document resume - eric · 2014-05-19 · document resume. ed 422 482 ce 077 005. title educational...

DOCUMENT RESUME

ED 422 482 CE 077 005

TITLE Educational Resources for the Machine Tool Industry.Executive Summary.

INSTITUTION Texas State Technical Coll. System, Waco.SPONS AGENCY Office of Vocational and Adult Education (ED), Washington,

DC.; National Science Foundation, Arlington, VA. Div. ofUndergraduate Education.

PUB DATE 1998-00-00NOTE 197p.; For related documents, see ED 401 431-445 and CE 077

006-017. Product of the MASTER (Machine Tool Advanced SkillsTechnology Educational Resources) Consortium.

CONTRACT DUE-9553716PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS Competence; Competency Based Education; Curriculum Design;

Curriculum Guides; *Job Skills; Job Training; *Machine ToolOperators; Manufacturing Industry; Postsecondary Education;Program Development; *Program Implementation; *Sheet MetalWork; *Technical Education; Vocational Education

ABSTRACTThis document describes the MASTER (Machine Tool Advanced

Skills Educational Resources) program, a geographic partnership of seven ofthe nation's best 2-year technical and community colleges located in sevenstates. The project developed and disseminated a national training model formanufacturing processes and new technologies within the American machine toolindustry. Goals of MASTER include the following: (1) assess instructionalmaterials from an industry point of view; (2) design and develop acomprehensive series of instructional support materials with laboratoryexperiments specific to the machine tool and metals-related industries; (3)

conduct pilot programs to evaluate content and effectiveness; (4) assessstudents at point of entrance and exit; and (5) compile and package projectdeliverables in CD-ROM format for national dissemination. This documentcontains the following: project methodology, development center profiles,pilot program descriptions and evaluations, acknowledgments, careerenhancement and technical modules, career action plan model, job developmentcenter model, internship model, and industry training model. The modules andmodels each include an overview, descriptions, and specific information aboutits content. Three attachments contain sample materials from the Machiningmodule, one of 11 technical modules developed by the project. (KC)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

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LeMACHINE TOOL ADVANCED SKILLS TECHNOLOGY EDUCATIONAL RESOURCES

a consortium of educators and industry

EDUCATIONAL RESOURCESFOR THE

MACHINE TOOL INDUSTRYi/UCA

.S. DEPARTMENT OF EDUCATIONice of Educational Research and Improvement

E TIONAL RESOURCES INFORMATIOICENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Executive Summary

4,Supported by the National Science Foundation's Advanced Technological Education Program

MACHINE TOOL ADVANCED SKILLS TECHNOLOGY EDUCATIONAL RESOURCES

a consortium of educal;ors and industry

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Executive Summary

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ACKNOWLEDGEMENTS

This project was made possible by the cooperation and direct support of the followingorganizations:

National Science Foundation - Division of Undergraduate EducationMASTER Consortia of Employers and Educators

MASTER has built upon the foundation which was laid by the Machine Tool AdvancedSkills Technology (MAST) Program. The MAST Program was supported by the U.S.Department of Education - Office of Vocational and Adult Education. Without this priorsupport MASTER could not have reached the level of quality and quantity that is containedin these project deliverables.

MASTER DE LOPMENT CENTERSAugusta Technical Institute - Central Florida Community College - Itawamba CommunityCollege - Moraine Valley Community College - San Diego City College (CACT) - SpringfieldTechnical Community College - Texas State Technical College

INDUSTRIESAB Lasers - AIRCAP/MTD - ALCOA - American Saw - AMOCO Performance Products -Automatic Switch Company - Bell Helicopter - Bowen Tool - Brunner - Chrysler Corp. -Chrysler Technologies - Conveyor Plus - Darr Caterpillar - Davis Technologies - DeltaInternational - Devon - D. J. Plastics - Eaton Leonard - EBTEC - Electro-Motive -Emergency One - Eureka - Foster Mold - GeoDiamond/Smith International - GreenfieldIndustries - Hunter Douglas - Industrial Laser - ITT Engineered Valve - Kaiser Aluminum- Krueger International. - Laser Fare - Laser Services - Lockheed Martin - McDonnellDouglas - Mercury Tool - NASSCO - NutraSweet - Rapistan DEMAG - Reed Tool - ROHR,International - Searle - Solar Turbine - Southwest Fabricators - Smith & Wesson -Standard Refrigeration - Super Sagless - Taylor Guitars - Tecumseh - Teledyne Ryan -Thermal Ceramics - Thomas Lighting - FMC, United Defense - United TechnologiesHamilton Standard

COLLEGE AFFILIATESAiken Technical College - Bevil Center for Advanced Manufacturing Technology - ChicagoManufacturing Technology Extension Center - Great Lakes Manufacturing TechnologyCenter - Indiana Vocational Technical College - Milwaukee Area Technical College -Okaloosa-Walton Community College - Piedmont Technical College - Pueblo CommunityCollege - Salt Lake Community College - Spokane Community College - Texas StateTechnical Colleges at Harlington, Marshall, Sweetwater

EEDERALIABSJet Propulsion Lab - Lawrence Livermore National Laboratory - L.B.J. Space Center(NASA) - Los Alamos Laboratory - Oak Ridge National Laboratory - Sandia NationalLaboratory - Several National Institute of Standards and Technology Centers (NISI) -

Tank Automotive Research and Development Center (TARDEC) - Wright Laboratories

SECONDARY SCHOOLSAiken Career Center - Chicopee Comprehensive High School - Community High School(Moraine, IL) - Connally ISD - Consolidated High School - Evans High - GreenwoodVocational School - Hoover Sr. High - Killeen ISD - LaVega ISD - Lincoln Sr. High - MarlinISD - Midway ISD - Moraine Area Career Center - Morse Sr. High - Point Lamar Sr. High -

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Pontotoc Ridge Area Vocational Center - Putnam Vocational High School - San Diego Sr.High - Tupelo-Lee Vocational Center - Waco ISD - Westfield Vocational High School

ASSOCIATIONSAmerican Vocational Association (AVA) - Center for Occupational Research andDevelopment (CORD) - CIM in Higher Education (CIMHE) - Heart of Texas Tech-Prep -Midwest (Michigan) Manufacturing Technology Center (MMTC) - National Coalition ForAdvanced Manufacturing (NACFAM) - National Coalition of Advanced Technology Centers(NCATC) - National Skills Standards Pilot Programs - National Tooling and MachiningAssociation (NTMA) - New York Manufacturing Extension Partnership (NYMEP) -Precision Metalforming Association (PMA) - Society of Manufacturing Engineers (SME) -Southeast Manufacturing Technology Center (SMTC)

MASTER PROJECT EVALUATORSDr. James Hales, East Tennessee State University and William Ruxton, formerly with theNational Tooling and Machine Association (NTMA)

NATIONAL ADVISORY COUNCIL MEMBERSThe National Advisory Council has provided input and guidance into the project since the beginning.Without their contributions, MASTER could not have been nearly as successful as it has been. Muchappreciation and thanks go to each of the members of this committee from the project team.Dr. Hugh Rogers-Dean of Technology-Central Florida Community CollegeDr. Don Clark-Professor Emeritus-Texas A&M UniversityDr. Don Edwards-Department of Management-Baylor UniversityDr. Jon Botsford-Vice President for Technology-Pueblo Community CollegeMr. Robert Swanson-Administrator of Human Resources-Bell Helicopter, TEXTRONMr. Jack Peck-Vice President of Manufacturing-Mercury Tool & DieMr. Don Hancock-Superintendent-Connally ISD

SPECIAL RECOGNITIONDr. Hugh Rogers recognized the need for this project, developed the baseline concepts andmethodology, and pulled together industrial and academic partners from across the nationinto a solid consortium. Special thanks and singular congratulations go to Dr. Rogers forhis extraordinary efforts in this endeavor.

Dr. Don Pierson served as the Principal Investigator for the first two years of MASTER.His input and guidance of the project during the formative years was of tremendous valueto the project team. Special thanks and best wishes go to Dr. Pierson during his retirementand all his worldly travels.

All findings and deliverables resulting from MASTER are primarily based uponinformation provided by the above companies, schools and labs. We sincerelythank key personnel within these organizations for their commitment anddedication to this project. Including the national survey, more than 2,800 othercompanies and organizations participated in this project. We commend theirefforts in our combined attempt to reach some common ground in precisionmanufacturing skills standards and curriculum development.

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MASTER DEVELOPMENT CENTERTexas State Technical College

Texas State Technical College SystemDr. Fred Williams, PresidentTexas State Technical College, WacoWallace Pe lton, MASTER Principal InvestigatorTexas State Technical College, Waco

3801 Campus DriveWaco, TX 76705

College phone: 254/799-3611 or 800-792-8784fax:254/867-3380

Center phone: 254/867-4849, fax: 254/867-3380e-mail: [email protected]

Manufacturing in TexasEconomic trends have led Texas officials to recognize the need to better prepare workers for a changinglabor market. The downturn in the oil, natural gas, ranching and farming industries during the last decadediminished the supply of high-paying, low-skill jobs. Growth in Texas is occurring in the low paying, lowskills service industry and in the high skills, high paying precision manufacturing industry. In Texas,projected increases by the year 2000 include 4,050 jobs for machine mechanics (24% growth rate); 4,700jobs for machinists (18% growth rate); 3,850 numeric control operators (20% growth rate); and 107,150general maintenance repair technicians (23% growth rate). The National Center for Manufacturing Sciences(NCMS) identified that of the top twenty manufacturing states, Texas experienced the largest increase inmanufacturing employment. Manufacturing will add over 70,000 additional jobs in Texas by the year 2000with increases in both durable and non-durable goods.

Texas State Technical College (TSTC)Texas State Technical College System (TSTC) is authorized to serve the State of Texas through excellence ininstruction, public service, research, and economic development. The system's efforts to improve thecompetitiveness of Texas business and industry include centers of excellence in technical program clusterson the system's campuses and support of educational research commercialization initiatives. Through closecollaboration with business, industry, governmental agencies, and communities, including public and privatesecondary and postsecondary educational institutions, the system provides an articulated and responsivetechnical education system.

In developing and offering highly specialized technical programs and related courses, the TSTC systememphasizes the industrial and technological manpower needs of the state. Texas State Technical College isknown for its advanced or emerging technical programs not commonly offered by community colleges.

New, high performance manufacturing firms in areas such as plastics, semiconductors and aerospace havedriven dynamic change in TSTC's curriculum. Conventional metal fabrication to support oil and heavymanufacturing remains a cornerstone of the Waco campus and is a primary reason TSTC took the lead indeveloping new curricula for machining and manufacturing engineering technology in the MAST program.

Development TeamPrincipal Investigator: Wallace Pelton served as the primary administrator and academic coordinatorfor the MASTER project.Subject Matter/Curriculum Expert: Steven Betros, Site Coordinator, was responsible for developingskill standards and course/program materials for the conventional machining, mold making andmanufacturing engineering technology components of the MASTER project.

Table of Contents

Part One

Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments

Part Two

Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model

--,

PART ONE

Table of Contents

Part One


Part Two


U

MASTER Executive Summary

Introduction

The past few years have seen vast amounts of discussion and money invested in skillstandards. It seems that almost everyone agrees on the importance and relevance ofskill standards, (in many cases these standards are already clearly defined for specificoccupations and certain occupational clusters) yet the discussion, without action,continues. How much more time must be spent before we move on? How much moremoney do we have to spend before we move forward? The time has come for educators,business and industrial leaders, and governments to move on to the next step.

The intent of the proposals of the National Skill Standards Board is the establishmentof a voluntary system which will guide the development and education of workers.Until these standards are in place, education and industry will continue doing as theyhave done since time immemorialthey will simply devise their own individualstandards as the need arises. Superficially, this traditional system is capable ofcarrying us into the future; actually, American demographics are sounding the deathknell of ad hoc standards.

In the Twentieth Century, science and technology progress at a rate unparalleled inhistory. The education of many workers is obsolescent even as they walk across thestage to receive their diplomas, outdated by the rapid pace of change in Americanindustry. Looking back, American workers could once learn a set of skills andcompetencies which would carry them, with minor modifications, throughout theirworking lives. Not only did they work for the same employers for most of their careers,the influx of new technologies was slow enough that they could be re-educated on thejob. Looldng forward, American workers are faced with an increasingly rapid changein what they must know simply to retain their current positions. As companiesembrace more and more new technology, many workers are forced out because the newtechnologies actually produce more with fewer workers. And these fewer positions goto those workers who are the best equipped with skills to operate and to maintain thenew equipment. Those who cannot keep pace educationally are lost.

Technical educators are faced with the same dilemma. For many years, technicaleducators have been both comfortable and successful with teaching the same skillswhich had served them so well in their industries. Some technical educators havebecome intimidated; they actually feel that they are incapable of learning the newtechnologies well enough to teach them. More commonly, educators who cling to theold technologies attempt to justify their stance with this type of reasoning: Nomachinist can truly run a CNC lathe unless he fully understands and can operate thetraditional engine lathe. As a result, many students who wish to enter technologicalcareers are being taught inefficient and in utile skills. Therefore, not only is the older

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worker being left behind, the younger student is not even taken to the proper startingline! The student is left behind at the very beginning, innocently following the tracklaid out by the instructors, not realizing that this road leads nowhere.

Against this backdrop, American industry stands on the edge of internationalcompetition. Either we shall bridge this chasm with educated workers, or we shall findourselves broken on its rocky bottom. Industry, education, and government must workin unprecedented cooperation to identify the skills and knowledge required by themodern world, and to establish the levels at which workers are expected to perform.Once this is accomplished, industry, unions, and educators will all work from the sameblueprint. Industry will be assured of a competent workforce, whether from new hiresof graduates or from the re-education of current workers. Educators will be assuredthat their teaching materials and methods are those which will truly prepare theirstudents for the real jobs that exist in the workplace. New graduates, who once wouldhave been forced to abandon their recently-chosen professions for different educationalpaths, will be assured that what they learn is what they need.

Without such a confluence of industry and education, guided by the government, thestudents who choose to follow careers in industry will surely abandon those careers.In addition, they will advise those younger than themselves that careers in industryare dead-ends and unfit to pursue under any circumstances. The pipeline of futureworkers will slowly run dry, leaving only a trickle to fuel the engines of Americanindustry.

There is only one method by which American industry and education can avert the lossof workers. They must agree on which skills workers need, and at what level they mustperform those skills. Whether this agreement leads to "Skill Standards" or"Performance Standards" is immaterial; industry and education have different namesfor the exact same thing! The first step has already been taken by the NSSB; now wemust go on.

The second step is the embedding of those same skill standards into the educationalestablishment and its curricula. Educators must benchmark their programs to thenational standards, and use these standards daily in their teachings. Only by such usecan the educational community truly serve the needs of its students. Part of thisprocess includes going to the local businesses and industries and asking a simplequestion: "What do you need?" While this may seem, at first glance, to be catering tothe industries, it is, indeed, taking care of the needs of the students. An automotivemechanic cannot be expected to be hired as a maintenance electrician; how then, canwe expect that undereducated students be hired at all?

Many skill standards projects have already dearly defined the skills and standards forseveral occupations, but this exercise is, in and of itself, relatively valueless. If thestandards languish on bookshelves, in filing cabinets, and on CD-ROMs, then all thetime and every cent of the money spent on identifying and quantifying them are

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utterly worthless. The payoffthe return to the taxpayer, to industry, and toeducationcomes only if' the standards are implemented and used to help peoplebetter their lives. This includes not only the student, whose economic horizon isbroadened extensively by a complete and modern education, but also industry, whoseprofits are enhanced by more skilled workers and lowered training costs.

The MASTER Program

There is a consortium of two-year technical colleges, supported by the National ScienceFoundation Division of Undergraduate Education, whose energies are already directedtoward the implementation of skill standards. We have taken the currently-proposedstandards of the metalworking occupations, such as the skill standards developed bythe National Institute for Metalworking Skills (NINIS), put these standards into lessonplans and laboratory exercises, and put these plans and exercises to work. Thisconsortium and its project are called the MASTER (Machine Tool Advanced SkillsEducational Resources) Program. The ultimate goal of MASTER is the completeimplementation of skills standards as described above, but its immediate goals includeevaluating existing educational materials and programs for the machine-tool andmetals-related industries, developing new materials and resources, and making thesematerials available to educators and industrialists throughout the United States.

Skill shortages in advanced skills technologies continue to severely limit theproductivity of the American machine-tool industry and the problem is becomingmoreacute due to a new generation of equipment that requires a higher level of knowledge-based technicians. This national need necessitates the training of multi-skilledmachine technicians capable of installing, integrating, maintaining, diagnosing,repairing, and modifying technologically advanced equipment systems. The survivalof existing industries and the successful introduction of new manufacturingenterprises with advanced technologies require the development of innovativeeducational programs, new curricula, and improved methods.

The problems confronting industry in providing the training and education requiredfor both entry-level and incumbent technicians include:

Use of outdated curricula by schools and collegesThe equipment evolution of the past five years has left curricula farther behindin metals and machining than in many other disciplines. Technicians are nolonger conversational with the new equipment in their laboratories at work.Adaptive controls, artificial intelligence, rapid tool changing, in-process gaging,expanded communications with the factory floor, and conversationalprogramming now allow technicians to determine the best way to get thingsdone. Unfortunately, most technicians have not been prepared to solve problemsat this level.

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Low academic skill levels and the lack of employability skillsPreviously, requirements for machine-tool technicians included mathematicsand reading skills of at least the tenth-grade level. Now, college-level skills areneeded. In addition to math and reading, the technician must have skills inscience and communications. To supplement the academic skills, the technicianmust also have the proper work-readiness skills These include a good workethic, a positive attitude, punctuality, a desire to do the job right, commoncourtesy, social skills, and the ability to work with multi-skilled teams in a highperformance workplace.

Lack of applicants for education in those skill areas that are critical tothe success of the nation's industrial basePost-secondary institutions and their industrial partners need to work moreclosely with public schools to give young people the vision and understandingof the opportunities and potential in the machine-tool and metals-relatedindustries. Many students who might find these industrial careers attractiveand fulfilling do not enter the fields simply because they do not know aboutthem. Both industry and post-secondary institutions must reach out evenfurther than they have before.

Education of technicians has not kept pace with the equipment evolutionand new process capabilitiesThe efforts of both small and large manufacturers to produce productsbenchmarked to world-class standards have resulted in a rapid evolution inequipment design. This has necessitated and enabled new developments inmulti-axis equipment with advanced controls and speeds of operation, severelychallenging the capabilities of technicians. Plant managers are saying that newmulti-task machine-tools are so advanced that even the expert workers cannotuse the range of equipment capabilities. Educational institutions have not beenimmune to this, either. Many schools have been forced to close their obsoleteprograms.

Work-based training, apprenticeships, and internships do not trulyintegrate with educationIndustry must be involved with education to ensure that, in work-basededucation, academic subjects dosely match required skills. Work-basedactivities and internships have not usually been structured, well-defined, ormeasured by learning objectives and competencies. Current apprenticeshipmethods have major shortcomings that must be addressed in the school-to-workera.

Need for flexible training approaches that provide the proper learningtools for special populations and adult learnersFundamental changes in training methods are required to meet the educationalneeds of women, minorities, immigrants, and disabled individuals who desire

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to enter the industry. Many training techniques appropriate for youth are notappropriate for adult learners. Special training programs are needed to servethe diverse individuals who will enter industry in the Twenty-First Century.

Aging of the skilled work force in machine-tool industries is reaching astage of crisis for precision manufacturersA tour of the Bell Helicopter TEXTRON plant in Dallas reveals a modern plantwith six hundred machinists, but those machinists are, on average, fifty-fiveyears of age. The plant manager wishes to hire one hundred qualifiedmachinists in the next twelve months, but local programs have been dosed. Asa result, Bell Helicopter TEXTRON has become a major partner in projectMASTER.

In response to these problems and concerns, MASTER has designed, developed, andwill disseminate new curricular materials for Associate of Science, Associate ofAppliedScience, and Certificate degree options in the machining and metals-relatedtechnologies. These new materials are based on existing skill standards whereverpossible. Since these occupational specialities generally require some form of externalexperiential based learning (i.e., co-ops, apprenticeships, or internships), theeducational materials are designed and prescribed for use by industry in competency-based training programs, as well as traditional one- and two-year colleges.

MASTER has worked jointly with industrial and educational partners to create newlearning programs which address the rapidly changing needs of the technology-drivenmachine-tool and metals-related manufacturing industry. The five key goals and theresponse to each of these goals are explained below.

Industrial AssessmentMASTER performed a comprehensive, industry-wide assessment ofinstructional materials needed to support present and future training needs,especially as they relate to increased productivity and enhanced globalcompetitiveness. Particular emphasis was placed on the needs for structuringand enhancing apprenticeship activities that are extensions of post-secondary,experiential learning

Educational Materials and Laboratory MaterialsMASTER has designed and developed a comprehensive series of instructionalsupport materials, with laboratory experiments and assessments specific to themachine-tool and metals-related industries, which is current with modernequipment and advanced and emerging technologies.

Pilot ProgramMASTER has conducted a two-year pilot program with over four hundredselected applicants to evaluate the laboratory content of the materials and theireffectiveness.

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Student AssessmentAll the students were tested at the point of entry for both theoretical andpractical knowledge of their subjects. They were periodically evaluatedthroughout their attendance of the program, and were evaluated once more attheir departure. A final evaluation, based on their work performance inindustry, awaits.

Project PublicationsMASTER is compiling and will package the program model on CD-ROM fornational dissemination. The model includes course syllabi, references torequired text(s), and instructor handbooks with lesson plans. Student laboratoryhandbooks with recommended laboratory equipment and experiments will bemade separately available.

As previously mentioned, MASTER is a consortium made up of seven of the nation'sbest community and technical colleges, located in states housing one-third of thedensity of metals-related industries in the United States. These partner colleges havedesigned, developed, and tested the curricular materials. The MASTER developmentcenters are:

Texas State Technical College - Waco, TX (lead);Augusta Technical Institute - Augusta, GA;Itawamba Community College - Tupelo, MS;Moraine Valley Community College - Chicago, IL;San Diego City College (CACI) - San Diego, CA;Springfield Technical Community College - Springfield, MA; and,Central Florida Community College - Ocala, FL.

MASTER has worked with many industry partners (many of whom are listed below)in the research, development, and validation of the project publications.

Bell Helicopter TEXTRONChrysler Technologies Airborne SystemsALCOALockheed MartinNASSCOSouthwest FabricatorsMcDonnell DouglasMercury Tool & MachineSolar TurbinesD J PlasticsFoster MoldReed ToolLaser Services, Inc.National Oil Well

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Tecumseh ProductsGreco SystemsAmerican Saw & Mfg. Co.Fulghum IndustriesTime ManufacturingG&W Electric CompanyMOOG AutomotiveTeledyne Ryan AeronauticalFMC CorporationAndrew CorporationMorrison ProductsTexas Iron WorksBaker Oil ToolSmith International.

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MASTER also formed partnerships with the national laboratories, NIST centers, andother professional organizations, and worked closely with the following national skillstandards projects (which were funded by the U.S. Department of Education and theU.S. Department of Labor):

Advanced High Performance Manufacturing - National Coalition for AdvancedManufacturing (NACFAM)Computer Aided Drafting and Design - National Coalition for AdvancedManufacturing (NACFAM)Metalworking - National Institute for Metalworking Skills (NIMS) inpartnership with the National Tooling and Machining Association (NTMA)Welding - American Welding Society (AWS).

MASTER was charged with performing detailed job analyses and developing materialsfor the following metals-related occupations.

Manufacturing TechnicianGeneral MachinistIndustrial Maintenance MechanicComputer-Aided Drafting TechnicianTool and Die MakerAutomated Equipment Repair Technician

Advanced CNC and CAMInstrumentation TechnicianLaser MachinistMold MakerEDM TechnicianWelder

The map below will illustrate the geographical partnerships which made up MASTER.

MACHINE TOOL ADVANCED SKILLS TECHNOLOGY PROGRAMEDUCATIONAL RESOURCES PROGRAM

(MASTER)

BEST COP1 AVALABLE 7

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The Curriculum and Publications Resulting from the Work of Master Includethe Following:

1. Remediation courses in basic skills for incumbent workers wishing toupgrade their job skills;

2. A career-orientation module (180 hours) for school-to-work participants;

3. General education courses in mathematics, statistics, geometry, physicalsciences, physics, communications, reading, writing, and the social skillsnecessary for team building and problem solving;

4. Core courses in basic tools and machining principles, shop operations,machine blueprint reading, measurement tools, and quality principles;

5. Career enhancement and technical modules (180 hours) for use duringthe junior and senior high school years in basic machine-tool principalsand practices;

6. Advanced specialty area courses and models for the post-secondary level and competency-based training materials foreach of the occupations listed above. Each technology comes withthree different types of educational resources, with each typebeing bound separately. The three types of educational materialsare:a. Course Syllabi for AAS and certificate programs,b. Instructor's Handbook (competency-based), and,c. Student Laboratory Manual (competency-based);

7 An Industrial Training Model with educational materials, laboratoryexperiences, assessments, and certificates of competency for eachtechnical specialty; and,

8. A "Concept for Career Action" Plan, a Job Development Center, a CareerOrientation Module, and an Early Apprenticeship Model.

The MASTER publications will be compiled and packaged in both printed andmultimedia forms for dissemination. The MASTER project staff will disseminateprinted or multimedia materials to state, local, and national governmental,educational, and industrial organizations which have need for or interest in theMASTER materials. MASTER is also located on the Internet athttp://machinetool.tstc.edu.

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Conclusion

By getting the standards out of the library and into the lesson plan, off the shelf andinto the student's hand, America will see a return on it's investment. Education is notabout industry; it is about the people who make industry work. In some form oranother, all these people begin their working lives as students. Whether they areeducated by a technical school, by a university, by a huge international company, orby a small independent shop must be made irrelevant. Only national standards canachieve this goal, and only implemented, working standards can succeed.

In short, we as educators must move forward in three steps; we must:1. Identify, quantify, and adopt the skills standards;2. Recognize that these standards are useless until they are implemented;

and,3. Implant the standards in all aspects of the students' education.

If we as educators are not willing to do these three things, then let all the conferencesand discussion cease, and let us redirect our money and our energy to some project thatwill be implemented to benefit people as individuals, by increasing their values in theworkplace, by enhancing their opportunities, and by instilling in them the confidenceof true education.

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Table of Contents

Part One


Part Two


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MASTER - Project Methodology

Phase One - Research, Development, and Documentation

The Competency ProfileA large part of the work of MASTER was built on the research and documentationwhich was conducted and generated by the Machine Tool Advanced SkillsTechnology (MAST) Project. MASTER was designed and proposed as a follow-up toMAST. MAST was funded by the U.S. Department of Education, Office ofVocational and Adult Education (OVAE) and developed the skill standards andcompetency profiles from which MASTER based much of its work.

The project methodology was designed to build on the strength of the participatingcolleges' relationships with industry in order to ensure the relevance and credibilityof the skills standards and model curricula. Given the compressed time frame forconducting the industry survey, it was agreed that the consortium partners wouldemploy a modified version of the widely-used DACUM (Developing A Curriculum)process to identify the major types of skills required for employment in theoccupational areas. This modified DACUM process resulted in a "CompetencyProfile" for each of the occupational specialties.

The Duties and Tasks, recorded on the Competency Profile, were identified bypractitioners in the trade and are therefore "industry driven." A modified DACUMwas performed at industry sites and facilitated by representatives of eachdevelopment center. Panel members were identified on the Competency profile.Panel members were requested to identify job entry level skills and competencies,rank each Duty and Task, and identify the expected "sub-tasks" required to performeach Task within a given Duty. A complete list of industry generated Duties andTasks has been prepared for each occupational specialty and entitled "TechnicalWorkplace Competencies".

Additional skills for Mathematics, Science, and General Education courses werealso identified by the panel members. The panel generated a list of "Skills andKnowledge", "Traits and Attitudes", and "Future Trends and Concerns" and arelisted on the Competency Profiles.

Once final "industry validated" copy was secured, project personnel preparedextended course syllabi reflecting the industry's expectations of technicalcompetencies, SCANS skills, and expected exit level proficiencies for each specificoccupational specialty. Project personnel also developed competency-based trainingmodules for each of the Duties and Tasks on all Of the Competency Profiles.

It is this collection of Competency Profiles which is at the heart of every page ofMASTER and the single most important component of the entire MASTERProgram. These Competency Profiles provide a simple, straightforwardcommunication tool for bringing together schools, colleges, and industry to work

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together in providing the training and education necessary for the high-tech jobs ofthe future.

The Competency Course CrosswalkOnce the Technical Competencies were identified, a "Technical WorkplaceCompetency/Crosswalle was prepared identifying each required course in thecurriculum and the specific tasks which were taught in each respective course. An"Exit Proficiency Level Matrix" was developed for the Technical WorkplaceCompetencies and each task was assigned an expected proficiency level at minimumperformance level expectations of industry. The preparation of the "TechnicalWorkplace Competency/Crosswalk" allowed faculty to review, modify, and adjustcourse syllabi to meet the expected exit level proficiencies.

This emphasis on competency-based training has led MASTER to find tremendoussupport from industry, labor, and those within the skill standards movement. Skillstandards development projects generally follow either one of two basic approachesto documenting skill standards. One is referred to as the skill components modeland the other as the professional model. These two models differ along twodimensions - the conceptualization of the skill and the role of workers in thedevelopment and governance of the standards system.

Professional Model: The performance and responsibilities of professional workersare not characterized by dividing their jobs into a list of discrete tasks or skills andthen adding up tasks that the professional has mastered. The nuances of their rolesand responsibilities make narrowly defined listings of their skills difficult to define.Generally, most require government and/or state certification boards and formaltesting and experience duration requirements.

Skill Component Model: This model is based on the limited roles that front lineworkers are expected to carry out in traditional hierarchial organizations. Althoughthis approach tends to focus on duties and tasks, and not on the workcharacteristics expected of an employee in a high performance organization, it ismost often used by national pilot programs to document skills standards byoccupation. This project used the Skill Components Model in its methodology. Tohelp overcome the shortfalls of this model, soft skills were infused in the form ofSCANS to ensure all the required skills were addressed.

The Scans/course CrosswalkThese soft skills are often referred to as advanced generic skills or SCANS skills(named after the U.S. Secretary of Labor's 1991 Commission on AchievingNecessary Skills) They are based on the recognition of the inadequacy of previousperspectives on skills. Although they differ from the skill components model, theydo represent potential to expand the conceptualization of skills.

SCANS Competencies and specific classroom activities to address each SCANSCompetency have been identified for each of the technical courses, the general

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education courses and the remediation courses and are included in the methodology.

The Industry Wide Assessment of Educational ResourcesMASTER performed a comprehensive, industry-wide assessment of instructionalmaterials needed to support present and future training needs, especially as theyrelate to increased productivity and enhanced global competitiveness. Particularemphasis was placed on the needs for structuring and enhancing internship andapprenticeship activities which are extensions of post-secondary, experientiallearning.

Industry on-site visits involved a tour of facilities, review of pertinent jobdescriptions, and a modified DACUM process resulting in a Competency Profile foreach occupational speciality. Employers and employees described expectations ofworker skills, identified current required skills, and projected future trends.Employers in respective occupational specialties voiced their expectations fortraining of future employees.

Employers stated their expectations of any training programs and apprenticeshipsthat could lead to employment within their company. Expectations for prerequisitesand knowledge of math, sciences, and general education were also expressed fr eachoccupational speciality. Employers were presented with examples of the MASTERmaterials and asked to comment on the usefulness, ease of use, and potentialbenefit of the MASTER materials.

Once the project staff had developed several acceptable examples ofinstructional/training materials, a national survey was conducted. Over 2800companies were surveyed concerning the format and content of the MASTERmaterials. With a six percent participation by the surveyed companies, project stafffinalized these formats and resources and began preparing for the pilot programswhich would be conducted at each of the participating institutions and participatingcompanies.

