shielded metal arc welding (smaw) (wel801a)

2010

Prince Edward Island Department of Education

and Early Childhood Development

P.O. Box 2000, Charlottetown

Prince Edward Island

Canada, C1A 7N8

Tel. (902) 368-4600

Fax. (902) 368-4622

http://www.gov.pe.ca/eecd/

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Welding TechnologyShielded Metal Arc Welding (SMAW) (WEL801A)Course Description Welders always strive to achieve a high standard of quality in their work. During this course students will identify and describe the various types of weld joints; learn to select the proper electrodes for various tasks; diagnose and correct problems that arise when using SMAW equipment; identify and safely use power tools common to the trade; and develop the theoretical and practical knowledge to perform high quality SMAW welds.

SCO - Identifi es the Specifi c Curriculum Outcome (SCO)

Column 1SCO - DelineationsDescribes what the students are expected to know, be able to do, and value in order to achieve the SCO.The teacher is responsible for the planning and facilitation of learning as well as the assessment of each SCO - Delineation.

Column 2Student Knowledge, Abilities, and Competencies Provides clarity to the SCO by describing the knowledge, abilities, and competencies that the students develop. This column is designed to indicate the depth and breadth of the SCO. It is not necessary to use all of these suggestions or that all of the students be engaged in the same learning activity.

Column 3Teacher Lessons / DemonstrationsProvides suggestions for developing and delivering the content for student learning.

Student Activities / AssessmentsProvides suggestions for creating meaningful activities to allow the student to achieve the SCO.

Column 4ResourcesLists a variety of resources that support the teaching and learning related to the SCO. These resources are suggested to support the teacher in developing an effective instructional package for delivery to the students.

Classroom Component —Suggested time: 29 hours This component of the curriculum is required to teach the knowledge and skills associated with the learning outcomes of the curriculum.

Skill Development Component—Suggested time: 81 hours This component of the curriculum is required by the student to apply the knowledge and develop the skills related to the learning outcomes of the curriculum.

CAREER AND TECHNICAL EDUCATION CURRICULUM2

CURRICULUM OUTCOMES

Module 1: Safety Guidelines (~4 hours Classroom Component)

6. Students will be able to follow WCB, OH&S, and WHMIS guidelines.

Students will be expected to6.1 describe applications of the Workers Compensation Act in the workplace6.2 demonstrate the ability to locate and interpret sections of the Occupational Health and Safety Act, General Safety Regulations, as they apply to welding6.3 explain the WHMIS program6.4 describe procedures for welding or cutting in confi ned spaces or in potentially dangerous enclosures

Module 2: Power Tools (~5 hours Classroom Component)

7. Students will be able to demonstrate the proper and safe use of power tools.

Students will be expected to7.1 describe and demonstrate the safe operation of bench, pedestal, angle, and straight grinders7.2 describe and demonstrate the use and safe operation of portable power drills, drill presses, and twist drills7.3 describe the use and safe operation of metal forming and shaping tools7.4 identify and describe the procedures for cutting metals using shearing machines, cut-off saws, and metal cutting band saws

Module 3: Weld Faults (~5 hours Classroom Component)

8. Students will be able to identify causes of faults in welds and methods for their prevention.

Students will be expected to8.1 defi ne the major classifi cations of weld faults8.2 defi ne “notching effect”8.3 identify basic weld faults, their causes, and ways to avoid them

CURRICULUM OUTCOMES

CAREER AND TECHNICAL EDUCATION CURRICULUM 3

Module 4: Mild Steel Electrodes (~3 hours Classroom Component)

9. Students will be able to select mild steel electrodes for SMAW.

Students will be expected to9.1 identify and defi ne the terms associated with SMAW electrodes9.2 identify the CSA and AWS classifi cations and specifi cations for SMAW electrodes9.3 identify the types and functions of SMAW electrode coatings9.4 describe the function of the slag9.5 describe basic care, handling, and storage procedures for these electrodes9.6 identify commonly used mild steel SMAW electrodes and their applications

Module 5 : SMAW Equipment (~8 hours Classroom Component)

10. Students will be able to identify SMAW equipment.

Students will be expected to10.1 defi ne SMAW related terms10.2 describe AC and AC–DC rectifi ed welding power sources10.3 describe AC–DC generator welding power sources10.4 describe multiprocess inverter welding power sources10.5 identify welding cables and accessories for welding power sources10.6 identify the effect of arc length on amperage and voltage

Module 6 : Decimals (~4 hours Classroom Component)

