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Teacher guide

Fabrication Toolbox 905

Supporting resources for Certificate lll in Engineering – Fabrication Trade – MEM30305

Version 1.0

Part of the Australian Flexible Learning Framework

Total Fabrication Teachers Guide

Part of the Australian Flexible Learning Framework 2

flexiblelearning.net.au/toolbox

© Commonwealth of Australia 2006

The views expressed herein do not necessarily represent the views of the Commonwealth of Australia.

This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source and it is not used for commercial use or sale.

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Table of contents

Introduction........................................................................................................................... 2

Units of competency.............................................................................................................2

What do I need to start?.......................................................................................................2Hardware.......................................................................................................................... 2Software........................................................................................................................... 2

Target audience.................................................................................................................... 3Learners........................................................................................................................... 3

The context........................................................................................................................... 3

Design.................................................................................................................................. 4Seven skills sets...............................................................................................................4Tasks within each skills set..............................................................................................5Start up............................................................................................................................. 5Find out............................................................................................................................ 6Try it................................................................................................................................. 7Do it.................................................................................................................................. 7Navigation........................................................................................................................ 7

Pedagogy............................................................................................................................. 8Projects............................................................................................................................ 8Assessment...................................................................................................................... 8The role of the facilitator...................................................................................................8

Delivery strategies - How to use this Toolbox.......................................................................9

Suggestions for each skill set.............................................................................................10Calculations.................................................................................................................... 10Drawing.......................................................................................................................... 10Template making............................................................................................................11Marking out..................................................................................................................... 11Presetting....................................................................................................................... 12Material cutting...............................................................................................................12Forming.......................................................................................................................... 12

Customising this Toolbox....................................................................................................13

Facilitation.......................................................................................................................... 14Preparing yourself to use the material............................................................................14Preparing learners to use the material...........................................................................14

Appendix 1: Competency map..............................................................................................0Skill sets and tasks mapped to competencies in the Certificate III in Engineering Metal Fabrication Trade, MEM30305.........................................................................................0

Appendix 2: Sample proforma for mapping projects to skill sets and competencies covered in the Total Fabrication Toolbox.........................................................................................10



IntroductionTotal Fabrication is a Toolbox which has relevance nationally for the metal fabrication industry. Skill shortages in this industry mean that employers are requiring apprentices and other workers to learn quickly and efficiently to up-skill and gain trade qualifications with greater flexibility than ever.

This Toolbox provides learning resources and activities to assist flexible learning in a range of training contexts including self-paced study, on-campus study and on-the-job training. This will benefit remote and industry based learners who have little opportunity or time to travel to urban registered training organisations (RTO) as well as providing valuable and much needed resource material for project-based and workplace-based learning in all locations. Urban students can benefit from online training as an alternative or supplement to face-to-face classes. Total Fabrication can also be used by facilitators as a resource in their on-campus delivery.

Units of competencyThe Total Fabrication Toolbox supports* delivery of six competencies from the MEM30305 Certificate III in Engineering – Fabrication Trade:

MEM5.10B Apply fabrication, forming and shaping techniquesMEM5.37B Perform geometric developmentMEM9.2B Interpret technical drawingMEM12.23A Perform engineering measurementsMEM12.24A Perform computationsMEM18.1C Use hand tools

A Competency map is provided in Appendix 1.

*Note: Total Fabrication supports delivery rather than provide full coverage of these competencies.

What do I need to start?To use the resources in this Toolbox, you will need a computer with the following features:

Hardware IBM® compatible with a 1000 MHz processor running Windows 2000, XP

(including Service Pack 2) or above, or Apple Macintosh® with a 500 MHz processor running OSXv10.2.0 or above,

with 128 Mb of RAM 800 x 600 pixel display 2 x ISDN (128k) T1 preferred CD-ROM drive Internet access Sound card

or the Macintosh equivalent of the above.

Software Internet Explorer® 6.0 or higher, or Mozilla Firefox® 1.0 or higher CD-ROM drive Microsoft Word 97 or a similar word processing program to open and use

downloadable forms, checklists and worksheets.