PHASE TWO - Testing and Evaluation

The second phase of the project included curricula revisions by institutions andtraining providers and field testing of the revised curricula with students recruitedas experimental groups.

MASTER conducted pilot programs at each partner college with over one thousand(total) selected applicants to evaluate the classroom and laboratory content of thematerials and their effectiveness. Pilot programs were also conducted incooperation with participating industries to evaluate the effectiveness of MASTER'smaterials for upgrade training with incumbent workers.

MASTER tested students enrolled in the pilot programs at point of entry for boththeoretical and practical knowledge of their subjects. They were periodically

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evaluated throughout their attendance of the program and were evaluated oncemore at their departure from the program(s). Final evaluation, based on workplaceperformance, is an ongoing process and is an ongoing process.

Apprenticeship experiences were also defined and enhanced as part of the process.It is known that internships and apprenticeships currently lack definition anddocumentation of value-added experiences.

PHASE THREE - Production of Deliverables

MASTER designed and developed a comprehensive series of instructional supportmaterials, with laboratory experiments and assessments specific to the machine-tool and metals-related industries. MASTER's training and educational resourcesare current with modern equipment and advanced and emerging technologies.

Once all formats and guidelines had been fmalized by the project staff, theseformats were approved by the MASTER National Advisory Council and theNational Science Foundation.

Each MASTER development center undertook the huge task of developing theassigned course syllabi and technical training modules for their assigned specialtyareas.

MASTER Project DeliverablesThe following is a list of project deliverables which were promised in the originalMASTER proposal, which was funded by NSF.

Remediation Courses in basic skills (reading, writing and math)

General Education Courses (which support the technical specialties)

Core Courses in basic tools and machining principles, shop operations,machine blueprint reading, measurement tools, and quality principles(imbedded in the technical specialties below)

Career Orientation & Technical Modules (180 hours) tailored for highschool students in basic shop tools and machine practices

Technical Specialty Area Courses/Models and Competency-BasedTechnical Training Modules for the following occupational specialties:

Automated Equipment Repair Technician (AET)Computer-Aided Drafting and Design Technician (CAD)Advanced CNC and CAM Technician (CNC)Industrial Maintenance Mechanic (IMM)Instrumentation Technician (INT)Laser Machinist (LSR)

Conventional Machinist (MAC)Manufacturing Technician (MFG)Mold Maker (MLD)Tool and Die Maker (TLD) (includes EDM) (EDM)Welder (WLD)

Industrial Training Model which outlines the use of the MASTER technicalmodules for industrial training programs

Concept Documentation for Career Action Plan, Job Development Center,and Internship Model in support of school-to-work.

Deliverables Formats and PackagingAll Master deliverables have been disseminated by the following methods: InteractiveCD-ROM and bound volumes

Interactive CD-ROMAll of the MASTER deliverables listed above have been included on the CD-ROM. TheCD-ROM has been designed and formatted in such a way as to closely follow theorganization of the printed materials described below.

Printed and Bound VolumesMASTER deliverables have also be packaged and disseminated in hard copy. Becauseof the tremendous volume of these materials, these sets of printed materials have beenused for limited distribution only. Sets of printed materials have been distributedto the National Science Foundation, all partner development centers and projectevaluators.

MASTER partner colleges are also exploring ways of making printed sets of materialswill also be made available, by special request, through some type of cost recoveryprocess. Information about this request process may be obtained from our web site athttp://machinetool.tstc.edu. Printed volumes have taken the forms shown below:

EXECUTIVE SUMMARY containing the following:1. Executive Summary2. Project Justification and Methodology3. Development Center Profiles4. Acknowledgments

CAREER DEVELOPMENT containing the following:1. Career Orientation and Technical Modules2. Career Action Plan Model3. Job Development Center Model5. Internship Model6. Industrial Training Model

REMEDIATION & GENERAL EDUCATION COURSES ANDTECHNICAL MATHEMATICS MODULES containing the following:

1. Course Syllabi - Remethation Courses2. Course Syllabi - General Education Courses3. Technical Mathematics Modules

COURSE SYLLABI FOR EACH TECHNICAL SPECIALTYEach technical specialty has a book which contains the following:

1. IntroductionCompetency ProfileCurriculum and Course DescriptionsTechnical Competency/Course Crosswalk (I, R, M)SCANS

2. Individual Course Syllabi (by semester or quarter groupings)3. Pilot Program Narrative

INSTRUCTOR HANDBOOKS FOR EACH TECHNICAL SPECIALTYEach technical specialty has a book which contains the following:

1. Introduction2. Individual Technical Modules (by "Duty" groupings)

STUDENT LABORATORY MANUAL FOR EACH TECHNICALSPECIALTYEach technical specialty has a book which contains the following:

1. Introduction2. Individual Student Learning Modules (by "Duty" groupings)

ADMINISTRATIVE BOOK containing the following:1. Annual Reports2. Budget3. Correspondence4. Photos5. Project Close-out

PHASE FOUR - Final Dissemination

MASTER compiled and packaged the program models on CD-ROM for nationaldissemination. The model includes course syllabi, references to suggested texts,instructor handbooks with competency-based training modules, and studentlaboratory handbooks with recommended laboratory equipment and experiments toover 1000 interested and participating schools, industries and governmental agencies.

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MASTER DEVELOPMENT CENTER, AUGUSTA, GACenter for Advanced Technology

Augusta Technical Institute

Kenneth Breeden, CommissionerGeorgia Department of Technical and Adult EducationTerry Elam, PresidentAugusta Technical InstituteRay Center, DirectorCenter for Advanced Technology

3116 Deans Bridge RoadAugusta, GA 30906

College phone: 706/771-4000, fax: 706/771-4016Center phone: 706/771-4089, fax: 706/771-4091

e-mail: [email protected]

Manufacturing in the Augusta RegionAugusta is the second largest city in Georgia and manufacturing represents the largest sector of theAugusta economy. The region is home to 810 manufacturers employing 89,717 people, an industrialbase consisting of about 75% process control and 25% discrete parts production facilities. Majorareas of emphasis for industry include technology transfer, factory floor training, and jobcertification programs. Growth of manufacturing in the region has been driven by Augusta's hightech development in electronics, process control, telecommunications, computers, medical servicesand instrumentation.

Augusta Technical Institute and Center for Advanced Technology (CADTEC)Augusta Technical Institute (AM is part of Georgia's Department of Technical and Adult Educationsystem, serving a large percentage of the two-state Central Savannah River area through its maincampus and satellite facilities. The student body includes vocational-technical and college prepstudents, as well as current workers seeking retraining or skills upgrade; ATI has long emphasizedoutreach and special attention to the needs of low income, rural and disadvantaged residents, aswell as displaced workers, single parents, women in non-traditional fields, and the disabled. In1983, the Institute used the opportunity to host one of Georgia's new regional advanced technologycenters (ATC's) to streamline its technical programs and thereby help to ensure the futureemployability of its students. ATI's Center for Advanced Technology (CADTEC) is designed toprovide technology research and demonstration, industry assessments, technical consulting, andindustry-specific contract training for the many established and emerging high tech companies inthe Augusta region.

Development TeamProject Director: Mr. Ray Center, Director of CADTEC, served as program director for theMASTER project.Subject Matter Expert: Ronnie Lambert, MS, MASTER Site Coordinator, had programresponsibility for developing skill standards based on the industry skills verification process,as well as developing course curricula and program materials for the MASTER pilot programin Industrial Maintenance Mechanic and Instrumentation Technician. Mr. Lambert has taughtIndustrial Maintenance Mechanic and Instrumentation for 32 years in colleges and industryacross the Southeast.

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MASTER DEVELOPMENT CENTER, OCALA, FLCentral Florida Community College

Central Floriea Community College P.O. Box 1388Ocala, FL 34478-1388

Dr. Charles R. Dessance, President College phone: 352-873-5823fax: 352-873-5883

Dr. Hugh Rogers, Project Administrator Center phone: 407-384-2155fax: 407-384-2157

Manufacturing in FloridaDuring the past two decades, the Central Florida region near Florida's Space Coast, Melbourne,Cape Canaveral, Coala, Orlando, and the 1-4 corridor to Tampa has experienced unprecedentedeconomic growth. This growth has been especially evident in the fields of aerospace, electronics,laser electro-optics, and simulation enterprises. From 1990 to 1997 the area's population grew bymore than 13 percent to approximately 4 million.

Manufacturing companies in the region now number more than 3000. The products manufacturedrange from aerospace to space launch equipment, advanced technology emergency vehicles, tosophisticated electronic and simulation components, circuit boards, laser equipment, wireless datasystems, communication devices, and metals fabrication. Much of the nation's aerospace, satellite,and space facilities are concentrated in the region, including NASA, Lockheed Martin, E.G. and G.Inc., Boeing, McDonnell Douglas, Rockwell, Raytheon, Grumman, and Harris Corporation.Electronic companies such as Siemens, AT&T, Lucent, and Motorola serve both U.S. and exportmarkets.

Central Florida, with three interstate highways (I-95, 1-4, and 1-75), is home to the University ofCentral Florida, its 27,000 students, and programs which include comprehensive engineering andengineering technology. Central Florida's growth has helped to fuel the State of Florida's growthto fourth largest state in the U.S. with a population of 14.6 million. By 2010 the state's populationis projected to increase by more than 13 percent with 9 percent of its total workforce involved inmanufacturing.

Central Florida Community CollegeCentral Florida Community College (CFCC), serving a total of 6,000 students, offers a center ofemphasis in Electronics, a Manufacturing Technology program with an internship requirement, anIndustrial Maintenance/Machining program, a CADD program, and a Computer Design/Applicationprogram. Ocala, home of the college, has rapidly become an industrial center, with LockheedMartin's Microelectronics Circuit Board Facility, and a second plant for Defense/CommercialSatellite Communications Manufacturing. E-One Corporation and other companies contribute to17 percent of the local workforce being engaged in manufacturing.

Development TeamProject Coordinator: Dr. Hugh Rogers, former Dean of Technical Education; served as theprimary administrator and academic coordinator for the MASTER project. He also conductedthe occupational skills profile interviews and benchmarked the welding instructional moduleswith review at four other colleges: Moraine Valley (Palos Hills, IL), IVY Tech (Terra Haute, Ind),Macomb Community College (Sterling Heights, MI), and Henry Ford Community College(Dearborn, MI).Subject Matter Experts: Mr Bill Rhodes and Mr Doug Wilson were responsible for developingskill standards and course/program materials for the welding technology components of theMASTER project. Other colleges and the American Welding Society.

MASTER DEVELOPMENT CENTER, TUPELO, MSItawamba Community College

Tupelo Campus

David Cole, PresidentItawamba Community CollegeCharles Chrestman, DeanCareer Education and Community ServicesDon Benjamin, Associate DeanCareer Education

653 Eason BoulevardTupelo, MS 38801

College phone: 601/842-5621, fax: 601/680-8423

Manufacturing in MississippiEvolving from a previously agrarian economy, the region served by Itawamba Conmumity College now contains asignificant industrial base. Approximately45% of employed adults in the surrounding area work in manufacturing,with the predominant industries including metal-working, machinery, paper products, rubber/plastics, electricalcomponents, furniture, apparel, and wood products. About 35-40% of all manufacturing employees work in thefurniture industry. After World War II, several major metal-working companies established branch plants in theTupelo area, a trend that has continued into the 1990's. Between 1975 and 1980, pressures of competition andtechnology caused a number of these companies to reconsider their continued presence in northern Mississippi,spurring action by regional economic development organizations to preserve an employment and tax base essentialto the community. Many of their economic development initiatives involved the community college, leading directlyto the establishment of its Tool and Die Making Technology program and introduction of training in CAD, CNC,robotics, and lasers.

Itawamba Community CollegeItawamba Community College (ICC) provides university transfer programs, associate degree career programs, non-credit customized industry training, and continuing education to a rural five-county area in northeast Mississippi. Ofthe local population of approximately 170,000 persons, 79% are white and 19% black; the student profile at theCollege roughly mirrors the racial composition of the general population, and a high percentage of students are fromlow-income households. The mission of the College includes the mandate to provide "educational services whichcontribute to the needs of new, expanding, or existing businesses and industries and to the training needs of thepeople." Accordingly, the College's instructional programs are designed with national trends and the needs of businessand industry in mind, and the objective of all courses and training is to provide both students and companies with whatthey need to succeed. The main campus is in Fulton and the vocational-technical campus in Tupelo.

Development TeamProject Director: Don Benjamin, Associate Dean of Career Education, served as program manager and academiccoordinator for the MASTER project.Site Coordinator: Barry Emison was responsible for industrial assessment and skills validation, as well asdevelopment of skill standards and course/progiam materials for the Tool and Die Technology component of theMASTER project Bany worked closely with Steve Zimmer of Syzygy, Inc., who conducted task analysis sessionswith teams of expert workers.Subject Matter Experts: Pat Masur, Basic Skills/Related Studies Instructor, served as advisor for basicacademic competencies, sharing responsibility with Mr. Emison for compiling data ftom industry surveys andinterviews during the skill standards development process. Donald Taylor and Terry Kitchens, Tool and DieTechnology Instructors, served as technical advisors for workplace competencies and developed course curriculaand program materials. They also served as co-instructors and coordinators for the MASTER pilot program inTool and Die Technology.

MASTER DEVELOPMENT CENTER, PALOS HILLS, ILCenter for Contemporary TechnologyMoraine Valley Community College

Dr. Vernon 0. Crawley, PresidentMoraine Valley Community CollegeDr. Richard HinckleyDean, Workforce Development and Community ServicesMr. Richard KukacAssociate Dean, Business and Industrial Technology

10900 South 88th Ave.Palos Hills, IL 60465

College phone: 708/974-4300, fax:708/974-0078Center phone: 708/974-5410, fax:708/974-0078


Manufacturing in Moraine ValleyThe metropolitan Chicago area, including northwestern Indiana, is among the most heavilyindustrialized areas of the United States. The neighboring Moraine Valley area is home to hundredsof the small- to medium-sized companies that supply the larger industrial concerns, includingdesign, fabrication, metal-working and parts-assembly firms. The diversity of industry in the regionand the continual need for qualified entry-level technicians and retraining of current workers hascreated a great demand for the development of industrial training and the services of MoraineValley Community College and its Center for Contemporary Technology.

Moraine Valley Community College (MVCC) and the Center for Contemporary Technology(CTT)Moraine Valley Community College (MVCC) is a public, postsecondary institution serving all or partof 26 communities in the southwest suburban area of Cook County, representing a population ofmore than 380,000. Located 25 miles southwest of downtown Chicago in Palos Hills, the college isthe fourth largest community college in Illinois and serves a diverse student body drawn from thesurrounding communities. The focal point for business and industry training in Moraine Valley isthe 124,000 s.f. Center for Contemporary Technology (cro. Opened in 1988, the Center is amongthe finest and most diverse advanced technology centers (ATC's) in the nation, with over $6 millionof equipment and technology to provide training and education in Automated Manufacturing;Automotive Technology; Computer-Aided Design; Electronics/Telecommunications; EnvironmentalControl Technology; Information Management; Machining; Mechanical & Fluid Power Maintenance;Non-Destructive Evaluation; and Welding.

Development TeamProject Director: Richard Hinckley, PhD., Dean of Instruction for Workforce Developmentand Community Services and manager of the Center for Contemporary Technology, servedas director for the MASTER project.Subject Matter Expert: Charles H. Bales, Instructor of Mechanical Design/Drafting, hadprogram responsibility for developing skill standards and course/program materials for themechanical design/drafting component of the MASTER project. Professor Bales also servedas lead instructor for the MASTER pilot program in Computer-Aided Drafting and Design(CADD) Technician.Skills Validation Coordinator: Richard Kukac, MPA, Associate Dean of Instruction ofBusiness and Industrial Technology, coordinated the industry skills verification process forMASTER and facilitated the industry validation sessions with teams of expert practitionersfrom the skill area.

MASTER DEVELOPMENT CENTER, SAN DIEGO, CACenter for Applied Competitive Technologies

San Diego City College

Augustine P. Gallego, ChancellorSan Diego Community College DistrictJerome Hunter, PresidentSan Diego City CollegeJoan A. Stepsis, Dean/DirectorCenter for Applied Competitive Technologies

1313 Twelfth AvenueSan Diego, CA 92101-4787

College phone: 619/230-2453, fax: 619/230-2063e-mail: [email protected]


Manufacturing in the San Diego RegionManufacturing represents a major sector of the San Diego economy, accounting for almost one outof every four dollars (24%) of San Diego's gross regional product. The county is currently home toapproximately 3,500 manufacturers employing roughly 110,000 San Diegans. During the first halfof the 1990s, manufacturing in San Diego was hard hit by the downturn in military and defensespending which accompanied the end of the cold war. Many of the region's largest aerospacecontractors rapidly downsized or moved their plants out of state, leaving a large supplier base thatneeded to modernize its manufacturing processes and convert to commercial markets. Rapidrecovery of manufacturing in the region has been driven by San Diego's high tech research anddevelopment sectors in electronics, telecommunications, software, advanced materials,biotechnology, and medical instrumentation.

San Diego City College and its Center for Applied Competitive Technologies (CACT)San Diego City College is an urban, minority institution, serving a large population of students fromimmigrant, disadvantaged, and low income households. In 1990, the College saw an opportunity tomodernize its technical programs and improve the employment outlook for many of its students byagreeing to host one of the State of California's eight new regional manufacturing extension centers,the Centers for Applied Competitive Technologies (CACTs). The advanced technology centers weredesigned to assist local companies to modernize their manufacturing processes and convert fromdefense to newly emerging, technology-based commercial markets. This strategic partnershipbetween the College and its resident CACT has proven to be highly successful. In developing theprograms and lab facilities to serve the needs of regional manufacturing companies, the San DiegoCACT and City College have simultaneously modernized the manufacturing and machine technologycredit offerings of the College, thereby providing a well-trained, technically competent workforcefor industry and enhancing career opportunities for students.

Development TeamProject Director: Joan A. Stepsis, Ph.D., Dean/Director of the CACT-SD, served asprogrammatic manager and academic coordinator for the MASTER project.Subject Matter Expert: John C. Bollinger, Assoc. Prof. of Machine Technology, hadprogrammatic responsibility for developing skill standards and course/program materials forthe Advanced CNC and CAM component of the MASTER project. Professor Bollinger also servedas the lead instructor for the MASTER instructional pilot for his specialty area.Subject Matter Expert: Douglas R. Welch, Assoc. Prof. of Manufacturing, had programmaticresponsibility for developing skill standards and course/program materials for the AutomatedEquipment Technology (AE'r) and Machine Tool Integration (CIM) component of the MASTERproject. Professor Welch also served as lead instructor for the MASTER instructional pilot forhis specialty area.Site Coordinator: Mary K. Benard, MBA, CACT-SD Business/Operations Manager,coordinated the industry project activities for MASTER.

MASTER DEVELOPMENT CENTER, SPRINGFIELD, MACenter for Business and Technology

Springfield Technical Community College

Dr. Andrew M. Scibelli, PresidentSpringfield Technical Community College

Dr. Thomas E. Holland, Vice PresidentCenter for Business and Technology

One Armory SquareSpringfield, MA 01105

College phone: 413/781-7822, fax: 413/781-5805Center phone: 413/781-1314, fax:413/739-5066


Manufacturing in New EnglandAccording to a 1994 survey from the U.S. Bureau of Labor Statistics, approximately 17% of theemployment in New England is manufacturing-related, 32% is service industry, 22% is tradeindustry, and 29% are other industries. Recent studies show that there are four major areas ofemerging growth in technical employment: (1) telecommuncations, (2) biotechnology, (3)environmental technology, and (4) advanced manufacturing technology. Telecommunications,environmental technology and biotechnology are among the top four new growth industries of theregion, now constituting a total of more than 205,000 new jobs (NEBHE, 1994). Whilemanufacturing -- long a primary sector of the New England economy -- has declined in the post-coldwar era, it still comprises roughly 20% of the employment base of the six-state region. The natureof manufacturing in New England, however, is changing in terms of the technologies of design andproduction, the materials used, and the products developed. The application of photonics, whichincludes laser machining, is a key emerging technology inherent in all four of the above industries.

Springfield Technical Community College and the Center for Business and TechnologySpringfield Technical Community College (STCC) is a public post-secondary institution locatedwithin an hour's drive to over 750 metal-machining, optics and photonics manufacturing firms inMassachusetts and Connecticut. The only technical college among the fifteen community collegesin the Commonwealth of Massachusetts, the College is situated between two large urban,disadvantaged communities and serves a highly diverse student body: over 26% of its students areminority, 52% are female, and the average age of all STCC students is twenty-seven. STCC'sAdvanced Technology Center (ATC) has close to $8 million in technical facilities and equipment inthe areas of laser-electro optics, electronics, mechanical technologies (CAD, CNC, CAM), computer-integrated manufacturing (CIM), environmental technology, and the most current computerhardware and software to support manufacturing-related training. STCC also employs a cadre offaculty experts in these technologies who enable the ATC to conduct industry assessments, technicalconsulting, and industry-specific contract training for the more than 300 small- and medium-sizedcompanies throughout western Massachusetts and Connecticut. The majority of client companiesare primary suppliers to the hundreds of defense contractors in New England, including such majorfirms as United Technologies, Pratt & Whitney, General Electric, Raytheon, and Lockheed-Martin.

Development TeamProject Director: Thomas E. Holland, Ph.D., Vice President of the STCC Center for Businessand Technology, served as overall director for the MASTER project.Co-Project Directors: Gary J. Masciadrelli, MSME, Department Chairman of the STCCMechanical Engineering Technology Department, and Nicholas M. Massa, MSEE, ProgramCoordinator for the Laser Electro-Optics Technology program, shared programmaticresponsibility for conducting industry assessment, designing curricula, administering the pilotprogram, and developing skill standards and course/program materials for the Laser Machiningcomponent of the MASTER project.

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MASTER DEVELOPMENT CENTER, WACO, TXTexas State Technical College

Dr. William Segura, ChancellorTexas State Technical College SystemDr. Fred Williams, PresidentTexas State Technical College, WacoWallace Pe lton, MASTER Principal InvestigatorTexas State Technical College, Waco

3801 Campus DriveWaco, TX 76705

College phone: 254/799-3611 or 800-792-8784fax:254/867-3380


Manufacturing in TexasEconomic trends have led Texas officials to recognize the need to better prepare workers for achanging labor market. The downturn in the oil, natural gas, ranching and farming industriesduring the last decade diminished the supply of high-paying, low-skill jobs. Growth in Texas isoccurring in the low paying, low skills service industry and in the high skills, high paying precisionmanufacturing industry. In Texas, projected increases by the year 2000 include 4,050 jobs formachine mechanics (24% growth rate); 4,700 jobs for machinists (18% growth rate); 3,850 numericcontrol operators (20% growth rate); and 107,150 general maintenance repair technicians (23%growth rate). The National Center for Manufacturing Sciences (NCMS) identified that of the toptwenty manufacturing states, Texas experienced the largest increase in manufacturing employment.Manufacturing will add over 70,000 additional jobs in Texas by the year 2000 with increases in bothdurable and non-durable goods.

Texas State Technical College (TSTC)Texas State Technical College System (TSTC) is authorized to serve the State of Texas throughexcellence in instruction, public service, research, and economic development. The system's effortsto improve the competitiveness of Texas business and industry include centers of excellence intechnical program clusters on the system's campuses and support of educational researchcommercialization initiatives. Through close collaboration with business, industry, governmentalagencies, and communities, including public and private secondary and postsecondary educationalinstitutions, the system provides an articulated and responsive technical education system.

In developing and offering highly specialized technical programs and related courses, the TSTCsystem emphasizes the industrial and technological manpower needs of the state. Texas StateTechnical College is known for its advanced or emerging technical programs not commonly offeredby community colleges.

New, high performance manufacturing firms in areas such as plastics, semiconductors andaerospace have driven dynamic change in TSTC's curriculum. Conventional metal fabrication tosupport oil and heavy manufacturing remains a cornerstone of the Waco campus and is a primaryreason TSTC took the lead in developing new curricula for machining and manufacturingengineering technology in the MAST program.

Development TeamPrincipal Investigator: Wallace Pelton served as the primary administrator and academiccoordinator for the MASTER project.Subject Matter/Curriculum Expert: Steven Betros, Site Coordinator, was responsible fordeveloping skill standards and course/program materials for the conventional machining, moldmaking and manufacturing engineering technology components of the MASTER project.

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This material was unavailable at the time of printing.Information concerning the pilot programs conducted byMASTER may be obtained by contacting the individual

MASTER development centers.

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ACKNOWLEDGEMENTS

This project was made possible by the cooperation and direct support of the followingorganizations:

National Science Foundation - Division of Undergraduate EducationMASTER Consortia of Employers and Educators

MASTER has built upon the foundation which was laid by the Machine Tool Advanced SkillsTechnology (MAST) Program. The MAST Program was supported by the U.S. Department ofEducation - Office of Vocational and Adult Education. Without this prior support, MASTERcould not have reached the level of quality and quantity that is contained in these projectdeliverables.

MASTER Development CentersAugusta Technical InstituteCentral Florida Community CollegeItawamba Community CollegeMoraine Valley Community CollegeSan Diego City College (CACT)Springfield Technical Community CollegeTexas State Technical College

IndustriesAB Lasers - ABB Power T&D Company, Inc., Distribution Systems Division - AIRCAP/MTD -ALCOA - American Saw - AMOCO Performance Products - Automatic Switch Company - BellHelicopter - Bowen Tool - Brunner - Chrysler Corp. - Chrysler Technologies - Conveyor Plus -Darr Caterpillar - Davis Technologies - Dayco Products - Delta International - Devon - D. J.Plastics - Eaton Leonard - EBTEC - Electro-Motive - Emergency One - Entec, Inc. - Eureka -FMC, United Defense - Foster Mold - GeoDiamond/Smith International - Greenfield Industries -Hunter Douglas - Industrial Laser - ITT Engineered Valve - Kaiser Aluminum - KruegerInternational. - Laser Fare - Laser Services - Lockheed Martin - McDonnell Douglas - MercuryTool - NASSCO - NutraSweet - Rapistan DEMAG Reed Tool - ROHR, International - Searle -Solar Turbine - Southwest Fabricators - Smith & Wesson - Standard Refrigeration - SuperSagless - Taylor Guitars - Tecumseh - Teledyne Ryan - Thermal Ceramics Thomas Lighting -Tombigbee Tooling - Tupelo Tool & Die - United Technologies Hamilton Standard

College AffiliatesAiken Technical College - Bevil Center for Advanced Manufacturing Technology - ChicagoManufacturing Technology Extension Center.- Great Lakes Manufacturing Technology Center -Indiana Vocational Technical College - Milwaukee Area Technical College - Okaloosa-WaltonCommunity College - Piedmont Technical College - Pueblo Community College Salt LakeCommunity College - Spokane Community College - Texas State Technical Colleges atHarlington, Marshall, Sweetwater

Federal LabsJet Propulsion Lab - Lawrence Livermore National Laboratory L.B.J. Space Center (NASA) -Los Alamos Laboratory - Oak Ridge National Laboratory Sandia National Laboratory Several

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National Institute of Standards and Technology Centers (NISI) - Tank Automotive Researchand Development Center (TARDEC) - Wright Laboratories

Secondary SchoolsAiken Career Center - Chicopee Comprehensive High School - Community High School(Moraine, IL) - Connally ISD - Consolidated High School - Evans High - Greenwood VocationalSchool - Hoover Sr. High - Killeen ISD - La Vega ISD - Lincoln Sr. High - Marlin ISD - MidwayISD - Moraine Area Career Center - Morse Sr. High - Point Lamar Sr. High - Pontotoc RidgeArea Vocational Center. - Putnam Vocational High School - San Diego Sr. High - Tupelo-LeeVocational Center. - Waco ISD - Westfield Vocational High School

AssociationsAmerican Vocational Association (AVA) - Center for Occupational Research and Development(CORD) - CIM in Higher Education (CIMHE) - Heart of Texas Tech-Prep - Midwest (Michigan)Manufacturing Technology Center (MMTC) - National Coalition For Advanced Manufacturing(NACFAM) - National Coalition of Advanced Technology Centers (NCATC) - National SkillsStandards Pilot Programs - National Tooling and Machining Association (NTMA) - New YorkManufacturing Extension Partnership (NYMEP) - Precision Metalforming Association (PMA) -Society of Manufacturing Engineers (SME) - Southeast Manufacturing Technology Center(SMTC)

Master Project EvaluatorsDr. James Hales, East Tennessee State University and William Ruxton, formerly with theNational Tooling and Machine Association (NTMA).

National Advisory Council MembersThe National Advisory Council has provided input and guidance into the project since thebeginning. Without their contributions, MASTER could not have been nearly as successful asit has been. Much appreciation and thanks go to each of the members of this committee fromthe project team.

Hugh Rogers - Dean of Technology - Central Florida Community CollegeDon Clark - Professor Emeritus - Texas A&M UniversityDon Edwards - Department of Management - Baylor UniversityJon Botsford - Vice President for Technology - Pueblo Community CollegeRobert Swanson - Administrator of Human Resources - Bell Helicopter, TEXTRONJack Peck - Vice President of Manufacturing - Mercury Tool & DieDon Hancock - Superintendent - Connally ISD

Special RecognitionMr. Lucian Rouze (deceased) of Bell Helicopter, TEXTRON, played an important role inthe formative months of MASTER. He served as a charter member of the NationalAdvisory Council and his support, encouragement and guidance in the early days ofMASTER are greatly appreciated by all who knew him.Dr. Hugh Rogers recognized the need for this project, developed the baseline conceptsand methodology, and pulled together industrial and academic partners from across thenation into a solid consortium. Special thanks and singular congratulations go to Dr.Rogers for his extraordinary efforts in this endeavor.Dr. Don Pierson served as the Principal Investigator for the first two years of MASTER.His input and guidance of the project during the formative years was of tremendousvalue to the project team. Special thanks and best wishes go to Dr. Pierson.

3 3

All findings and deliverables resulting from MASTER are primarily based uponinformation provided by the above companies, schools and labs. We sincerely thank keypersonnel within these organizations for their commitment and dedication to thisproject. Including the national survey, more than 2,800 other companies andorganizations participated in this project. We commend their efforts in our combinedattempt to reach some common ground in precision manufacturing skills standardsand curriculum development.

4 3

PART TWO

41

Table of Contents

Part One


Part Two


4 )

CAREER ENHANCEMENTAND

TECHNICAL MODULES

Manufacturing Technologies Orientation

180 Hours of Career Enhancement and Technical Modulesfor the Precision Manufacturing Occupations

43

Table of ContentsManufacturing Technologies Orientation

Orientation

Section A Introduction - 2 hrs.Unit 1, Shop Safety - 4 hrs.Unit 2, Mechanical Hardware - 8 hrs.Unit 3, Reading Drawings - 8 hrs.

Section BUnitUnitUnitUnitUnitUnitUnitUnitUnit

Hand Tools - 2 hrs.1, Arbor and Shop Presses - 12 hrs.2, Work-Holding and Hand Tools - 6 hrs.3, Hacksaws - 4 hrs.4, Files - 8 hrs.5, Hand Reamers - 8 hrs.6, Identification and Uses of Taps - 12 hrs.7, Tapping Procedures - 12 hrs.8, Tread-Cutting Dies and Their Uses - 10 hrs.9, Off-Hand Grinding - 8 hrs.

Section CUnitUnitUnit

UnitUnitUnitUnitUnit

Dimensional Measurement - 4 hrs.1, Systems of Measurement - 6 hrs.2, Using Steel Rules - 4 hrs.3, Using Vernier, Dial, and Digital Instruments for DirectMeasurements - 12 hrs.