11. Students will be able to solve problems involving decimals.

Students will be expected to11.1 read and write decimal fractions11.2 round decimal fractions to specifi ed place values11.3 convert decimals to fractions11.4 convert fractions to decimals11.5 add and subtract decimal fractions11.6 multiply and divide decimal fractions11.7 convert decimal inches to a fraction with a practical denominator11.8 convert decimal feet to feet and inches with a practical denominator

CAREER AND TECHNICAL EDUCATION CURRICULUM4

5CAREER AND TECHNICAL EDUCATION CURRICULUM

WEL801A - SHIELDED METAL ARC WELDING (SMAW)

Safety Guidelines (~4 hours Classroom Component)

Introduction Welding can be a hazardous occupation. Safety precautions must be followed to minimize the hazards when cutting, welding, and fabricating. Developing the proper attitudes about safety and maintaining a safe working environment are the responsibility of both the employer and the employee.

6. Students will be able to follow WCB, OH&S, and WHMIS guidelines.

Assessment

Strategies

Resources Alberta Module 120101b, Safety GuidelinesNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Arc Welding I and II; Torch CuttingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to6.1 describe applications of the Workers Compensation Act in the workplace6.2 demonstrate the ability to locate and interpret sections of the Occupational Health and Safety Act, General Safety Regulations, as they apply to welding6.3 explain the WHMIS program6.4 describe procedures for welding or cutting in confi ned spaces or in potentially dangerous enclosures

Specifi c

Curriculum

Outcome

SCO - Delineations

Paper/PencilSelf/Peer-AssessmentsSkills PerformanceTeacher ObservationCareer Portfolio

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SCO - Delineations Student Knowledge, Abilities, and Competencies

Students will be expected to

Safety Guidelines (~4 hours Classroom Component) SOC 6. Students will be able to follow WCB, OH&S, and WHMIS guidelines.

WEL801A - SHIELDED METAL ARC WELDING (SMAW) - MODULE 1

CAREER AND TECHNICAL EDUCATION CURRICULUM

6.1 describe applications of the Workers’ Compensation Act in the workplace

Topic: Workers Compensation Act• Demonstrate an understanding of the P.E.I. Workers Compensation Act, paying particular attention to the following: - defi nition of a worker - eligibility for compensation - payment of compensation - out-of-province accidents - notice by worker - inspection of record - compensation for learners and apprentices - clothing allowance

Topic: Occupational Health and Safety• Demonstrate an understanding of the P.E.I. Occupational Health and Safety Act, paying particular attention to the following: - locking out - safety precautions - housekeeping - fall protection - grinders - guardrails - ladders - eye protection - foot protection - limb and body protection - hot work - compressed and liquefi ed gas - confi ned spaces

6.2 demonstrate the ability to locate and interpret sections of the Occupational Health and Safety Act, General Safety Regulations, as they apply to welding

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Teacher Lessons / Demonstrations Resources




Topic: Workers Compensation ActTopic: Occupational Health and Safety• Show the slideshow Six Slides to Safety prepared by The Workers

Compensation Board of P.E.I..• Present the lessons and scenarios found in the Safety Matters @ Work

P.E.I. lesson plan.

Students Activities / Assessments

• Complete activities and scenarios from Safety Matters @ Work P.E.I..• Follow safe work practices when in the workshop.

Texts / Teacher ResourcesAlberta Module 120101bSafety Guidelinespp. 2-10

Workers Compensation Board of P.E.I.Safety Matters @ WorkIntroduction to Workplace Safety

Software / DatabasesNOA, HRSDC: Occupational Analyses Series - Welder

StudentsAchieve (SAS)

Visuals / Handouts / TestsWall Moutain Company Video Series:Arc Welding I and II; Torch Cutting

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6.3 explain the WHMIS program

6.4 describe procedures for welding or cutting in confi ned spaces or in potentially dangerous enclosures

Topic: WHMIS• Defi ne “WHMIS”.• Demonstrate an understanding of the three key elements of

WHMIS.• Identify WHMIS hazard classes and symbols.• Interpret Material Safety Data Sheets (MSDSs).

Topic: Working in Confi ned Spaces• Demonstrate the ability to inspect surroundings prior to performing any welding or cutting operations.• Demonstrate an understanding of rules and safety measures that

help to prevent fi res or explosions.• Defi ne “confi ned space”.• Defi ne “egress”.• Demonstrate an understanding of safety procedures for working in

confi ned spaces.• Demonstrate an understanding of the risks of heat stress when

working in confi ned spaces.• Demonstrate an understanding of the safety procedures for working

with containers.

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Topic: WHMIS• Create a visual (overhead transparency or slideshow) of fi gure 2 in

the ILM (p.14).