Macromedia® Flash 7 Player - if you haven't got this plug-in, you can download and install the latest free version from Macromedia® (http://www.macromedia.com/go/getflashplayer).

Adobe® Acrobat PDF Reader 6.0 - if you haven't got this plug-in, you can download the latest free version from Adobe® (http://www.adobe.com/products/acrobat/readstep2.html).

Incorrect versions of these applications could result in information being shown in an unreadable form or not shown at all.

Target audience

Learners

This Toolbox is targeted at learners from the vocational and technical education (VTE) sector, predominantly apprentices, developing competencies in the Certificate III in Engineering – Fabrication Trade (MEM30305). The Toolbox is designed for a variety of contexts, for example:

• TAFE colleges and private registered training organisations (RTOs)• private businesses• government departments.

The online learning environment provides flexibility for the learner and access to interactive multimedia learning resources that simulate processes.

The learners will need to have basic to average computer skills; they may not be familiar with online learning environments and will need orientation in this regard.

Here is a very useful resource for orientation: http://www.scilnet.com.au/readysetgo/index.htm

Learners could be encouraged to go through this independently or facilitators could guide them through this in an online classroom encouraging self direction.

Teachers / trainers / facilitators Teachers / trainers / facilitators (referred to as facilitators in this document) will be highly skilled in the metal fabrication trade and likely to be:

vocational trainers in an educational setting who deliver training, conduct assessments and issue qualifications

workplace trainers working in a one-to-one or group training situation.

The contextThe skill sets and tasks are set within the workshop of Total Fabrication, a company which specialises in general and heavy metal fabrication. Barrie, the supervisor, welcomes learners at the beginning of each task and explains its relevance in the industry. Barrie appears again at the final stage of each task to link learners to the practical application of the skills and knowledge they have been developing. This may be through practical activities on the Project sheet or through workplace or workshop activities they are undertaking.



DesignThe Total Fabrication Toolbox is designed for self-guided study and group learning in online or blended delivery settings and can be used in conjunction with practical projects and on-the-job training.

The web interface has been designed to appeal to learners in a metal fabrication context and to be easy to read and navigate.

Seven skills setsOn entering the Toolbox, learners can choose from seven skill sets that relate to the metal fabrication process:

▫ Calculations

▫ Drawing

▫ Template making

▫ Marking out

▫ Presetting

▫ Material cutting, and

▫ Forming.

Calculations is a fundamental skill and the remaining skill sets are ordered to reflect the sequence of the production process.

Each skill set contains a series of tasks that help learners build their skills and knowledge, engage in practical activities and link to projects in their workplace, RTO or community setting. Appendix 1 shows how the skill sets map to the competencies for the Certificate III in Engineering Metal Fabrication Trade, MEM30305.



Tasks within each skills setOn selecting a skill set, learners can view and choose from a number of tasks.

For example the tasks listed in the Drawing skill set are shown below.

Each task is organised into four sections.

Start up



In Start up learners are introduced to Barrie the supervisor, who provides an audio introduction to guide them through that task. This anchors the learning within a metal fabrication context because Barrie uses industry language and raises some key issues for the task. These features give an authentic feel to this learning task.

Start up provides information about the task requirements, prerequisites and how to proceed.

The Workbook can be downloaded at this point and is presented as a Word document so that:

a) learners can use it to record notes in relation to the Find out FAQs

b) facilitators can customise it as required. For example they may wish to add additional research questions or problems to solve.

Find out

In Find out learners can gather information via Frequently Asked Questions (FAQ's). This enables them to pass over the ones they already know and focus on what they need to know. Responses to these questions have been designed to be direct and straightforward. They are presented in the form of interactive multimedia, text and graphics to clearly demonstrate concepts and processes.

In the Calculations skill set there are sometimes additional Activity sheets for learners to practice applying the concepts or skills. Facilitators may like to develop Activity sheets to insert in other tasks if they find their learners need additional practice or extension.