4, Using Micrometer Instruments - 8 hrs.5, Using Comparison Measuring Instruments - 8 hrs.6, Using Gage Blocks - 6 hrs.7, Using Angular Measuring Instruments - 8 hrs.8, Tolerances, Fits, Geometric Dimensions, andStatistical Process Control - 10 hrs.

Section D Materials - 2 hrs.Unit 1, Selection and Identification of Steels - 4 hrs.Unit 2, Selection and Identification of Nonferrous Metals - 4 hrs.

Total 180 Hours

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Manufacturing Technologies Orientation

Graduating high school seniors are at a crossroads. Most assume that they have two basicoptions; enter the minimum-wage, service-providing marketplace or enter a four-year collegefor an engineering or business degree. Few take the time to consider a career as a technicianin manufacturing technology.

Most have a picture of a dirty, dark plant doing one monotonous task all day long for theirentire lifetime. They would be surprised to learn that the workplace is now clean and well litwith extremely sophisticated machines that require computer literate technicians, notoperators, to produce a challenging part that takes a great deal of skill and knowledge. Themachine tool industry has a large, documented shortage of these skilled technicians. Properlytrained technicians earn more than the average four-year college graduate, and are in demandacross the country.

A technician is a vital member of the overall engineering team involved in product design,testing, and manufacturing. The technician is a graduate of an accredited one-year certificateor a two-year associate degree program in a number of fields in the precision manufacturingindustry ranging from a laser machinist to a tool and die maker. The technician has beenthoroughly grounded in many of the same engineering fundamentals as engineering graduates,but in a more applied manner. Technicians use calculus and technical math, but they quicklysee its practical application to the workplace and spend less time on theory.

Many graduating seniors choose not to go to college because they picture themselves being deskbound for life. They want "hands on" challenges. A career as a technician in the precisionmanufacturing industry provides the challenge, the income, and the opportunities tomove upin the business.

This 180-Hour Career Enhancement and Technical Modules are designed to give the person attheir crossroads in life an opportunity to review a career as a manufacturing technician. It is aself-paced, general instruction guide in basic shop tools and machining practices to give thestudent an opportunity to preview the field within this industry. Although self-paced, secondaryschools should appoint a guidance counselor or shop instructor to help administer the program.The modules are designed around basic hand tools. No power tools or equipment is required.The program; however, could be modified to enhance the orientation if these are available. Wewould only add the precaution that a qualified instructor would be necessary if the programincludes actual machine cutting, grinding, turning, or joining equipment.

This Basic Shop Tools and Machining Practices course serves as a portion of the MASTERdeliverables. This course is designed as a career enhancement tool for high school students tobe used in a self-paced instructional environment. The course content deals with topics of basicinformation on shop safety, mechanical hardware, reading drawings and materials used inmachine tool practices. This course was developed by Machine Tool Advanced Skills TechnologyEducational Resources (MASTER) Program and any opinions, findings, conclusions, orrecommendations expressed in this material are those of the MASTER consortium and do notnecessarily reflect the views of the National Science Foundation.

Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program

Section A

Introduction

Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,

Latest Edition

Subject:Section A --- Introduction

Objective:After completing this unit, you should be able to identify the different careeropportunities in machining and related areas.

In Order to Complete this Unit You Must:1. Read Section A --- Introduction2. Identify the professional machining career that would be of interest to

you

Materials:1. Student text

Length:Approximately 2 hours

2

46


Section A

Unit 1, Shop Safety

Texts:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,

Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition

Subject:Section A Unit 1, Shop Safety

Objectives:After completing this unit, you should be able to:1. Identify common shop hazards; and,2. Identify and use common shop safety equipment.

In Order to Complete this Unit You Must:1. Read Unit 1, Shop Safety;2. Complete the Sell-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 1, Shop Safety.

Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,

Latest Edition


3


Section A

Unit 2, Mechanical Hardware

Texts:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,


Subject:Section A Unit 2, Mechanical Hardware

Objectives:After completing this unit, you should be able to:1. Identify treads and threaded fasteners;2. Identify tread nomenclature on drawings;3. Discuss standard series of threads; and,4. Identify and describe applications of common mechanical hardware

found in the machine shop.

In Order to Complete this Unit You Must:1. Read Unit 2, Mechanical Hardware;2. Complete the Self-Test at the end of this unit with 100% accuracy;

and,3. Successfully pass the Post Test on Unit 2, Introduction to Mechanical

Hardware.


Latest Edition


4


Text:

Section A

Unit 3, Reading Drawings

Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition

Instructor's Manual for Machine Tool Practices, Latest Edition

Subject:Section A Unit 3, Reading Drawings

Objective:After completing this unit, you should be able to read and interpret commondetail drawings found in the machine shop.

In Order to Complete this Unit You Must:1. Read Unit 3, Reading Drawings;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 3, Reading Shop Drawings.


Latest Edition


5 49


Text:

Section B

Hand Tools


Subject:Section B Hand Tools

Objective:After completing this unit, you should be able to understand the importanceof hand tools and their purpose

In Order to Complete this Unit You Must:1. Read Section B Hand Tools; and,2 Understand the importance of hand tool safety.

Materials:1. Paper2. Pencil #2 or pen3. Student text


6


Section B

Unit 1, Arbor and Shop Presses



Subject:Section B Unit 1, Arbor and Shop Presses

Objectives:After completing this unit, you should be able to:1. Install and remove a bronze bushing using an arbor press;2. Press on and remove a ball bearing from a shaft on an arbor press

using the correct tools;3. Press on and remove a ball bearing from a housing using an arbor

press and correct tooling;4. Install and remove a mandrel using an arbor press; and,5. Install and remove a shaft with key in a hub using the arbor press.

In Order to Complete this Unit You Must:1. Read Unit 1, Arbor and Shop Presses;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 1, Arbor and Shop Presses.


Latest Edition


7

5 1


Section B

Unit 2, Work-holding and Hand Tools



Subject:Section B Unit 2, Work-Holding and Hand Tools

Objectives:After completing this unit, you should be able to:1. Identify various types of vises, their uses, and maintenance;2. Identify the proper tool for given job; and,3. Determine the correct use of a selected tool.

In Order to Complete this Unit You Must:1. Read Unit 2, Work-Holding and Hand Tools;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 2, Noncutting Hand Tools.


Latest Edition


8


Section B

Unit 3, Hacksaws



Subject:Section B Unit 3, Hacksaws

Objectives:After completing this unit, you should be able to identify, select, and usehand hacksaws.

In Order to Complete this Unit You Must:1. Read Unit 3, Hacksaws;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 3, Hacksaws.


Latest Edition


953


Section B

Unit 4, Files



Subject:Section B Unit 4, Files

Objectives:After completing this unit, you should be able to identify eight common filesand some of their uses.

In Order to Complete this Unit You Must:1. Read Unit 4, Files;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 4, Files and Off-Hand

Grinding.


Latest Edition


10

5 '


Text:

Section B

Unit 5, Hand Reamers



Subject:Section B Unit 5, Hand Reamers

Objectives:After completing this unit, you should be able to:1. Identify at least five types of hand reamers; and,2. Hand ream a hole to a specified size.

In Order to Complete this Unit You Must:1. Read Unit 5, Hand Reamers;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 5, Hand Reamers.


Latest Edition


11


Section B

Unit 6, Identification and Uses of Taps



Subject:Section B Unit 6, Identification and Uses of Taps

Objectives:After completing this unit, you should be able to:1. Identify common taps; and,2. Select taps for specific applications.

In Order to Complete this Unit You Must:1 Read Unit 6, Identification and Uses of Taps;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 6, Taps, Identification and

Application.


Latest Edition


12

5


Text:

Section B

Unit 7, Tapping Procedures



Subject:Section B Unit 7, Tapping Procedures

Objectives:After completing this unit, you should be able to:1. Select the correct tap drill for a specific percentage of thread;2. Determine the cutting speed for a given work material tool

combination;3. Select the correct cutting fluid for tapping;4. Tap holes by hand or with a drill press; and,5. Identify and correct common tapping problems.

In Order to Complete this Unit You Must:1. Read Unit 7, Tapping Procedures;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 7, Tapping Procedures.


Latest Edition


135 7


Text:

Section B

Unit 8, Thread-cutting Dies and Their Uses



Subject:Section B Unit 8, Thread-Cutting Dies and Their Uses

Objectives:After completing this unit, you should be able to:1. Identify dies used for hand threading;2. Select and prepare a rod for threading; and,3. Cut threads with a die.

In Order to Complete this Unit You Must:1 Read Unit 8, Tread-Cutting Dies and Their Uses;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 8, Tread-Cutting Dies and

Their Uses.


Latest Edition


14

rJ


Text:

Section B

Unit 9, Off-hand Grinding



Subject:Section B Unit 9, Off-Hand Grinding

Objectives:After completing this unit, you should be able to describe setup, use, andsafety of the pedestal grinder.

In Order to Complete this Unit You Must:1. Read Unit 9, Off-Hand Grinding;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 9, Off-Hand Grinding.


Latest Edition


15

5 3


Section C

Dimensional Measurement


Latest Edition

Subject:Section C Dimensional Measurement

Objectives:After completing this unit, you should be able to:1. Define measurement;2. Identify some of the measurement needs of the Machinist;3. Define metrology;4. Define accuracy;5. Define precision;6. Define reliability;7. What does discrimination refer to;8. Define calibration;9. Know what the common expression "the measurement is right on"

means; and,10. Identify ten measuring instruments that are available to a machinist.

In Order to Complete this Unit You Must:1. Read Section C, Dimensional Measurement



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60


Section C

Unit 1, Systems of Measurement



Subject:Section C Unit 1, Systems of Measurement

Objectives:After completing this unit, you should be able to:1. Identify common methods of measurement conversion; and,2. Convert inch dimensions to metric equivalents and convert metric

dimensions to inch equivalents.

In Order to Complete this Unit You Must:1. Read Unit 1, Systems of Measurement;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 1, Systems of Measurement.


Latest Edition


17


Text:

Section C

Unit 2, Using Steel Rules



Subject:Section C Unit 2, Using Steel Rules

Objectives:After completing this unit, you should be able to:1. Identify various kinds of rules and their applications; and,2. Apply rules in typical machine shop measurements.

In Order to Complete this Unit You Must:1. Read Unit 2, Using Steel Rules;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 2, Using Steel Rules.

Materials:1. Paper2. Pencil #2 or pen3. Rule Measuring Kit4. Student text and Instructor's Manual for Machine Tool Practices,

Latest Edition


18

62


Text:

Section C

Unit 3, Using Vernier, Dial, and Digital Instrumentsfor Direct Measurements



Subject:Section C Unit 3, Using Vernier, Dial, and Digital Instruments for DirectMeasurements

Objectives:After completing this unit, you should be able to:1. Measure and record dimensions to an accuracy of plus or minus .001

in. with a vernier caliper;2. Measure and record dimensions to an accuracy of plus or minus .02

mm using a metric vernier caliper; and,3. Measure and record dimensions using a vernier depth gage.

In Order to Complete this Unit You Must:1. Read Unit 3, Using Vernier, Dial, and Digital Instruments for Direct

Measurements;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 3, Using Vernier Dial and

Digital Instruments.

Materials:1. Paper2. Pencil #2 or pen3. Inch Vernier Caliper Measuring Test Kit4. Metric Vernier Caliper Measuring Test Kit5. Inch Vernier Depth Gage Measuring Test Kit6. Student text and Instructor's Manual for Machine Tool Practices,

Latest Edition


19

63


Section C

Unit 4, Using Micrometer Instruments



Subject:Section C Unit 4, Using Micrometer Instruments

Objectives:After completing this unit, with the use of appropriate measuring kits, youshould be able to:1. Measure and record dimensions using outside micrometers to an

accuracy of plus or minus .001 of an inch;2. Measure and record diameters to an accuracy of plus or minus .001 of

an inch;3. Measure and record depth measurements using a depth micrometer to

an accuracy of plus or minus .001 inch;4. Measure and record dimensions using a metric micrometer to an

accuracy of plus or minus .01 mm; and,5. Measure and record dimensions using a vernier micrometer to an

accuracy of plus or minus .0001 in. (assuming proper measuringconditions).

In Order to Complete this Unit You Must:1. Read Unit 4, Using Micrometer Instruments;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 4, Using Micrometer

Instruments.


Latest Edition


2 0 4


Section C

Unit 5, Using Comparison Measuring Instruments



Subject:Section C Unit 5, Using Comparison Measuring Instruments

Objectives:After completing this unit, you should be able to:1. Define comparison measurement;2. Identify common comparison measuring tools; and,3. Given a measuring situation, select the proper comparison tool for the

measuring requirement.

In Order to Complete this Unit You Must:1. Read Unit 5, Using Comparison Measuring Instruments;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 5, Using Comparison

Measuring Instruments.

Materials:1 Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,

Latest Edition


21

6 5


Text:

Section C

Unit 6, Using Gage Blocks



Subject:Section C Unit 6, Using Gage Blocks

Objectives:Mter completing this unit, you should be able to:1. Describe the care required to maintain gage block accuracy;2. Wring gage blocks together correctly;3. Disassemble gage block combinations and properly prepare the blocks

for storage;4. Calculate combinations of gage block stacks with and without wear

blocks; and,5. Describe gage blocks applications.

In Order to Complete this Unit You Must:1. Read Unit 6, Using Gage Blocks2. Complete the Self-Test at the end of the unit with 100% accuracy3. Successfully pass the Post Test on Unit 5, Using Gage Blocks


Latest Edition


22

6 G


Text:

Section C

Unit 7, Using Angular Measuring Instruments


Subject:Section C Unit 7, Using Angular Measuring Instruments

Objectives:After completing this unit, you should be able to:1. Identify common angular measuring tools;2. Read and record angular measurements using a vernier protractor;3. Calculate sine bar elevations and measure angles using a sine bar and

adjustable parallels; and,4. Calculate sine bar elevations and establish angles using a sine bar and

gage blocks.

In Order to Complete this Unit You Must:1. Read Unit 7, Using Angular Measuring Instruments; and,2. Complete the Self-Test on page 195 with 100% accuracy.



23

6 7


Section C

Unit 8, Tolerances, Fits, Geometric Dimensions,and Statistical Process Control (SPC)


Latest Edition

Subject:Section C Unit 8, Tolerances, Fits, Geometric Dimensions, and StatisticalProcess Control (SPC)

Objectives:After completing this unit, you should be able to:1. Describe basic reasons for tolerance specifications;2. Recognize common geometric dimensions and tolerances;3. Describe the reasons for press fits and know where to find press fit

allowance information; and,4. Describe in general terms the purpose of SPC.

In Order to Complete this Unit You Must:1. Read Unit 8, Tolerances, Fits, Geometric Dimensions, and Statistical

Process Control (SPC); and,2. Complete the Self-Test at the end of the unit with 100% accuracy.



24

6 3


Text:

Section D

Materials


Subject:Section D Materials

Objectives:After completing this unit, you should be able to:1. Identify the raw materials used in making iron and steel;2. What are the two safety rules in lifting;3. How is hot metal identified; and,4. Why do you never look toward arc welding

In Order to Complete this Unit You Must:1. Read Section D, Materials



25

69


Section D

Unit 1, Selection and Identification of Steels



Subject:Section D Unit 1, Selection and Identification of Steels

Objectives:Mter completing this unit, you should be able to identify different types ofmetals by various means of shop testing.

In Order to Complete this Unit You Must:1. Read Unit 1, Selection and Identification of Steels;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 1, Selection and Identification

of Steels.


Latest Edition


26


Section D

Unit 2, Selection and Identification of Nonferrous Metals



Subject:Section D Unit 2, Selection and Identification of Nonferrous Metals

Obj ectives:After completing this unit, you should be able to:1. Identify and classify nonferrous metals by a numerical system; and,2. List the general appearance and use of various nonferrous metals.

In Order to Complete this Unit You Must:1. Read Unit 2, Selection and Identification of Nonferrous Metals;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 2, Selection and Identification

of Nonferrous Metals.


Latest Edition


27

Table of Contents

Part One


Part Two


Career Action Plan Model

Overview

A career action plan serves as a roadmap that outlines the methods and procedures onemight follow in developing a career path in a particular area. It incorporates one'stotal personal interest and aptitude, and includes external factors which influencedecisions in a specific career field. It acts as a program guide to connect the world ofwork and life after high school. It serves as a checkpoint of one's progress indetermining the requirements needed for entry into a chosen field. The MASTERmodel serves as a personal plan of action for securing a job in the machine tool andmetals-related trades.

Recruitment of qualified workers and the preparation of these workers are ofparamount importance within the precision manufacturing industry.

The narratives and charts in this section provide a model along with the "conceptdocumentation" to colleges as they seek to provide guidance to persons who areattempting to identify and to prepare for career opportunities in the machine toolindustries. Career Action Plans specifically addresses three groups of individuals.

high school students seeking career guidance and training;displaced workers needing to be re-trained for future employment; andindividuals who are employed but see a need to prepare themselves forbetter career opportunities in the future.

High School Students

A career action plan for high school students is at Figure A-1. The following discussionconcerning the preparation of an individual career action plan at the high school levelis outlined in that chart.

Traditionally, a student's formal career objective begins to materialize during highschool. His/her career decision can be influenced by:

Student's personal master file/profileAptitudeInterestAchievement testsCareer information provided by high school counselorParental involvement and supportDesign of educational programMaster schedule maintained by high school counselor

1

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Student's goals are further solidifiedby a career opportunities center (or whatever thelocal forum may be called) offered at high school. Various informational sources alsoinclude:

Career information from industriesJob demand from Job Services Information NetworkInternet career opportunitiesAcademic program requirementsScheduling of career technical modulesScheduling of tours of business and industry

Of special note is the area of special populations. With precision manufacturingtraditionally being a male-dominated field, females, in addition to special populations(economically disadvantaged, educationally disadvantaged, single parent/displacedhomemakers, limited English proficiency, disabled and at-risk students) cannot beoverlooked. Through various services within the community and institution, supportservices would address:

Specific counseling, mentoring and assistanceFemales to receive orientation and support from local women's resourcecentersSpecial populations to receive appropriate guidance/counseling andfinancial support to include assistance with food, transportation, shelter,utilities, child care, medicine, etc.:

Department of Human ServicesState Workforce CommissionJob Training Partnership Act (tuition, books, etc.)Housing and Urban DevelopmentChildren Management ServicesUnited Way, Goodwill Industries, Salvation Army, etc.

Disabled to receive orientation from mentors and State RehabilitationServicesDrop-outs or at-risk students to receive appropriate mentoring andsupport from local and state agencies

If a career decision has not been made, the local institution will offer orientationmodules (such as the modules which have been produced by the MASTER Program)whereby undecided individuals receive a sampling of the precision manufacturingindustry. These orientation modules focus on career enhancement and technical skills.Targeted populations include junior and senior year students. Curricula might includebasic shop tools/machine practices and remediation in math, science and personal andgroup communications.

3

Moreover, specific remediation modules addressing advanced specialty areacourses/modules are included in the MASTER deliverables. These occupationalspecialities include:

Advanced CNC and CAM (CNC)Automated Equipment Repair Technology (AET)Computer-Aided Drafting and Design (CAD)Conventional Machining (MAC)Industrial Maintenance (IMM)Instrumentation (INT)Laser Machining (LSR)Manufacturing Technology (MFG)Mold Making (MLD)Tool and Die crLDA Electrical Discharge MachiningWelding (WLD)

Curricula completion would lead to a skills certificate and further studentenlightenment as to the opportunities relative to the machine tool industry. Asinvolvement becomes more intense, interested students may enter on-the-job-trainingwith local industries (30-90 days or part time, as scheduled with industry) with furtheremphasis on the various occupational specialities, as listed above. The end resultwould lead to consideration of enrollment in college and/or possible entry-levelemployment. On-the-job training in the form of early work experiences allow thestudent to begin to specialize after he has had the opportunity to consider the variousspecialties with the machine tool industry.

With or without an on-the-job training option, the individual's personal portfolio (ahistory of student performance, documenting ones's progression and achievements invarious areas with emphasis upon knowledge, experience and skills) is analyzed todetermine the need for academic remediation and/or support service(s). If remediationis necessary, said remediation at the high school level shall address reading, writing,mathematics and English, whereby additional remediation will be contingentupon astudent's pass/fail status. Additional remediation may be necessary early on in collegebased upon personal need or actual state requirements. For example, the State ofTexas requires the completion of a testing instrument called the Texas Academic SkillsProgram (TASP). Prospective college students must pass the test or take remediationcourses in weak areas until they pass, or they cannot continue to pursue a collegedegree.

Typically, secondary schools provide a direct pathway for most students, offeringcareer information and preparation in basic academic skills. If a high school student'scareer decision has been initially made without the need for external guidance, theindividual's personal portfolio is analyzed to determine their need for academicremediation or support service(s). If remediation is necessary, the remediation at the

4

7

high school level shall address reading, writing, mathematics and English, wherebyadditional remediation will be contingent upon a student's pass/fail status. Hopefullythat remediation is heavy on technical math.

If the high school portfolio does not reflect a need for academic remediation and/oradditional support service(s), they would directly enroll in a community/technicalcollege machining certificate/associate degree program.

Unemployed, Out-of-school and Displaced Workers

A career action plan flowchart follows as Figure B-1 for unemployed, out-of-school anddisplaced workers. The following discussion concerning the preparation of a careeraction plan is outlined in that chart. This plan would be addressed during their initialvisits to the college campus.

Once an individual exits high school, they may be classified as unemployed, out-of-school or displaced. Career decisions, at this point, may be influenced by:

Individual's personal master file/profileAptitudeInterestAchievement testsCareer information provided by college counselorDesign of educational programMaster schedule maintained by college counselor

Further direction can be attained by investigating a career opportunities center at thelocal community or technical college. Informational sources include:

Career information from industriesJob demand from Job Services Information NetworkInternet career opportunitiesAcademic program requirementsScheduling of career technical modulesScheduling of on-the-job training modulesScheduling of tours of business and industry

Females, special populations, disabled and at-risk individuals are of particularinterest. With the workforce becoming highly diversified, specific needs of thesetargeted individuals must be met in order for recruitment of this group to besuccessful. Support services within the community and insfitution would provide:

Specific counseling, mentoring and assistanceFemales to receive orientation and support from local women's resourcecenters

5

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Special populations to receive appropriate guidance/counseling andfinancial support to indude assistance with food, transportation, shelter,utilities, child care, medicine, etc.:

Department of Human ServicesState Workforce CommissionJob Training Partnership Act (tuition, books, etc.)Housing and Urban DevelopmentChildren Management ServicesUnited Way, Goodwill Industries, Salvation Army, etc.

Disabled to receive orientation from mentors and State RehabilitationServicesDrop-outs or at-risk individuals to receive appropriate mentoring andsupport

If a career decision has not been made, the local institution will offer orientationmodules (included in this volume) whereby undecided individuals receive anorientation of the machine tool industry. These modules should focus on careerenhancement and basic technical information. Targeted populations include thoseunemployed, out-of-school and displaced workers who are needing additional careerguidance.

Advanced specialty area courses/modules at the postsecondary level concerningoccupational specialties which are included in the MASTER deliverables. Theseoccupational specialities include:

Advanced CNC and CAM (CNC)Automated Equipment Repair Technology (AET)Computer-Aided Drafting and Design (CAD)Conventional Machining (MAC)Industrial Maintenance (IMM)Instrumentation (INT)Laser Machining (LSR)Manufacturing Technology (MFG)Mold Making (MLD)Tool and Die (TLD)& Electrical Discharge MachiningWelding (WLD)

Successful completion would lead to a skills certificate and further considerationrelative to the opportunities of the machining industry. Moreover, interested personsmay enter on-the-job training with local industries (30-90 days or part time, asscheduled with industry) further emphasizing the various occupational specialities, aslisted above, which may lead to further specialization and an associate degree.

7

7]

Currently Employed Workers Upgrading Job Skills

A career action plan flowchart follows as Figure C-1 for currently employed workersupgrading job skills The following discussion concerning the preparation of a careeraction plan at the college level is keyed to that illustration.

The technological revolution has necessitated the need for individuals and existingworkers to be trained in new frontiers that are required for economic survival andgrowth. Delivery of new technologically up-to-date machines require the operator tobe fully trained to take advantage of the capabilities of that new machine. The speeds,feeds and automated cutting and grinding processes available on a new machine, ora set of devices all operated by one man is extraordinary. The cost savings associatedwith training the operator to handle the new equipment is tremendous. Educationalinstitutions and industry must aid in producing and supporting a more highly skilledemployee.

A currently employed individual may be sponsored by his company for on-site trainingat the shop/plant, or could attend classes on campus either on his own or with companysupport. A Remote Site/Industrial Training Model is enclosed in this volume to helptechnical colleges prepare for collaborations and contracts with industries for credit ornon-credit training.

Employers increasingly depend on people who can put knowledge to work. Theopportunities for an individual with a good, solid technical base to expand can belocated by:

Career information from industriesJob demand from Job Services Information NetworkInternet career opportunitiesReview academic program requirements

Careers in precision manufacturing have traditionally been oriented toward the malepopulation. Females, special populations, disabled and at-risk individuals, with thedesire to upgrade their job skills, will find support services to encompass:

Specific counseling, mentoring and assistanceFemales to receive orientation and support from local women's resourcecentersSpecial populations to receive appropriate guidance/counseling andfinancial support to include assistance with food, transportation, shelter,utilities, child care, medicine, etc.:

Department of Human Services- State Workforce CommissionJob Training Partnership Act (tuition, books, etc.)

8

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9

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Housing and Urban DevelopmentChildren Management ServicesUnited Way, Goodwill Industries, Salvation Army, etc.

Disabled to receive orientation from mentors and State RehabilitationServicesDrop-outs or at-risk individuals to receive appropriate mentoring andsupport

Advanced specialty area courses/modules at the postsecondary level concerningoccupational specialties are included in the MASTER deliverables. These occupationalspecialities include:

Advanced CNC and CAM (CNC)Automated Equipment Repair Technology (AET)Computer-Aided Drafting and Design (CAD)Conventional Machining (MAC)Industrial Maintenance (IMM)Instrumentation (INT)Laser Machining (LSR)Manufacturing Technology (MFG)Mold Making (MLD)Tool and Die (TLD)& Electrical Discharge MachiningWelding (WLD)

Individuals desiring additional upgrading may enroll in specific precisionmanufacturing enhancement courses offered through continuing education classes atthe local college and/or industrial site. Interest in this field may lead to entrance intocollege in a formal industrial technology degree plan and/or possible employment.

10

8

Part One

Tab 1Tab 2Tab 3Tab 4Tab 5

Part Two

Tab 6Tab 7Tab 8Tab 9Tab 10

Table of Contents

Executive SummaryProject MethodologyDevelopment Center Profiles ...-

Pilot Programs (Descriptions and Evaluations)Acknowledgments

Career Enhancement and Technical ModulesCareer Action Plan ModelJob Development Center ModelInternship ModelIndustry Training Model

8 3

Job Development Center Model

Today, individuals are limited only by their imagination. Everyone wants to succeed,but most still hold to the traditional view that the only path to success is through a 4year degree. Parents, in particular, believe that this is the best option available fortheir children. The facts, however, show that skilled technicians actually enter theworkforce at a higher rate of pay than the average 4 year college graduate.

Times have changed. The American dream has not changed, but the way to achieve ithas. The ladder to success has turned into a speedway for technology Like a high-powered machine, technology is accelerating at such a fast pace many are left behindIn a world full of ex-bankers, brokers and business majors; skilled educatedtechnicians are competing very well indeed.

Job development for this new world includes preparation for employment andindustrial contact. Outside the formal structure of educational institutions, studentsneed the ability to connect with the real world when addressing the issues ofcareerdevelopment. Today's job seeker must not only be well trained in a particular careerfield, he/she must also be well equipped with the polished techniques of knowing howto land the ultimate job.

As the nation recognizes and responds to the need for newer and more effectivemethods of training and upgrading skills, individuals who acquire those skills will alsorequire assistance in securing employment. A Job Development Center should addressjob placement services to help reduce the time frame of unemployment orunderemployment. While employers are expecting skills, in addition to formal degrees,colleges must expand their services to meet the demands of the work place throughcontinuing education, training centers and contract education with industry. Targetedgroups include not only the traditional student; placement services will also need toinclude those who are returning to be retrained. Moreover, placement centers mustoffer targeted assistance for a growing group of special populations, such as thedisabled, single parents, dislocated workers, whose needs offer new challenges forplacement departments. Ideally, a Job Development Centers should serve as a one-stopshop for those needing and seeking comprehensive career educational and job traininginformation.

Job Development CenterSuccess in a global economy must start in the schools. Students must be prepared totackle the challenges that technology brings to them. But educators must be willingto keep up with modern technological advances. Staying up-to-date with industry,however, is not the school's only challenge. In today's environment, a technical orcommunity college must go beyond the normal placement business. Job placement isbut one aspect of what a college's Job development Center must accomplish for it'sstudents. The student's file should be managed from the point of his initial inquiry to

8 zi

well after his employment for follow on assessment to monitor and adjust curriculumto fit not only current industry requirements, but future trends as well. A JobDevelopment Center really needs to take a "Life Cycle" approach.

Job development is an infinite process. It encompasses life's experiences to includeinfluences that serve as a guide in directing one to a particular career field. One'spersonality, skills, talents, interests, environment and social life all play a part in jobdevelopment. It focuses on the culmination of life's experiences when addressing careerchoices. It is also a fluid process; as society changes, so does an individual's interests,as technology continues to shape the current and future job market.

A Job Development Center serves as a facilitation organization to help students reachtheir career goals by offering career advisement, support activitdes and employmentassistance and employment follow-up and assessment. The center should basicallyassist students in planning, preparation and placement (Figure A-1).

Job Development Center

Figure A-1

2

PlanningPlanning involves a process whereby, based upon one's unique personal inventory(skills, interest and aptitude), individuals can make intelligent educational and careerchoices. Job Development planning should encompass personal, social, educational andcareer goals.

The planning process is infinite in structure and must undergo periodic review. JobDevelopment Centers should aid students in identifying personal capabilities, values,needs, and the impact they have on career choices. Centers assist in paralleling anindividual's makeup with a specific occupational field. It also helps students fine-tunecareer and lifelong goals based upon an understanding of oneself and the real world,resulting in individualized career plans. Moreover, these influential processes shouldbe a joint effort between counselors, faculty, family, friends, industry representativesand alumni, expanding upon experiences such as formal/informal education, careerexploration, job shadowing, and internships or apprenticeships.

PreparationTo effectively prepare clients in meeting their needs, the center should address severalbasic goals:

Provide a library of up-to-date career information;Aid clients in researching career fields which match their individualinterest, aptitude, etc.;Provide services such as achievement testing, aptitude testing, careerinterest inventories, computerized career exploration, etc. to betterdetermine career possibilities;Support career-related educational instruction in coordination withfaculty; andEstablish the framework for parents and industry representatives toshare in career goals.

Information provided by centers should include:Occupational data for civilian and military careers that address trainingrequirements, job duties, placement statistics, job outlook, advancementand labor market information;Training data related to universities, community colleges, vocational-technical institutions, apprenticeships and on-the-job training;Information to assist in making career choices, such as surveyevaluations and tests of individual's interests and aptitudes;Local/state/federal test preparation material concerning educational andcareer choices;Career exploration and job seeking information relative to employmentapplications, resumes, cover letters, interviewing techniques, etc.; and

3

86

Information related to scholarships, financial assistance, admissionsassistance.

PlacementOne of the primary purposes of a Job Development Center is to focus on employmentopportunities for students and graduates. The mission includes not only careerassistance while one is attaining his/her educational goals, but also career placementonce the individual has completed his/her education.

Job placement services should (1) provide resources and job search strategies thatenable students to achieve their goals, (2) serve as a communication channel betweeninstructors, counselors and placement staff, (3) establish and market relationshipsbetween industry/business to secure co-op, internship and employment opportunities,(4) coordinate employment prospects for graduates and (5) organize career informationand opportunities.