Topic: Working in Confi ned Spaces

Literacy• Anticipation Guide: Use as a pre-reading strategy to support the

reading of pp. 17-23 on working in confi ned spaces.

CBL• Provide students with information on upcoming WHMIS

certifi cation opportunities.• Invite a guest speaker from the Workers Compensation Board to

present on occupational health and safety regulations and the rights and responsibilities of workers and employers.

Student Activities / Assessments

• Complete activities and scenarios from Safety Matters @ Work P.E.I..• Follow safe work practices when in the workshop.• Complete a chart similar to the example below for each of the WHMIS

symbols.

Texts / Teacher ResourcesAlberta Module 120101bSafety Guidelinespp. 11-23

Workers Compensation Board of P.E.I.Safety Matters @ WorkIntroduction to Workplace Safety




10 CAREER AND TECHNICAL EDUCATION CURRICULUM




Power Tools (~5 hours Classroom Component)

Introduction There are a variety of power tools that are commonly used in the welding industry. Each of these pieces of equipment will have a specifi c set of safety precautions to follow. An apprentice needs to be familiar with the various power tools that are common to the trade and have a working knowledge of the function, safe operation and purpose of any particular machine.

7. Students will be able to demonstrate the proper and safe use of power tools.

Assessment

Strategies

Resources Alberta Module 120101e, Power ToolsNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Arc Welding I and II; Torch CuttingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to7.1 describe and demonstrate the safe operation of bench, pedestal, angle, and straight grinders7.2 describe and demonstrate the use and safe operation of portable power drills, drill presses, and twist drills7.3 describe the use and safe operation of metal forming and shaping tools7.4 Identify and describe procedures for cutting metals using shearing machines, cut-off saws, and metal cutting band saws

Specifi c

Curriculum

Outcome

SCO - Delineations


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Power Tools (~5 hours Classroom Component)SCO 7. Students will be able to demonstrate the proper and safe use of power tools.

WEL801A - SHILEDED METAL ARC WELDNG (SMAW) - MODULE 2


7.1 describe and demonstrate the safe operation of bench, pedestal, angle, and straight grinders

Topic: Grinding• Demonstrate an ability to follow general safety rules related to grinding safety, using - a pedestal grinder - a bench grinder - a portable grinder.• Compare and contrast a pedestal grinder and a bench grinder.• Describe the construction of grinding wheels.• Explain the importance of ensuring that the rpm rating on a wheel is below the rpm rating of the grinder.• Describe the function of the blotters.• Demonstrate an understanding of the process of dressing and truing a wheel.• Identify faults in a grinding wheel.• Demonstrate and describe how to replace a grinding wheel.• Describe the basic operation and features of an angle grinder.• Describe the basic operation and features of a straight grinder.

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Topic: Grinding• Create a slideshow using select images from the graphics CD.• Demonstrate the construction and safe use of each type of grinder.• Discuss the general safety guidelines identifi ed in the ILM.• Demonstrate the proper method for changing a grinding wheel.• Demonstrate proper use of angle grinders.• Demonstrate safe operation of the bench grinder.• Demonstrate proper positioning of the tool rest and eye shield.

• Wear proper personal protective equipment.• Complete the task block for the power tools module (p. 6).• Label diagrams related to grinders and their operation.• Perform grinding procedures using pedestal, bench, angle, and straight grinders.

Texts / Teacher ResourcesAlberta Module 120121ePower Toolspp. 2-11




Alberta ILM Graphics CDWelding Period 1

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7.2 describe and demonstrate the use and safe operation of portable power drills, drill presses, and twist drills

Topic: Drilling• Demonstrate the ability to safely operate a drilling machine.• Identify various types of drilling machines and state their intended use: - portable hand drill - sensitive drill press - upright drill press - magnetic base drill - radial drilling machine• Describe the basic features of each of the drilling machines above.• Identify and describe the function and types of drill chucks: - key-type drill chuck - keyless chuck - drill socket and sleeve• Identify and describe the parts of a common twist drill: - shank > straight shank > taper shank - body - point > lip or cutting edge > chisel edge > lip clearance > fl utes > margin > web• Identify and describe the four methods of designating twist drill size. - number - letter - fractional - metric• Demonstrate the ability to properly sharpen a twist drill.• Demonstrate an understanding of the following processes: - changing drill point angle and clearance angle - thinning the chisel edge• Describe the functions of: - special application twist drills - lubricants, coolants, and cutting fl uids.