Try it

Try it provides a quiz for learners to test their understanding of the information required for this task. Learners get immediate feedback.

Do it

Do it provides opportunities to apply the knowledge and skills learnt in each task.

The Project sheet is important here and is provided as a downloadable Word document. It provides some activities and these can be customised in response to negotiations between the learner and facilitator about how the various skills can be demonstrated in current workshop or workplace activities.

The Project sheet also allows learners to document workplace or workshop tasks that require them to use these skills.

The Project sheet can be signed off by the supervisor/facilitator and contribute to a portfolio of evidence that can be submitted for assessment.

Note

This Toolbox is not designed as a definitive assessment tool, but may be used as support material for the assessment process.

NavigationThe Total Fabrication Toolbox interface has been designed so that it can be separated into individual learning objects. This has meant that the Glossary and Toolbook have had to be linked at the Task level – and not to the Find out pages. When working through each task you might find it useful to open up the Glossary and Toolbook page in another browser window so they are more accessible.



PedagogyThe metal fabrication industry has recognised that learners (comprising mainly of apprentices) relate more easily to skill sets and associated tasks rather than competencies and performance criteria. The Total Fabrication Toolbox has therefore been designed in seven skill sets that cover the target competencies and replicate expected and meaningful components of metal engineering tasks.

This, plus the addition of Barrie‘s friendly persona, guidance and industry-based language are designed to create an authentic metals engineering learning context to support situational learning. The Glossary of terms and the Toolbook provide additional contextual support. The Toolbook provides photos and descriptions of hand tools, their use, maintenance and OHS considerations which allows for smooth integration of the Hand tools competency.

There are opportunities for facilitators to interact with learners in an online environment through the section called Contact, which could link to online forums or chat. Facilitators may like to create an online gallery of objects formed through workshop projects or examples of how the engineering skills learners are gaining are applied in industry.

ProjectsIt is intended that the Toolbox be used in conjunction with workplace, RTO or community-based projects to provide a meaningful metal fabrication context for the learning and development of practical skills. Linking to practical projects is highly desirable because achieving project outcomes motivates, and indeed drives the learning.

In a workplace, the project might be an aspect of a learner’s job. In a training organisation it might be a practical project adopted in the workshop by individuals or a group to build competencies and focus the learning.

Where there is group work, facilitators will need to ensure that each participant has the opportunity to develop the full range of skills involved in the project.

AssessmentNote that there is no set assessment in this Toolbox. This is left to the facilitator to determine according to local conditions and current workshop projects. The Project sheet for each task provides a useful tool for the assessment process as it allows learners (usually with assistance from facilitators) to record evidence of how they have applied their skills in their current (or past) workshop activities and facilitators can sign this off. The Project sheets can therefore contribute to a portfolio of evidence. These Project sheets can also be customised so facilitators can add their own assessment tasks and requirements.

The Try it sections in the Toolbox are designed for formative assessment, providing immediate feedback to learners in relation to the information in the FAQs under Find out. These sections could be customised with additional assessment material if required.

The role of the facilitatorFacilitators should link the tasks, skills and assessment in their current workplace or workshop projects to the skill sets and assessment opportunities in this Toolbox.

The Project sheet in Do it provides limited suggestions for practical activities but it is expected that it will be customised by each facilitator so that learners focus on



relevant aspects of their current projects that cover these skills. In this way the skill practice (and competency development) is an inherent part of the project at hand and assessment evidence will emerge seamlessly as the components of the project are completed. Facilitators can then sign off this evidence on the Project sheet for each task.

Delivery strategies - How to use this Toolbox The Toolbox can be used in a variety of ways either on or off campus using the resources via CD ROM or online environment.

For example

1. To develop a particular competency or set of competencies that will enable learners to:

o build competency sets to prepare for employment or particular projects

o complete a qualification.

Facilitators can assist learners to identify the skill sets and tasks that cover the target competencies and develop an individualised learning program. This is a customised learning program approach. Learners may work independently online or with face to face support for the theory components. Practical skill development will require workshop practice supervised by a facilitator skilled in the trade.