The ability to secure employment is of paramount importance to society. Trendsindicate that post secondary institutions are being challenged reference placementaccountability. With recruitment and retention becoming major issues concerninginstitutions, a student's college choice is determined not only by career interest, butalso by placement statistics and salary analysis, which are valuable services providedby career centers. Data concerning the types of jobs graduates are securing, numbersof students being placed, whether individuals are employed in related fields of studyand average starting salaries all contfibute to educational and career decisions.Overall, the functions of job placement services should address pre-employmentpreparation, job development, career placement and follow-up/follow-through.

Pre-Employment PreparationPre-Employment preparation is the process by which one obtains the necessary skillsto secure and keep employment in their chosen field. Preparation includes techniquesinvolved in the job search, accurately completing employment applications, customizedresumes and polished interviewing tactics. When mastered, these techniques shouldremain with the individual for a lifetime, as job turnover and competition for specificjobs continue to increase.

The job placement center is in the unique position to offer the skills that are necessaryfor the transition from school or unemployment to work. The center may offerworkshops, seminars and individual sessions for students. Also, integration of resumewriting/interviewing techniques may be incorporated within classes, with thecooperation of faculty and placement center sta.ff. Ideally, a credit or non-credit careercourse may be added to an institution's curriculum.

4

8 7

Pre-employment preparation should address:Pre-Employment instruction and counseling:

Plan of action for job huntingObtaining employment information

Career objectives:Targeting type of job desired, advancement, employment outlook

Job search process:Sources and location of employmentPlacement assistance within the college, other organizations andidentification of key individualsEmployer preference concerning skills, attitudes, etc.Job referrals

Resume preparationCompletion of job applicationsInterviewing skills and techniques:

Proper dress/groomingQuestions asked by the employerQuestions asked by the interviewee

Employability skills:Teamwork orientationComputer literacyProper workplace readiness skillsGood work ethicPositive attitudePunctualityDesire to do the right jobCommon courtesySocial skills

Data concerning employment trends and job specifics:Marketing one's credentials with employer needsListing of employers who have hired prior graduatesInstitution placement reports concerning employment, entry-levelsalaries, etc.

Correspondence to employers:Cover lettersFollow-up letters, thank you's after the interviewLetters of acceptance/rejection concerning job offers

Federal/state/local legislation concerning employment

Job DevelopmentJob development is the process of locating and/or creating potential employmentprospects for individuals. This includes identifying qualified candidates and matchingtheir skills to business/industry, tapping into new and emerging opportunities within

5

8 ()

career fields and being on the cutting edge of developing new occupations that werepreviously non-existent. Although graduate employment cannot be guaranteed byinstitutions, sufficient potential employers should be developed in each career field. Asverification of educational effectiveness remains a primary issue, a joint effort betweenbusiness/industry and placement centers must exist, as verification of educationaleffectiveness remains a primary issue. Since college customers include not only thestudent, but also the hiring entity, job development functions must address the needto locate potential employers for students and to locate qualified persons for thebusiness sector. Job development is a two-way street; job centers must establish an on-going, mutually beneficial relationship with the business sector in order for studentsto have ample employment options. Community networking and an active advisorycouncil that includes representatives from education, business, industry, tradeassociations, community leaders and technical instructors contribute to effective jobdevelopment.

Job development includes determining students' employment needs and buildingcorrelated employer files. The types of educational courses offered at the institutionserves as the basis of job development, and student employment needs will determinethe types of employment opportunities available. An employer list should identifyorganizations that are possible employers for qualified students. The result would bea potential match of individual skills/needs of students to that of skills/needs ofemployers. Job analysis involves the assessment of an employer's needs in determiningthe proper placement of graduates. Both job analysis and job development go hand-in-hand. Effective job analysis results in the creation of jobs that previously did not existand successfully identifying sources of employers.

Sources of potential employers include:Personal referrals/networkingFormer studentsCurrent students who are workingInstructors/staffAdvisory councilsChambers of CommerceEmployment commissionsRehabilitation commissionsCivil services agenciesNewspaper advertisementsTelephone directoriesEmployer directoriesCommunity service organizationsPublic libraries

6

Placement centers usually contact employers by mail/survey, telephone or personalvisitation in order to secure various employment opportunities. Serving as the campusliaison between students and employers, the methods used in advertising the collegeand candidates to potential employers could include:

Association newsletter articlesRadio and television advertisingNewspaper and magazine advertisingProfessional association coverageBusiness staff meeting presentationsResume booksResume briefsTrade show boothsStudent reunionsBusiness/industrial on-site visitsBusiness career days/targeted job fairsIn-house campus interviews

Job PlacementJob placement is not a one-person task. The art of preparing an individual forplacement requires the services and commitment of instructors, counselors,administrators and support staff to ensure students are properly trained and placed.Traditionally, most institutions rely on one central office to bear the responsibility forfinding employment for graduates. However, the nature of the college and the fieldsof study or technologies offered may allow deviance from the traditional centralplacement office concept. For example, due to the diversity and intensity of technicalcurricula, a technical/vocational college may offer placement assistance within eachindividual technology. As programs require constant revision, due to the nature oftechnology, a department chair or instructor may be charged with the responsibilityof placement. In terms of streamlining, this method may be more effective and specific;industry can negotiate directly with each department, and the end result would bemore one-on-one, specialized attention to the needs of both the student and employer.In essence, departments that are responsible for the recruitment, education andplacement of students remain more in touch when referencing accountability andeffectiveness.

Nevertheless, a coordinated effort between a placement center and a program mustexist in order for students to be prepared to enter the job market. The placementservice is a support system of pre-employment information, resume preparation, jobsearch and interviewing skills that are necessary for one to find employment with theleast amount of expended time and effort.

7

To assist personnel in job placement, a center should address:Supporting and placing individuals in internships, cooperative educationprograms, community contact programs (community clubs/organizationswilling to offer career planning assistance) and part-time, on/off-campusemployment programs;Maintaining a student placement file referencing his/her skills, goals,personality, salary requirements, geographic preference and workhistory;Mministering student pre-employment interviews to review the student'squalifications, occupational objective, type of job desired, resume andinterview preparation;Maintaining a record-keeping system to effectively match positionrequirements to student's qualifications;Developing a system of job information distribution, unique to the needsof each institution (on-line campus data systems, bulletin boards, jobbinders, etc.);Directing individuals to various job openings (mail outs to graduates,resume/candidate screening, etc.); andAdministering follow-up activities to students and employers after jobreferrals.

Follow-UpInstitutional effectiveness and accountability are of paramount importance to anyorganization. A properly orchestrated follow-up system provides information that canbe used in the evaluation of departments and in the documentation of data for futureplanning Analysis of survey data can pinpoint individuals who areemployed/unemployed and those who may need additional training Follow-upinformation can also serve as a baseline in the evaluation of support services,educational departments, existing curricula and the development of new trainingprograms

Methods of capturing effective follow-up information include:Graduate surveysNon-completer surveysEmployer surveys

Graduate SurveysA graduate survey, either by mail or phone, is an excellent method of obtainingfeedback from alumni concerning how effectively an institution prepared them to enterthe workforce. Data captured would incorporate employment status, employingcompany, educational and support service effectiveness and recommendations forimprovements. Moreover, placement statistics concerning each department can becompiled to document program performance, in addition to being a useful tool in

8

marketing/recruitment and in meeting local/state/federal governmental standards.Factors such as those employed in a related/non-related field, those who entered themilitary or continued their education, those who are seeking employment or areunavailable for employment can be documented in a summary report that is uniqueto the institution and elaborated upon when referencing corresponding detail reports.Moreover, as institutions strive for a higher degree of accountability and improvedmethods of student tracking, several states have experimented with pilot projects suchas aggregate data sharing between state employment commissions and stateeducational entities in an effort to farther document educational/employment outcomesof students.

Nevertheless, frequency and intensity of follow-up surveys will depend upon aninstitution's own needs, personnel and resources. Initial, 180-day, one-year and long-term follow-ups should yield information such as:

Former student's correct address and phone numberEmployer's name, address and job titleEmployment in a related/non-related fieldEntry-level salary, promotions, benefitsHow the student found a jobMobility patternsOpinions concerning the total educational experienceOpinions on career readinessAdditional education receivedIdentification of possible new openings within an organization

Non-Completer SurveysMany institutions conduct surveys of all students who do not officially complete aprogram. With retention being a major concern, these non-completer surveys helpdocument reasons for one's departure from college and aid in identifying problem areaswithin the campus.

Employer SurveysThe employer survey is an effective instrument to use when organizations wish todocument an employer's satisfaction with an individual and the degree of traininghe/she received while enrolled in college. As a public relations tool, it may alsoreinforce channels of communication when targeting new employment opportunitieswithin the company. This survey should highlight:

Quality of workQuantity of workEducational/technical trainingPersonal skillsWork preparation in relation to those who did not receive formal trainingHiring source

9

9 7

Suggestions for improvement in college curriculaFuture job openings, dates for hiring, etc.

As a whole, follow-up information addresses former students' needs and skills, inaddition to capturing employer's and ex-student's evaluation of curricula and theinstitution. The end result is a higher number of better-prepared individuals enteringthe workforce.

Follow-Through

Follow-through defines a process of effectively utilizing the follow-up survey data inattaining the institution's placement and training missions. It involves thoroughreview and reporting of survey information to the appropriate departments in orderfor change to be successfully implemented. Moreover, data shared with administration,faculty, staff and advisory committees assist in the efficient documentation andfacilitation for continued improvement.

As institutional effectiveness and accountability become primary issues, the JobDevelopment Center is in the unique position of providing services in support of thetotal educational experience when focusing on issues such as recruitment, retention,placement, and follow-up.

10 9 3

References

1. Central Piedmont Committee for Planning Comprehensive CareerDevelopment. Community College Comprehensive Career DevelopmentModel. North Carolina: Central Piedmont Community College, 1991. ERICED 342 880.

2. Chancellor's Office of the California Community Colleges. CareerDevelopment: Vocational Education Resource Package. Los Angeles:Evaluation and Training Institute, 1993. ERIC ED 357 793.

3. Galsky, Alan, ed., Jane Linnenburger and Jim F. Vick. The Role of StudentAffairs in Institution-Wide Enrollment Management Strategies.NASPA Monograph Series. Washington, DC: National Association ofStudent Personnel Administrators, Inc., 1991. ERIC ED 335 997.

4. Guthrie, Barbara, et al., Developing a Career Center. A Career CenterHandbook for New Mexico's High School Counselors. Alamogordo: NewMexico State University, 1990.ERIC ED 341 776.

5. Muha, Susan, et al., Redesigning College Job Placement for the 1990s.Dallas: Richland College, 1988.

6. Reed, Jim F., TEX-SIS Follow-up System. Survey Docs. Corsicana: TexasStudent Information Systems, 1992.

7. Texas State Technical College. Survey Docs. Employed-Related GraduatePlacement Report. Waco: Texas State Technical College, 1992-93.

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Table of Contents

Part One

Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center Profiles ....Tab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments

Part Two


9 5

In Support of School-To-Work:A Model for Internship

Listen carefully, and you can hear the clangor of Weyland Smith's hammer shapingthe swords of the ancient Teutonic gods, pounding them out of red-hot iron on hismassive anvil. Look closelythose young men there, stoking and strildng at hiscommandthey are his apprentices, learning their trade directly from the MasterSmith of the gods. And they are also someone else, those apprentices; they are the firstteachers of the crafts of Weyland Smith to men. Or so say the old Teutonic legends.

Look there, at that volcano; it is Vulcan's forge; and there, Hephmstus' smithy rests ona different slope. All across the world, the foundries and forges of the ancient gods riseup to recall to us their myths and tales. Through the misty veil of Time we see theirglowing fires, their scurrying apprentices and confident journeymen, and we hear theircommands shouted over the crash of iron against iron.

What do these ancient stories, some millennia old, have to teach us? We in the UnitedStates are so far removed from those times, we are so far above that technology, thatnothing but entertainment is to be gained from them. There is nothing else there,right? Surely the Twenty-first Century AD has nothing to learn from the Twenty-firstCentury BC! No, of course not. . . .

What Is Internship?At its most basic, internship is any on-the-job training that does not meet the UnitedStates' legal definition of apprenticeship. For that reason alone, internship is moreflexible than true apprenticeship, with both teacher and student freer to pursue goalsin formats that are not necessarily standardized. But freedom in education is, likefreedom in all other walks of life, a two-edged sword.

In traditional internship programs, the student spends about two-thirds of the day informal classrooms at a school. The student continues to take the basic courses requiredfor graduation, but complements them with actual work experience for the other one-third of the day. These programs are called by various names, such as "Co-op" and"Distributive Education." In the best such programs, the student's classroom learningand workplace experience integrate to form a solid foundation for the student.Unfortunately, the good programs are rare.

Why Is Internship Important?We humans are, by and large, rather conservative in our habits, but we will trashsomething in a heartbeat if it ceases to serve our needs. For thousands of years,internship (as apprenticeship) was the only way to teach the trades. Had the systemnot worked, we would have invented a new system and done away withapprenticehood.

9G

All of us, educators and industzialists alike, know that direct, hands-on training is thesingle best way to teach technological trades. Formal education, or "book-learning",forms a useful base for trades, but cannot teach the touch and feel of technology. Onlyputting the students' hands on the machines can teach that. So why did we give up onapprenticeships and internships? Why not retain the system that is educationallysuperior? The answer is simple: Money.

Internship programs became too expensive to maintain. Industrialists could not affordto take their most experienced craftsmen off their expensive machines just to teachsome rookie how to use them. Those machines had to produce goods so that thecompany could profit, pay for the machine, and pay the master craftsman. Industry inthe 1950s and 1960s was too hard pressed with orders for merchandise to continue toeducate its own workforce.

The First SolutionThe economic crisis of too much business forced American society to move theeducation of technical workers out of the field and into the colleges, specifically, thetwo-year junior and technical colleges. In the era of government solutions, the juniorcollege system was, in and of itself, a competent solution to the problem of workershortages. The community college could take the time, and had the resources, to offerbasic instruction in most technical fields.

This program worked well; industry received good entry-level workers, and the peopleof the community gained sound educations upon which to build solid careers. Thecommunity colleges prospered and reflected the prosperity that they generated in theircommunities.

But today, that old devil, Money, has raised his ugly head again The communitycolleges can no longer afford the incredibly expensive machines that industry utilizes.The lack of funds translates to a poorly educated workforce, as the younger generationdoes not have collegiate access to modern equipment. The students graduate withsomething less than an adequate understanding of the machines they are supposed toknow, which, in turn, forces industry back to the expensive proposition ofapprenticeship.

The Second SolutionModern internship programs, most frequently called "Cooperative Education" at thecollegiate level, are designed as a middle road between apprenticeship and scholarship.Theoretically, they offer the best of both worlds.

A student in machining, for example, attends classes part of the time and works partof the time. Sometimes, this a daily division; more often, the student spends a specific

2

9 7

amount of time (a quarter, for instance) entirely at the workplace. Either way wouldbe fine, if the system actually worked the way it was designed.

Why Has Modern Internship Failed?In real estate, the three most important things are "location, location, and location."In internship, the three most important things are "communication, communication,and communication."

Predictably, internship programs have failed because there was far too littlecommunication amongst the participants. In essence, there was no master plan for thestudents' education. Students had no idea what was actually expected of them;teachers, no way of judging how much their students had learned; and craftsmen, noformat for instruction. The industry became a glorified baby-sitter with several highly-paid and distracted nannies watching their charges. Such a situation benefits nobody,including those who are dedicated to learning despite the conditions around them.

This lack of direction and communication leaves everyone wanting. Students arecheated out of a viable, useful education; educators are made to look obsolete or, worsestill, incompetent; and industry is robbed of its most important resource: well-trainedworkers.

Another aspect of the failure of internships today is neither as clearly defined nor aswidely recognized. Specifically, recruitment is a serious problem at the secondary level.Counselors and teachers alike point the highest achievers toward four-year collegesand universities. This is as it should be. The poorest performers are directed intoremediation and specialty programs devised especially for them. This, too, is as itshould be. But what about the vast majority of students in the middle?

Unfortunately, there is nothing for the average students. They are expected tosomehow find their own ways in the world, to navigate the pitialls of college acceptanceand enrollment alone, and to pay for it all, too. They are, as it were, rudderless shipstrying to sail the High Seas without maps.

Lest someone believe that the secondary schools are totally at fault, it must be quicklyshown that college recruiters share in the blame as well, especially those at the verytechnical institutions which are most attractive to average students. Many collegerecruiters seem to want to speak only to the top ten percent of secondary students. Wemust face realityhow many prospective doctors, lawyers, or professors are actuallygoing to run a lathe for a living? The thrust of technical college recruitment mustchange.

For too long, the vast body of students who would be interested in pursuing technicalcareers has been ignored. Machinists, mechanics, and electricians are not generally

3

9 3

found amongst the students of Cicero, Aristotle, and Machiavelli. They are found,however, in the vocational programs of secondary schools all across the country; woodshops and automotive and agricultural programs abound with solid, intent students.They are not second-class or second-rate; they are the foundation of the Americaneconomy! They are the people to whom Thomas Jefferson entrusted his fledglingRepublic. Instead of passively waiting for these students to come to technical colleges,the technical colleges must actively seek them out.

So Why Try Again?The benefits of hands-on, direct training cannot be underestimated nor can they beunderstated. The only drawback to direct technical training is its cost. While this costis significant, the lack of a trained workforce and the resultant loss of potentialbusiness may be more costly still.

How can MASTER Help?The MASTER program utterly eliminates the problem of failed communication ininternships. This is accomplished by three methods.

Method One, The MASTER Certificate of CompetencyBefore any other work could be done, the MASTER staff realized that the duties andtasks of the various technicians would have to be codified. Throughout the UnitedStates, the MASTER staff at the several partner colleges collected the data necessaryto the compilation of duties and tasks list. (See Appendix A.) The resultant list, inmatrix form, is the core of the MASTER Certificate of Competency, and is called theCompetency Profile.

The second aspect of the Certificate is the certification itself. Each task box has twosmaller boxes inside it; these smaller boxes are for the initials of the instructor of thatspecific task and the level at which the student performs that task. If there are noinitials, then the student has not yet been trained in that task.

The third aspect of the Competency Profile is the set of demonstrable standards whichare ranked from one to five. These standards are:

1. Cannot perform this skill.2. Can perform parts of this skill satisfactorily but requires

considerable assistance or supervision.3. Can perform this skill satisfactorily but requires some assistance

or supervision.4. Can perform this skill satisfactorily without assistance or

supervision.5. Can perform this sldll without supervision and with initiative and

adaptability to problem situations.

4

9 3

The impact of the Certificate on secondary schools and technical colleges could be evengreater than its impact on incumbent workers. When (especially) at-risk students enterthe ninth grade, school counselors can present the Certificate to them, not as analternative, but as a hard record of their achievements. The Profile gives the studentsa clear vision of where they are headed, through both high school and technical school,and of why they need to take certain classes. The certification standards allow thestudents to see what will be expected of them in the training It is the belief of theMASTER staff that this combination of clear vision, definite purpose, and candidexpectations will aid in the retention of those students who are in the lower portion ofthe fifty percent of all students who are in the academic middle. Not only that, but thereality of embarking on a career plan with clear rewards and a definite road to reapingthose rewards may result in higher retention rates across the board.

Method Two, The MASTER Technical Training ManualsBut the Competency Profile is just a skeleton, and like all skeletons, cannot standalone. The muscle of the MASTER Program is the Technical Training Module.

Each technical module is a self-contained lesson. There may be prerequisites to takea particular module, but the lesson of each module fully covers one task from theProfile. The module details the prerequisites, needed laboratory materials, referencematerials, and the time required for the module. Moreover, the module contains acomplete lesson plan, including an introduction, a presentation outline, and alaboratory exercise and self-assessment (with answer key) for the students. (SeeAppendix B for module MAC-E3.)

As the students progress, they are not locked into a specific school or company, becausethe MASTER program is universally verifiable. All its standards and lessons are easilyaccessed by Internet at http://www.machinetool.tstc.edu. Anyone with access to theInternet can download the materials for use by the trainers at that company or school.

This high level of portability permits both the worker and the company to understand,quickly and easily, what further training the worker needs. For the worker, thistechnical skills silhouette becomes not only a record but also a billboard, usable to bothassert and verify work skills.

Method Three, The MASTER Technical Partnership BoardFinally, MASTER presents a new approach to building communicatory bridges and toforming long-term partnerships between education and industry.

The current practice in education is to have technical advisory committees for eachtechnology which the school offers. When schools had seemingly large budgets and thecost of equipment was relatively lower than today, these TACs worked to thebetterment of their diverse programs The institution of the TAC has, however, been

I

left behind in the technical arena because schools can no longer afford contemporaryequipment.

MASTER replaces the TAC with the Educational Partnership Board. The compositionof the EPB is not only industrialists, but is also educators and, sine qua non, a legaladvisor. A board might include the local high school principals, their technicalinstructors, the technical department instructors from the local community college,industrial trainers, and representatives of the industry's management and labor.

This council would determine the comprehension of the Profile and work to ensure thatall students who are in the industrial program are given access to achievement. First,all the members agree on the role of the industrial instructors. The industrial role willprobably be limited to the teaching of the most advanced skills which require the mostexpensive tools. The secondary skills and technical college then work out which ofthem teaches what, based on their instructional capabilities.

Central to the success of this effort is constant, candid communication. That much hasalways been true, but MASTER adds a new weapon in the war on ignorance: clearstandards directly tied to the world of work. All three components of the MASTERInternship Model actually attack the same foe, miscommunication. With MASTER, thestudents know what they must learn and how well they must learn it; educators haveclear standards by which to judge their students' achievements; andindustrial trainershave a ready format for instruction.

What Do Schools Gain From MASTER?In addition to the possible retention benefits, MASTER provides colleges with apowerful recruitment tool. Recruiters can demonstrate to students, not a new programof study for them, but a continuation of their current educations. There is no need,under MASTER's integrated program, for students to endlessly repeat courses whichthey have already mastered. And the college, rather than being seen as a parking lotbeside the road to life, becomes the road itself. Increased retention and enrollment alsohelp fund the schools through increased contact hours.

Everyone likes to see a successful program. As the work of the internship progressesand grows, the industries and their workers will support funding and legislation thatare favorable to the schools which operate the programs. They will also be morereceptive to giving student tours of industry and to providing the extra boost for theprogram that only the personal appearance of one of its graduates can give.

Periodically, the Profile will have to be up dated as technologies change. Because of thework of MASTER, this is not the daunting task it once was. Some tasks, like Algebra,may become obsolete, but they are not going to change much. Therefore, the job ofidentifying and codifying new tasks, or unique tasks, is limited to one or two at a time.

6

1 0

The format for such changes or additions is already provided, so that they can beseamlessly integrated into existing programs. The curriculum never becomes obsolete.

Use of the MASTER Internship Model can also enhance a school's competitive positionbecause the parameters of cost change. Shared costs are lowered costs. With the EPB'sblessing, the school is no longer limited by the equipment the school can afford; theindustrial partners provide the equipment at their own facilities. Students andcollegiate and secondary instructors can learn to operate the latest equipment at theindustrial site.

What Does Industry Gain from MASTER?Aside from an immediate solution to current training problems, MASTER providesindustry with several benefits. The greatest asset of any technical industry is a well-trained labor forcemen and women who know what they are doing and do it well.MASTER's solution to training is obvious, but there is yet another aspect of trainingthat has significant impact on technical production industries. Both poorly trainedworkers and new workers are expensive because they are neither as efficient nor asstable as veterans. MASTER may reduce employee turnover, thereby lowering thelong-term costs of training as well as the short-term costs.

Lower turnover through improved education also leads to higher employee morale.People who feel good about themselves and secure in their positions are not onlypersonally happier in their day-to-day lives, they are more productive at their jobs,which leads in turn to higher profits for industry. These profits are generated bylowered employment costs, efficient production, and stabilityall generated by loweredemployee turnover.

The MASTER modules are the result of a survey of over three thousand companiesinvolved in metals-related industries. The Competency Profile is well-suited to quicklyfinding the essential elements of each job description. And these modules have beenproven to work in pilot tests across the United States.

What Does the Student Gain from MASTER?Once again, many of the benefits are self-evident. A sound technical education is onlythe most prominent.

The worker's value is increased under the MASTER program because the worker is nolonger limited by what the industry has time to teach. The young worker, who mayhave been laid off when the company's demand for drill press operators decreased, cannow easily move to a lathe. By increasing the value of the individual worker, MASTERhelps lower the turnover rate generated by the lay-off of single-skill workers.

7

1 0

New workers can, through the Certificate of Competency, readily document their skillsThis is a bifurcated benefit; the worker has not only a demonstrable set of employmentskills, but an educational resumé without peer. The Certificate is not only proof, it isadvertising for the worker. Older, incumbent workers can also benefit from theseaspects of the Certificate, showing that they, too, can and have attained new skills

MASTER is not really a new approach; it is new tool. The approach is as old astechnology itself. Stone knives and arrowheads were once made by apprentices, aswere horseshoes, steamships, and automobiles. Somewhere, we almost lost contactbetween the master craftsman and the student. The MASTER Program restores to themaster craftsman the noble responsibility of passing the craft to a new generation.

Look closelysee those young people there, running lathes and working in the belliesof gigantic aircraft? They are the children of the ancient master bronze smiths; thelatest generation in an unbroken chain connecting us with our most remote ancestors.

Listen carefully; you can still hear the clangor of Weyland Smith's great hammer.

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MAC-E3

APPENDIX B

MACHINIST SERIESMASTER Technical Module No. MAC-E3

Subject: Conventional Machining Time: 4 Hrs.

Duty: Measure/InspectTask: Measure with Hand Held Instruments

Objective(s):

Upon completion of this unit the student will be able to:a. Measure with steel rules (metric and inch);b. Measure with micrometers;c. Measure with comparison measuring instruments (e.g., calipers,

telescope gages);d. Measure with direct measuring instruments (e.g., vernier, dial and

digital instruments); and,e. Measure with fixed gages (go and no-go gages).

Instructional Materials:

MASTER Handout (MAC-E3-1-10)MASTER Laboratory Exercise (MAC-E3-LE1)MASTER Laboratory Exercise (MAC-E3-LE2)MASTER Laboratory Aid (MAC-E3-LA)Steel Rules (metric and fractional) for each student or group of students0-1" micrometers for each student or group of studentsAssortment of outside (larger than 1") micrometers1 set inside micrometers1 depth micrometer set1 ea. - outside spring caliper and inside spring caliper6" dial calipers for each student or group of studentsRandom collection of objects for student practice1 ea. - Digital micrometer and digital vernier caliper1 ea. - Set of telescoping gages and set of small hole gagesExamples of "go/no-go" gages

References:

Machine Tool Practices, Kibbe, Neely, and Meyer, Wiley Publishing,Latest Edition, "Dimensional Measurement"

101;

NTMA Modules:MA-I-05MA-I-09MA-I-13MA-I-17

"Steel Rules""Steel Rules and Transfer Tools""Micrometers""Vernier Instruments"

Student Preparation:

Students should have previously completed the following MASTER TechnicalModules:

MAC-El "Understand Metrology Terms"MAC-E2 "Select Measurement Tools"

Introduction:

Every aspect of our lives, from the clothes we wear to the cars we drive, is greatlyinfluenced by measurement. For the machinist, measurement is especially importantsince it is the machinist who is responsible for crafting the tools, fixtures, andcomponents which make up or support virtually every part of our lives. Therefore, itis essential for the machinist to be a master in the use of not only the machine tools,but also the instruments which are used to measure the precision componentsdemanded by consumers today. One of the most valuable assets you can possess is theexpert use of the machinist measuring tools and a desire to practice qualityconsciousness in every aspect of your job performance.

Presentation Outline:

Discuss the Importance of Learning and Practicing Proper MeasurementTechniquesA. Show the video "Measuring Tools"B. Give each student a copy of the handout "Proper Measuring

Techniques"II. Discuss and Demonstrate Proper Measurement Techniques Using the Steel

RuleIII. Discuss and Demonstrate the Use of Micrometer Type Measuring

InstrumentsA. Outside micrometersB. Inside micrometersC. Depth micrometersD. Practice and demonstration of skills listed above

IV. Discuss and Demonstrate the Use of Transfer Type Measuring InstrumentsA. Spring calipers (inside and outside)B. Telescope gagesC. Small hole gages

103

D. Practice and demonstration of skills listed aboveV. Discuss and Demonstrate the Use of Direct Measuring Instruments

A. Vernier calipersB. Dial calipersC. Digital calipersD. Practice and demonstration of skills listed above

VI. Discuss the Purpose of Fixed Gages and Demonstrate Their UseA. Cylindrical plug and ring gagesB. Taper plug and ring gagesC. Snap gagesD. Thread plug gagesE. Practice and demonstration of skills listed above

VII. Complete Practical Exercises (MAC-E3-LE1) and (MAC-E3-LE2) On All theAbove Material

Practical Application:

Students will practice in the lab with each measuring instrument and complete theLaboratory Worksheet (MAC-E3-LW) and turn it in to the instructor forevaluation.

Evaluation and/or Verification:

Given: All the measuring instruments listed in the "InstructionalMaterials" and appropriate sample workpieces to measure;

The student will: Study the material as presented by the instructor, evaluate his/herskills through the Self-Assessment, and demonstrate those skillsthrough the Laboratory Worksheet.

The standards of skill performance are that the student will:1. Score 90% on the Self-Assessment;2. Measure with the steel rule to an accuracy of ±1/64 inch;3. Measure with the micrometer to an accuracy of ±0.001 inch;4. Measure with the dial and digital caliper to an accuracy of ±0.001 inch;

and,5. Determine whether the holes, tapers, and threads are within acceptable

limits by use of the appropriate go/no-go gages.

Summary:

Review the main lesson points. Hold class discussion and answer student questions.

Next Lesson Assignment:

MASTER Technical Module (MAC-E4) dealing with eliminating variables whichaffect accurate measurement.

lii

MAC-E3-HOMeasure With Hand Held Instruments

Attachment 1: MASTER Handout

Objective(s):

Upon completion of this unit the student will be able to:a. Measure with steel rules (metric and inch);b. Measure with micrometers;c. Measure with comparison measuring instruments (e.g., calipers,

telescope gages);d. Measure with direct measuring instruments (e.g., vernier, dial and

digital instruments); and,e. Measure with fixed gages (go and no-go gages).

Module Outline:

I. Discuss the Importance of Learning and Practicing Proper MeasurementTechniquesA. Show the video "Measuring Tools"B. Give each student a copy of the handout "Proper Measuring Techniques"

II. Discuss and Demonstrate Proper Measurement Techniques Using the Steel RuleIII. Discuss and Demonstrate the Use of Micrometer Type Measuring Instruments

A. Outside micrometersB. Inside micrometersC. Depth micrometersD. Practice and demonstration of skills listed above

IV. Discuss and Demonstrate the Use of Transfer Type Measuring InstrumentsA. Spring calipers (inside and outside)B. Telescope gagesC. Small hole gagesD. Practice and demonstration of skills listed above

V. Discuss and Demonstrate the Use of Direct Measuring InstrumentsA. Vernier calipersB. Dial calipersC. Digital calipersD. Practice and demonstration of skills listed above

VI. Discuss the Purpose of Fixed Gages and Demonstrate Their UseA. Cylindrical plug and ring gagesB. Taper plug and ring gagesC. Snap gagesD. Thread plug gagesE. Practice and demonstration of skills listed above

112

VII. Complete Practical Exercise (MAC-E3-LE1) and (MAC-E3-LE2) On All theAbove Material

11 3

Name- Date:

MAC-E3-LE1Measure With Hand Held Instruments

Attachment 2: MASTER Laboratory Exercise No. 1

1. What is the reading on the vernier caliper below?a. .642b. 1.642c. 1.645d. 1.64

COINCIDENTALLINE

42 3 4 5 6 7 8 9IiiiIiiiliiiIiiiluiliiikilmlinliiiliiiIiiilniliiiliiiliiilinliii

5I 1 2 3 4 5 6 7 9 9 I 1

iol

MAIN SCALE2 3

2 3 4\5 6 7 8 9 I 1 2 3 4 5 6 7 9 9 I 1

111111.1. 1...1.4.1tilyi1y 1.111.111.111.111.111.11111/11t.(1-1-.1..