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Topic: Drilling• Create a slideshow using select images from the graphics CD.• Demonstrate the construction and uses unique to - drill presses - twist drills - portable power drills.• Demonstrate how to properly change a drill bit.• Demonstrate proper holding and clamping procedures for securing your work.• Explain and demonstrate how to select the correct rpm setting for specifi c drilling operations.• Demonstrate the proper use of cutting fl uids and/or cooling systems on drilling machines.• Demonstrate the proper procedure for sharpening a drill bit.


• Wear personal protective equipment.• Engage in a twist drill identifi cation activity. (Your teacher should have a variety of sizes and types of twist drills for you to identify with a drill index.)• Safely perform drilling operations with portable and stationary drilling machines.• Label diagrams of - a drill press - a drill point - a shank.• Sharpen a drill bit.

Texts / Teacher ResourcesAlberta Module 120121ePowerToolspp. 12-26





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7.3 describe the use and safe operation of metal forming and shaping tools

7.4 identify and describe the procedures for cutting metals using shearing machines, cut-off saws, and metal cutting band saws

Topic: Forming• Identify the following metal forming and shaping equipment: - plate rolls - power brakes - power benders - presses > hydraulic press > pneumatic press > electric press - trip hammers• Explain the safe operating procedures for each piece of equipment mentioned above, and describe the general function of each.

Topic: Cutting• Identify the following metal cutting and shearing tools, state the function of each, and describe recommended safety precautions for use: - plate shears > mechanical shears > hydraulic shears - ironworkers > metal punch attachment > metal shear attachment > shearing operation > rod shear > angle and channel shear > notcher - cut-off saws - metal cutting band saws > vertical band saws > horizontal band saws

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Topic: Forming• Create visuals from the ILM (overheads or slideshow) to support the lesson.• Demonstrate the safe operation of any forming tools in your welding facility.Topic: Cutting• Demonstrate the safe operation of any cutting tools in your welding facility.Literacy• Anticipation Guide: Use as a pre-reading strategy to support the reading of pp. 22-41 on cutting and forming equipment.


• Label diagrams of various metal forming and cutting equipment in your school’s welding facility.

Task Block for Power Tools• Cut a piece of steel on the band saw to a predetermined size (1/2”x 3” x 6” ).• Grind one edge to 1/4” bevel, all other edges to 90 degrees.• Drill four holes of various sizes in specifi c locations.

Texts / Teacher ResourcesAlberta Module 120121ePowerToolspp. 27-41





Self-Test PowerTools, pp. 42-45



Weld Faults (~5 hours Classroom Component)

Introduction The ability to recognize weld faults is an essential skill of a welding apprentice. Weld faults describe a variety of welding discontinuities that affect the quality and function of a weld. The production of high quality effective welds is the goal of any welder and being able to identify problems with welds is the fi rst step in developing this attention to detail.

8. Students will be able to identify causes of faults in welds and methods for their prevention.

Assessment

Strategies

Resources Alberta Module 120101f, Weld FaultsNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Arc Welding I and II; Torch CuttingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to8.1 defi ne the major classifi cations of weld faults8.2 defi ne “notching effect”8.3 identify basic weld faults, their causes, and ways to avoid them

Specifi c

Curriculum

Outcome

SCO - Delineations


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Weld Faults (~5 hours Classroom Component)SCO 8. Students will be able to identify causes of faults in welds and methods for their prevention.



8.1 defi ne the major classifi cations of weld faults

Topic: Classifi cations• Identify a good weld.• Defi ne “weld faults”.• Identify and describe the three general classes of weld faults: - dimensional defects - structural discontinuities in the weld zone - defective properties

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Topic: Classifi cations• Prepare physical examples of various welds faults and quality welds.• Prepare visuals of good welds and bad welds for a projector or overhead.

Literacy• Free Writing: Use as a pre-reading strategy. Write for 3 min. on an experience you had with weld faults.• Vocabulary Development: Use as a during-reading strategy. Complete a theory map similar to the example below for each class of weld fault.• Exploring Vocabulary: Use as a post-reading strategy to help better understand new terminology.

List new words that are specifi c to topictensile strength yield strength ductilityhardness fracture toughness

Examine the new words. Which do you fi nd diffi cult to pronounce? Break them apart and write the parts below.

List other words you know that relate to the new words.

Which of the new words is the most challenging to understand? Why?

Choose one word. Why do you need to know this word? How will it be useful?

Choose another word. How does this word connect to the other words.

Choose another word. State other areas related to welding that may require knowledge of that word.

