MEM05 Metal and Engineering Core Units - Learner Guide

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MEM05 Metal and Engineering

Training Package

Learner guide

Version 3

Training and Education Support

Industry Skills Unit

Meadowbank

Product Code: 5808

MEM05Metal and engineering

core units


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Developed by Training & Education Support Industry Skills Unit, Meadowbank

TAFE NSW 2014

MEM05 Metal and engineering core units

AcknowledgmentsThe TAFE NSW Training and Education Support Industry Skills Unit, Meadowbankwould like to acknowledge the support and assistance of the following people in theproduction of this learner resource guide:

Safe Work Australia WorkCover NSW WorkSafe Victoria WorkSafety Act Govt

Writer:

Gordon McLeanTAFE NSW

Reviewers:Jim MilesChris ZvirblisStephen DaviesTAFE NSW

Project Manager:

Stephen DaviesEducation Programs ManagerTAFE NSW

EnquiriesEnquiries about this and other publications can be made to:

Training and Education Support Industry Skills Unit, Meadowbank Meadowbank TAFE

Level 3, Building J, See Street,

MEADOWBANK NSW 2114

Tel: 02-9942 3200 Fax: 02-9942 3257

The State of New South Wales, Department of Education and Training,TAFE NSW, Training and Education Support Industry Skills Unit,

Meadowbank, 2014.

Copyright of this material is reserved to TAFE NSW Training and EducationSupport Industry Skills Unit, Meadowbank. Reproduction or transmittal in wholeor in part, other than for the purposes of private study or research, and subject tothe provisions of the Copyright Act, is prohibited without the written authority of,TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank

ISBN 978 1 74236 516 9


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TAFE NSW 2014


Table of Contents

Introduction .................................................................................. 9

1. General introduction ............................................................................ 9

2. Using this learner guide ....................................................................... 11

3. Prior knowledge and experience ........................................................... 12

Topic 1: Work, health and safety .................................................. 13

Unit of competency overview ................................................................... 13

Evidence from the workplace or workshop ................................................. 15

Knowledge content ................................................................................. 15

Review questions for topic 1 .................................................................... 28

Practical exercise 1 ................................................................................. 30

Topic 2: Planning .......................................................................... 33





Topic 3: Quality ............................................................................ 41




Practical Exercise 3 ................................................................................. 52

Topic 4: Working with others ....................................................... 53






Topic 5: Measurement .................................................................. 61

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Practical exercise 5, Group 1 - Instrument identication.............................. 93

Practical exercise 5, Group 2 Size measurement ...................................... 94

Practical exercise 5, Group 3 Rule and calliper measurement ..................... 98

Practical exercise 5, Group 4 - Vernier calliper measurement ....................... 99

Practical exercise 5, Group 5 - Feeler gauging ..........................................100

Practical exercise 5, Group 6 - Measurement of angles with a protractor ......101

Practical exercise 5, Group 7 - Micrometer reading ....................................102

Practical exercise 5, Group 8 Freehand sketching ....................................103

Practical exercise 5, Group 9 Freehand sketching of circles and arcs ..........105

Practical exercise 5, Group 10 - Freehand sketching of complete sketches ....106

Topic 6: Organising and communicating

information ................................................................... 109

Unit of competency overview ..................................................................109

Knowledge content ................................................................................111

Topic 7: Providing on-the-job training ........................................ 113



Topic 8: Perform computations................................................... 117


Evidence from the workplace or workshop ................................................119


Review questions for topic 8, Group 1 ......................................................122






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Review questions for topic 8, Group 10 ....................................................165





Topic 9: Computing technology .................................................. 203


Topic 10: Sustainable work practices ......................................... 207



How is sustainable manufacturing good for industry? .................................209

Role of the worker .................................................................................209

Toolkit recommendations ........................................................................213

What is a resource efciency issue? .........................................................218

Information sheet 10.1 - Key environmental issues and manufacturing .........225

Review questions ..................................................................................229

Answers to review questions ..................................................... 231

Resource Evaluation Form .......................................................... 247
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Introduction

1. General introduction

Welcome to MEM05 Metal and engineering core units.

The eleven (11) national units of competency in this resource are core units fromthe MEM05 Metal and Engineering Training Package.

Core competencies deal with general skills and knowledge that are required by allpeople working at a particular level in the metal and engineering industry, whetherthey are, for example, a fabrication tradesperson, a mechanical tradesperson or aproduction worker.

The following are core units in the Certicate I in Engineering (MEM10105):

MEM13014A Apply principles of occupational, health and safety in the workenvironment

MEM14004A Plan to undertake a routine task

MEM15024A Apply quality procedures

MEM16007A Work with others in a manufacturing, engineering or relatedenvironment

The following are core unit in the Certicate II in Engineering (MEM20105):

MEM13014A Apply principles of occupational, health and safety in the workenvironment


MEM15002A Apply quality systems



The following are core units in the Certicate II in Engineering ProductionTechnology (MEM20205):

MEM12023A Perform engineering measurements

MEM13014A Apply principles of work, health and safety in the workenvironment




MEM16006A Organise and communicate information


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MEM17003A Assist in the provision of on-the-job training

MSAENV272B Participate in environmentally sustainable work practices

The following are core units in the Certicate III and IV in Engineering qualicationssuch as MEM30105, MEM30205, MEM30305 and MEM40105.

