DOCUMENT RESUME ED 264 397 CE 043 059 AUTHOR Gregory, Margaret R.; Benson, Robert T. TITLE V-TECS Guide for Machine Shop (Machinist). INSTITUTION South Carolina State Dept. of Education, Columbia. Office of Vocational Education. PUB DATE 85 NOTE 443p. PUB TYPE Guides Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS Behavioral Objectives; Competency Based Education; Definitions; *Equipment Maintenance; *Equipment Utilization; Job Skills; Learning Activities; Lesson Plans; *Machine Tools; *Machinists; Mathematics Skills; Measurement Equipment; Measurement Techniques; Numerical Control; Safety; Secondary Education; Shop Curriculum; Teacher Developed Materials; *Trade and Industrial Education; Welding ABSTRACT This curriculum guide is intended to train trade and industrial education students in the hands-on aspects of the occupation of machinist. Included in the guide arecourse outlines that deal with the following topics: following safety procedures; performing mathematical calculations; designing and planning machine work; performing precision measurement and bench work; operating drill presses, grinders, power saws, lathes, milling machines, and shapers; welding; performing heat treatment tasks; and operating numerical controlled machines. Each course outline containssome or all of the following: a duty; a task statement; a performance objective and performance guide; suggested learning activities;a list of recommended resources; student evaluation criteria, including answers to any evaluation questions or exercises provided; a lesson test, test answers; and attachments (including handouts, forms, and transparency masters). Appendixes to the guide include definitions of terms, duty and task and tool and equipment lists, evaluation questions and answers, and a bibliography. (MN) *********************************************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document. * *********************************************************************** V-TECS GUIDE FOR MACHINE SHOP (machinist) Prepared by Margaret R. Gregory Robert T. Benson, Ed.D. Project Coordinator Technical Coordinator SOUTH CAROLINA DEPARTMENT OF EDUCATION Dr. Charlie G. Williams, State Superintendent of Education Division of Instruction Sidney B. Cooper, Deputy Superintendent Office of Vocational Education Dr. Moody M. Oswald, Jr., Director South Carolina Department of Education: An Equal Opportunity Agency Columbia, South Carolina 29201 1985 U.E. DEPARTMENT OFEDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTEOF EOUCATION MATERIAL HAS BEEN GRANTED BY INFORMATION EOLICATIONAL RESOURCES CENTER (ERIC) ITITIos document has helm reproduced as received from the personor organizaton onginating it 11111!.i been mods to umprovo 0 Minor changes have reproduction quality stated in this docu TO THE EDUCATIONAL4OURCES Points of view or opinions represent official NIE INFORMATION CENTER (ERIC):' ment do not necessanly posittonOfpoky. ,,...- ,..',N,`.. I ACKNOWLEDGMENTS The Machine Shop V-TECS Guide was developed from the Machinist V-TECS Catalog by a committee of Machine Shop instructors in SouthCarolina. These instructors are to ile commended for their expertise in the field and for their abilityto complete the tedious work required in developing this V-TECS Guide. Thewriters are: Johnny David (Hartsville Career Center), John Burris (AndersonDistrict I and II Vocational Education Center), and Horace Hilderbrand (AikenCounty Vocational Center).Another contributor who had to withdraw from the projectwas Kenneth Collins (R. D. Anderson Area Vocational Center). The blueprint sketches were drawn by Chris Johnson,a student at Aiken County Vocational Center, Aiken, South Carolina. The State Office of Vocational Education staff memberswho assisted the committee were Joe Bunn (T & I Consultant) and Dr. Annie Winstead (SexEquity Consultant). Other staff members whowere involved with the project were Pat Kinsey (Editor) and Jim Lewallen (Work Processing Operator). Upon completion of the writing of the Machine Shop V-TECS guide, sixeducators were selected to field review the materials for validity and reliability.These educators are to be commended for their thoroughness in providing theirexpertise in modifying and approving this guide for classroomuse. The field reviewers are: Gordon Gang (Aynor-Conway Career Center); Lewis Lanier (Clinton High School);John Pace (Oconee Vocational Center); Sam Picklesimmer (McDuffieHigh School); Elmer I Richards (Wilson Vocational Center); and FrankRussell (Greenwood Area Vocational Center). ii TABLE OF CONTENTS Acknowledgements Introduction Use of V-TECS Guide Course Outline: I. Safety 4 II. Performing Mathematical Calculations 8 III. Designing and Planning Machine