Texts / Teacher ResourcesAlberta Module 120101fWeld Faultspp. 2-8




CBW-W-47.1 or W-59.1Standards for Testing

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8.2 defi ne “notching effect”

Topic: Notching Effect• Demonstrate an understanding of a nick break test.• Describe stress fl ow lines.• Describe notch effect and the effect on the stress fl ow lines in the following situations: - changes in cross-section - tapered transition - changes in contour - lap joints - craters in weld, or to fl oat over weld ends

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Topic: Notching Effect• Create visuals from the ILM (overheads or slideshow) to support the lesson.• Demonstrate a nick break test.

Literacy• Think Aloud and Say Something: Use as during-reading strategies. Take time when doing the Think Aloud to refl ect on how it is you yourself make meaning when reading challenging trade-related text. Before assigning the Say Something, take time to model the strategy with a student or colleague and review the rules that will make for a successful Say Something. Iit is a good idea to post these rules so everyone can see them and be reminded of them during the activity: - With your partner decide who will say something fi rst. - When you say something, make a prediction, ask a question, clarify something you had misunderstood, or make a connection. - If you cannot do one or more of the above things, then you need to reread.• Rereading: Use as a during-reading strategy. “Rereading is probably the number one strategy independent readers use when something stumps them in a text. It’s probably the last strategy dependent readers use.” (Kylene Beers). Before asking students to reread a section of text, you must fi rst set the activity up for success: - Prove to students that rereading is valuable to their learning. You can model this while doing a Think Aloud (model your thinking as you interpret the text, taking time to reread a particular section. - Provide the students with specifi c tasks to complete while they reread a section). Review the text as a group after everyone has reread it.

CBL• Organize a fi eld trip to Holland College (Georgetown Campus) to observe some testing demonstrations.


• Perform a nick bend test.


Cross-Curriculuar Reading Toolsp. 33




CBW-W-47.1 or W-59.1Standards for Testing

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8.3 identify basic weld faults, their causes, and ways to avoid them

Topic: Basic Weld Faults• Identify and describe causes, effects, and measures to avoid or repair basic weld faults. - dimensional defects > prior to welding > after welding - incorrect weld profi les > convexity, excessive reinforcement > concavity, insuffi cient throat, insuffi cient leg > overlap > undercut - structural discontinuities > surface defects - surface porosity - surface ripples - excessive splatter - craters - stray arc strikes > internal defects - spherical ◦ porosity ◦ slag inclusions ◦ other inclusions ◦ oxidation - laminar ◦ lack of fusion ◦ incomplete penetration ◦ cracking

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Topic: Basic Weld Faults• Create visuals from the ILM (overheads or slide show) to support the lesson.


• Critique your own work as it relates to weld faults.• Prepare samples to identify various weld faults.

Literacy• Jigsaw: Break into groups, with each group assigned one section from the ILM. Each group must study, summarize, and report on their particular section. The summary must include a written over- view as well as any relevant drawings or illustrations. Share this information with other groups to create a study guide for this section of the ILM (pp. 9-31).

*** IT IS IMPORTANT TO STRESS TO THE STUDENTS THAT, WHEN THEY ARE USING A JIGSAW, THEY ARE RESPONSIBLE FOR ALL OF THE INFORMATION IN THE ILM FOR ASSESSMENT PURPOSES ***





Self-TestWeld Faults, pp. 32-35



Mild Steel Electrodes (~3 hours Classroom Component)

Introduction An apprentice must be able to correctly identify and select the proper welding electrode for any job. To do this he/she must have a good working knowledge of the function and construction of electrodes, as well as Canadian Standards Association (CSA) and American Welders Society (AWS) classifi cation standards.

9. Students will be able to select mild steel electrodes for SMAW.

Assessment

Strategies

Resources Alberta Module 120102b, Mild Steel ElectrodesNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Arc Welding I and II; Torch CuttingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to9.1 identify and defi ne the terms associated with SMAW electrodes9.2 identify the CSA and AWS classifi cations and specifi cations for SMAW electrodes9.3 identify the types and functions of SMAW electrode coatings9.4 describe the function of the slag9.5 describe basic care, handling, and storage procedures for these electrodes9.6 identify commonly used mild steel SMAW electrodes and their applications

Specifi c

Curriculum

Outcome

SCO - Delineations


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Mild Steel Electrodes (~3 hours Classroom Component)SCO 9. Students will be able to select mild steel electrodes for SMAW.