MEM12023A Perform engineering measurements

MEM12024A Perform computations

MEM13014A Apply principles of work, health and safety in the workenvironment


MEM14005A Plan a complete activity



MEM16006A Organise and communicate information


MEM16008A Interact with computing technology

MEM17003A Assist in the provision of on-the-job training

MSAENV272B Participate in environmentally sustainable work practices

It is expected that while the technical competencies are being addressed the coreunits of competency will also be developed in parallel with your study program. Formost of these core units, it is not expected that they will be directly addressed indelivery that is, it may be unlikely that dedicated classes will run to address them.Nevertheless, each core unit will need to be assessed. To assist in achieving thisoutcome this workbook provides content and assessment guidelines.

R ev i e w q u e s t io n s

At the end of each topic there are review questions to help you understand,summarise and revise what you are learning. They are not tests or exams so your

teacher will not be formally marking them.


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2. Using this learner guide

This learner guide may be used on its own, or it may be used as additional materialto support the development of knowledge and skills required to achieve a particular

core unit of competency.

Gr o u p l e ar n i n g

If you are studying these units of competency as part of a group of learners yourteacher will guide you in how to use these materials, including which learning topicsand exercises should be completed.

L ea r n i n g s t r a t e g i e s

This learner guide contains a variety of different learning activities to supportthe skills required to achieve the core units of competency. In addition to theactivities described in this guide, it is important that you discuss the issues raisedwith others such as your colleagues, practitioners working in the eld and otherlearners. Discussion plays an important role in understanding and remembering newinformation.

To promote active learning:

1. Come up with your own answers rst, before you attempt any readings

2. Compare and discuss your answers with others.

3. Research the topic and access readings, videos, other examples etc.

4. Ask yourself, What do I think about this unit now that I have studied it in depth?What have I learned?

The learner guide is designed for you to work at your own pace and at a timeconvenient for you. It also allows you to self-direct and control your learning.

There may be some tutorials, practical sessions or workshops which you arerequired to attend. If this is required you will be notied of the times and dates ofthese activities at the commencement of the unit(s).

You also have access to tutorial support. This is an additional support service thatcan help you with time management, study skills, editing of your work, organisationand even literacy skills. It is important for you to contact your teacher and ask for

this support if you require it. Normally this service is accessed at your nearest TAFECollege.

You may also need to access resources at a TAFE college or library. These resourcesmay include computer facilities and software, books, library material and videos.The resources are listed under the resources heading for this unit and references tothese resources are made at the relevant sections of the guide.

When working through the material there may be reference to legislation orregulations. Over time legislation and regulations may change. It is important thatyou access the most current version. Refer to your teacher if you are unsure.


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Example: A pinion is revolving at 375 rev/min and is in mesh with a gear of80 teeth revolving at 150 rev/min. Find the number of teeth in thepinion.

Solution: Speed ratio =2

5

150

375

gearofSpeed

pinionofSpeed ==

Gear Ratio =5

2

gearinTeeth

pinioninTeeth=

Let P, represent the number of teeth in the pinion

5

280P

5

2

80

P

=

=

Answer: P = 32 teeth

Example: A vee belt drive has a pulley 210 mm diameter on a motor revolvingat 900 rpm, driving a 120 mm diameter pulley on a grinding machinespindle.

What will be the rpm of the grinding machine?

120 mm210 mm

Motor

Solution: Pulley diameter ratio4

7

120

210

pulleydrivenofDiameter

pulleydriverofDiameter ==

The speed ratio is the reciprocal of the pulley ratio =7

4

That is, speed ratio =7

4

drivenofSpeed

driverofSpeed=


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Let Nrepresent the speed of the grinder (the driven pulley).

7

4

N

900=

4

9007N

=

Answer: N = 1575 rev/min

Example: A single-start worm revolving at 1400 rev/min is driving a 30-toothworm wheel. Find the speed of the worm wheel.

Solution: A single-start worm may be regarded as a one-tooth gear, becauseone revolution of the worm rotates the worm wheel one tooth.Likewise, a two-start worm may be regarded as a two-toothed gear, a

three-start worm a three-toothed gear and so on.

Worm wheel30 teeth

Single-startworm 1400 rpm

Gear ratio =30

1

wheelworminTeeth

wormofStarts=

Velocity ratio =1

30

wheelwormofSpeed

wormofSpeed=

Let N represent the speed of the worm wheel.

30

1400N

1

30

N

1400

=

=

Answer: N = 47 rev/min


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Review questions for topic 8, Group 12

1. A casting weighing 8 kg cost $2.40. What would be the price of another casting

weighing 14 kg, if the cost was at the same rate?

2. The mechanical advantage (MA) of a machine is a ratio of the load moved to theeffort applied,

MA =Load

Effort

Determine the missing values in the table of information below.

Mechanicala d v a n t a g e

Lo a d m o v e d Ef f o r t a p p l i e d

(a)

(b)

(c)

(d)

(e)

(f)

10

3.5

18

32

550 kN

70 kN

360 kN

512 kN

11 kN

50 kN

40 kN

24 kN

3. A concrete specication calls for a mixture of aggregate, sand and cement in theratio of 5:2:1. What weights of aggregate, sand and cement will be required tomake 1 tonne of dry mix?

4. Determine the missing values in the table of information on belt drives below.

Drivingpulley

diameter

Drivingpulley

rev/min

Drivenpulley

diameter

Drivenpulley

rev/min

Driver/driven

diameterratio

Driver/driven

velocityratio

(a)

(b)

(c)

(d)

6 in

7 in

360 mm

450

220

18 in

315 mm

120

320

1:5

8:3

1:4.5

MEM05 Metal and Engineering Core Units - Learner Guide

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