surface
area. When you reach this point, it is time to check for levelness.
There are two ways to do this. These are described below.
Method 1.
A. Get your square blade.
B. Position the blade on its edge as shown below.
TESTING FACE FORSTR IGHTNESS ACROSS LE NGTH TESTING FACE FOR
STR AIGHTNESS ACROSS WIDTH
C. Hold the square and the board towards the light. The
light will show through the low spots.
D. With your pencil, mark all the high spots which will have
to be planed off.
E. The surface can be checked completely by placing the blade
edge on the planed surface and then sliding the blade
across the full length, width, and diagonally across the
corners as shown below.
If you have a piece of graphite crayon, you can rub it on
the edge of the square blade. This will help you locate
the high spots much easier.
F. If the surface does not test true and the high spots are
marked, continue to plane until the surface is true and
no light appears under the square blade when you drag it
across the surface.
Method 2.
The second method for testing a flat surface is by using
the surface plate, which you can find on your bench.
A. Rub white chalk on the surface of the plate. (The plate
is flat and very smooth.)
-5-
B. When the surface plate is chalked, lay the planed side
of your stock on the plate and rub the stock against the
plate with circular motions.
C. Lift the stock up and you will see where the chalk dust
shows all the high spots on the planed surface.
D. Using short strokes (if necessary), plane off the high
spots until the surface of your stock shows a thin layer
of chalk dust over the entire planed surface when you rub
it against the plate.
E. You can check the surface with a square blade to be sure
that the surface is flat.
i. When the stock is smooth and flat, lightly mark the surface
"WF" with your pencil. This surface will be a reference point
for determining other dimensions of the sanding block.
. In the model rack, you will find a demonstration model of the
Sanding Block (No. 2) which has been completed to this point. How
does your surface compare with the surface of the model? It should
look as good or better.
k. Take your work to your instructor so that he can check it.
Comments
Instructor's
Initials
The surrac,e must meet the approval of the instructor before you
can take the evaluation.
OPTIONAL READING: You can find more about planing faces of stock in the
following books:
Hand WoodworkinA_Ig,211 by Delmar, pages 120 to 122.
Technical Woodworking by Groneman and Glazener, pages 122 to 123.
-6-
SUMMARY:
You have just completed the first step in dressing a piece of stock
(milling) with hand tools. You have also planed one surface smooth,
flat, or true, which will be your reference point or working face
(WF).
Name
Date
STUDENT EVALUATION
Unit 21
1. Which sketch below shows the proper direction of the plane when youare planing a surface?
2. List the steps used to test a flat surface for straightness (for bothmethods).
Method 1.
Method 2.
.=1...11..11.
...C
3. Explain how pressure is to be applied to a plane when you are
planing a surface.
/1.1,
4. State the two ways that stock may be held in place when you are planing
it.
1.
,
-
5. Demonstrate to your instructor how the square blade is used for testing
a true surface.
Student must get all questions correct.
Comments
Instructor's
Initials
Instructor's
Initials
Date
-I0-.
OJESCT ABLE
iiERVICE TEE-07QUINCY VOCATIONAL-TECHNICAL SCHOOL MATERIALS
QUINCY, MASSACHUSETTS
Project ABLEUnit 27Activity--Preparing Stock
Name
Vocational Family--General WoodworkingCourse--Basic WoodworkingDate StartedDate Completed
I OBJECTIVE: I
To dress a piece of stock to thickness so that the surface is parallel tothe working surface and is flat and smooth.
I EQUIPMENT AND MATERIALS REQUIRED: 1
1. Blueprint S-1, "The Sanding Block"2. Scratch Gage (Marking Gage)3. Pencil with a chisel point4. Try Square5. Hand Plane6. Measuring Rule7. Chalk and Surface Plate (optional)8. Sanding Block (stock with a W.F., W.E.
OVERVIEW:
, working end--cut to length)
In doing any woodworking job, it is necessary to cut and shape the piece orpieces to size. The size may be the whole job or part of a number of piecesused to complete the job. First, the piece or pieces are cut to a rough
size. You should allow at least 1/8 to 1/2 inch to the length and width.Generally, the rough thickness is determined by the thickness of stockavailable. This may be 1/4- to 1/2-inch thicker than the actual size of thepart or job. This allowance will enable you to trim any deformities in thestock. Then you can obtain the true, smooth, surface required in woodworking.The operation of taking off excess stock to obtain a desired size is calleddressing stock to size or dressing the stock. Another term often used ismilling the stock to size.