Alternatively, facilitators may decide to use selected tasks or resources to enhance their own delivery program to groups.

2. To support learners whilst they are undertaking a workplace-based project. As they identify skills or knowledge gaps, learners can access the Toolbox resources to learn what they need to know. This is a just in time (JIT) approach, making learning highly relevant and relative to an immediate need.

Access to computersIdeally learners will have access to computers in the workshop/workplace or close by. However access could also be achieved away from the work floor at home or in a separate classroom or resource centre/library out of hours or during block/day release.



Suggestions for each skill set

CalculationsIt is recommended that facilitators do a diagnostic pre-test with all learners to identify their level of maths skills and skills gaps. This will determine the level of support required. Normally there is quite a range of mathematical ability in a group, so strategies need to cater for this. Learners with a sound level of basic skills will be able to operate independently: others will need varying levels of basic numeracy support. Some peer support may be possible but specialised numeracy tutoring may be necessary for those with significant skills gaps.

The Toolbox supports individuals in revising or updating their skills in the basic computational processes at the beginning and throughout their course.

Facilitators can supplement the Toolbox resources with problems that are relevant to their particular trade area eg applying formulae or computations that are critical in the workplace and solving typical problems. This could be done by customising or creating additional Activity sheets (Word documents) which are attached to the Find out section for each task. This supplementary material could also provide extension for more advanced learners.

Options for use Introduce the skill set by highlighting the importance of maths in engineering

fabrication. Many learners change their attitudes to maths when they can see its practical relevance. Provide some simple examples to illustrate this eg calculation and estimation of weight, measurement, surface areas, volumes of cylinders, welding consumables.

Facilitators could take a step by step approach guiding a class through each task with a presentation to cover the FAQs followed by individual work using the online resources.

Alternatively, learners could work through the tasks independently at their own pace, obtaining individual assistance as required from peers, the facilitator or a numeracy specialist if required.

The Toolbox could be available for learners as a reference during their project work.

Drawing Skills in technical drawing and interpretation are fundamental in engineering and are generally required prior to workshop activities.

The Toolbox Drawing tasks can be used to teach the basic skills. Facilitators could supplement this with additional material to enable learners to practise the drawing disciplines ie - the standards re language, technical skills and interpretation, and applications in their specific trade area.

Options for use Facilitators could take a step-by-step approach to guiding a class through each

task and the FAQs, followed by individual work using the online resources.



Alternatively, learners could work through the tasks independently at their own pace, obtaining individual assistance as required from peers, the facilitator or a numeracy specialist if required.

Facilitators could refer learners to the Toolbox resources as required by a current project.

The Toolbox could be available to learners as an ongoing reference to revise concepts and skills as they need.

Template making The Drawing skill set is a prerequisite for Template making.

Options for use It is suggested that the first six tasks of Template making be completed a)

without consideration of material thickness and then b) repeated with consideration of material thickness.

Facilitators could take a step-by-step approach guiding a class through each task and the FAQs, followed by individual work using the online resources.

The Flash animations in this skill set provide valuable demonstrations of parallel line development, radial line development, triangulation and constructing a pattern for a transitional shape. Facilitators may like to present these to learners in the first instance and narrate the steps. From then on learners could revise these as often as they like, which will help them learn the steps.

Another option is for learners to work through the tasks independently at their own pace, obtaining individual assistance as required.

Facilitators could refer learners to the Toolbox resources as required by a current project.

The Toolbox could be available to learners for revision purposes.

Within an RTO the skills could be practised by applying to small scale objects/forms.

The Toolbook provides information on hand tools used in this skill set eg pencils, compasses, squares, measuring devices.

Marking out This skill set applies template making skills to full size objects/forms and introduces the use of engineering hand tools and marking out tools eg trammels, engineering dividers, scribers centre punches. The Toolbook provides information on these hand tools.

Options for use Facilitators could guide a class through the task and the FAQs, followed by:

o individual work using the online resources, including the quiz, and

o workshop demonstrations and practice in marking out techniques.