9.1 identify and defi ne the terms associated with SMAW electrodes

Topic: Terminology• Identify and describe the two types of welding electrodes. - non-consumable - consumable• Defi ne "fi ller metal".• State the determining factor for the diameter of an electrode (diameter of core wire).• Defi ne "fl ux coating".• Explain the SMAW process.• Defi ne "mechanical properties of metal".• Explain the following mechanical properties as they relate to metal: - ductility - tensile strength - brittleness - hardness - toughness - malleability - yield strength - impact strength• Describe dynamic loading.• Describe static loading.

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Student Lessons / Demonstrations Resources





• Create an overhead transparency or slideshow of graphics in the ILM to support the lesson.• Describe the SMAW process.• Explain the mechanical properties of metal.

Literacy• Anticipation Guide: Use as a pre-reading strategy for pp. 2-9.

• Label diagrams of the SMAW process.

Literacy• Vocabulary Development: Use as a during-reading strategy for pp. 3-9. Complete a theory map similar to the example below for each of the mechanical properties of metal.

Texts / Teacher ResourcesAlberta Module 120102bMild Steel Electrodespp. 2-9




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9.2 identify the CSA and AWS classifi cations and specifi cations for SMAW electrodes

Topic: Classifi cations• Interpret the AWS classifi cation system for mild steel electrodes.• Explain the meaning of each term of the AWS classifi cation system.• Explain the optional supplementary designators used in the AWS classifi cation system.• Interpret the CSA classifi cation system for mild steel electrodes.• Explain the meaning of each term of the CSA classifi cation system.• Explain the optional supplementary designators used in the CSA classifi cation system.• Compare the CSA classifi cation system with the AWS classifi cation system.

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Topic: Classifi cations• Display samples of electrodes for demonstration and identifi cation.• Prepare visuals of the tables and classifi cation systems from the ILM.


• Select the appropriate welding rods for particular situations.

LiteracyCompare and Contrast: Use as a post-reading strategy. Complete a diagram similar to the example below, mapping the similarities and differences between the CSA and AWS classifi cation systems.





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9.3 identify the types and functions of SMAW electrode coatings

9.4 describe the function of the slag

Topic: Electrode Coatings• Describe the make-up of the core wire.• Explain the function of the electrode coating on mild steel electrodes.• Identify the characteristics and functions of the following materials used for the fl ux coating: - cellulose - rutile - iron oxide - iron powder - calcium carbonate - potassium silicate• Explain the following characteristics of electrodes: - fast freeze - fast fi ll - fi ll freeze• Describe how electrodes are grouped based on usability characteristics.• Describe iron powder electrodes.

Topic: Slag• Defi ne "slag".• Describe the function of the slag.• Demonstrate how to remove the slag.• Explain why it is important to remove the slag prior to beginning a second pass.• Describe possible problems in technique that may result in the slag not forming correctly or being diffi cult to remove.

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Topic: Electrode Coatings• Have a variety of electrodes on display to demonstrate the differences in electrode coatings, sizes, and functions.

Topic: Slag• Make an overhead visual of fi gure 15 in the ILM.Literacy• SQ3R: Use as a pre-reading strategy for both of these topics. Put the class in groups and as a class work through the survey and questions stages of the strategy.


Literacy• SQ3R: Use as a during- and post-reading strategy for both of these topics. Working in groups, have each group member read the text to answers the questions derived from the fi rst step. Then work together to come to consensus on the answers. This leads to a class discussion on the function of the electrode coating and slag. • Homework: Write a summary outlining the function/purpose of the electrode coating and the slag.


Cross-Curricular Reading ToolsSQ3R, p.28




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9.5 describe basic care, handling, and storage procedures for these electrodes

9.6 identify commonly used mild steel SMAW electrodes and their applications

Topic: Handling and Storage• Describe the proper method of storing low hydrogen electrodes.• Demonstrate an understanding of the consequences of using low hydrogen electrodes with too much moisture.

Topic: Common Electrodes• Describe the characteristics and typical application of each of the following electrodes: - E4310 (E6010) - E4311 (E6011) - E4312 (E6012) - E4313 (E6013) - E4914 (E7014) - E4924 (E7024) - E4918 (E7018) - E4928 (E7028) - E4948 (E7048)

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Topic: Handling and Storage• Demonstrate proper handling, care, and storage of electrodes.

Topic: Common Electrodes• Demonstrate welds using common electrodes in your welding facility.• Explain examples of where each welding electrode would be used.


• Handle and store electrodes properly.• Perform a variety of sample welds, using different welding electrodes.• Record which electrode you use for particular shop jobs.





Self-TestMild Steel Electrodes, pp. 22-26



SMAW Equipment (~8 hours Classroom Component)

Introduction One of the most common and economical welding processes is shielded metal arc welding, or SMAW. A welder apprentice must be familiar with the equipment and theory behind the SMAW welding process in order to effectively and effi ciently perform the welds and troubleshoot the equipment.