Work 31 IV. Performing Precision Measurement 39 V. Performing Bench Work 83 VI. Operating Drill Presses 141 VII. Operating Grinders 167 VIII. Operating Power Saws 193 IX. Operating Lathes 209 X. Operating Milling Machines 277 XI. Operating the Shaper 339 XII. Welding 351 XIII. Performing Heat Treatment Tasks 368 XIV. Operating Numerical Controlled Machines 374 Appendices: A. Definition of Terms 386 B. Duties and Tasks 388 C. Tool and Equipment List 394 D. Evaluation Questions and Answers 399 E. Bibliography 430 INTRODUCTION V-TECS guides are an extension or continuation of the V- TECS catalogs. While the V-TECS catalog is a composition of duties, tasks, performance objectives, and performance guides, it deals only with the psychomotor aspect of an occupation. It is a blueprint of an occupation. It deals only with the identification of the hands-on aspect of the occupation. It does not take into consideration such things as the background information surrounding a task, how to make inferences, generalizations and decisions from a body of knowledge, nor does it deal with attitudes, job seeking skills, safety or energy conservation practices. V-TECS guides take these aspects of teaching and learning into consideration. Experience has shown that the art of learning can also be taught while teaching subject matter. People need to learn how to learn. V-TECS guides take into consideration how students learn and are an efficient way for instructors to assist them to learn. V-TECS guides are centered around all three domains of learning: psychomotor, cognitive, and affective. The following is a brief explanation of each. Psychomotor Any manipulative skill such as tightening a nut,replacing a hubcap, sharpening a pencil, machining a key slot in a steel shaft, or replacing a SCR in a solid state control panel are examples of manipulative or psychomotor skills. Tasks such as these are identified in V-TECS catalogs. V-TECS catalogs also group tasks by duties and objectives. Each performance objective has a performance standard which must be met to prove student proficiency in the manipulative aspect of the task. The V-TECS catalog, however, does not include any suggestions orhow to learn to do these tasks. V-TECS guides are developed around psychomotor tasks which are worker oriented. Cognitive To perform psychomotor tasks, students must think. To tighten a nut they must know which way to turn it and when to stop turning it so that they won't strip the threads or shear the bolt off. If replacing a hubcap, there is a certain technique that may vary from one car to another.For example, start the hubcap by placing the cap in a tilted position and tapping it all the way around until it is properly seated. On a different model,it may be necessary to position the hubcap and 1 J snap it all at once. At any rate, students must think about what is being done. This is cognition or a mental activity. Cognition is what goes on in the mind about any job being done. V-TECS guides provide both the collateral knowledge and the impetus to apply cognition to psychomotor tasks. Students gain cognition through both real and vicarious experiences. They may read, view tapes, memorize or practice a process or procedure until they are certain of it. To test their knowledge,students may be required to decide the proper procedure, method or sequence for performance. Thisis decision making or cognitive activity atits highest. Cognition, then, is that process by which information is stored and used. That voice that warns one of potential dangers is cognition. Anything that goes on in the mind is cognition. Students may become the best workers in their job; but,if they fail to think a process through and apply their experience, they may become just one more statistic. It is cognition that tells them to lock and tag out the power supply to an electrical apparatus before starting to repair it. However, cognition does not apply only to safety. Good cognition or thinking can help employees do a job better and quicker. V-TECS guides provide for the cognitive aspects of learning. Affective Curriculum writers, supervisors, and instructors often fail to assist studentsin acquiring a positive attitude toward themselves, their jobs,their school,or their fellow students. V-TECS guides seek to provide assistance to the instructor in achieving this. It is difficult for the instructor to identify bits and pieces of desirable behavior for every unit and often harder yet to teach them. In this area, students might be judged as to how well they clean their work area, or whether they show up to do the job on time, or whether they must be told several times to do something. Potential employers are interested in student attitude