VERNIERSCAt1 0 5 10 15 20 25

/ 2

2. What is the reading on the vernier caliper below?a. .415b. 3.125c. 3.405d. 3.412

3 4 5 6123 4""9 i i 111,6 i, 81 1 I I 21 311 Tli Itt7lillii 61 71 IT Iilikiiiiiiliiiiioniluihiiiiiiiii,,,, II III III III III

. 11111111H 111111 111111111111111

0 5 10 15 20 25I

3. What is the reading on the vernier caliper below?a. 4.575b. 4.250c. 4.570d. 4.275

3 4 5 61 23456799 1 1 23456799 1 1 23456799 1 1 23456799 1

0 5 10 15 20 25

4. What is the reading on this vernier caliper?a. 3.785b. 3.800c. 3.473d. 3.793

3 4 5 61 2 3 4 5 6 7 9 9 I 1234567991123456799 1123 4 5 6 7 9 9 1

1111111111111111ifill1111111111111111filifil111111111111111 11111111111111Ildrilinhulmi 111111111111111111111111111

0 5 10 15 20 25

Name Date

MAC-E3-LE2Measure With Hand Held Instruments

Attachment 3: MASTER Laboratory Exercise No. 2

Using the measuring instruments provided for you and the measuring specimens,measure for the following dimensions and record your answers in the space provided.Be sure to provide metric and inch answers for each dimension. Turn this sheet in toyour instructor for evaluation.

Specimen Number

Dimension metric inch Dimension metric inch1. 7.

2. 8.

3. 9.

4. 10.

5. 11.

6.

MAC-E3-LAMeasure With Hand Held InstrumentsAttachment 4: MASTER Laboratory Aid

Rules of Conduct1. Absolutely no horseplay or practical joking will be tolerated.2. Do not talk to anyone who is operating a machine.3. Walk only in the designated traffic lanes.4. Dress appropriately; at the absolute minimum, you must have:

a. No loose clothing, including ties;b. Long hair properly stowed;c. No jewelry;d. Hard, closed-toe shoes;e. Eye protection (safety glasses); and,f. Ear protection (plugs or headset).

5. Follow all institutional safety rules.

117

Table of Contents

Part One


Part Two


113

MASTER Industrial Training Program

It is abundantly clear to those in industry for whom this program is being developedthat the key to future success in the competitive worldwide marketplace is thetechnical skill of its workforce. The issue is further complicated by the aging of thecurrent sldlled workforce and the fiercely competitive recruitment of a limited numberof new skilled technicians. Indeed, smaller companies of 50 or less employees havebecome the training ground for larger companies while at the same time being thecompanies most likely to have future job growth potential.

Technical knowledge and skills, unbiased with the ability to continue in a lifelonglearning cycle, are the functional training requirements for the future. The MASTERProject provides a validated and tested industrial training model which addresses therapidly changing needs of the machine tool and metals-related manufacturingindustry. A comprehensive series of technical modules have been developed which arecross-referenced to existing national skill standards projects and the soft skills ofcommunications and problem solving. The intent is to provide any metals or metals-related manufacturing company the tools required to implement a continuing cycle oftraining, retraining and cross-training workers for today and tomorrow.

The Training ProgramAdvanced CNC and CAMAutomated Equipment RepairComputer-Aided Design and DraftingIndustrial Maintenance MechanicsInstrumentationLaser MachiningConventional MachiningManufacturing TechnologyMold MakingTool & Die and Electrical Discharge MachiningWelding

Each of the Training Program Areas has been carefully developed through a processwith multiple industries dependent on a skilled workforce from the respective programarea. The skill competencies identified were integrated into a Duties and Tasks matrixwhich is the basis for developing individual training modules. The matrix wasreviewed by each participating industry and then validated by a national survey of 168metal working companies.

The ProductThe completed Training Program covers eleven skill specialty areas and is comprisedof over 800 distinct training modules. Each module is designed as a stand-alonetraining component. They can be utilized as part of a company training program; they

1 I J

can be utilized for individual self-guided training; they can be provided as guidelinesfor third-party trainees.

ApplicationMachine Tool Advanced Skills Technology (MAST) and Machine Tool Advanced SkillsTechnology Educational Resources (MASTER) Programs have been designed to meetthe skilled worker's needs of the precision manufacturing industry. The trainingstrategy and materials resulted from the fact that skill shortages continue to severelylimit the productivity within the American machine tool industry. This national neednecessitates the training of multi-skilled machine technicians capable of installing,integrating, maintaining, diagnosing, repairing, and modifying technologicallyadvanced equipment systems. The survival of existing industries and the successfulintroducing of new manufacturing enterprises with advanced technologies require thedevelopment of innovative training, new curricula and methodologies. Theinstructional program is applicable to three (3) audiences. These are (1) new employee;(2) retraining, and; (3) cross-training. Research indicates that a typical student in atraining course today is an adult in his or her late 20's, taking occasional classes toenter or advance a career. Research further indicates that educational institutionsmust become more flexible and accessible to achieve the employment, skill, and qualitygoals of the modern manufacturing workplace.

New EmployeeThe learning modules are comprehensive and ideal for the new employee. Not only aretechnical skills developed, the curriculum is made up of five competencies and afoundation of skills and personal qualities that are needed for solid job performance.Successful completion requires development of competencies such as resources,interpersonal, information, systems, and technology. Foundation skills include basicskills such as reading, writing, mathematics, listening, and speaking. Thinking skillsare developed in decision making, problem solving, knowing how to learn, andreasoning. Personal qualities are developed such as responsibility, self-esteem,sociability, self-management, and integrity/honesty.

RetrainingThe curriculum and modules are based on comprehensive, national research fromleading machine tool industries. Consequently, MAST and MASTER are ideal forretraining and updating skills for individuals. Because of the modular approach, theseskills may be technical or foundational.

Cross-TrainingOne common problem identified in today's industry is the lack of ability to cross- trainemployees. As industry has become agile and flexible, so has the need for employeesto be trained in sometimes several jobs. MAST and MASTER allows this cross-training.

1 0

Industrial Training Development ProcessFigure 1 shows an eleven-step industrial training development process. This processdemonstrates how management can identify training needs of employees. This processcan be utilized for training new employees, retraining existing employees, or cross-training existing and new employees. The resulting training could be extensivetraining for some employees or specific modular training for those whose skills arebeing updated or cross-trained. The materials from MAST and MASTER will allow allto be ongoing simultaneously. Once the training process is implemented, monitoring,evaluating, and adjusting training is an integral part of the process.

An example of the Eleven-Step Industrial Training Development Process (Figure 1)follows:

Step 1: Using the Duties and Tasks Matrix for Machinist (Attachment 1),identify the areas where training is needed.

Step 2: Obtain management endorsement of the training program. Allmaterials in MAST and MASTER are nationally validated.

Step 3: Develop training and implementation plan strategy, i.e., locationfor training and time schedule.

Step 4: Acquire MASTER training materials selected in Step 1.Attachment 2 is an example of Module MAC-G3 selected from theMachinist Matrix.

Step 5: The MASTER Machinist Module MAC-G3 contains all relevantinstructional directions including training objectives, instructionalmaterials, references, presentation outline, practical application(see Student Laboratory Manual MAC-G-3), and evaluationmaterials.

Step 6: Select a trainer based on the competencies required by the moduleselected.

Step 7: Pilot test, evaluate, and critique as required in the selectedMASTER module(s). A management review should follow Step 7,again seeking management approval and involvement in thetraining process.

The following steps are ongoing throughout the process:Step 8: Make modifications and adjustments based on previous step

(evaluation and critique). For example, it may be found thatadditional MASTER modules are needed as prerequisites for thedesired training.

Step 9: Training is ready to begin.Step 10: Evaluate the success of the training program based on the ability

of course completers to apply new knowledge and skills andstudent evaluation of the program.

Step 11: Monitor, evaluate and adjust training as needed. Providecertificate and. use for human resource development plan. SeeAttachment 3.

1 2 i

ELEVEN-STEP INDUSTRIAL TRAININGDEVELOPMENT PROCESS

11. IDENTIFY TRAINING NEEDS I

I

2. OBTAIN MANAGEMENTENDORSEMENT

YES

-NO-- NO TRAINING

3. DEVELOP TRAINING &IMPLEMENTATION PLAN

4. PURCHASE/DEVELOP TRAININGMATERIALS

-NOT-APPROVED

REVISE

5. DEVISE TRAININGMEASUREMENT/FOLLOW-UP PLAN

6. SELECT A TRAINER

I

7. PILOT TEST, EVALUATE &CRITIQUE

-NOT-APPROVED

REVISE

ON-GOING

& MAKE MODIFICATIONS &ADJUSTMENTS

10. IMPLEMENT TRAININGMEASUREMENT/FOLLOW-UP PLAN

11. MONITOR, EVALUATE & ADJUSTTRAINING

12,2

MANAGEMENT REVIEW

MANAGEMENT REVIEW

The Matrix - ModuleFrom extensive research involving 2800 participating companies, eleven (11)occupational specialties in the machine tool industry emerged. These are:

Advanced CNC and CAMAutomated Equipment RepairComputer-Aided Design and DraftingConventional MachiningIndustrial MaintenanceInstrumentationLaser MachiningManufacturing TechnologyMold MakingTool & Die and EDMWelding

The first and most important task of the MASTER program was the development of afoundation upon which all other works could be built. The MASTER CompetencyProfile is this foundation. As identified by industry expert workers, the special skillsand knowledge, traits and attitudes, and industry trends that would have an impacton worker training, employability, and performance both now and in the future, wereidentified for each of the above occupations. These results created individual profilesidentifying the most common duties and skills required of workers in theseoccupations. In a matrix format, the combination of these duties and skills result intraining modules that yield the specific duties and tasks the worker must accomplishto be successful.

Each training module has been designed to be:Based on skill standards specified by industry. There must be a direct

correlation between what industry needs and what is taught in theclassroom and in the laboratory. For many years this type of training hasbeen known as "competency-based training".

Generic in nature. The training materials may then be customized by thetrainer, for any given training situation based on the training needs.

Modular in design, to allow trainers to select lessons which are applicable totheir training needs.

Comprehensive, include training for advanced and emerging, highly-specializedmanufacturing technologies.

Self-contained, including all the components which might be needed by anexperienced trainer. These components might include any or all of thefollowing:- a standardized lesson plan;

an assessment instrument;a listing of commercially available resources (e.g., recommendedtextbooks, instructor guides, student manuals, and videos); and,

123

new training materials, when suitable existing materials are notavailable (e.g., classroom handouts, transparency masters, andlaboratory exercises).

The matrix and modules for each of the eleven (11) occupational areas are shown onthe following pages.

Training DeliveryIt is the intent of the MASTER Project that the delivery of instruction be flexible toallow industry to work with local educational institutions. An industry may choose todeliver all instruction for an occupational area, e.g., deliver all modules. On the otherextreme, all instruction could be outsourced. This instruction could be provided by alocal community college/technical institute. Training could be a combination of deliverymethods and sites. Industry could provide training they deem necessary (e.g., specifictechnical training). A community college/technical institute could provide training inmodules identified by the industry training department. This training could be on-siteor at the college.

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ns in

chem

ical

indu

s-tr

ial p

roce

sses

A-I

2 A

pply

the

know

ledg

e of

elec

troc

hem

ical

effe

cta

to a

na-

l ys

chem

ical

in-

tria

l pro

-ce

sses

A-I

3 A

pply

pro

p-er

ties

of w

ater

toan

alyz

e in

dus.

tria

l wat

er tr

eat-

men

t pro

cess

es

B-I

Use

sym

bols

,or

gani

zabo

n, a

nd

velli

u:eo

rinn

gm

echa

nica

ldr

awin

gs

B-2

Use

sym

bols

,or

gani

zatio

n, a

nd

vera

reT

eori

nng

elec

tric

aldr

awin

gs

B-3

Use

sym

-bo

la, o

rgan

ize.

tiona

nd e

ngi.

neen

ng v

alue

.on

ele

ctro

nic

draw

ings

84 U

se s

ymbo

ls,

orga

niza

tion,

and

enpn

eetin

gva

lues

on

Rum

!po

wer

dra

win

gs

13.8

Use

sym

bols

,or

gani

zatio

n, a

nden

wne

erin

gva

rues

co

digi

tal

draw

ings

C-1

App

ly m

a-ch

ine

tool

met

rol

ogy

and

mea

sure

men

t ins

tru-

men

ts to

alig

nm

achi

ne to

ols

C-2

App

ly e

lec.

Mea

l mea

sure

-m

ent k

now

ledg

ean

d in

stru

men

tsto

test

kalib

rate

elec

tric

al c

ircu

its

C-3

App

ly e

lec-

Iron

ic m

easu

re-

men

t kno

wle

dge

and

inst

rum

ents

to te

stka

libra

teel

ectr

onic

cir

cuits

C-4

App

ly f

luid

pow

er m

easu

re-

men

t and

inst

ru.

men

ts to

test

kali-

brat

e hy

drau

lican

d pn

eum

atic

syst

ems

C-6

App

ly d

igita

lel

ectr

onic

mea

.su

rem

ent

know

ledg

e an

din

stru

men

ts to

test

kalib

rate

digi

tal e

lect

roni

cci

rcui

tsD

-I A

pply

the

trou

bles

hoot

ing

proc

ess

to th

ere

solu

tion

of m

al,

func

tions

fou

ndin

indu

stri

al m

a-ch

ine

tool

s an

dau

tom

ated

equ

ip-

men

tE

-1 C

alcu

late

,pr

edic

t, an

dm

easu

re th

ere

spon

se o

fqu

antit

ies

in D

Cci

rcui

ts

E.2

Cal

cula

te,

pred

ict,

and

mea

sure

the

resp

onse

of

quan

titie

s in

AC

circ

uits

E-3

Cal

cula

te,

pred

ict,

and

mea

-su

re im

peda

nce

and

phas

e an

gle

M A

C d

ictu

m

E.4

Cal

cula

te,

pred

ict,

and

mea

sure

quan

titie

s in

pol

y-ph

ase

AC

cir

cuits

E-6

Pro

perl

y se

tup

,cal

ibra

te, a

ndus

e m

eter

s an

dos

cillo

scop

es

ER

Use

com

pre

nent

s su

ch a

s re

-si

stor

s, in

duc-

tors

, and

cap

aci-

tors

; con

stru

ctci

rcui

ts a

nd te

stco

mpo

nent

s

E.7

Use

met

ers/

osci

llosc

opes

tom

easu

re p

hase

shif

t or

angl

e in

seri

es r

esis

tive.

capa

citiv

e/re

sts-

tive-

mdu

ctiv

eA

C c

ircu

its

E8

App

ly e

lect

ro-

mag

netis

m th

eory

to d

eter

min

e op

-er

atio

nal c

hara

c.te

nstic

s of

rel

ays,

sole

noid

s, tr

ans-

form

ers,

and

ele

c.tr

ical

mot

ors

for

DC

and

AC

dr.

nits

E-9

App

ly p

rin-

cipl

es o

f op

erat

ion

of e

lect

rica

l mo-

tors

to id

entif

yva

riou

s ty

pes

ofm

otor

s

E.1

0 A

pply

sem

ico

nduc

tor

theo

ryan

d m

easu

re.

men

t tec

hniq

ues

to d

eter

min

e op

-er

atio

nal c

hara

c.te

rist

ics

of d

iode

str

ansi

stor

s, a

ndpo

wer

con

trol

sem

icon

duct

ors

E.I

1 A

ppl3

rsem

i-co

nduc

tor

theo

ryan

d m

easu

re.

men

t tec

hniq

ues

to d

eter

min

e op

-er

atio

nal c

hase

s-te

rist

ics

of r

ecta

l.er

s/fi

ltetin

g ci

s.su

its f

or s

inee

and

thre

e ph

ase

DC

pow

er s

up-

IA"

5-12

App

lyse

mic

ondu

ctor

theo

ry a

nd m

ea-

sure

men

t tec

h-ni

ques

to d

eter

-m

ine

oper

a-tio

nal C

hara

cter

-is

tics

of a

mpl

ifi-

en a

nd s

enso

rs

5-13

Use

sch

e.m

ade

diag

ram

s,m

eter

s, a

nd o

s-ci

llosc

opes

toid

entif

y, tr

oubl

e-sh

oot a

nd r

epai

ror

rep

lace

van

-ou

s ty

pes

ofel

ectr

onic

mot

orco

ntro

l cir

cuits

F-I

Iden

tify

and

expl

ain

the

theo

ry a

nd u

se o

fm

ajor

sys

tem

.th

at c

ompr

ise

ahy

drau

lic o

rpn

eum

atic

imp

tern

F-2

App

ly p

us-

pose

and

we

ofva

lves

in a

by.

drau

lic o

r pn

eu-

mat

= s

yste

m to

trou

bles

hoot

com

pone

nts

orsy

stem

s

F.3

Iden

tify,

as-

sem

ble,

mea

sure

,an

d ap

ply

know

l-ed

ge o

f op

erat

ing

char

acte

rist

ics

ofhy

drau

lic a

ndpn

eum

atic

act

ua-

UM

F-4

App

ly h

ydra

s-lie

, pne

umat

ic, a

ndhi

gh v

acuu

m s

ys-

tem

s kn

owle

dge

to te

st, t

roub

le-

shoo

t, an

d re

pair

spec

ial c

ompo

nent

s/de

vice

s

F-6

Iden

tify,

as.

sem

ble,

mea

-su

re, a

nd a

pply

know

ledg

e of

op-

erat

ing

char

ac-

teri

stic

s of

se-

lect

ed, s

peci

alis

ed f

luid

pow

erci

rcui

ts

F-6

Iden

tify,

as-

sem

ble,

mea

sure

.an

d ap

ply

know

l.ed

ge o

f op

erat

ing

char

acte

rist

ics

ofel

ectr

ical

ly o

pen

ated

, spe

cial

ized

flui

d po

wer

dr-

cuits

F.7

Use

law

s of

sim

ple

mac

hine

san

d ph

ysic

s to

iden

tify

and

trou

bles

hoot

com

plex

ma-

chin

es

F-8

App

ly b

y-dr

aulic

, pne

u.m

atic

, and

hig

hva

cuum

sys

tem

skn

owle

dge

tote

st, t

rmib

lesh

oot.

and

repa

ir h

igh

puri

ty, h

igh

vacu

um s

yste

ms

0.1

Perf

orm

diet

tal o

pera

tions

in d

igita

l num

-tie

ring

sys

tem

s

0-2

Perf

orm

Boo

lean

Fip

era-

Min

s in

dig

ital

equi

pmen

t

C-3

. Sol

ve d

igita

llo

pc c

ircu

its a

ndla

dder

dia

gram

sin

ele

ctri

cal a

ndpr

ogra

mm

able

lope

con

trol

dr.

nuts

; exp

ress

aco

mpl

ex lo

pepr

oble

m in

-Boo

l-ea

n an

d co

nver

tit

into

ladd

erR

ine

0-4

Prog

ram

com

pute

rs a

ndco

mpu

ter

con.

Vei

led

indu

stri

aleq

uipm

ent

H-1

Per

form

op-

erat

ions

on

PLC

(pro

gram

mab

lelo

gic

cont

rolle

r)or

PIC

(p

mab

len.

i nte

rogr

ace

cont

rolle

r) s

ys.

lein

tse

ness

e-m

ent m

anua

ls.

man

ufac

-tur

eis

sped

licat

ions

,an

d da

ta e

ntry

/m

onito

ring

de-

vice

s to

con

fig-

ure,

test

and

trou

bles

hoot

set

up o

f a

com

pute

rsy

stem

and

sol

veco

ntro

l pro

blem

.J-

I Sa

fely

as-

sem

ble,

dis

as-

sem

ble,

and

ad-

just

mec

hani

cal

grIt

ems

such

"

shaf

ts, c

oupl

ings

.au

llevs

. bel

ts

J-2

Safe

ly a

s-se

mbl

e, d

ims-

sem

ble

and

ad-

just

sub

.y...

.,.or

com

pone

nts

offl

uid

pow

er s

ys.

tem

s

J-3

Safe

ly a

s.se

mbl

e, d

ims-

sem

ble,

or

adju

stel

ectr

ical

sys

tem

sor

com

pone

nts

J.4

Safe

ly a

s-se

mbl

e, d

ues:

sem

ble,

or

adju

stel

ectr

onic

sys

tem

sor

com

pone

nts

J-5

Safe

ly a

s-se

mbl

e or

dis

.as

sem

ble

digi

tal

syst

ems

or c

orn-

pone

nts

such

as

PLC

4, C

NC

s. o

rco

mpu

ters BE

ST C

OPY

AV

AIL

AB

LE

1 2

CA

D 3

116

0103

0198

CO

MPU

TE

R-A

IDE

D D

RA

FTIN

G A

ND

DE

SIG

N T

EC

HN

ICIA

N.,

plan

s, la

ys o

ut, a

ndpr

epar

es e

ngin

eeri

ng d

raw

ings

par

ts li

sts,

dia

gram

s, a

ndre

late

d do

cum

ents

for

layo

uts,

ske

tche

s, a

nd n

otes

usi

ng m

anua

l or

com

pute

r-ai

ded

tech

niqu

es f

ollo

win

g cu

rren

tin

dust

ry a

nd c

ompa

ny s

tand

ards

.D

utie

s

A

Dem

onst

rate

Fund

amen

tal

Dra

ftin

gSk

ills

4

F'U

se C

om p

uler

-A

ided

Dra

ftin

gSy

stem

127

Tas

ksA

.I P

erfo

rmba

sic

arith

met

icop

erat

ions

A-2

Com

pute

unit

conv

ersi

ons

A-3

Per

form

basi

ctr

igon

omet

ric

oper

atio

ns

A.4

Use

the

Car

tesi

anco

ordi

nate

syst

em

A-6

Use

the

Pola

rco

ordi

nate

syst

em

B-1

Use

draw

ing

med

iaan

d re

late

ddr

aftin

gm

ater

ials

B-2

Use

mea

suri

ngsc

ales

B-3

Ide

ntif

ydr

aftin

g lin

est

yles

and

wei

ghts

B-4

Pre

pare

title

blo

cks

and

othe

rdr

aftin

gfo

rmat

s

B-5

Cre

ate

tech

nica

lsk

etch

es

C.1

Det

erm

ine

scop

e of

draf

ting

assi

gnm

ent

C-2

Sel

ect

appr

opri

ate

draf

ting

tech

niqu

es f

ordr

awin

gs

C-3

Mai

ntai

nsu

ppor

t ing

docu

men

ts

D-1

Und

er-

stan

d an

dsl

yly

alm

echa

nic

draw

ing

met

hods

D-2

Cre

ate

deta

ildr

awin

gs

D.3

Cre

ate

asse

mbl

ydr

awin

gs

D-4

Per

form

tech

nica

lle

tteri

ng

D.5

Cre

ate

bill

ofm

ater

ials

/pa

rts

list

D-6

App

lydi

men

sion

san

d no

tes

D-7

App

lydi

men

sion

allim

its a

ndto

lera

nces

D-8

App

lycu

rren

tdr

aftin

gst

anda

rds

todr

awin

gs

D.9

Per

form

draw

ing

revi

sion

s

D-1

0 U

seco

mm

erci

alan

d ve

ndor

data

E.I

Und

er-

stan

d ba

sic

desi

gnpr

oced

ures

E -

2 U

tiliz

efa

sten

ers

for

mec

hani

cal

appl

icat

ions

E -

3 U

tiliz

ePo

wer

tran

smis

sion

elem

ents

for

mec

hani

cal

appl

icat

ions

E -

4 U

tiliz

ebe

arin

gs f

orm

echa

nica

lap

plic

atio

ns

E.5

Und

er-

stan

d ba

sic

man

ufac

turi

ngm

etho

ds

E -

6 U

tiliz

ebr

akes

and

clut

ches

for

mec

hani

cal

appl

icat

ions

E.7

Des

ign

shaf

ts f

or u

sein

mec

hani

cal

appl

icat

ions

F-1

Star

tan

d ex

it a

soft

war

epr

ogra

m

F.2

Dem

on.

at r

ate

prop

erfi

le m

anag

e-m

ent t

ech-

niqu

es

F-3

Use

dire

ctor

yst

ruct

ure

F-4

Ope

n,sa

ve, a

nd e

xit

a dr

awin

g fi

le

F-5

Util

ize

draw

ing

setu

ppr

oced

ures

F-6

Use

geom

etri

cob

ject

s (e

.g.,

lines

, spl

ices

,ci

rcle

s, e

tc.)

F.7

Use

text

for

draw

ing

anno

tatio

n

F-8

Use

vie

w.

ing/

disp

lay

com

man

ds

F.9

Con

trol

obje

ctpr

oper

ties

F-10

Und

er.

stan

dpr

oced

ure

topr

intip

lot a

draw

ing

F-11

Use

stan

dard

laye

ring

tech

niqu

es

F.12

Cre

ate

mec

hani

cal

CA

Ddr

awin

gs

F-13

Cre

ate

3D mec

hani

cal

mod

els

F.14

Use

draw

ing

feat

ure

attr

ibut

es

F.15

Obt

ain

3D m

odel

prop

erty

dat

a

F-16

Use

CA

I)di

men

sion

ing

feat

ures

F-17

Per

form

CA

Dcu

stom

izat

ion

proc

edur

es

CN

C P

M,

01/0

948

CN

C M

AC

HIN

IST

.... p

rogr

ams,

edi

ts, s

ets

up, a

nd o

pera

tes

CN

C la

thes

, mill

s an

d gr

inde

rs to

per

form

mac

hini

ng o

pera

tions

nec

essa

ry to

prod

uce

wor

kpie

ces

to r

efer

ence

d en

gine

erin

g st

anda

rds.

Tas

ksD

utie

s

A

Inte

rpre

tE

ngin

eeri

ngD

raw

ings

and

Con

trol

Doc

ume

Rec

ogni

zeD

iffe

rent

Men

u fa

ctur

ing

Mat

eria

ls a

nd-

Perf

orm

Adv

ance

dM

achi

ning

A-1

Fol

low

safe

ty m

anua

ls.

and

all s

afet

yre

gula

tions

/re

quir

emen

ts

A-2

Use

prot

ectiv

eeq

uipm

ent

A-3

Fol

low

safe

cpe

ratin

gpr

oced

ures

for

hand

end

mac

hine

tcol

s

A-4

Mai

ntai

na

clea

n an

dsa

fe w

ork

en.

viro

nmen

t

A-5

MSD

S/co

ntro

lch

emic

alha

zard

s

B-1

Per

form

basi

car

ithm

etic

func

tions

B-2

Con

vert

frac

tion

deci

mal

s

B.3

Con

vert

Met

ric/

Eng

lish

mea

sure

men

ts

B.4

Per

form

basi

cal

gebr

aic

oper

atio

ns

B-5

Use

prac

tical

geom

etry

B-6

Und

er.

stan

d ba

sic

trig

onom

etry

B.7

Cal

cula

tesp

eeds

and

feed

s fo

rm

achi

ning

8-8

Use

coor

dina

tesy

stem

s

C-

I Id

entif

yba

sic

layo

ut o

fdr

awin

gs

C-2

Ide

ntif

yba

sic

type

s of

draw

ings

C-3

Rev

iew

blue

prin

tno

tes

and

dim

ensi

ons

C.4

Lis

t the

purp

ose

ofea

ch ty

pe o

fdr

awin

g

C-6

Ver

ify

draw

ing

elem

ents

C.6

Pra

ctic

eG

eom

etri

c D

i-m

e ns

ioni

ngan

dT

oler

anci

ng(O

D&

Tt

C.7

Ana

lyze

bill

ofm

ater

ials

(BO

ND

C-8

Des

crib

eth

e re

latio

n-sh

ip o

f en

gi-

neer

ing

draw

-in

gs to

pla

n.ni

ne

C-9

Und

er.

stan

d an

d us

equ

ality

syst

ems

C-1

0 V

erif

yst

anda

rdre

quir

emen

ts

D-1

Ide

ntif

ym

ate

ri e

lsw

ith d

esir

edpr

oper

ties

D-2

Ide

ntif

ym

ater

ials

and

proc

esse

s to

prod

uce

a pe

rt

D-3

Des

crib

eth

e he

attr

eatin

gpr

oces

s

D-4

Tes

tm

etal

sam

ples

for

hard

ness

D.5

Und

er.

stan

d w

eldi

ngop

erat

ions

E.I

Und

er.

stan

dm

etro

logy

term

s

E.2

Sel

ect

mea

sure

men

tto

ols

E.3

Mea

sure

with

han

dhe

ld in

stru

-m

ents

E-4

Elim

inat

em

easu

rem

ent

vari

able

s

E-5

Mea

sure

/in

spec

t usi

ngsu

rfac

e pl

ate

and

acce

ss°.

ries

E.6

Ins

pect

usin

gst

atio

nary

equi

pmen

t

F.1

Prep

are

and

plan

for

mac

hini

ngop

erat

ions

F-2

Use

han

dre

els

F-3

Ope

rate

pow

er s

aws

F-4

Ope

rate

drill

pre

sses

F-5

Ope

rate

vert

ical

mill

-in

g m

achi

nes

F.6

Ope

rate

hori

zont

alm

illin

gm

achi

nes

F-7

Ope

rate

met

al c

uttin

gla

thes

F-8

Ope

rate

grin

ding

/ab

rasi

vem

achi

nes

G-1

Und

er-

stan

d C

NC

basi

cs

0-2

Prog

ram

CN

Cm

achi

nes

0-3

Ope

rate

CN

Cm

achi

ning

cent

ers

(mill

s)

G-4

Ope

rate

CN

C tu

rnin

gce

nter

s(l

athe

s)

H-I

Use

pers

onal

com

pute

r

H.2

Use

vari

ous

oper

atin

gsy

stem

s

H.3

Use

ccm

pute

rca

nmun

icat

icns

syst

ems

H.4

Use

veri

fica

tion

syst

ems

H-5

Use

the

Inte

rnet

I-1

Und

er-

stan

d C

AD

/C

AM

prog

ram

s

1-2

Man

ipu.

late

CA

Dfu

nctio

ns

1-3

Proc

ess

sim

ple

tool

-pa

th d

ata

1-4

Cre

ate

adva

nced

surf

ace

mod

els

1.5

Proc

ess

com

plex

tool

-pa

th f

unct

ions

12 j

'36

BE

STC

Ori

MIN

LN

EV

LE

.

nay

PUS

0202

93

IND

UST

RIA

L M

AIN

TE

NA

NC

E M

EC

HA

NIC

....u

ses

mec

hani

cal,

pneu

mat

ic, h

ydra

ulic

, and

ele

ctri

cal s

kills

to m

aint

ain,

rep

air,

and

inst

all

equi

pmen

t and

mac

hine

ry u

sed

in in

dust

ry.