10. Students will be able to identify SMAW equipment.

Assessment

Strategies

Resources Alberta Module 120102a, SMAW EquipmentNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Arc Welding I and II; Torch CuttingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to10.1 defi ne SMAW related terms10.2 describe AC and AC–DC rectifi ed welding power sources10.3 describe AC–DC generator welding power sources10.4 describe multiprocess inverter welding power sources10.5 identify welding cables and accessories for welding power sources10.6 identify the effect of arc length on amperage and voltage

Specifi c

Curriculum

Outcome

SCO - Delineations


38



SMAW Equipment (~8 hours Classroom Component) SCO 10. Students will be able to identify SMAW equipment.



10.1 defi ne SMAW related terms

Topic: Terminology• Demonstrate an understanding of the following terms:

- alternating current (AC) - amperage - arc - arc blow - arc voltage - buzz box - circuit - core - coil - conductor - constant current (CC) - constant voltage (CV) - generator - inductance - insulator - invertor - line transformers - magnetic fi eld - open circuit voltage - primary coil - rectifi er - relay - resistance - reverse polarity

39





Topic: Terminology• Review SMAW related terms, paying particular attention to amperage, arc blow, circuit, constant current, constant voltage, cycle, reverse polarity, straight polarity, and voltage.


• Use correct terminology when writing or speaking about welding equipment.

Literacy• Vocabulary Development: Use as a during-reading strategy. Complete a table similar to the one below, summarizing new/key terms related to SMAW.

New Word Description(in my own words)

Representation(diagram/symbol)

New Information

Texts / Teacher ResourcesAlberta Module 120102aSMAW Equipmentpp. 2-9




40






10.2 describe AC and AC–DC rectifi ed welding power sources

Topic: Rectifi ed Power Sources• Demonstrate an understanding of the advantages and disadvantages of AC transformers.• Demonstrate an understanding of the advantages and disadvantages of AC–DC transformer–rectifi er power sources.

Topic: Generator Power Sources• Demonstrate an understanding of the advantages and disadvantages of AC generators and alternators.• Demonstrate an understanding of the advantages and disadvantages of DC generators and alternators.

Topic: Inverter Power Sources• Demonstrate an understanding of the advantages and disadvantages of inverter welder power sources.

10.3 describe AC–DC generator welding power sources

10.4 describe multiprocess inverter welding power sources

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Topic: Rectifi ed, Generator, and Inverter Power Sources• Create a slideshow using graphics from the ILM to support the lesson on power sources.• Explain the common application of various types of power sources and familiarize students with the types of power sources in your facility.

Literacy• Anticipation Guide: Use as a pre-reading strategy to begin a discussion on power sources.


• Summarize the information found in tables 1-5 on the advantages and disadvantages of each type of power source.

Literacy• Free Writing: Use as a pre-reading strategy to activate prior knowledge of power sources (3 min.). CBL• Compile a list of local retailer and distributors of welding power sources.

Enrichment / Research Activities

• Complete a research project on various makes and models of power sources.





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10.5 identify welding cables and accessories for welding power sources

Topic: Accessories• Describe guidelines for installing welding equipment.• Describe guidelines for maintaining welding equipment.• Describe the construction of welding cables.• Determine the size of various welding cables.• Describe the purpose of a whip line.• Select the proper size cable for any given job.• Describe the functions of lugs and cable connectors.• Describe the two types of electrode holders: - alligator jaw type - twist head type• Identify and describe various work lead clamps (ground clamps): - c-clamps - spring clamps - magnetic clamps - lugs• Explain the importance of ensuring a good work lead connection.

Topic: Arc Length• Defi ne "arc length".• Describe problems associated with a short arc length.• Describe problems associated with a long arc length.• Describe how arc length can be used to control a desired weld output.

10.6 identify the effect of arc length of arc length on amperage and voltage

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Topic: Accessories• Demonstrate safe handling procedures when using and storing welding cables.• Display various cable lugs, electrode holders, and work lead clamps.• Demonstrate how to inspect, clean, store, and handle welding accessories.

Topic: Arc Length• Create a visual of fi gure 25 in the ILM to explain arc length.


• Practise proper handling, inspection, care, and cleaning of welding accessories and equipment.• Create a routine maintenance schedule for the SMAW equipment.







Decimals (~5 hours Classroom Component)

Introduction Both metric and imperial standards of measurement use decimals. An apprentice must have a solid working knowledge of how to manipulate and interpret decimal numbers.