This skill set can be applied to:

o marking out on a layout board,

o transferring to a template

o transferring to the metal



Learners could work through the task independently at their own pace, obtaining individual assistance as required.

Facilitators could refer learners to the Toolbox resources for update or revision as required by the demands of a current project.

The Toolbox could be available to learners for their own revision purposes.

Presetting The presetting skill set could be used in introducing learners the machinery for rolling and pressing.

Options for use Facilitators could guide a class through the task and the FAQs (or selected

aspects) followed by:

o individual work using the online resources, including the quiz and

o workshop demonstrations and practice.

Learners could work through the task independently and at their own pace.

Learners could be referred to this resource for update or revision as required by the demands of a current project.

The Toolbox could be available to learners for their own information or revision purposes.

Material cuttingPrerequisite - competency in ‘Thermal cutting’.

Options for use

Facilitators could guide a class through the tasks and their FAQs (or selected aspects) followed by:

– individual work using the online resources, including the quiz

– workshop demonstrations of cutting (and associated safety precautions) and laying out to make effective use of material

– workshop practice.

Learners could work through the Material cutting tasks independently and at their own pace.

Facilitators could supplement this resource with additional layout problems and demonstration of layout software practical demonstrations.

Learners could refer to the Toolbox resources for update or revision as required by the demands of a current project.

Forming Safety is a key issue in this practising this skill set as the machinery can inflict severe injuries. The Toolbook section provides information on the hand tools used in forming.



Options for use

Facilitators could guide a class through the tasks and the FAQs (or selected aspects) followed by:

– individual work using the online resources, including quizzes

– workshop demonstrations of using the various machines and tools safely, forming cylindrical and transitional shapes, forming accurately and correcting faults.

– supervised workshop practice.

Learners could work through the tasks independently at their own pace, obtaining individual assistance as required. This could be supplemented with practical demonstrations and supervised workshop practice.

Learners could refer to the Toolbox resources for update or revision as required by the demands of a current project.

Customising this Toolbox Total Fabrication provides numerous opportunities for customisation.

For example

▫ The company Total Fabrication could be replaced by another company website and the Start up page adapted accordingly.

▫ The Glossary and Toolbook can be expanded.

▫ The Workbook (for learners to record notes in response to the FAQs) could be customised.

▫ The Find out page contains resources organised under FAQs. These can be further customised to suit the trade specialisation or workshop projects.

▫ Additional Activity sheets (as found in Calculations) could be created and added to supply additional information, practice activities or worked examples.

▫ The Try it section contains activities to test learners’ knowledge and understanding of information and concepts and provide immediate feedback. Some of these activities are quizzes and these could be customised. Additional quizzes and activities could be added.

▫ The Do it section for each task contains Project sheets listing practical activities and projects to practise skills. These could be customised to specific projects. This would enable the skills to be directly applied and assessed in learners’ own projects. Appendix 2 provides a sample proforma that could be used to map the skill sets and competencies to a current project.

▫ Facilitators could select specific skills sets, tasks or Flash animations to use in learning programs or presentations.

▫ The contact area could be customised by each group and include additional resource material, discussions, a gallery of projects and examples of formed pieces using the techniques covered in the course.



FacilitationPreparing yourself to use the material Allocate adequate time to familiarise yourself with the Toolbox and its resources,

so you can properly support your learners. Teachers have reported the greatest success when they had familiarised themselves with the Toolbox, integrated it with their course, developed student activities and additional material and thus confidently guided the learners through using the resource.

Plan ahead and obtain management support (particularly in relation to physical requirements), set realistic timeframes for implementation and gain support from the learner’s employer.

Make sure that you are aware of legislation which may impact on flexible delivery of the Toolbox. For example, learners working at home, traineeship agreements, apprenticeship agreements and enterprise-based arrangements.

It is recommended that you make an effort to integrate the Toolbox into your teaching delivery, just as you would when building any new teaching resource. Flexible delivery is not about leaving learners alone to learn for themselves, but about using a new medium as a part of an overall teaching delivery structure that is well defined.