Tas

ksD

utie

s

A DU

seM

easu

ring

Too

ls

Perf

orm

Wel

ding

Ope

ratio

ns

Mai

ntai

Tro

uble

shoo

tE

quip

men

tand

Syst

ems

131

A-

I U

sepr

otec

tive

equi

pmen

t

A-2

Acc

iden

tpr

even

tion

A.3

Wor

king

alof

tA

.4 F

ire

safe

tyA

.6 L

iftin

gsa

fety

A.6

Loc

kout

/ta

gout

B. I

Per

form

basi

car

ithm

etic

func

tions

B-2

Con

vert

frac

tions

/de

cim

als

B.3

Con

vert

Met

ric/

Eng

lish

mea

sure

men

ts

B.4

Per

form

basi

cal

gebr

aic

oper

atio

ns

B-6

Per

form

basi

ctr

igon

omet

ric

func

tions

B-6

Per

form

basi

cge

omet

ric

calc

ulat

ions

C.1

Ide

ntif

yba

sic

type

s of

draw

ings

C.2

Ide

ntif

yba

sic

layo

ut o

fdr

awin

gs

C.3

Rev

iew

blue

prin

tno

tes

and

di-

men

sion

s

D-

I U

seno

n-pr

ecis

ion

mea

suri

ngto

ols

D-2

Use

prec

isio

nm

easu

ring

tool

s

E.1

Ide

ntif

yan

d us

em

aint

enan

cete

chni

cian

'sha

nd to

ols

E.2

Ide

ntif

yan

d us

e ha

ndhe

ld p

ower

tool

s

F-1

Use

and

care

of

mill

ing

mac

hine

s

F-2

Use

and

care

of

hori

zont

al a

ndve

rtic

al b

and

SIM

S

F-3

Use

and

care

of

pede

stal

grin

der

F-4

Use

and

care

of

surf

ace

grin

der

F-6

Ope

rate

lath

esF.

6 U

se a

ndca

re o

f dr

illpr

ess

0-1

Wel

dw

ith s

hiel

ded

met

al a

rcw

eldi

ng(S

MA

9i)

PPO

CE

SS

0-2

Wel

d/cu

tw

ith o

xyac

ety-

lene

0.3

Perf

orm

gas

sold

erin

g

H-1

Mai

ntai

nai

r co

nditi

on-

ing

syst

ems

11-2

Mai

ntai

npn

eum

atic

cont

rol

circ

uits

H-3

Tro

uble

-sh

oot

cent

rifu

gal

pum

ps

11.4

Tro

uble

-sh

oot p

ositi

vedi

mla

cem

ent

pum

ps

H-6

Mai

ntai

nga

te, g

lobe

,ba

ll, p

lug,

and

butte

rfly

valv

es

11-6

Mai

ntai

nch

eck

valv

esan

d re

lief

valv

es

11-7

Tro

uble

-sh

oot a

ndre

pair

blo

wer

s

H43

Tro

uble

-sh

oot,

mai

ntai

n, a

ndre

pair

hydr

aulic

syst

ems

11-9

Tro

uble

-sh

oot,

mai

ntai

n, a

ndre

pair

pneu

mat

icsy

stem

sI

1 M

aint

ain

and

trou

bles

hoot

belt

driv

esy

stem

s

1-2

Mai

ntai

nan

dtr

oubl

esho

otge

ar p

ower

tran

smis

sion

driv

es

1-3

Mai

ntai

nan

dtr

oubl

esho

otch

ain

pow

ertr

ansm

issi

ondr

ives

1.4

Mai

ntai

nan

dtr

oubl

esho

otcl

utch

es

J. I

Lay

out

shee

t met

alpa

rts

J.2

Form

and/

or b

end

shee

t met

alpa

rts

J-3

Fast

ensh

eet m

etal

part

s to

geth

er

BE

ST C

OPY

AM

IAB

LE

IND

UST

RIA

L M

AIN

TE

NA

NC

E M

EC

HA

NIC

....u

ses

mec

hani

cal,

pneu

mat

ic, h

ydra

ulic

, and

ele

ctri

cal s

kills

to m

aint

ain,

rep

air,

and

inst

all

equi

pmen

t and

mac

hine

ry u

sed

in in

dust

ry.

Tas

ksD

utie

s

LB

asic

Rig

gIng

Bea

ring

Mai

nten

ance

133

n111

i'M

O

0-X

293

4 K-1

Per

form

basi

cpi

pefi

tting

calc

ulat

ions

K-2

Cut

,th

read

, and

ream

pip

e

K-3

Pip

eas

sem

bly

K-4

Ins

tall

and

adju

stpi

pesu

ppor

t

K-5

Tub

ing

K-6

Fitt

ings

K-7

Pla

stic

ni P

e

L-1

Rig

ging

fund

amen

tals

L-2

Dem

on-

stra

te b

asic

rigg

ing

skill

s

M-1

Pla

inbe

arin

gsM

.2 R

ollin

gel

emen

tbe

arin

gs

N-1

Per

form

basi

c w

ord

proe

m:li

ng

N-2

Per

form

basi

csp

read

hsee

top

erat

ions

0-1

Prin

-ci

ples

of

alig

n-m

ent

0-2

Met

hods

of a

lignm

ent

P-1

Inst

all

elec

tric

alco

nnec

tions

P.2

Setti

ngan

d le

velin

gP-

3 G

rout

ing

P-4

Spec

ial

mou

ntin

gs

Q.1

Use

elec

tric

al te

steq

uipm

ent

Q-2

App

lyba

sic

term

s to

elec

tric

alci

rcui

ts

Q-3

Ana

lyze

seri

es,

para

llel a

ndco

mpl

ex A

C/

DC

cir

cuits

Q-4

Che

ck A

Can

d D

Cm

otor

s

Q.5

Tro

uble

-sh

oot

elec

tric

alde

vice

s

R-1

For

ceR

-2 W

ork

R-3

Mec

hani

-ca

l mot

ion

and

rate

R-4

Sim

ple

mac

hine

sR

-5 P

ower

S-1

Fast

ener

san

dno

men

clat

ure

S-2

App

lica-

tion

for

vari

ous

fast

ener

s

S-3

Tec

h-ni

ques

for

rem

ovin

gda

mag

edfa

sten

ers

S-4

Cle

anin

gan

d re

stor

ing

thre

aded

fast

ener

s

S-5

Tor

que/

prel

oad

theo

ryS-

6 E

ffec

tsof

lubr

icat

ing

thre

ads

prio

rto

torq

uing

S-7

Dem

on-

atra

teap

prop

riat

eto

rqui

ngte

chni

que

1 3

zi

ins

PL5

Of

1695

1

INST

RU

ME

NT

AT

ION

AN

D C

ON

TR

OL

TE

CH

NIC

IAN

... t

roub

lesh

oots

, rep

airs

, cal

ibra

tes,

spe

cifi

es, a

nd c

omm

issi

ons

as r

equi

red

all i

nstr

umen

tatio

nan

d co

ntro

l com

pone

nts

rela

ting

to p

lant

ope

ratio

ns, i

nclu

ding

dyn

amic

eva

luat

ion,

test

ing,

con

trol

ler

tuni

ng, a

nd to

tal s

yste

mpe

rfor

man

ce e

valu

atio

ns.

Tas

ksD

utie

s

A

Org

aniz

eW

ork

Rou

tines

Col

lect

and

File

Dat

a

Part

icip

ate

iC

ontin

uing

Edu

catio

nct

t

Mai

ntai

nan

d C

ontr

olIn

vent

ory

Tro

ubie

shI

nsta

ll, M

aint

ain,

& O

pera

te M

otor

Con

trol

Sys

tem

133

A-1

Use

prot

ectiv

eeq

uipm

ent

A-2

Acc

iden

tpr

even

tion

A-3

Wor

king

alof

tA

-4 F

ire

safe

tyA

-5 L

iftin

gsa

fety

A-6

Loc

kout

/ta

gout

A-7

Use

elec

tric

aleq

uipm

ent

B-1

Pro

per

stor

age

ofci

rcui

t boa

rds

B-2

Col

lect

and

reco

rdda

ta a

ccor

ding

to c

ompa

nyre

quin

snen

ts

B-3

Tes

t and

calib

rate

tran

sduc

ers

acco

rdin

g to

spec

s

B-4

Per

form

prev

entiv

em

aint

enan

cepr

oced

ures

for

oont

rold

evic

es

B-6

Tes

t and

/or

rep

lace

prin

ted

circ

uit

boar

ds

B-6

Fun

ctio

nch

eck

indi

vidu

alel

emen

tsw

ithin

loop

B-7

Tro

uble

-sh

ootd

iffe

rent

type

s of

syst

emm

odul

es

B-8

Tes

tdi

ffer

entty

pes

of s

yste

ms

mod

ules

B-9

Con

figu

reso

ftw

are

B-1

0 R

epai

rdi

ffer

ent t

ypes

of s

yste

mm

odul

es

B-1

1 In

stal

lco

ntro

l sys

tem

chee

k

B-1

2 Si

mu-

late

con

trol

syst

em c

heck

B-1

3 L

oop

chec

kcon

trol

syst

em

B-1

4 Pe

rfor

mon

-lin

e te

stin

g

C-1

Tes

t and

calib

rate

pro

s-su

re, l

evel

,fl

ow, a

nd te

m-

pera

ture

switc

hes

C-2

Tro

uble

-sh

oot a

nd r

e-pa

ir p

ress

ure,

leve

l, fl

ow, a

ndte

mpe

ratu

resw

itche

s

C-3

Adj

ust

dam

pers

and

posi

tione

rs

C-4

Tro

uble

-sh

oot c

ontr

oldr

ive

(dam

per)

C-5

Tes

t and

calib

rate

indi

cato

rs a

ndga

uges

C-6

Tro

uble

-sh

oot a

ndre

pair

indi

cato

rs

C-7

Tes

t and

calib

rate

tran

snitt

ers

C-8

Tes

t and

calib

rate

reco

rder

s

C-9

Tro

uble

-sh

cot a

ndre

pair

reco

rder

s

C-1

0 T

roub

le-

shoo

t lin

ear

vari

able

diff

eren

tial

tran

sfor

mer

s

C-1

1 T

roub

le-

shoo

t and

re-

pair

tran

smit-

ters

C-1

2 T

est d

if-

fere

nt f

ield

sens

ing

ele-

men

ts, f

low

,

pres

sure

, and

leve

l

C-1

3 In

stal

l/re

plac

e fi

eld

_ris

ing

s'` elem

ents

C-1

4 C

ali-

brat

e tr

ans-

mitt

ers

C-1

5 T

une

cont

rolle

rs:

pneu

mat

ican

d el

ectr

onic

C-1

6 T

roub

le-

shoo

t and

re-

pair

pla

nt c

om.

Putin

ill s

yste

ms

rela

ting

to p

ro-

cew

con

trol

s

C-1

7 T

roub

le-

shoo

t and

repa

ir s

olen

oid

valv

es

C-1

8 Pe

rfor

mpr

even

tive

mai

nten

ance

proc

edur

es f

orfi

eld

devi

ces

C-1

9 T

est a

ndre

plac

eth

erm

ocou

ples

C-2

0 C

heck

and

test

vibr

atio

nse

nsin

gel

emen

ts

C-2

1 In

spec

tan

dtr

oubl

esho

otpo

wer

supp

lies

and

conv

erte

rs

C-2

2 T

est a

ndca

libra

teco

ntro

l val

veac

tuat

ors

C-2

3 T

roub

le-

shoo

t and

repa

ir c

ontr

olva

lves

and

posi

tione

rs

C-2

4 T

est a

ndca

libra

teco

ntro

llers

C-2

5 T

roub

le-

shoc

t and

repa

ir lo

cal

cont

rolle

rs

C-2

6 T

roub

le-

shco

t and

re-

pair

ele

ctro

nic

canp

utin

gre

lays

C-2

7 T

est a

ndca

libra

te g

asan

alyz

ers

C-2

8 T

est

and

calib

rate

air

anal

yzer

s

C-2

9 T

est

and

calib

rate

wat

eran

alyz

ers

C-3

0 T

roub

le-

shoo

t ser

vova

lves

C-3

I C

alib

rate

serv

o va

lves

C-3

2 T

est

and

clea

nvi

deo

disp

lay

unit

C-3

3 C

heck

and

adju

stvi

deo

disp

lay

unit

C-3

4 D

esig

n,sp

ecif

y an

d co

nfi

gure

sm

art

fiel

d de

vice

s,i.e

., tr

ansm

it-te

rs a

nd v

alve

s

C-3

5 O

pera

teco

ntro

l sys

tem

sin

clud

ing

sing

leel

emen

t, ca

s-ce

de, r

atio

, and

feed

fare

war

d

C-3

6 T

roub

le-

shoo

t and

repa

iran

alyz

ers

D-1

Org

aniz

edo

cum

ents

and

draw

ings

requ

ired

on

the

job

D-2

Det

er-

min

e pr

oper

tool

s/eq

uip-

me

nt/m

ater

i-al

s to

per

form

the

job

D-3

Coo

rdi-

nate

wor

kac

tiviti

es w

ithot

her

craf

ts o

run

its

D-4

Coo

rdin

ate

prev

entiv

em

aint

enan

cesc

hedu

le w

ithpl

anni

ng g

roup

D-5

Ver

ify

equi

pmen

t iso

-la

tion

prio

r to

perf

oros

ince

of

wor

k fo

rsa

fety

rea

sons

D-6

Rep

ort

abno

rmal

equi

pmen

tpr

oble

ms

tosu

perv

isor

D-7

Wri

tene

w c

alib

re-

tion

pric

e-du

res

D-8

Fol

low

spec

ific

atio

nsan

d pr

oce-

duns

D-9

Per

form

alge

brai

c op

-e

ratio

ns

D-1

0 Pe

rfor

mba

sic

trig

onom

etri

cfu

nctio

ns

D-1

I P

erfo

rmba

sic

calc

ulus

oper

atio

ns

E-1

Rec

ord

test

ka li

bra

-tio

n da

ta

E-2

Rec

ord

prev

enta

tive

mai

nten

ance

data

E-3

Rec

ord

equi

pmen

tdi

scon

nect

data

E-4

Eva

luat

eco

llect

ed d

ata

E -

5 R

evie

w/

revi

se p

rom

-du

nes

E -

6 W

rite

repo

rts

requ

ired

by

com

pany

E-7

Spe

cify

equi

pmen

t for

cont

rol

syst

ems

E -

8 Pr

epar

ean

d up

date

spec

ific

atio

ns

E -

9 W

rite

wor

k or

ders

F- I

Rea

d/in

terp

ret

di an7c

rIrm

ings

F-2

Sket

chdi

agra

ms

F-3

Stud

yte

chni

cal

equi

pmen

tin

form

atio

n

F-4

App

lica-

tion

of I

SA

MIC

stan

dard

s

F-5

Und

er-

stan

d pr

oper

use

of te

steq

uipm

ent

and

tool

s

F-6

Lea

rn to

wri

tete

chni

cal

repo

rts

F-7

Acq

uire

safe

pra

ctic

esfo

r ha

ndlin

ghy

drau

lic a

ndsp

ecia

l too

ls

F-8

Util

ize

tech

nica

lm

anua

ls

F-9

Und

er-

stan

d pe

rson

alco

mpu

ters

F-10

Atte

ndon

-goi

ngsa

fety

trai

ning

cour

ses

F-11

Par

tici-

pate

in p

lant

rela

ted

trai

n-in

g

F-12

Atte

ndPL

C tr

aini

ngF-

13 A

ttend

DC

S tr

aini

ng

0-1

Lea

rn to

revi

ew a

ndfo

reca

st s

pare

part

ain

vent

ory

0-2

Prep

are

part

s re

ques

t0-

3 V

erif

ypa

rts

rece

ived

0-4

Res

earc

h/ve

rify

subs

titut

esp

ecif

icat

ions

H-1

Tro

uble

-sh

oot,

inst

all,

mai

ntai

n, a

ndop

erat

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otor

star

ters

11 -

2 T

roub

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stal

l,m

aint

ain,

and

oper

ate

rela

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H-3

Tro

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inst

all,

mai

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11-4

Tro

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inst

all,

mai

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ndop

erat

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s

H-6

Tro

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all,

mai

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e D

CS

netw

orks

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Pre

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agra

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H-7

Pro

gram

PLC

sH

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PLC

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Las

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achi

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ples

of

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lase

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doc

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tatio

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tegr

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and

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sta

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Tas

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Perf

orm

Mea

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Tro

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Ele

ctro

nics

and

Con

trol

137

A-1

Dis

cuss

lase

r sa

fety

stan

dard

s

A-2

Dis

cuss

basi

c la

ser

prin

cipl

es

A.3

Dis

cuss

lase

r ha

zard

sA

-4 D

iscu

ssco

ntro

lm

easu

res

B-1

Per

form

basi

cm

athe

mat

ical

func

tions

B-2

Per

form

alge

brai

cfu

nctio

ns

13-3

Stu

dyex

pone

nts

and

righ

t tri

angl

ege

omet

ry

B.4

Stu

dyel

emen

ts o

fpl

ane

and

solid

geom

etry

B-5

Per

form

data

eva

lua-

tion

and

sta.

tistic

alan

alys

is

8-6

Perf

orm

prep

ortio

ning

and

inte

rpol

atio

n

B-7

Per

form

basi

ctr

igon

omet

ric

calc

ulat

ions

B-8

Inv

esti-

gate

vec

tors

and

vect

orsy

stem

s

B.9

Inv

esti-

gate

the

Car

tesi

anC

oord

iant

eSy

stem

C-

I St

udy

basi

cs o

fm

etro

logy

C-2

Sel

ect

inst

rum

ents

used

for

mea

sure

men

t

C-3

Stu

dyda

tum

s an

dth

e th

ree

plan

e co

ncep

t

C-4

Sel

ect

gaug

ing

tool

sC

.5 U

seC

MM

for

loca

tion

offe

atur

es

C.6

Per

form

mea

sure

men

tsfo

r or

ient

atio

nto

lera

nces

C-7

Per

form

mea

surm

ent

by o

ptic

alco

mpa

riso

n

C.8

Per

form

mea

sure

men

tsfo

r ci

rcul

spty

-co

ncen

tnci

ty,

runo

ut, a

ndst

raig

htne

ssto

lera

nces

C-9

Inv

esti.

gate

adv

ance

dm

etro

logy

topi

cs

D-1

Per

form

DC

vol

tage

,cu

rren

t, an

dpo

wer

mea

sure

men

ts

D.2

Per

form

AC

vol

tage

,cu

rren

t, an

dpo

wer

mea

sure

men

ts

D-3

Inv

esti.

gate

d ig

ital

logi

c sy

stem

s

D-4

Inv

esti.

gate

dio

deap

plic

atio

ns

D-5

Inv

esti-

gate

tran

s is

-to

m a

ndth

yris

tors

D-6

Inv

esti.

gate

ope

ra-

tiona

l am

plif

i -er

s

D-7

Inv

esti.

gate

pow

ersu

pply

circ

uits

E-

I St

udy

refl

ectio

n an

dre

frac

tion

atpl

ane

surf

aces

E.2

Per

form

imag

ing

with

a si

ngle

lens

E -

3 Pe

rfor

mim

agin

g w

ithm

ultip

lele

nses

E-4

Stu

dy F

-st

ops

and

aper

ture

s

E.5

Use

lase

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am-

expa

ndin

gco

llim

ator

s

E .6

Stu

dyin

terf

eren

ceE

-7

Stud

ydi

ffra

ctio

nE

.8 S

tudy

pola

riza

tion

E.9

Inv

esti-

gate

rad

iam

-et

ry a

ndph

otom

etry

F-1

App

lym

achi

ne a

pe-

cifi

c na

nen-

clat

ure

and

term

inol

ogy

F-2

Inve

sti-

gate

the

Car

.-te

sten

coo

t&na

te s

yste

mas

app

hed

to a

CN

C m

ill o

rla

ser

F-3

App

lyC

NC

pro

-gr

amm

ing

Lan

guag

e

F-4

Perf

orm

star

t up,

tool

chan

ging

, and

endi

ng o

fpr

cgra

ms

F-6

Perf

orm

posi

tioni

ngan

d ba

sic

drill

ing

F-6

Cre

ate

asu

b-pr

cgra

mF-

7 Pe

rfor

mco

ntou

ring

F.8

App

ly to

olra

dius

com

pens

atio

n

F-9

Perf

orm

prcg

ram

prep

arat

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F-10

App

lysp

ecia

l las

erco

ding

para

met

ers

0.1

Rev

iew

char

acte

rist

ics

of li

ght

0-2

Inve

sti.

gate

em

issi

onan

d ab

sorp

-tio

n of

ligh

t

0-3

Dis

cuss

optic

al c

avi.

ties

and

lase

rm

odes

0-4

Dis

cuss

tem

pora

lch

arac

teri

s-tic

s of

lase

rs

0-5

Inve

sti.

gate

spa

tial

char

acte

ris-

tics

of la

sers

0-6

Dis

cuss

lase

rcl

essi

fle

et io

nsan

dch

arac

teri

stic

sH

-1

Dis

cuss

and

unde

r-st

and

PC b

a-si

cs

H-2

Dis

cuss

CA

D b

asic

san

d fi

lem

anag

emen

t

H -

3 U

sedr

awin

gm

tting

s

H-4

Per

form

basi

c ed

iting

com

man

ds

11.5

Cre

ate

draw

ings

with

acc

urac

y

11.6

Org

aniz

edr

awin

gin

form

atio

n

H-7

Con

trol

the

disp

lay

ofdr

awin

gs

11-8

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inte

rmed

iate

draw

ing

com

man

ds

H -

9 Pe

rfor

min

term

edia

teed

iting

com

man

ds

11-1

0 C

reat

em

ulti

view

draw

ings

H-1

1 C

reat

ese

ctio

ned

draw

ings

II -

12 I

nves

ti.ga

te b

asic

dim

ensi

onin

g

11-1

3 Pe

rfor

mad

vanc

eddi

men

sion

ing

H.1

4 U

se a

ndm

anip

ulat

ebl

ocks

H-1

5 U

sebl

ocks

to a

uto.

mat

e th

edr

awin

g pr

o-ce

ss1.

1 R

evie

wla

ser

safe

tyst

anda

rds

1-2

Dis

cuss

lase

rs u

sed

for

mat

eria

lspr

oces

sing

1-3

Dis

cuss

lase

r op

tics

and

beam

char

acte

rist

ics

1-4

Inve

stig

ate

abso

rptio

n of

lase

r en

ergy

1-5

Use

lase

rsfo

r w

eldi

ngan

d su

rfac

etr

eatm

ent

1.6

Use

lase

rsfo

r m

ater

ial

rem

oval

J-1

Dis

cuss

and

unde

r-st

and

the

basi

es o

f a

PC b

ased

CA

M s

yste

m

4-2

Dis

cuss

basi

c C

AM

oper

atio

ns

J.3

Set u

pcu

tting

tool

s4.

4 C

reat

es

impl

e p

art

prof

iles

4-5

Cre

ate

and

edit

com

plex

par

tpr

ofile

s

4-6

Perf

orm

roug

hing

,dr

illin

g, a

ndco

unte

rbor

ing

J.7

Adv

ance

ded

iting

of

part

pro

file

s

J-8

Edi

t too

lpa

ths

4-9

Use

cons

truc

tion

laye

rs in

Smar

tCA

M

J-10

Per

form

user

com

man

dsan

d m

achi

neev

ents

J-11

Cre

ate

fam

ilies

of

part

s

J-12

Per

form

CA

D/C

AM

inte

grat

ion

J. 1

3 Pe

rfor

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nera

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A-3

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ope

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ures

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hand

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Mai

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A-6

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B-

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Con

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Eng

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mea

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ts

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Perf

orm

basi

c al

gebr

aic

oper

atio

ns

13-5

Use

prac

tical

geom

etry

B-6

Und

er-

stan

d ba

sic

trig

onom

etry

B-7

Cal

cula

tesp

eeds

and

feed

s fo

rm

achi

ning

B-8

Use

coor

dina

tesy

stem

s

B-9

Per

form

calc

ulet

ions

for

sine

bar

and

sine

pla

te

B. I

f/ C

alcu

late

for

dire

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sim

ple.

and

angu

lar

inde

xing

B-

I l P

erfo

rmca

lcul

atio

nsne

cess

ary

for

turn

ing

taPe

rs

B-

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alcu

late

dept

h of

cut

for

roun

dsu

rfac

es

C-1

Ide

ntif

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sic

layo

ut o

fdr

awin

gs

C.2

Ide

ntif

yba

sic

type

s of

draw

ings

C.3

Rev

iew

blue

prin

tno

tes

and

dim

ensi

ons

C-4

Lis

t the

purp

cee

ofea

ch ty

pe o

fdr

awin

g

C-5

Ver

ify

draw

ing

elem

ents

C-6

Pra

ctic

ege

omet

ric

di-

men

sion

ing

and

tole

ranc

ing

(CID

&T

)

C-7

Ana

lyze

bill

ofm

ater

ials

(BO

N)

C-8

Des

crib

eth

e re

latio

nshi

pof

eng

inee

ring

draw

ings

topl

anni

ng

C-9

Und

er-

stan

d an

d us

equ

ality

syst

ems

C-

10 V

erif

yst

anda

rdre

quir

emen

ts

D-

l Ide

ntif

ym

ater

ials

with

des

ired

prop

ertie

s

D-2

Ide

ntif

ym

ater

ials

and

proc

esse

s to

prod

uces

par

t

D-3

Des

crib

eth

e he

attr

eatin

gpr

oces

s

D-4

Tes

tm

etal

sam

ples

for

hard

ness

D-5

Und

er-

stan

d w

eldi

ngop

erat

ions

E-1

Und

er-

stan

dm

etro

logy

term

s

E -

2 Se

lect

mea

sure

men

tto

ols

E -

3 M

easu

rew

ith h

and

held

inst

rum

ents

E-4

Elim

inat

em

easu

rem

ent

vari

able

s

E-5

Mea

sure

/in

spec

t usi

ngsu

rfac

e pl

ate

and

acce

ssor

ies

E-6

Ins

pect

usin

gst

atio

nary

equi

pmen

t

F- I

Pre

pare

and

plan

for

mac

hini

ngop

erat

ions

F-2

Use

han

dto

ols

F-3

Ope

rate

pow

er s

aws

F-9

Ope

rate

drill

pre

sses

F-5

Ope

rate

vert

ical

mill

ing

mac

hine

s

F-6

Ope

rate

hori

zont

alm

illin

gm

achi

nes

F-7

Ope

rate

met

al c

uttin

gla

thes

F-8

Ope

rate

grin

ding

/ab

rasi

vem

achi

nes

0- I

Pre

pare

and

plan

for

CN

Cm

achi

ning

oper

atio

ns

0-2

Sele

ctan

d us

e C

NC

tool

ing

syst

ems

0-3

Prog

ram

CN

Cm

achi

nes

0-9

Ope

rate

CN

Cm

achi

ning

cent

ers

(mill

s)

0-5

Ope

rate

CN

C tu

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gce

nter

s(l

athe

s)

0-6

Prog

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CN

Cm

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Use

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Fol

low

safe

ope

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hand

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Mai

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gebr

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atio

ns

8-5

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prac

tical

gean

etry

B-6

Und

er-

stan

d ba

sic

trig

onom

etry

8-7

Cal

cula

tesp

eeds

and

feed

s fo

rm

achi

ning

B-8

Use

coor

dina

tesy

stem

s

B.9

Per

form

calc

ulat

ions

for

sine

bar

and

sine

pla

te

8-10

Cal

cu.

late

for

dir

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sim

ple,

and

angu

lar

inde

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B-1

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rfor

mca

lcul

atio

nsne

cess

ary

for

turn

ing

tape

rs

8-12

Cal

cu-

late

dep

th o

fcu

t for

rou

ndsu

rfac

es

8.13

Use

all

func

tions

on

asc

ient

ific

calc

ulat

or

8.I4

Sol

vest

atic

syst

ems

for

resu

ltant

fate

B-1

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eter

.m

ine

stre

ngth

of m

ater

ials

for

vari

ous

appl

icat

ions

C-1

Ide

ntif

yba

sic

layo

ut o

fdr

awin

gs

C.2

Ide

ntif

yba

sic

type

s of

draw

ings

C-3

Rev

iew

blue

prin

tno

tes

and

dim

ensi

ons

C-4

Lis

t the

purp

cse

ofea

ch ty

pe o

fdr

awin

g

C-5

Ver

ify

draw

ing

elem

ents

C-6

Pra

ctic

eG

eom

etri

c D

i-m

ensi

onin

gan

dT

oler

anci

ng(O

D&

T)

C-7

Ana

lyze

bill

of m

ated

.al

s(B

0M)

C.8

Des

crib

eth

e re

latio

n-sh

ip o

fen

gine

erin

gdr

awin

gs to

plan

ning

C.0

Und

er-

stan

d an

d us

equ

ality

syst

ems

C-1

0 V

erif

yst

anda

rdre

quir

emen

ts

D.1

Ide

ntif

ym

ater

ials

with

des

ired

prop

ertie

s

D-2

Ide

ntif

ym

ater

ials

and

proo

esse

s to

prod

uce

a pa

rt

D-3

Des

crib

eth

e he

attr

eatin

gpr

oces

s

D-4

Tes

tm

etal

sam

ples

for

hard

ness

8-5

Und

er-

stan

d w

eldi

ngop

erat

ions

D-8

Eva

luat

ePl

astic

s, c

am-

posi

tes

and

othe

r m

anu-

fact

urin

g pr

o-ce

sses

E-

I U

nder

.st

and

met

rolo

gyte

rms

E-2

Sel

ect

mea

sure

men

tto

ols

E-3

Mea

sure

with

han

dhe

ld in

stru

.m

ents

E-4

Elim

inat

em

easu

rem

ent

vari

able

s

E-5

Mea

sure

/in

spec

t usi

ngsu

rfac

e pl

ate

and

acce

sso-

ries

E.6

Ins

pect

usin

gst

atio

nary

equi

pmen

t

F-1

Prep

are

and

plan

for

mac

hini

ngop

erat

ions

F-2

Use

han

dto

ols

F-3

Ope

rate

pow

er s

aws

F.4

Ope

rate

drill

pre

sses

F.5

Ope

rate

vert

ical

mill

ing

mac

hine

s

F-6

Ope

rate

hori

zont

alm

illin

gm

achi

nes

F-7

Ope

rate

met

al c

uttin

gla

thes

F.8

Ope

rate

grin

ding

/ab

rasi

vem

achi

nes

0.1

Prep

are

and

plan

for

CN

C m

achi

n-in

g op

erat

ions

0-2

Sele

ctan

d us

e C

NC

tool

ing

syst

ems

0.3

Prog

ram

CN

Cm

achi

nes

0-4

Ope

rate

CN

Cm

achi

ning

cent

ers

(mill

s)

0-5

Ope

rate

CN

C tu

rnin

gce

nter

s(l

athe

s)

0-6

Prog

ram

CN

Cm

achi

nes

usin

g a

CA

Msy

stem

0.7

Dow

nloa

dpr

ogra

ms

via

netw

ork

H-1

Und

er.

stan

d C

AD

/C

AM

prog

ram

s

11-2

Man

ipu-

late

CA

Dfu

nctio

ns

H-3

Pro

cess

sim

ple

tool

path

dat

a

14.4

Cre

ate

adva

nced

surf

ace

mod

els

H.5

Pro

cess

com

plex

tool

-pa

th f

unct

ions

1.1

Use

corn

pute

rop

erat

ing

syst

ems

1-2

Und

er-

stan

dco

mpu

ter

term

inol

ogy

1-3

Use

file

man

agem

ent

syst

ems

1-4

Inst

all a

ndus

e so

ftw

are

Pack

ages

i.1.1

Dis

cuss

TQ

M in

man

ufac

turi

ng

J-2

Dem

on-

stra

te q

ualit

ypr

oble

m s

olv-

ing

tech

niqu

es

J-3

Dem

on-

stra

te k

now

l-ed

ge o

f SP

Cco

ncep

tsK

- I

Rec

og.

nize

ele

ctri

cal

com

pone

nts

K-2

Use

elec

tric

al te

steq

uipm

ent

K.3

Tro

uble

-sh

oot e

lect

ri.

cal d

evic

esL

-1 T

roub

le-

shoo

t, m

ain-

tain

, and

repa

ir h

ydra

u-lie

sys

tem

s

L-2

Tro

uble

-sh

oot,

mai

n-ta

in, a

nd r

e-pa

ir p

neu.

mat

ic s

yste

ms

'

3ES

CO

PY A

VA

ILA

BL

E

MO

LD

MA

KE

R ..