11. Students will be able to solve problems involving decimals.

Assessment

Strategies

Resources Alberta Module 120101b, Safety GuidelinesNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Arc Welding I and II; Torch CuttingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to11.1 read and write decimal fractions11.2 round decimal fractions to specifi ed place values11.3 convert decimals to fractions11.4 convert fractions to decimals11.5 add and subtract decimal fractions11.6 multiply and divide decimal fractions11.7 convert decimal inches to a fraction with a practical denominator11.8 convert decimal feet to feet and inches with a practical denominator

Specifi c

Curriculum

Outcome

SCO - Delineations


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Decimals (~5 hours Classroom Component) SCO 11. Students will be able to solve problems involving decimals.



11.1 read and write decimal fractions

11.2 round decimal fractions to specifi ed place values

11.3 convert decimals to fractions

11.4 convert fractions to decimals

Topic: Reading and Writing• Read decimals.• Write decimals.• Express decimals in words.• Identify decimal place values.• Convert decimals from word format to numeric format.

Topic: Rounding• Explain the practical need to round numbers.• Defi ne level of accuracy.• Explain rounding.• Explain when to round a number up and when to round a number down.

Topic: Converting• Describe the process of converting a decimal to a fraction.• Reduce fractions to lowest terms.

• Describe the process of converting a fraction to a decimal.• Properly identify a repeating decimal.• Describe the process of converting mixed numbers to decimals.

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Complete exercises on p. 5 of ILM 1210104a.Complete all exercises in objectives 3 and 4 of ILM 120104a.

Texts / Teacher ResourcesAlberta Module 120102aDecimalspp. 2-16

PEI Department of Education and Early Childhood Development—Applied Mathematics (MAT801A)

Software / DatabasesStudentsAchieve (SAS)

Literacy• Anticipation Guide: Use as a pre -reading strategy to help determine what the students already know about fractions.

Numeracy**The following model is a 7-step pedagogical model for teaching embedded math concepts in technical education.**

1. Introduce Technical Lesson Topic: Weld Layouts • Explain the technical lesson. • Identify the math embedded in the lesson.2. Assess students’ math awareness • Use a formative assessment. • Determine whether students use the correct mathematical terms when discussing the lesson topic (e.g., inch, millimetre). • Use a variety of questioning /discussion techniques to determine students’ math awareness.3. Work through math problems related to the technical lesson. Use sample problems from ILM, pp. 26-39. • Connect the technical vocabulary to the math vocabulary and gradually integrate the two, being careful to not abandon either set.4. Work through related contextual examples. • Provide examples related to weld layouts. • Use examples with varying levels of diffi culty. • Continue to bridge the gap between the technical concept and the math skills. • Check for understanding.5. Work through traditional math examples. • Provide students with an opportunity to practise, using a work- sheet or basic math problems as they would appear on a test. • Move from basic to advanced examples. • Check for understanding.6. Have students demonstrate understanding. • Provide students with the opportunity to relate the math concept back to the context of welding. • Conclude the math examples in the context of the technical lesson.7. Use a formal Assessment • Include math problems in formal assessments of the technical lesson.

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11.5 add and subtrace decimal fractions

11.6 multiply and divide decimal fractions

11.7 convert decimal inches to a fraction with a practical denominator

11.8 convert decimal feet to feet and inches with a practical denominator

Topic: Operations• Demonstrate the ability to add and subtract decimal numbers on paper.

• Demonstrate the ability to multiply and divide decimal numbers on paper.• Correctly identify the divisor and the dividend in a division problem.• Solve practical problems involving addition, subtraction, multiplication, and division.

Topic: Decimal Inch / Feet• Demonstrate the ability to convert a decimal inch to a fraction with a practical denominator.• Identify practical denominators that relate to welding.• Demonstrate the ability to convert decimal feet to feet and inches with a practical denominator.

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Literacy• Anticipation Guide: Use as a pre-reading strategy to help determine what the students already know about decimals.

Numeracy• Provide students with a relevant welding problem for which they are required to work with both fractions and decimals.


• Complete exercises on pp. 18-20 and pp. 24-27.• Complete exercises on pp. 30-31 and pp. 34-35.

• Complete the layout for the power tools task block.

Texts / Teacher ResourcesAlberta Module 120102aDecimalspp. 17-35

PEI Department of Education and Early Childhood Development—Applied Mathematics (MAT801A)

Software / DatabasesStudentsAchieve (SAS)

Visuals / Handouts / TestsSelf-TestDecimals, pp. 36-41

shielded metal arc welding (smaw) (wel801a)

Documents