Preparing learners to use the material Provide orientation to the Toolbox in a practical, face-to-face session with

learners actually using the Toolbox. Encourage them to work through the Toolbox Tour, so they can familiarise themselves with the resources used in the activities.

Introduce learners to the language of the Internet, using email, sending and receiving attachments, using web browsers, and using web forums and chat systems. Some may already have these skills but others may not.

If you want to have learners participate in collaborative activities using the discussion forum (under Contact), you will need to set up discussion threads prior to commencing the activity. Learners will need to be advised of these requirements if you have not included instructions in the Toolbox content.

If you are delivering the program online, email will be the primary method of communication with your learners, so ensure that you have a clear system of email folders for managing the traffic. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as e-mail, discussion board or chat.

Send a weekly email to all learners with reminders of the tasks that should be completed, the tasks in progress with reminders for times of chats or forums during that week. Alerting learners to activities for which they should be undertaking individual learning prior to a group activity in the week to come can also be helpful. You might comment on the quality of work in the preceding week and provide tips and encouragement for the task at hand.

Plan ahead and be clear to learners by setting targets for learning so they know what to do and when to do it. These can help you with your ‘online lesson’ planning.

If you manage a very large group of learners, create a sense of community online by setting up study groups of 4 – 8 students, all of whom begin the Unit at more or less the same time. This makes it easier for learners to gain the benefits of social learning and to form networks as they study.



Once you have set up the study group, facilitate an online ‘icebreaker’ activity when learners start the skill set. This can even be used for on campus groups learning to use an online environment as part of their classroom activities.

If you intend your learners to collaborate online (using email, a learning management system, or a web discussion board) it’s important to give them a chance to get familiar with each other by using the medium, before they get down to the serious part.

Suggestions Go to www.thiagi.com for some ideas. Follow the link to Freebies, then to

Training games.

At the coalface – focusing on a particular topic eg the importance of safety, learners tell each other about their own experiences at work. The questions you set for the group should also encourage some critical reflection, eg ‘What would you do differently?’

WebQuest – learners find good websites on a particular topic, containing useful tools etc. Each group is responsible for preparing a report to the larger group of websites with a brief review of each. A good way to develop web research skills and collaboration skills at the same time.

Workplace research – use team research to get students to look at a particular issue/problem/process in their workplace(s). Put learners in 'mini-teams' then get them to report back to the larger group.

Peer review – student’s team up with a study buddy and give structured feedback on each other’s work on the task. Useful to encourage group collaboration and support, and to practise the important skill of giving and receiving feedback. Use the process of Praise-Improvement-Praise to facilitate this:


Appendix 1: Competency map Skill sets and tasks mapped to competencies in the Certificate III in Engineering Metal Fabrication Trade, MEM30305

MEM5.10B Apply fabrication, forming and shaping techniques

ELEMENT 1: Select and set up forming/shaping equipment for a specific operation

Performance Criteria Skill Set Task

1.1 Most appropriate tools and equipment are selected. Forming Roll a cylinder / Press a transitional shape

1.2 Equipment is correctly set up and adjusted for operation to standard operating procedures.

Forming Roll a cylinder / Press a transitional shape

1.3 Allowances for shrinkage, thickness and inside/outside measurements are correctly made.

Template making Allow for material thickness

ELEMENT 2: Operate forming/shaping equipment

2.1 Machine is safely started up and shut down to standard operating procedures.

Forming Roll a cylinder / Press a conical shape / Press a transitional shape / Roll a conical shape / Press a conical shape

2.2 Material and safety guards are correctly positioned. Forming Roll a cylinder / Press a conical shape / Press a transitional shape / Roll a conical shape / Press a conical shape

2.3 Equipment is correctly operated and adjusted. Forming Roll a cylinder / Press a conical shape / Press a transitional shape / Roll a conical shape / Press a conical shape

ELEMENT 3: Form and shape material



3.1 Material is levelled, straightened, rolled, pressed or bent to specifications/ drawings using fabrication techniques.