.. pl

ans,

lays

out

, set

s up

, and

ope

rate

s ha

nd a

nd m

achi

ne to

ols

to p

erfo

rm o

pera

tions

nec

essa

ry f

or m

achi

ning

new

mol

ds o

rm

aint

aini

ng/r

epai

ring

/mod

ifyi

ng e

xist

ing

mol

ds to

ref

eren

ced

desi

gn s

tand

ards

.

4T

asks

Dut

ies

A

IAL

D P

1111

0711

60

inte

rpre

tE

ngin

eeri

ngD

raw

ings

and

Con

tiol

oeu

Rec

ogni

zeD

iffe

rent

Man

ufac

turi

ngM

ater

ials

and

Perf

orm

Adv

ance

dM

achi

ning

Prog

ram

UsI

ngC

AM

Syst

em 143

A-1

Fol

low

safe

tym

anua

ls a

ndal

l saf

ety

regu

latio

ns/

requ

irem

ents

A-2

Use

prot

ectiv

eeq

uipm

ent

A.3

Fol

low

safe

oper

atin

gpr

oced

ures

for

hand

and

mac

hine

tool

s

A-4

Mai

ntai

na

clea

n an

dsa

fe w

ork

envi

ronm

ent

A-6

Lif

tsa

fely

A-6

Con

trol

fire

haz

ards

A-7

MSD

S/C

ontr

olch

emic

alha

zard

s

B-

I Pe

rfor

mba

sic

arith

met

icfu

nctio

ns

B.2

Con

vert

frac

tions

/de

cim

als

13-3

Con

vert

Met

ric/

Eng

lish

mea

sure

men

ts

8-4

Perf

orm

basi

cal

gebr

aic

oper

atio

ns

B.6

Use

prac

tical

geom

etry

B-6

Und

er-

stan

d ba

sic

trig

onom

etry

B-7

Cal

cula

tesp

eeds

and

feed

s fo

rm

achi

ning

B-8

Use

coor

dina

tesy

stem

s

8-9

Perf

orm

calc

ulat

ions

for

sine

bar

and

sine

pla

te

B-1

0 C

alcu

-la

te f

or d

irec

t,si

mpl

e, a

ndan

gula

rin

dexi

ng

B-

1 I

Perf

orm

calc

ulat

ions

nece

ssar

y fo

rtu

rnin

gta

pers

B-

12 U

se a

llfu

nctio

ns o

n a

scie

ntif

icca

lcul

ator

13-1

3 C

alcu

-la

te d

raft

angl

es

B-1

4 C

alcu

-la

te r

unne

rsi

ze f

or m

old-

ing

B. 1

5 A

pply

'shr

ink

rate

'fo

rmul

as

C. 1

Ide

ntif

yba

sic

layo

ut o

fdr

awin

gs

C-2

Ide

ntif

yba

sic

type

s of

draw

ings

C-3

Rev

iew

blue

prin

tno

tes

and

dim

ensi

ons

C-4

Lis

t the

purp

ose

ofea

ch ty

pe o

fdr

awin

g

C.6

Ver

ify

draw

ing

elem

ents

C-6

Pra

ctic

eG

eom

etri

c D

i-m

ensi

onin

gan

dT

oler

anci

ng(O

D&

T)

C-7

Ana

lyze

bill

ofm

ater

ials

030M

)

C-8

Des

crib

eth

e re

latio

n-sh

ip o

fen

gine

erin

gdr

awin

gs to

plan

ning

C.9

Und

er-

stan

d an

d us

equ

ality

syst

ems

C-

10 V

erif

yst

anda

rdre

quir

emen

ts

D-1

Ide

ntif

ym

ater

ials

with

des

ired

prop

ertie

s

D.2

Ide

ntif

ym

ater

ials

and

proc

esse

s to

prod

uce

a pa

rt

D-3

Des

crib

eth

e he

attr

eatin

gpr

oces

s

D.4

Tes

tm

etal

sam

ples

for

hard

ness

D.5

Und

er.

stan

d w

eldi

ngop

erat

ions

D.6

Eva

luat

eal

tern

ativ

em

anuf

actu

ring

proc

esse

s

D-7

Ide

ntif

yty

pes

ofpl

astic

mat

eria

ls

D-8

Ide

ntif

ypl

astic

mol

ding

proc

esse

s

E-

1 U

nder

-st

and

met

rolo

gyte

rms

E -

2 Se

lect

mea

sure

men

tto

ols

E.3

Mea

sure

with

han

dhe

ld in

stru

-m

ents

E-4

Elim

inat

em

easu

rem

ent

vari

able

s

E -

6 M

easu

re/

insp

ect u

sing

surf

ace

plat

ean

d ac

cess

o-ri

es

E -

6 In

spec

tus

ing

stat

iona

ryeq

uipm

ent

F- I

Pre

pare

and

plan

for

mac

hini

ngop

erat

ions

F-2

Use

han

dto

ols

F-3

Ope

rate

pow

er s

aws

F-4

Ope

rate

drill

pre

sses

F-5

Ope

rate

vert

ical

mill

-in

g m

achi

nes

F-6

Ope

rate

hori

zont

alm

illin

gm

achi

nes

F-7

Ope

rate

met

al c

uttin

gla

thes

F-8

Ope

rate

grin

ding

/ab

rasi

vem

achi

nes

0- 1

Pre

pare

and

plan

for

CN

C m

achi

n-in

g op

erat

ions

0.2

Sele

ctan

d us

e C

NC

tool

ing

syst

ems

0-3

Prog

ram

CN

Cm

achi

nes

0-4

Ope

rate

CN

Cm

achi

ning

cent

ers

(mill

s)

0.5

Ope

rate

CN

C tu

rnin

gce

nter

s(l

athe

s)

0.6

Prog

ram

CN

C m

a.ch

ines

usi

ng a

CA

M s

yste

m

0-7

Dow

nloa

dpr

ogra

ms

via

netw

ork

0-8

Ope

rate

elec

tric

aldi

scha

rge

mac

hine

s

11. I

Und

er-

stan

d C

AD

/C

AM

prog

ram

s

11 -

2 M

anip

u.la

te C

AD

func

tions

11 .3

Pro

cess

sim

ple

tool

.pa

th d

ata

II -

4 C

reat

ead

vanc

edsu

rfac

em

odel

s

11 -

5 Pr

oces

sco

mpl

ex to

ol-

path

fun

ctio

ns

I- I

Use

com

pute

rop

erat

ing

syst

ems

1-2

Und

er.

stan

dco

mpu

ter

term

inol

ogy

1.3

Use

file

man

agem

ent

syst

ems

1-4

Inst

all

and

use

soft

war

epa

ckag

es

J.I

Iden

tify

type

s of

mol

ds

J-2

Iden

tify

typi

cal m

old

com

pone

nts

J-3

Est

imat

eba

sic

mol

dco

st c

onsi

der.

atio

ns

J.4

APP

lyba

sic

mol

dde

sign

prin

cipl

es

J.6

Inst

all

mol

dte

mpe

ratu

reco

ntro

lde

vice

s

J-6

Ass

embl

e/di

sass

embl

em

olds

J-7

Iden

tify

'of

f th

e sh

elf

mol

dco

mpo

nent

s

J-8

Con

stru

cta

cavi

ty a

ndco

re f

or a

nin

ject

ion

mol

d

J-9

Bui

ld/

asse

mbl

e/ad

just

eje

ctor

plat

es a

ndpi

ns

J- 1

0 V

ent

mol

dsJ.

1 1

Dia

gnce

ean

d re

pair

all

mol

d re

late

dpr

oble

ms

J.12

Pol

ish

mol

d ca

vitie

sJ-

13

Perf

orm

prev

enta

tive

mai

nten

ance

14,i

TO

OL

AN

D D

IE M

AK

ER

....

skill

ed w

orke

rs w

ho p

rodu

ce to

ols,

die

s, a

nd s

peci

al g

uidi

ng a

nd h

oldi

ng d

evic

es th

at a

re u

sed

in m

achi

ning

.

4T

asks

Dut

ies

A

Dem

onst

raK

now

ledg

e of

Man

ufac

turin

gM

ater

ial

Dem

onst

raK

now

ledg

e of

Man

ufac

turin

gP

roce

sse

TLD

PU

S

mea

l

Per

form

CA

CA

M a

nd C

NC

Pro

gran

unin

gT

asks

1 I

5

A-

1 F

ollo

wsa

fety

man

uals

and

all s

afet

yre

gula

tions

/re

duire

men

ts

A-2

Mai

ntai

nsa

feeq

uipm

ent

and

mac

hine

ry

A.3

Use

saf

eop

erat

ing

prcc

edur

es fo

rha

nd a

ndm

achi

ne to

ols

A-4

Mai

ntai

na

clea

n an

dsa

fe w

ork

envi

ronm

ent

A.b

Use

saf

em

ater

ial

hand

ling

prac

tices

A-6

Con

sult

and

appl

yM

SD

S fo

rha

zard

s of

vario

usm

ater

ials

B-

I Per

form

basi

car

ithm

etic

func

tions

B.2

Per

form

basi

cal

gebr

aic

oper

atio

ns

13.3

Use

bas

icge

omet

ricpr

inci

ples

13.4

Per

form

basi

ctr

igon

omet

ricfu

nctio

ns

13-5

Use

and

aPP

lyC

arte

sian

Cco

ndin

ate

Sys

tem

C-

1 In

terp

ret

and

unde

r-st

and

basi

cla

yout

/type

s of

draw

ings

C.2

Inte

rpre

t,re

view

, and

appl

y bl

ue.

prin

t not

es,

dim

ensi

ons.

and

tole

ranc

e.

C-3

Use

and

appl

y G

eom

et.

no D

imen

-si

onin

g an

dT

oler

anci

ngK

ID&

TI

C-4

Dem

on-

stra

te tr

adi-

tiona

l mec

hani

-ca

l dra

fting

and

sket

chin

g te

ch-

C.5

Und

er-

stan

d an

dus

e qu

ality

syst

ems

D-1

Iden

tify

mat

eria

lsw

ith d

esire

dpr

oper

ties

D-2

Iden

tify

mat

eria

ls a

ndpr

oces

ses

topr

oduc

es p

art

D.3

Dis

cuss

clas

sific

atio

nsy

stem

s fo

rm

etal

join

tw.

E-

1 U

nder

-st

and

met

ro].

ogy

term

s

E -

2 S

elec

tm

easu

rem

ent

tool

s

E-3

Mea

sure

with

han

dhe

ldin

stru

men

ts

E -

4 E

limin

ate

mea

sure

men

tva

riabl

es

E-5

Mea

-su

rehn

spec

tus

ing

surf

ace

plat

e an

dac

cess

orie

s

E.6

Insp

ect

usin

gst

atio

narj

equi

pmen

t

F.1

Dis

cuss

met

al c

uttin

gan

d m

etal

cutti

ng to

ols

F-2

Ope

rate

met

al s

aws

F.3

Ope

rate

drill

pre

sses

and

tool

ing

F-4

Ope

rate

engi

ne a

ndtu

rret

lath

esan

d to

olin

g

F.5

Ope

rate

vert

ical

and

horiz

onta

lm

ills

and

tool

ing

F-6

Ope

rate

prec

isio

ngr

inde

rs

F-7

Ope

rate

heat

trea

ting

equi

pmen

tan

d pr

oces

ses

F-8

Ope

rate

shee

t met

aleq

uipm

ent

F-9

Ope

rate

wel

ding

equi

pmen

tan

d pr

oces

ses

F-

lOE

stim

ate

time

requ

ired/

cost

topr

oduc

e a

Par

t

0. 1

Use

com

pute

rop

erat

ing

syst

ems

0-2

Und

er-

stan

dco

mpu

ter

term

inol

ogy

0-3

Use

file

man

agem

ent

syst

ems

0-4

Inst

all

and

use

softw

are

Pac

kage

s

H. I

Dis

cuss

fund

amen

-ta

ls o

f CN

Cm

achi

nes

and

cont

rols

13-2

Pro

gram

and

oper

ate

CN

C m

illin

gm

achi

ne a

ndm

achi

ning

cent

er

H-3

Pro

gram

and

oper

ate

CN

C la

the

13-4

Use

Com

pute

r-A

ided

Dra

fting

(CA

D)

syst

em

H.5

Cre

ate

3-D

sol

idm

odel

s

H.6

Use

Com

pute

r.A

ided

Man

ufac

turin

g(C

AM

) sy

stem

I- 1

Dis

cuss

basi

c ty

pes

and

func

tions

ofjig

s an

dfix

ture

s

1-2

Util

ize

conc

epts

of j

igan

d fix

ture

desi

gn

1-3

Dem

on-

stra

te u

nder

-st

andi

ng o

fdi

ffere

nt ty

pes

of in

dust

rial

dies

1-4

Util

ize

basi

c di

eth

eory

1.5

Util

ize

prin

cipl

es o

fdi

e de

sign

1-6

Per

form

tool

and

die

repa

ir

1-7

Dem

on-

stra

te to

olan

d di

em

akin

g sk

ills

J. 1

Dis

cuss

fund

amen

tals

of E

DM

J.2

Set

upan

d op

erat

eco

nven

tiona

lsi

nker

ED

M

J-3

Pro

gram

,se

tup,

and

oper

ate

CN

Csi

nker

E D

Man

d E

DM

drill

J-4

Pro

gram

,se

tup,

and

oper

ate

CN

Cw

i re

E D

M

-

1 4

WE

LD

ER

... t

hat p

erso

n w

ho is

res

pons

ible

for

the

plan

ning

, lay

out,

fit u

p of

mat

eria

ls, a

nd o

pera

tion

of w

eldi

ng e

quip

men

t to

prep

are

the

wor

kan

d pe

rfor

m w

eldi

ng o

pera

tions

nec

essa

ry to

pro

duce

a w

ork

piec

e to

pre

scri

bed

engi

neer

ing

stan

dard

s.T

asks

Dud

es

A

Wor

k E

thic

s

Com

mun

icat

ion

Skill

s

!Wel

d-R

elat

edR

equi

rem

ents

Biti

eral

ittin

g,St

ruct

ural

Lay

out e

ndPi

t-U

p

tl,:p

agg

Proe

ess(

Itt.f

re J

oint

>K

gzur

rigi

dW

eldi

ng

Ll

L2

M1

94.1

).1.

111

MO

OS

Shie

lded

Met

al A

rW

eldi

ng I

SMA

W)

(Bas

ic)

Gas

Met

alA

Wel

ding

((IM

AM

Mes

ta)

ro

A-I

Dem

onat

rate

unde

rsta

ndin

g af

safe

ty r

ile.

A-2

Apu

me

pers

onal

saf

ety

stan

dard

s fo

r se

llan

d ot

her,

AA

Des

crib

e th

epu

rpos

e an

d us

eof

pro

tect

ive

equi

pmen

t

A-4

Dem

onst

rate

prop

er h

andl

ing

atha

zard

ous

mat

ed-

a,

k6 D

emon

-st

rafe

kno

wle

dge

of f

irst

aid

end

CPR

A4

Prac

tice

eafe

ty p

ecan

-lio

ns w

hen

usin

gM

I.

A-7

Dem

on-

stra

ti. p

rope

rw

eari

ng a

nd u

seof

saf

ety

equi

p-m

eat

A4

Cre

ate

and

mai

ntai

noa

fsw

ork

stat

ion

A-9

Dem

onst

rate

refe

rs p

reca

utio

n.re

gard

ing

AR

Cfl

ash

A-W

Dem

on-

stra

ta e

ye s

afet

ypr

ecau

tions

A-1

1 Pe

rfan

ngr

indi

ng e

ndbr

ushi

ng te

ch-

piqu

e ud

ety

A-1

2 M

aint

ain

adeq

uete

ven

tila-

lion

A-1

8 M

ark

'hob

wor

k'

B-1

App

ly p

in-

elpl

es e

nd to

rte

of c

ontin

uous

qual

ity im

pute

-m

at

13-5

1 U

nder

stan

dth

e im

port

ance

of q

ualit

y in

the

man

ufac

turi

ngpr

oms

B-8

impl

emen

tco

ncep

ts o

f qu

a-ity

in th

e w

ork-

plac

e

B-4

Fol

low

the

qual

iq P

lan

and

reco

mm

end

im.

pros

em

enta

inw

ork

met

hods

or

=sp

lay

13-5

Est

ablis

hm

etho

ds, y

am,

and

proc

edur

esto

mai

ntai

n gn

at-

ity

-04

C-I

Be

prom

ptan

d on

the

Job

inac

cord

sm w

ithw

ork

sche

dule

0-2

Val

ue h

on.

est w

ork

ethi

cs,

dedi

catio

n, a

ndre

spon

sibi

lity

inth

a w

orkp

lace

0-8

Dem

onst

rate

high

mar

al v

elum

neat

mid

cle

anw

orkp

lace

C-6

Pra

ctic

eca

refu

l use

and

mai

nten

ance

of

tool

s an

d eq

uip-

min

t

B. o

ztam

it-ta

d to

am

elle

nce

and

gnat

/

C-I

Pre

sent

ago

od s

ompa

nyim

age

in a

ttire

and

attit

ude

C41

Sup

port

posi

tive

wor

k en

-vi

ronm

ent

C-9

Pra

ctic

epa

ritie

s at

titud

e

Di P

rect

ke b

e-la

g a

good

Us-

teno

r

0-11

Dem

on-

stra

ta g

ood

read

-M

g, c

ompm

hen-

don

and

wri

ting

atin

s

041

Doc

umen

tm

anuf

actu

ring

proc

0-4

Prep

are

reco

mm

enda

tion

for

cont

inuo

us f

in-

pave

men

t

0-5

Prep

are

asu

mm

atiz

ed p

ri.

mitt

list

of

wor

kre

epon

sibi

litie

s

0-6

Dis

play

shi

t-It

y to

fol

low

dl-

rect

ions

, giv

e di

-re

ctio

ns a

nd a

c-re

pt c

onst

ruot

ive

eriti

den1

'E4

0-7

Dem

on-

stra

tepo

sitiv

eco

mm

unic

atio

nsk

ills

with

m-

wor

kers

and

su.

Ian

42-1

1lf

-I U

nder

stan

dth

e ro

les

of c

o-w

orke

n5-

2 R

espe

ct p

eer

rela

tions

hips

114

Shar

e re

-m

ums

to m

om-

on&

nec

essa

ryta

ska

`F4

12-4

Fac

ilita

te th

ew

ork

ethi

c by

com

plet

ing

task

son

din

e an

dac

cura

tely

li-6

B. i

nvol

ved

with

pro

blem

solv

ing

App

lycr

eativ

e th

inld

ng-7

Sup

port

apo

sitiv

e at

titud

e54

&m

ourn

('go

ad f

eelin

gs a

ndm

oral

e

E-9

Und

erst

and

purp

ose

ande

oals

of th

e ar

gent

:a-

am

sg-1

0 Pl

an a

ndor

gani

se w

ork

aste

am

Be

will

ing

tole

ad in

are

as o

fkn

owle

dge

and

over

tire

5-12

Dem

on-

stm

t. w

illin

g-ne

ts to

lear

nne

w m

etho

dsan

d sk

ills

5-19

Dem

on-

stra

te g

ood

per-

sona

l rel

atio

nssk

ills

F-1

&M

kt u

n-de

rsta

ndin

g of

bask

ari

thm

etio

func

tions

F-2

Exh

ibit

un-

dere

tand

ing

ofco

nver

ting

frac

-do

ns a

nd d

ed-

mal

t

Dem

atut

rate

prac

tical

mat

h-sm

ith.'

in th

eus

* of

mea

sure

-m

eat t

ools

F-4

Inte

r-co

nver

tM

etri

c/E

nglis

hm

easu

rem

ent*

F-5

Perf

orm

prel

atic

al m

ath-

emat

ioal

"po

lka-

tione

rel

evan

t to

area

of

wor

k

1,4

We

appl

ied

stat

istic

s, g

raph

sen

d ch

arts

for

purp

me

of a

naly

-el

s an

d pr

oble

mso

lvin

g0-

1 R

ead

Job

met

hod

plan

03 V

erif

y an

dun

grad

e pa

per-

wor

k

04 I

nter

pret

draw

ings

and

blue

prin

ts

0-4

Rea

d w

elbr

sped

floa

llons

proc

edur

esH

-1 U

nder

stan

dpa

rte

of b

lue-

prin

t

14-2

Des

crib

eal

phab

et o

f lin

os)4

4 D

emon

stra

teta

pe r

eadi

ng a

ndm

esou

rem

ent

tech

niqu

e,

)4-4

Use

fra

min

gum

e to

squ

are

part

e

H-5

Use

leve

lan

d ot

her

de-

vice

s to

ver

ify

layo

ut

H-8

Und

erst

and

and

inte

rpre

tch

op d

raw

ing.

for

prec

ise

layo

ut

H-7

Dem

on-

stra

ta k

nout

-w

ho, o

f w

eldi

ngsy

mbo

ls.

He

Iden

tify

earl

-ow

str

uctu

ral

shap

e. a

nd th

eir

reep

eotiv

e pa

rts

H-0

Ide

al*

stru

ctur

al c

omp-

mar

ts a

nd s

up-

part

fra

mew

orks

of b

ulld

inP

and

thei

r co

mpo

nent

.

H-I

0 D

escr

ibe

prop

er p

lace

men

tof

stif

fene

re a

ndsu

ppor

t, w

hen

mod

lIng

mis

t-in

g ef

ruot

uree

H-1

1 Id

entif

y fi

l-le

t wel

d si

zes

for

wid

ow th

ick-

meo

w, o

f M

em

etal

s

11-1

2 D

escr

ibe

prop

er s

eque

nce

whe

n M

ang

vari

ous

shap

e. to

stru

ctur

al M

aw-

Mg

epee

s

li-18

Des

crib

em

etho

ds f

or la

y.ou

t slo

p. a

ndm

ains

tote

r-sn

ots

H-I

4 D

escr

ibe

the

use

of li

pan

d fi

xtur

es tn

layo

ut a

nd f

it-up

H-1

6 L

ist t

hest

eps

to b

e fo

l-lo

wed

whe

npl

anni

ng &

Job

H-1

5 In

terp

ret

!Mix

ture

! de

tail

shee

ts

H-1

7 D

escr

ibe

met

hods

for

stra

ight

enin

g an

dre

mov

ing

dam

-ag

ed s

truc

tura

lan

d m

achi

nery

part

e,

1-1

Gat

her

mat

eria

ls f

oe th

eJo

b

1-2

Gat

her

wel

d-M

g eq

uipm

ent

and

teol

e

14 C

heck

wel

d-in

g eq

uipm

ent f

orsa

fety

1-4

Set-

up e

quip

-m

eat

1-5

Mak

e te

e,-

wel

d to

ver

ify

para

met

ers

J-I

Peep

er/1

1MM

glin

=11

134

Mc

met

hod

J.2

Cle

an m

aid

area

J-3

Int-

upfo

lot

J-4

veri

fy J

oint

prep

arat

ion

K-1

Ide

ntif

y an

dde

scri

be th

efu

nctio

n of

eac

hpi

ece

ofeq

uipm

ent

K-9

Ide

ntilY

the

safe

ty h

azar

dsK

-8 D

mor

ibe

prev

entiv

e an

d/or

pro

tect

ive

mea

sure

s

K4

Lis

t the

wel

d-in

gear

iabl

ee a

ndde

scri

be W

O e

l.fe

at"

on w

eld

%W

RY

KO

Des

crib

e th

eA

WS

met

al g

asw

eldi

ng r

od d

u-M

b:ra

tion

eutte

m

K-8

Des

crib

ete

chni

ques

for

mim

rela

tedw

dist

tgan

K.7

Wel

d m

ildst

eel s

heet

met

alus

ing

tech

niqu

esth

etw

ill m

ini-

mim

e th

e ef

fect

sof

dis

tort

ion

K4

Lis

t the

sar

i-W

es a

ssoc

iate

dw

ith g

uttin

g

Kg

Out

mild

stee

l pla

te in

asa

fe m

anne

r

1.-1

Pre

heat

ioin

t1.

-2 I

nitia

tew

eldi

ng p

roce

ss1,

44 P

erfO

rM w

eld

emin

ence

1.-4

Con

trol

wel

dte

chni

que

1.-1

5 M

aint

ain

preh

eat a

ndpe

rfor

mm

tapm

e

1/4

Use

the

carb

on 4

1

Priu

otel

p,,M

irga

t 1 i

W -

-

1.7

App

lyw

elde

rsid

entil

katio

n

1.4

Con

tra

post

-w

eld

tem

pera

ture

awar

ding

topr

eced

wes

1..-

9 Po

st c

lean

wel

d1.

-10

Post

MIL

&w

eld

1.-1

1 Pa

ss is

par

turn

ery'

qua

li-fi

catio

n te

st w

-la

g (M

AW

au

carb

on s

teel

inth

e 60

poe

ition

1-11

1 Pa

ss e

per

fonn

ence

qua

nti-

natio

n ta

ct w

ing

(MA

W o

n M

ain-

lee.

ste

el p

ipe

inth

e 60

pos

ition

bt-l

l Ide

ntif

y()

MA

W e

quip

-m

ent

M-2

Ide

ntif

y th

esa

fer/

has

eria

M4

Des

crib

e th

epr

even

tive

and

prot

ectiv

em

easu

res

14-4

Ide

ntif

yw

eldi

ng v

aria

bles

and

thei

r ef

fect

sup

on w

eld

qual

ity

M-5

Tro

uble

-sh

oot e

quip

men

tM

43 D

escr

ibe

AW

S el

ectr

ode

atla

ilem

lific

atiO

n ey

e-i-

L,r

ocrI

be1.

5442

13.,

num

ffl

om

M-5

Ues

crib

e

invi

t2B

.ar

e,vi

rCV

AD

er &

Ye

MitA

fpV

ILIC

IV

-,4,

Wal

l

ki-1

0 D

emon

-ci

trat

e al

mni

num

GN

AW

fla

t hod

-so

ntal

, ver

tical

and

over

head

hi-1

1 D

eem

be(M

AW

fill

erw

ire*

14-1

2 D

emon

-at

m°

abili

ty to

repa

ir w

elds

WE

LD

ER

... t

hat p

erso

n w

ho is

res

pons

ible

for

the

plan

ning

, lay

out,

fit u

p of

mat

eria

ls, a

nd o

pera

tion

of w

eldi

ng e

quip

men

t to

prep

are

the

wor

kan

d pe

rfor

m w

eldi

ng o

pera

tions

nec

essa

ry to

pro

duce

a w

ork

piec

e to

pre

scri

bed

engi

neer

ing

stan

dard

s.

Dut

ies

M2

M3

01 02

(MA

W H

urt

Mun

dt T

read

er(I

nter

mal

iate

)

GM

AW

Spe

yen

d P

ulse

d S

gway

,P

ipe

Tra

nsfe

r(A

thm

eed)

In. C

ore

Ar2

>W

eldi

ng (

PC

AW

)

In-P

rom

s. W

el=

spee

ders

In-P

rom

s,R

ewor

k

IHou

seke

epin

gA

ctiv

ities

Uch

ida

Ter

min

olog

y

1

Tas

ksM

111

Dem

on-

Mat

e m

a:bl

nead

just

men

ts(v

olta

ge, d

na,

win

spe

ed)

M-1

4 In

itiat

ew

eldi

ng p

roce

seM

45 P

erfo

rmw

eld

eequ

ence

01.1

8 C

oned

wel

d te

chni

que

14.1

7 U

nder

-st

and

wel

ding

ther

sate

netio

e of

vario

us s

hiel

ding

gale

.

14.1

8 P

ost-

clea

nw

eld

-14-

29

1440

Per

form

inte

rpos

e pe

va-

rado

n

M-2

0 M

unn-

Mat

e sh

ort a

ir-cu

d, G

NA

W fi

atho

rizon

tal,

cord

-ca

l and

ove

rhea

d

01.2

1 P

ut M

ush

wel

d01

-211

Dem

ibe

OM

AW

Slie

rw

ires

14-2

3 D

escr

ibe

basi

c w

eld

diso

ontin

uille

e

-116

616

.24

Dem

on.

stra

ta p

re-w

eld

Wea

ning

14-2

6 D

emon

.dr

at*

inte

rnee

sdo

min

g

14.2

6 D

emon

-W

ats

adju

stm

ent

to p

ules

and

far

:Min

e,

14-2

7 D

emon

-st

rate

OM

AW

Infla

t. ho

rienn

tal.

vert

ical

and

ove

r-re

ad ;m

itten

s

14-2

8 P

re-h

eat

join

t, if

requ

ired;

unde

rsta

nd jo

int

prep

arat

ion

Initi

ate

wel

ding

pro

cess

01-3

0 P

erfo

rmw

eld

sequ

ence

Al-l

i Des

cnbe

A18

1 M

inim

sM

elo

du e

lfea.

don

Inte

nt

24-3

2 D

escr

ibe

wel

dabi

lln M

ob-

lent

s as

soci

ated

with

stz

eigh

tch

rom

ium

, nic

kel

and

Asi

nine

Mel

01-8

8 D

escr

ibe

Bet

rinon

nel e

ffe

els

of v

ibra

tion

on th

e lif

e of

pip

-hi

e sy

stem

s

14-3

4 D

escr

ibe

met

tmie

of m

ini-

min

ing

detr

imen

-te

l effe

cts

of o

res.

sure

and

hea

t on

lilts

of p

ipe

sm.

tem

s

Pat

s a

m.-

&nu

ance

quA

U-

catio

n te

st u

sing

(MA

W e

n pi

pein

the

60 p

osl.

don

14-1

Und

erst

and

the

safe

ty b

eton

usin

g P

C,A

W

14-2

Tro

uble

.sh

oot P

CA

Weq

uipm

ent

144

Per

form

wel

d se

quen

ce11

-4 S

hut d

own

MA

W e

quip

men

t

DIV

pmen

t

Iden

tify

(MA

W e

quip

.m

ent

041

Idon

hip

the

safe

ty.a

lds

041

Des

crib

e th

epr

even

tive

and

prot

ectiv

e m

ea.

IWO

04 Id

entit

y th

ew

eldi

ngsa

dabl

esan

d th

eir

effe

cts

upon

wel

d qu

ality

0-6

Tro

uble

-sh

oot e

quip

men

trI

3-6

Ilesc

rite

AW

8 el

ectr

ode

clau

dica

tion

aye-

tam

0-7

Des

crib

eA

W8

tille

r m

etal

clau

dica

tion

syst

em

4341

.afo

rmO

TA

W Il

llet a

ndgr

oove

wel

ds o

n T

and

butt

join

ts o

nva

rious

met

als

inva

rious

pos

ition

s04

1 P

us a

pep

fem

me

quad

-ca

tion

tut u

sing

CIT

AW

on

urba

nst

eel I

n th

e 6G

posi

tion

=pi

pe

040

Pes

sq,la

ferm

ium

catio

n te

st u

sing

OT

AW

on

alum

l.nu

m in

the

60pa

sItIo

n on

pim

P.1

Iden

tify

and

desc

ribe

the

func

tion

ofP

lasm

a A

reC

uttin

g (P

AO

)eq

uipm

ent

P-2

Idea

* an

dde

scrib

e th

efu

nctio

n of

Pto

mai

neW

eldi

ng (

PA

W)

equi

pmen

t

P-3

Und

enta

ndth

e so

lely

Mot

ors

in P

lum

e A

roC

Utti

ng a

ndP

lum

Am

Wel

d-in

g pr

eem

ie

P.4

84t

-up

Pla

sma

Am

Cut

.lin

g eq

uipm

ent

P-6

Bet

-up

Pla

sma

Arc

Wel

ding

equ

ip-

men

t

P4

Per

form

Pla

sma

Am

Cut

-M

imi P

lum

eA

m W

eldi

ng o

nva

rious

mat

eria

ls

P.7

Per

form

shut

dow

n pr

o-ce

der.