From your Units 21 and 22, /ou obtained a working face (W.F..) and a workingedge (W.E.) on your sanding block. Your next task is to dress your piece tothe required thickness, parallel to the working surface.
PROJECT ABLE
gERV10E TESTMATERIAL-,
t LEARNING ACTIVITIES:.]
a. Set your Marking Gage to the required thickness by placing thehead of the gage against the end of your rule. Then slide thebeam until the spur fits the des.ired dimension line.
b. With the head of the Marking Gage held firmly against theworking face (W.F.), mark the stock to thickness. hark allaround the edges as shown below. Then mark the line with achisel point Pencil.
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Marking.stock to thicknesswith marking gauge
c. Using your bench stop or vise, position the stock in the properplaning position. Plane the surface down until you have splitthe thickness line (see picture below). Test often for level-ness and for wind. 'use your square or surface place as you didfor acquiring the working face (W.F.).
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17GACreLI NE
AFTERPLANED
d. Check the stock for proper thickness. Do this by measuring,carefully, at several points on both edges and ends.TSee sketch below.)
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. MEASURIN6. 7HETHIckasIESs WITH
8LoCK A141)RULE
e. Set the plane for a very light cut. Check the surface with a
square or surface plate. vlane carefully any high spots that
still remain.
f. When you think your block is done accurately, compare it with
the learning aid sample in the learning aid cabinet (marked
sanding block). The quality and accuracy must be as good or
better. If it is, call your instructor over to your bench andhave him check it out.
SUGGESTIONLJ
Before you call your instructor, you can accurately find out howclose you are to having the stock parallel and accurate. Set a
pair of outside calipers to the required dimension. Slide the
calipers across the thickness at several places from the edges and
ends. The jaws or legs of the calipers must slide along the thick-
ness, just barely touching the surfaces. If the calipers slide tooloosely or bind, get another piece and try again (or plane down thehigh spots until the calipers fit properly). If the thickness is
within 1/32 inch of the dimension on the print, call your instructorto check your work.
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Comments:
Instructor's Initials
I OPTIONAL READING OR VIEWING: I
Film strip #002/09. Title: Squaring a Board to a .S.pecified Size.
Hand Woodworking Tools by Delmar, pages 120-127.
!SUMMARY:
In accomplishing the objective required by this unit you have learnedhow to dress a piece of stock,using hand tools, to thickness. This
is the fifth step in Dressing Stock to size. You have also learnedthe most accurate method for measuring the thickness of a board. This
is done with a rule and a pair of outside calipers.
A
Project ABLEUnit 27STUDENT EVALUATION
Name
P RgilECT ABLE
SERNMC:E TEEE515QUINCY VOCATIONAL-TECHNICAL SCHOOL MATE:AIM-5
QUINCY, MASSACHUSETTS
Vocational Family--General WoodworkingCourse--Basic Woodworking
U-se Trainer-Tester Response Card TT No. 2-11. Use blocks 21-25 on cardmarked #25.
1. Lines locating the thickness of a board are applied by:
a. a chisel-point pencil and ruler.o. planing stock until you meet a pencil line and often checking
the thickness with outside calipers.c. using a scriber and a metal straight edge, usually a square
blade.d. using a marking gage held firmly against the working face.
2. The two most accurate methods for measuring the thickness of stockis by:
a. splitting the.line and checking it with a square blade.b. using a pair of calipers and a scratch gage set to
dimension.c. having a flat piece of stock against the W.F. and butt the
end of a rule up against it; and using a pair of outside calipers.d. checking the surface with a square blade and using a pair of
outside calipers.
3. Which of the cross-sectional sketches below best show splitting a linewhen planing to a thickness.
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13
DOROJECI ABLE
WIFF5 ZEIT
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4. To use a marking gage properly, it is:
a. pushed in the direction away from you while keeping the headfirmly against a working face.
b. pushed away from you while keeping the head firmly againsta working end.
c. pulled toward you while keeping the head firmly against aworking face.
d. pulled toward you while keeping the head firmly against aworking end.
5. Which of the steps below have you just completed in dressing a pieceof stock?
a. Planed a working surface flat and smooth.b. Planed an edge straight, square, and smooth to the W.F.c. Planed two surfaces to thickness fiat and true.d. Planed a surface flat and smooth to thickness.
Student must answer all five questions correctly.
Comments:
Instructor's Initials
EffortConductAttitudeNeatnessApplication of Previous MaterialCooperationAccuracy
Refer to criteria sheet for woodworking.
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