Forming Roll a cylinder / Roll a conical shape / Press a conical shape / Press a transitional shape

3.2 Correct hot or cold forming procedures are followed.


3.3 Final form/shape is checked for compliance to specification and adjusted as necessary to standard operating procedures.




MEM5.37B Perform geometric development

ELEMENT 1: Transfer dimensions from a detail drawing to work


1.1 Specifications and work requirements are determined and understood using correct and appropriate calculations.

Drawing Dimensioning a drawing / Identify the main features of a drawing

1.2 Development is carried out to specifications or standard operating procedures using appropriate tools and equipment.

Template making Identify the types and means of generating a pattern / Interpret true shapes and true line lengths / Construct shapes using parallel lines / Construct shapes using radial lines

1.3 Datum points are correctly established and marked appropriate to task requirements.

Drawing Dimension a drawing

Marking out Perform the 4 basic rules

ELEMENT 2: Make templates as required

2.1 Appropriate template material is chosen. Template making Identify the types and means of generating a pattern

2.2 Templates are produced to specification. Template making Identify the types and means of generating a pattern

2.3 Correct storage procedures are followed including labelling and identification to standard operating procedures.

Template making Identify the types and means of generating a pattern

ELEMENT 3: Develop patterns as required

3.1 Parallel line, radial line and triangulation development methods are chosen and applied.

Template making Identify the types and means of generating a pattern / Interpret true shapes and true line lengths / Construct shapes using parallel lines / Construct shapes using radial lines / Construct shape using triangulation



3.2 Allowances for fabrication and assembly are correctly determined and transferred.

Template making Identify the types and means of generating a pattern / Interpret true shapes and true line lengths / Construct shapes using parallel lines / Construct shapes using radial lines / Construct shape using triangulation



MEM9.2B Interpret technical drawing

ELEMENT 1: Select correct technical drawing


1.1 Drawing is checked and validated against job requirements or equipment.

Drawing Identify the types of drawing used in industry

1.2 Drawing version is checked and validated. Drawing Identify the types of drawing used in industry

ELEMENT 2: Interpret technical drawing

2.1 Components, assemblies or objects are recognised as required.

Drawing Identify the main features of a drawing sheet / Understanding 2 & 3 dimensional drawing

2.2 Dimensions are identified as appropriate to field of employment.

Drawing Dimension a drawing

2.3 Instructions are identified and followed as required. Drawing Interpret the drawing

2.4 Material requirements are identified as required. Drawing Interpret the drawing

2.5 Symbols are recognised in the drawing as appropriate.

Drawing Interpret the drawing / Interpret sectional views / Identify welding symbols used in drawings



MEM12.23A Perform engineering measurements

ELEMENT 1: Select appropriate device or equipment


1.1 Measurement requirements are determined from specifications.

Template making Interpret true shapes and true line lengths / Construct shapes using parallel lines / Construct shapes using radial lines / Construct shape using triangulation

1.2 Appropriate device or equipment is selected according to standard operating procedures, to achieve required outcome.

Template making Interpret true shapes and true line lengths / Construct shapes using parallel lines / Construct shapes using radial lines / Construct shape using triangulation

ELEMENT 2: Obtain measurements using a range of measuring techniques

2.1 Correct and appropriate measuring technique is used.

Template making Construct shapes using parallel lines / Construct shapes using radial lines / Construct shapes using triangulation / Check accuracy of patterns

2.2 Measurements are accurately obtained. Template making Construct shapes using parallel lines / Construct shapes using radial lines / Construct shapes using triangulation / Check accuracy of patterns

2.3 Dimensions are determined or verified using basic calculations, where required.

Template making Construct shapes using parallel lines / Construct shapes using radial lines / Construct shapes using triangulation / Check accuracy of patterns

Calculations Calculate length, perimeter, area & volume / Round off numbers / Perform simple algebraic expressions