. on

Pla

sma

Aro

Cut

-tin

s an

d P

lum

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ResourcesThe MASTER Training Modules are available in printed form, on CD-ROM and on theInternet at http://machinetool.tstc.edu.

The MASTER consortium of member colleges that have developed the TrainingModules covers the major geographic regions of the nation. Each member is availableto provide additional information and resource as might be required.

Augusta Technical InstituteCenter for Advanced Technology (CAT)3116 Deans Bridge RoadAugusta, GA 30906

Mr. Ray Center - Director, CATPhone: 706-771-4089E-Mail: [email protected]

San Diego City CollegeCenter for Applied Competitive Technologies (CACT)1313 Twelfth AvenueSan Diego, CA 92101

Dr. Joan A. Stepsis - Dean/Director, CACTPhone: 619-230-2080E-Mail: [email protected]

Itawamba Community CollegeThe Tupelo Campus653 Eason BoulevardTupelo, MS 38801-5999

Dr. Charles V. Chrestman - Dean of Career Education and CommunityServices

Phone: 601-680-8423E-Mail: [email protected]

Moraine Valley Community CollegeCenter for Contemporary Technology10900 South 88th AvenuePalos Hills, IL 60465-0937

Dr. Richard Hinckley - Dean of Instruction, Workforce Development &Community Service

Phone: 708-974-5733E-Mail: [email protected]

Springfield Technical Community CollegeP. 0. Box 9000Springfield, MA 01101-9000

Dr. Thomas E. Holland - Vice President, Center for Business & TechnologyPhone: 413-781-1314E-Mail: [email protected]

Texas State Technical College3801 Campus DriveWaco, TX 76705

Wallace Pe lton - Project CoordinatorPhone: 254-867-3509E-Mail: [email protected]

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consortium of educators and industry


MACHINE TOOL INDUSTRY

Machining SeriesINSTRUCTOR'S HANDBOOK

Supported hy the Notional Science 1:oinulatitni.. 1.:(Inewion Pogam

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MAC-G3

MACHINIST SERIESMASTER Technical Module No. MAC-G3

Subject: Conventional Machining

Duty: Perform Advanced MachiningTask: Program CNC Machines

Time: 30 Hrs.

Objective(s):

Upon completion of this unit the student will be able to:a. Identify and describe essentials and safety of CNC systems;b. Identify and describe types of CNC hardware and software;c. Identify and describe machine axes and coordinate systems;d. Identify and describe coordinate systems;e. Plan and write programs for CNC mills; and,f. Plan and write programs for CNC lathes.

Instructional Materials:

MASTER Handout (MAC-G3-H0)MASTER Laboratory Exercise (MAC-G3-LE)MASTER Laboratory Aid (MAC-G3-LA)MASTER Self-Assessments (two)

References:

Computer Numerical Control, From Programming to Networking, S.C. Jonathan Lin, Delmar Publishers Inc., Latest Edition

Student Preparation:

Students should have previously completed the following Technical Modules:MAC-G1 "Prepare and Plan for CNC Machining Operations"MAC-G2 "Select and Use CNC Tooling Systems"

Introduction:

In the modern world of machining more and more companies are relying heavily onCNC machinery. This is a trend that is expected to continue into the future of MachineTechnology. Many students are highly motivated to learn how to program and operatethis type of equipment. It is wise to have a basic understanding of how the equipment

functions so we can have a better understanding of how to program the machine tooloperations. Many of the procedures can be compared directly to their conventionalmachine counterparts. Most people will progress further along if they establish a solidfoundation in the basic principles.

Presentation Outline:

I. Identify and Describe Essentials and Safety of CNC SystemsA. Identify and explain essentials

1. Define numerical control2. Explain history and future of CNC technology3. Identify basic elements of CNC system4. Define Computer Numerical Control (CNC)5. Explain advantages and limitations of CNC6. Identify applications of CNC technology

B. Compare types of CNC systems1. Identify and describe modes on numerical control systems2. Explain difference between the following:

a. Point-to-pointb. Axial pathc. 45° line typed. Linear Pathe. Continuous path

3. Describe CNC interpolation4. Identify types of CNC interpolations5. Explain difference between open loop and closed loop systems6. List benefits and problems of open and closed loop systems

C. Demonstrate safety practices related to CNC systems1. Demonstrate safety practices, including:

a. Safety guard/door interlocksb. Power box interlocksc. Tool loading and unloadingd. Loading and unloading work holding devicese. Machine coolant disposal

2. Describe/identify personal safety equipmentII. Identify and Describe Types of CNC Hardware and Software

A. Identify and describe CNC hardware1. Compare NC and CNC systems2. Identify components of CNC machine control unit (MCIJ)3. Define applications of operator control panel4. Explain functions of operator control panel5. Define utilities found on typical control panel6. Select appropriate CNC controls

B. Describe CNC software

1 5 /

1. Describe software related to machine tool2. Describe applications of operation, interface and application

software3. Describe interface of software and hardware

C. Explain feed back drive system1. Describe feed cfrive system2. Explain feed back mechanisms3. Compare direct and indirect measurement systems

III. Identify and Describe Machine Axes and Coordinate SystemsA. Identify and describe machine axes

1. Define and identify machine axes X, Y and Z2. Identify and describe linear axes using right hand rule3. Identify and define primary rotary axes a, b and c

B. Describe coordinate systems1. Describe Cartesian coordinate system as used in NC program2. Define relationship of Cartesian coordinate system with

machine axesC. Define characteristics of positioning systems

1. Define application of absolute positioning systems2. Define application of incremental positioning systems

D. Define reference systems1. Describe characteristics of:

a. Machine reference coordinatesb. Work reference coordinatesc. Program reference coordinatesd. Fixtures offset coordinates

IV. Describe and Interpret CNC Coding SystemsA. Interpret number bases

1. Interpret decimal and binary bases2. Interpret octal and hexadecimal bases

B. Describe NC program storage media1. Describe the media2. Describe advantages and disadvantages of each media

C. Describe EIA and ASCII formatted tapes1. Describe EIA format on tapes2. Describe ASCII format on tapes3. Describe differences in EIA and ASCII formats

V. Write NC ProgramsA. Create NC words

1. Define NC characters, blocks and words2. Identify and describe commonly used NC codes3. Describe and create safe start blocks4. Combine NC codes to create part program

B. Create NC programs1. Use absolute (G90) and incremental (G91) positioning

158

2. Use rapid positioning (GOO) and linear interpolation (G01)3. Use circular interpolation (G02) and (G03)4. Identify plane selections (G17, G18, G19)5. Apply proper plane selection to circular interpolation6. Define and desciibe axis modifiers (I, J, K) and apply to circular

interpolation (absolute and incremental type)C. Calculate and program cutter speed and cutter compensation

1. Describe cutter compensation commands (G40, G41, G42)2. Describe relationships associated with G41 and climb milling3. Describe relationship associated with G42 and conventional

milling4. Evaluate reference documentation to establish machinability

factors for RPM equation5. Apply RPM calculations to identify proper spindle speed "S"

wordD. Calculate and program cutter feed and depth ofcut

1. Evaluate reference documentation to establish feed rate factors2. Apply depth of cut calculations for programming efficiency3. Apply feed equation to establish correct feed "F" word

E. Program tool selection and unit input systems1. Describe and apply unit input code (G70 and G71) correctly2. Describe tool function "T" word and its use3. Describe retract quill to Z machine home "MG"5. Describe and apply "T" word with "MG" to create tool change6. Apply "M" codes to program7. Describe and list common "M" words and their applications8. Describe "MOO" program stop and "M01" optional stop

applications9. Describe "M02" end of program and "M30" end of tape

F. Program spindle operation1. Identify spindle commands2. Describe "M03" spindle on clockwise and "M04" spindle on

counterclockwise3. Describe "M05" stop spindle4. Identify and describe coolant commands "M07", "M08" and

"M09"5. Apply "M" codes to program

G. Program fixed cycles1. Identify and describe fixed cycles "G81 - G89"2. Describe benefits and time saving by using fixed cycles in

programming3. Explain different fixed cycle formats for different controllers4. Apply fixed cycles to programs

H. Program operator messages1. Identify and describe non-machine code "operator messages"

1 5 3

2. Describe symbols to isolate operator messages from programa.b.

3. Apply operator messages to NC part program as neededVI. Student Practice - Plan and Write Programs for CNC MillsVII. Student Practice - Plan and Write Programs for CNC Lathes

ale),

Practical Application:

Students should complete CNC programming exercises for the CNC mill and theCNC lathe.

Evaluation and/or Verification:

Students should successfully complete the Self-Assessment found at the end of thislesson.

Summary:

Review the main lesson points and answer student questions.

Next Lesson Assignment:

MASTER Technical Module (MAC-G4) dealing with operating CNC machiningcenters (mills).

MAC-G3-HOProgram CNC Machines


Objective(s):


Module Outline:

Identify and Describe Essentials and Safety of CNC SystemsA. Identify and explain essentials



a. Point-to-pointb. Axial pathc. 450 line typed. Linear Pathe. Continuous path




2. Describe/identify personal safety equipment

1 61

II. Identify and Describe Types of CNC Hardware and SoftwareA. Identify and describe CNC hardware

1. Compare NC and CNC systems2. Identify components of CNC machine control unit (MCU)3. Define applications of operator control panel4. Explain functions of operator control panel5. Define utilities found on typical control panel6. Select appropriate CNC controls

B. Describe CNC software1. Describe software related to machine tool2. Describe applications of operation, interface and application


C. Explain feed back drive system1. Describe feed drive system2. Explain feed back mechanisms3. Compare direct and indirect measurement systems


1. Define and identify machine axes X, Y and Z2. Identify and describe linear axes using right hand rule3. Identify and define primary rotary axes a, b and c









C. Describe EIA and ASCII formatted tapes1. Describe EIA format on tapes2. Describe ASCII format on tapes

3. Describe differences in EIA and ASCII formatsV. Write NC Programs

A. Create NC words1. Define NC characters, blocks and words2. Identify and describe commonly used NC codes3. Describe and create safe start blocks4. Combine NC codes to create part program

B. Create NC programs1. Use absolute (G90) and incremental (G91) positioning2. Use rapid positioning (GOO) and linear interpolation (G01)3. Use circular interpolation (G02) and (G03)4. Identify plane selections (G17, G18, G19)5. Apply proper plane selection to circular interpolation6. Define and describe axis modifiers (I, J, K) and apply to circular





wordD. Calculate and program cutter feed and depth of cut


E. Program tool selection and unit input systems1. Describe and apply unit input code (G70 and G71) correctly2. Describe tool function "T" word and its use3. Describe retract quill to Z machine home "MG"5. Describe and apply "T" word with "MG" to create tool change6. Apply "lVI" codes to program7. Describe and list common "M" words and their applications8. Describe "MOO" program stop and "M01" optional stop




"M09"

163

5. Apply "M" codes to programG. Program fixed cycles

1. Identify and describe fixed cycles "G81 - G89"2. Describe benefits and time saving by using fixed cycles in


H. Program operator messages1. Identify and describe non-machine code "operator messages"2. Describe symbols to isolate operator messages from program

a.b.

3. Apply operator messages to NC part program as neededVI. Student Practice - Plan and Write Programs for CNC MillsVII. Student Practice - Plan and Write Programs for CNC Lathes

MAC-G3-LEProgram CNC Machines

Attachment 2: MASTER Laboratory Exercise

The students shall:a. Plan and write programs for CNC mills; and,b. Plan and write programs for CNC lathes.

165

MAC-G3-LAProgram CNC Machines

Attachment 3: MASTER Laboratory Aid




1.66

Name: Date:

MAC-G3Program CNC Machines

Self-Assessment No. 1

Circle the letter preceding the correct answer.

1. The definition "a system in which actions are controlled by the insertion ofnumerical data at some point" refers to?a. Direct Numerical Controlb. Distributive Numerical Controlc. Numerical Controld. Computerized Numerical Control

2. Which company is given credit for creating the first numerical control millingmachine?a. Rohr Industriesb. Massachusetts Institute of Technologyc. Parsons corporationsd. General Electric

3. The term CNC stands for?a. Continuous Numerical Controlb. Centerline Numerical Controlc. Computerized Numerical Controld. Computerized Numerical Counter

4. The term DNC has multiple definitions one is:a. Distinct numerical controlb. Desired numerical controlc. Direct numerical controld. Destination numerical control

5. The term DNC has multiple definitions another one is:a. District numerical controlb. Distributive numerical controlc. Distinctive numerical controld. Desired numerical control

6. Examples of basic elements of a CNC system would include;a. Center drillb. Milling cuttersc. Moused. Part program

1 6

7. Examples of basic elements of a CNC system would include;a. Anilamb. Program input devicec. Pocket calculatord. Coolant

8. Examples of basic elements of a CNC system would include;a. Machine control unitb. Outside micrometerc. Pencil and paperd. Basic understanding of mathematics

9. Examples of basic elements of a CNC system would include;a. Barcoding systemb. Inside micrometerc. Drive systemsd. Basic understanding of engineering drawings

10. Examples of basic elements of a CNC system would include;a. Machine Toolb. Basic theory of metal removalc. Dial calipersd. Windows operating system

11. Examples of basic elements of a CNC system would include;a. Clamping devicesb. Depth micrometersc. Feedback systemsd. Fine surface finishes

12. NC Systems are often referred to as:a. Primary memoryb. Softwiredc. Hardwiredd. Secondary memory

13. CNC Systems are often referred to as:a. Primary memoryb. Softwiredc. Hardwiredd. Secondary memory

ia

14. Examples of advantages of CNC would include:a. High cost of cutting toolsb. Increased productivityc. Highly attractive machinesd. More interesting for maintenance workers

15. Examples of advantages of CNC would include:a. Lower number of pallets neededb. Increased electronicsc. Inch and metric calibrationsd. High accuracy and repeatability

16. Examples of advantages of CNC would include:a. Reduced production costsb. Systems require less attentionc. Cost effective for small production runsd. Lower maintenance requirements

17. Examples of advantages of CNC would include:a. Reduced initial investmentb. Reduced indirect operating costsc. Cost effective for small production runsd. Lower maintenance requirements

18. CNC operators have to have a higher skill level then a precision tool maker.a. Trueb. False

19. Examples of disadvantages (limitations) of CNC would include:a. High cost of cutting toolsb. Higher productivityc. High initial investmentd. High probability of human error

20. Examples of disadvantages (limitations) of CNC would include:a. Higher scrap ratesb. Higher Maintenance requirementsc. Higher machine utilizationd. High probability of human error

21. Examples of disadvantages (limitations) of CNC would include:a. Not cost effective for precision partsb. Not cost effective for alloysc. Not cost effective for low production levelsd. Not cost effective for non ferrous metals

163

22. CNC can only be applied to applications of chip removal.a. Trueb. False

23. The addition of CNC Machines guarantees increased productivity.a. Trueb. False

24. CNC programming has been dramatically changed by the advent of:a. Fiber opticsb. CAD/CAMc. Space age coolantsd. Special applications

25. The point to point control system is most often used inoperations.a. Rough machiningb. Pocket machiningc. Drillingd. Contouring

26. The continuous-path control system is often calledsystem.a. Rough machiningb. Pocket machiningc. Drillingd. Contouring

27. The continuous-path control system is limited since it can only move one axisat a time.a. Trueb. False

28. An example of a function of the CNC interpolator would include:a. Generates spindle speed calculations for efficient material removalb. Generates intermediate coordinate positions along the program pathc. Generates the proper feed rate in programd. Generates a complete list of "G" codes as needed by the machine

29. An example of a function of the CNC interpolator would include:a. Computes coolant selections for machine tool as neededb. Computes separate tool changes as neededc. Computes individual axis velocities as neededd. Computes material finish requirements as needed

1 7 0

30. One example of a common interpolation would be:a. Metabolicb. Bi cubic approximationc. Lineard. Helical cubic NURB

31. One example of a common interpolation would be:a. Eliptoidinalb. Bi nurdic eliptoidinalc. Radiusd. Circular

32. One significant feature of the control system is that there isno feedback signal for checking whether the programmed position has beenreached.a. Closed loopb. Open loopc. NCd. CNC

33. One significant feature of the control system is that thereare feedback signals that check whether the programmed position has beenreached.a. Closed loopb. Open loopc. NCd. CNC

34. The control system is usually used with the point to pointsystems.a. Closed loopb. Open loopc. NCd. CNC

35. The control system is usually used with continuous pathsystems.a. Closed loopb. Open loopc. NCd. CNC

36. The acronym MCU stands for:a. Machine Companies Unificationb. Machine control unitc. Machine control universityd. Machine control union

37. An example of primary memory would include:a. Floppy disksb. Hard drivesc. RAMd. Paper tape

38. An example of primary memory would include:a. Greco systemb. DNCc. ROMd. Punch cards

39. An example of secondary memory would include:a. Greco systemb. DNCc. ROMd. Hard drives

40. An example of secondary memory would include:a. Floppy disksb. Greco systemc. RAMd. Paper tape

41. Machine is what allows us to reach a exact desired pointcoordinate.a. Controllerb. Repeatabilityc. Accuracyd. Programming

42. Machine is what allows us to come back to an exact pointcoordinate time after time.a. Controllerb. Repeatabilityc. Accuracyd. Programming

43. Theof machine backlash.a. Indirectb. Directc. Closed loopd. Open loop

44. Thebacklash.a. Indirectb. Directc. Closed loopd. Open loop

45. Thea. Indirectb. Directc. Closed loopd. Open loop

measurement feedback system is free from the effects

measurement feedback system is affected by machine

measurement feedback system is more accurate.

46. The machine axis designation by X, Y, and Z are themachine axis.a. Tertiary linearb. Primary linearc. Secondary lineard. Primary rotary

47. The machine axis designation by A, B and C are themachine axis.a. Tertiary linearb. Primary linearc. Secondary lineard. Primary rotary

48. The Cartesian coordinate system is often referred to as thecoordinate system.a. Polarb. Secondaryc. Rectangulard. Primary

1'7 3

49. The data point X -1.0, Y -2.0 is located in the numberquadrant.a. 1

b. 2c. 3d. 4

50. The data point X 1.0, Y 2.0 is located in the numberquadrant.a. 1

b. 2c. 3d. 4

51. The data point X 1.0, Y -2.0 is located in the numberquadrant.a. 1

b. 2c. 3d. 4

52. The data point X -1.0, Y 2.0 is located in the numberquadrant.a. 1

b. 2c. 3d. 4

53. The coordinate system defines the position of a point byits radius and an angle of rotation.a. Polarb. Secondaryc. Rectangulard. Primary

54. If a data point was rotated 100 degrees from 0 it would be in the numberquadrant.

a. 1

b. 2C. 3d. 4


a. 1

b. 2c. 3d. 4


a. 1

b. 2C. 3d. 4


a. 1

b. 2C. 3d. 4

58. In the positioning system all positions are measured from asingle fixed point.a. Incrementalb. Polarc. Rectangulard. Absolute

59. In the positioning system, the reference point is not fixedand moves from data point to data point.a. Incrementalb. Polarc. Rectangulard. Absolute

17 3


Self-Assessment No. 1 Answer Key

1. D 31. D2. C 32. B3. C 33. A4. C 34. B5. B 35. A6. D 36. B7. B 37. C8. A 38. C9. C 39. D10. A 40. A11. C 41. C12. C 42. B13. B 43. B14. B 44. A15. D 45. B16. A 46. B17. B 47. B18. B 48. C19. C 49. C20. B 50. A21. C 51. D22. B 52. B23. B 53. A24. B 54. B25. C 55. B26. D 56. A27. B 57. C28. B 58. D29. C 59. A30. C

176


Self-Assessment No. 2

1. The command "G01" is an example of a NCa. Addressb. Wordc. Blockd. Program

2. In the command "G01" the G is an example of a NCa. Addressb. Wordc. Blockd. Program

3. "NO1 G90 G80 G17" would be an example of a NCa. Addressb. Wordc. Blockd. Program

4. A complete set of codes that would make a part would be called a(n)

a. Addressb. Wordc. Blockd. Program

CNC PROGRAMMINGCommonly used "G" and "M" Codes and Miscellaneous Codes

5. G91:a. Height (tool length offset)b. X, Y plane selectionc. Set X, Y, Z values, reset valuesd. Incremental programminge. Drill with dwell at end of "z" travel

6. G81:a. Fast rapid positioning moveb. Optional stop, acts as MOO or disappearsc. Common drill cycled. Reaming cycle, stops spindle at "z" depthe. Drill with dwell at end of "z" travel

1 7

7. G71:a. Incremental programmingb. Metric programmingc. Set X, Y, Z values, reset valuesd. Reaming cycle, stops spindle at "z" depthe. Drill with dwell at end of "z" travel

8. M06:a. Spindle on clockwiseb. Spindle on counter clockc. Machine stop, stops everythingd. Retract spindle to home positione. Kills canned cycles

9. G02:a. Counter clockwise arc requires axis modifiersb. Straight line move requires feed ratec. Set X, Y, Z values, reset valuesd. Cutter compensation lefte. Clockwise arc requires axis modifiers

10. "S":a. Fast rapid positioning moveb. Straight line move requires feed ratec. X axis modifierd. Spindle stope. Speed

11. MOO:a. Kill coolantb. Set X, Y, Z values, reset valuesc. Optional stop, acts as MOO or disappearsd. Machine stop, stops everythinge. Spindle stop

12. G04:a. X, Y axis movementb. Dwellc. Set X, Y, Z values, reset valuesd. Spindle stope. Commonly stands for tool

17a

13. G19:a. X, Y axis movementb. X, Y plane selectionc. X, Z plane selectiond. X, Z axis movemente. Y, Z plane selection

14. GOO:

a. Fast rapid positioning moveb. Bore in and outc. Machine stop, stops everythingd. Cutter compensation lefte. Cancels cutter compensation

15. "I":a. Incremental programmingb. Z axis modifierc. X axis modifierd. Mist coolante. Y, Z plane selection

16. G40:a. Counter clockwise arc requires axis modifiersb. Spindle on counter clockc. Kill coolantd. Kills cutter compensatione. Kills canned cycles

17. MO1:a. Incremental programmingb. Optional stop, acts as MOO or disappearsc. End of program, stopd. Mist coolante. Cutter compensation right

18. M08:a. Spindle on clockwiseb. Mist coolantc. Peck cycle, deep hole drillingd. Flood coolante. Clockwise arc requires axis modifiers

17 :.=')

19. G03:a. Straight line move requires feed rateb. Common drill cyclec. Clockwise arc requires axis modifiersd. Cutter compensation righte. Counter clockwise arc requires axis modifiers

20. G41:a. Height (tool length offset)b. Z axis modifierc. End of program, stopd. Cutter compensation lefte. Cutter compensation right

21. M04:a. Spindle on clockwiseb. Dwellc. Machine stop, stops everythingd. Spindle on counter clockwisee. Spindle stop

22. G42:a. Counter clockwise arc requires axis modifiersb. Optional stop, acts as MOO or disappearsc. Peck cycle, deep hole drillingd. Cutter compensation lefte. Cutter compensation right

23. M09:a. Counter clockwise arc requires axis modifiersb. Spindle on counter clockc. Kill coolantd. Kills cutter compensatione. Kills canned cycles

24. G70:a. Incremental programmingb. Metric programmingc. Set X, Y, Z values, reset valuesd. Inch programminge. Drill with dwell at end of "z" travel

1 0

25. "F":a. Fast rapid positioning moveb. Feedc. Common drill cycled. Flood coolante. Offset number (tool diameter)

26. M02:a. Spindle on clockwiseb. Spindle on counter clockwisec. End of program, stopd. End of program, return to beginning of program and waite. Cutter compensation right

27. G80:a. Counter clockwise arc requires axis modifiersb. Spindle on counter clockc. Kill coolantd. Kills cutter compensatione. Kills canned cycles

28. G82:a. Common mill cycleb. Bore in and outc. Peck cycle, deep hole drillingd. Reaming cycle, stops spindle at "z" depthe. Drill with dwell at end of "z" travel

29. G01:a. Fast rapid positioning moveb. Straight line move requires feed ratec. Set X, Y, Z values, reset valuesd. Reaming cycle, stops spindle at "z" depthe. X, Z axis movement

30. G83:a. Common drill cycleb. Reaming cycle, stops spindle at "z" depthc. Peck cycle, deep hole drillingd. Reaming cycle, stops spindle at "z" depthe. Drill with dwell at end of "z" travel

181

31. G17:a. X, Y axis movementb. X, Y plane selectionc. X, Z plane selectiond. X, Z axis movemente. Y, Z plane selection

32. "J":a. Height (tool length offset)b. Z axis modifierc. Y axis modifierd. Z axis modifiere. Y, Z plane selection

33. M03:a. Spindle on clockwiseb. Dwellc. End of program, stopd. Spindle stope. Clockwise arc requires axis modifiers

34. G90:a. Incremental programmingb. Metric programmingc. X, Z plane selectiond. Absolute programminge. Cancels cutter compensation

35. M05:a. Spindle on clockwiseb. Dwellc. Machine stop, stops everythingd. Spindle stope. Cancels cutter compensation

36. M07:a. Spindle on clockwiseb. Mist coolantc. Peck cycle, deep hole drillingd. Flood coolante. Clockwise arc requires axis modifiers

37. M30:a. Spindle on clockwiseb. Spindle on counter clockwisec. End of program, stopd. End of program, return to beginning of program and waite. Cutter compensation right

38. "T":a. Height (tool length offset)b. Feedc. End of program, stopd. Mist coolante. Commonly stands for tool

39. G18:a. X, Z plane movementb. X, Z plane selectionc. Y, Z plane selectiond. Y, Z axis movemente. X, Z axis movement

40. "K":a. X axis modifierb. Z axis modifierc. Y axis modifierd. X, Z plane selectione. Y, Z plane selection

41. "H":a. Height (tool length offset)b. Feedc. Y axis modifierd. Retract spindle to home positione. Speed

42.-43. In the (answer to #42) positioning system, all points are

measured from a fixed point or origin, and it's "G" code is (answerto #43).

42. a. absolute 43. a. G91b. incremental b. G92c. fast rapid position move c. G90d. set X,Y,Z values, reset values. d. GOO

183

44.-45. In the (answer to # 44) positioning system, the reference point

from which the dimensions are measured is not fixed. Instead, it moves tothe immediate preceding point from operation to operation. It's "G" code is

(answer to #45).44. a. absolute 45. a. G91

b. incremental b. G92c. fast rapid position move c. G90d. set X,Y,Z values, reset values. d. GOO

46. What is the formula for calculating spindle speeds for CNC machining inrevolutions per minute?a. RPM = Pi x D divided by CS x 12b. RPM = CS x 12 divided by Pi x Dc. RPM = CS x 4 divided by Pid. None; automatically set with MDI on the CNC machine.

47. What is the formula for calculating feeds for CNC machining in inches perminute?a. IPM = Pi x D divided by CS x 12b. IPM = number of teeth on cutter x chip load per toothc. None; geometry set with MDI on the CNC machine.d. IPM = RPM x number of teeth on cutter x chip load per tooth

48. If we saw the command G41D1 in a CNC program, we would know to checkthea. Cutter diameter in offset number 41b. Cutter diameter in offset number G41Dc. Cutter diameter in offset number 1d. Cutter diameter in offset number s1,1

Calculate the following RPM's and feed rates. Use your calculator and set for 3decimal places.

CS

49. 250

50. 300

51. 325

52. 25

53. 100

DIA. RPM IPM = CPT # of Teeth

.125 .002 4

1.250 .0125 15

.875 .003 2

.500 .006 3

.187 .001 6

1 8

Answer selection for the above questions. (RPM's / IPM's)

49. a. 8000.000 / 64.000b. 7639.437 / 61.115c. 119.366 / 0.955

50. a. 916.732 / 171.887b. 1432.394 / 268.574c. 960.000 / 180.000

51. a. 1418.753 / 8.513b. 2.749 / 0.016c. 1485.714 / 8.914

52. a. 2000.000 / 3.600b. 190.986 / 3.438c. 1884.956 / 33.929

53. a. 20159.953 / 120.960b. 2139.037 / 12.834c. 2042.630 / 12.256

185

ProgramSelf-Assessment

MAC-G3CNC Machines

No. 2 Answer Key

1. B 31. B2. A 32. C3. C 33. A4. D 34. D5. D 35. D6. C 36. B7. B 37. D8. D 38. E9. E 39. B10. E 40. B11. D 41. A12. B 42. A13. E 43. C14. A 44. B15. C 45. A16. D 46. B17. B 47. D18. D 48. C19. E 49. B20. D 50. A21. D 51. A22. E 52. B23. C 53. C24. D25. B26. C27. E28. E29. B30. C

18 6


a consortium of educators and industry


MACHINE TOOL INDUSTRY

Machining SerieoSTUDENT LABORATORY MANUAL

Supported by the National ScienceFoundation's Advanced Teclundogical Education PtyNrant

187

MAC-G3-HOProgram CNC Machines


Objective(s):


Module Outline:

I. Identify and Describe Essentials and Safety of CNC SystemsA. Identify and explain essentials



a. Point-to-pointb. Axial pathc. 45° line typed. Linear Pathe. Continuous path




2. Describe/identify personal safety equipment

18J.1

II. Identify and Describe Types of CNC Hardware and SoftwareA. Identify and describe CNC hardware

1. Compare NC and CNC systems2. Identify components of CNC machine control unit (MCU)3. Define applications of operator control panel4. Explain functions of operator control panel5. Define utilities found on typical control panel6. Select appropriate CNC controls

B. Describe CNC software1. Describe software related to machine tool2. Describe applications of operation, interface and application


C. Explain feed back drive system1. Describe feed drive system2. Explain feed back mechanisms3. Compare direct and indirect measurement systems


1. Define and identify machine axes X, Y and' Z2. Identify and describe linear axes using right hand rule3. Identify and define primary rotary axes a, b and c









C. Describe EIA and ASCII formatted tapes1. Describe EIA format on tapes2. Describe ASCII format on tapes

183

3. Describe differences in EIA and ASCII formatsV. Write NC Programs

A. Create NC words1. Define NC characters, blocks and words2. Identify and describe commonly used NC codes3. Describe and create safe start blocks4. Combine NC codes to create part program

B. Create NC programs1. Use absolute (G90) and incremental (G91) positioning2. Use rapid positioning (GOO) and linear interpolation (G01)3. Use circular interpolation (G02) and (G03)4. Identify plane selections (G17, G18, G19)5. Apply proper plane selection to circular interpolation6. Define and describe axis modifiers (I, J, K) and apply to circular





wordD. Calculate and program cutter feed and depth of cut


E. Program tool selection and unit input systems1. Describe and apply unit input code (G70 and G71) correctly2. Describe tool function "T" word and its use3. Describe retract quill to Z machine home "MG"5. Describe and apply "T" word with "MG" to create tool change6. Apply "M" codes to program7. Describe and list common "M" words and their applications8. Describe "MOO" program stop and "M01" optional stop




"M09"

5. Apply "Yr codes to programG. Program fixed cycles

1. Identify and describe fixed cycles "G81 - G89"2. Describe benefits and time saving by using fixed cycles in


H. Program operator messages1. Identify and describe non-machine code "operator messages"2. Describe symbols to isolate operator messages from program"*a.

b.3. Apply operator messages to NC part program as needed

VI. Student Practice - Plan and Write Programs for CNC MillsVII. Student Practice - Plan and Write Programs for CNC Lathes

1 j

MAC-G3-LEProgram CNC Machines

Attachment 2: MASTER Laboratory Exercise

The students shall:a. Plan and write programs for CNC mills; and,b. Plan and write programs for CNC lathes.

192

MAC-G3-LAProgram CNC Machines

Attachment 3: MASTER Laboratory Aid




193

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