ELEMENT 3: Maintain measuring devices

3.1 Routine care and storage of devices is undertaken to manufacturers’ specifications or standard operating procedures.


3.2 Routine adjustments to devices are made and Template making Construct shapes using parallel lines / Construct shapes using radial lines /



checked. Construct shape using triangulation

Marking out Perform the 4 basic rules

ELEMENT 4: Communicate measurements as required

4.1 Measurements are accurately recorded, where required.

Template making Allow for material thickness

4.2 Freehand sketch which depicts required information is prepared, as required.

Drawing Allow for material thickness / Dimension a drawing

Drawing Identify the types of drawing used in industry



MEM12.24A Perform computations


ELEMENT 1: Determine work requirement

1.1 Required outcomes are established from job instructions.

Drawing Interpret a drawing / Understand 2 & 3 dimensional drawings

1.2 Data is obtained from relevant sources and interpreted correctly.

Drawing Interpret a drawing / Understand 2 & 3 dimensional drawings

1.3 Required calculation method is determined to suit the application, including selection of relevant arithmetic operations and/or formulae.

Calculations Calculate length, perimeter, area and volume / Dealing with fractions / Perform simple algebraic expressions

1.4 Expected results are estimated, including rounding off, as appropriate.

Calculations Round off numbers

ELEMENT 2: Perform calculations

2.1 Calculation method is applied correctly. Template making Construct shapes using parallel lines / Construct shape using triangulation

Calculations Calculate length, perimeter, area and volume / Dealing with fractions / Perform simple algebraic expressions / Perform the 4 basic rules / Round off numbers / Perform simple algebraic expressions

2.2 Correct answer is obtained. Calculations Calculate length, perimeter, area and volume / Dealing with fractions / Perform simple algebraic expressions / Perform the 4 basic rules / Round off numbers / Perform simple algebraic expressions

2.3 Answer is checked against estimation. Calculations Round off numbers

ELEMENT 3: Produce charts and graphs from given information



3.1 Data is transposed accurately to produce charts or graphs.

Template making Construct shapes using parallel lines / Construct shapes using radial lines / Construct shape using triangulation / Check accuracy of patterns

3.2 Charts or graphs accurately reflect data on which they are based.

Template making Construct shapes using parallel lines / Construct shapes using radial lines / Construct shape using triangulation / Check accuracy of patterns



MEM18.1C Use hand tools


ELEMENT 1: Use hand tools

1.1 Hand tools are selected appropriate to the task requirements.

Addressed in Toolbook and Workbooks and Project sheets for: Drawing Template making Forming Marking out

1.2 Hand tools are used to produce desired outcomes to job specifications which may include finish, tension, size or shape.

Forming

Template making

Marking out

Roll a cylinder / Roll a conical shape / Press a conical shape / Press a transitional shape

Construct shapes using parallel lines / Construct shapes using radial lines / Construct shape using triangulation

Perform the 4 basic rules

1.3 All safety requirements are adhered to before, during and after use.

1.4 Unsafe or faulty tools are identified and marked for repair according to designated procedures before, during and after use.

1.5 Routine maintenance of tools, including hand sharpening is undertaken according to standard operational procedures, principles and techniques.

1.6 Hand tools are stored safely in appropriate location according to standard operational procedures and manufacturers’ recommendations.



Appendix 2: Sample proforma for mapping projects to skill sets and competencies covered in the Total Fabrication Toolbox

SKILL SET: DRAWING

Task Indicate where demonstrated in work project Competency links Signed off

Identify the types of drawing used in industry

Identify the main features of a drawing sheet

Understand 2 and 3 dimensional drawings

Interpret the drawing

Dimension a drawing

Interpret sectional views

Identify welding symbols used in drawings


Toolbox contact details:Flexible Learning Toolbox Help Desk

Phone: 1300 736 710Email: [email protected]

Website: flexiblelearning.net.au/toolbox

For more information contact:2006 Australian Flexible Learning Framework

National CommunicationPhone: (07) 3307 4700Fax: (07) 3259 4371

Email: [email protected]: flexiblelearning.net.au

GPO Box 1326Brisbane QLD 4001

Australia


mailto:[email protected]

mailto:[email protected]

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