Engineering Materials – Task• Where do metals come from?• What are the two main types of metal?• What is an alloy?• Identify 3 ferrous metals and alloys.• Identify 3 non-ferrous metals and alloys.

Engineering Materials – Task• Where do metals come from?• What are the two main types of metal?• What is an alloy?• Identify 3 ferrous metals and alloys.• Identify 3 non-ferrous metals and alloys.

Engineering Materials – Task• Where do metals come from?• What are the two main types of metal?• What is an alloy?• Identify 3 ferrous metals and alloys.• Identify 3 non-ferrous metals and alloys.

Product Metal Importantproperties

Bicycle frame

Kettle body

Door key

Car door

Spoon

Activity – Use the table to identify the metals found in common products. What properties make them suitable for use in that product?

Identify 10 products in total (you can use the examples as a start)

ANSWERS HERE

MetalsOn each example identify the following:

• What metal is it?• Is it ferrous or non-

ferrous?• Is it an Alloy?• If yes, what

metals/elements have been combined?

• 1. • 2.• 3.• 4.

• 1. • 2.• 3.• 4.

• 1. • 2.• 3.• 4.

• 1. • 2.• 3.• 4.

https://www.youtube.com/watch?v=JIX_vFh5llA ferrous/non-ferroushttps://www.youtube.com/watch?v=VBzmGyWeNzo four types of steel part 1https://www.youtube.com/watch?v=JTu-Zz5jalc four types of steel part 2https://www.youtube.com/watch?v=TILs8w6myoU four types of steel part 3https://www.youtube.com/watch?v=-fZQ9ElnymI four types of steel part 4https://www.youtube.com/watch?v=Tk4t-v3ZrdI uses of metal

Useful video clips - Metals

Material Properties

The properties of a material explains exactly what the material does, so what it is good at doing and what it is bad at doing. We need to know this so we can select the right material for different tasks and understand HOW and WHERE they can be used.

Define the following terms and give an example of a Product linked to that term

1. Ductility

Ductility means…….

A product that is ductile is……..

1. Malleability

2. Hardness

3. Toughness

4. Elasticity

5. Plasticity

6. Durability

7. Insulator

Material Properties

ANSWERS HERE

Composites – Task

• Read this slide

Click and drag the images to make them bigger

1. Give 4 examples of Carbon Fibre Reinforced Polymer products (with photos)

2. Give 4 examples of GRP products (with photos)

3. Give 4 examples of Plywood products (with photos)

4. Give 4 examples of MDF products (with photos)

5. Give 4 examples of OSB Board products (with photos)

6. Give 4 examples of Structural Concrete (with photos)

7. Explain 4 properties of Carbon Fibre Reinforced Polymer

8. Explain 4 properties of GRP

9. Explain 2 properties of Plywood

10. Explain 4 properties of MDF

11. Explain 2 properties of OSB board

12. Explain 4 properties of Structural concrete

Stretch questions:

1) Briefly research & describe how glass reinforced plastic products are produced.

Is it a suitable process for mass production? Give reasons.

1) What two thermosets can be used for G.R.P or carbon fibre building?

2) Describe advantages of carbon fibre over other construction materials. Suggest two uses

for carbon fibre.

Useful video clips

https://www.youtube.com/watch?v=504I_hJDFck

https://www.youtube.com/watch?v=eS_Sqnn2rlc

https://www.youtube.com/watch?v=KHXVf0SaJpA

https://www.youtube.com/watch?v=LrCt5kJwcyw

https://www.youtube.com/watch?v=awxhgAMnyTs

https://www.youtube.com/watch?v=vwLz6M_N3HM

https://www.youtube.com/watch?v=-DJypFyptRY

https://www.youtube.com/watch?v=ZRE1L7anoss

https://www.youtube.com/watch?v=Ivced-ZJ2J8

https://www.youtube.com/watch?v=cZINeaDjisY

Composites – Task

• Read the previous slide

Composites – Task

• Read the previous slide

ANSWERS HERE

Polymers – Task

• Read the • Answer the following questions:• What is a polymer?• What is a synthetic polymer? • What is a natural polymer? Give 2 examples of this?• What is a thermoplastic?• What is a thermosetting polymer?• How does the structure change between a thermoplastic

polymer and a thermosetting polymer? (get an image showing difference)

• What do the numbers in the triangles relate to?

Click and drag the images to make them bigger

Polymers – Task

• Read from the previous slide• Answer the following questions:• What is a polymer?• What is a synthetic polymer? • What is a natural polymer? Give 2

examples of this?• What is a thermoplastic?• What is a thermosetting polymer?• How does the structure change

between a thermoplastic polymer and a thermosetting polymer? (get an image showing difference)

• What do the numbers in the triangles relate to?

https://www.youtube.com/watch?v=bJi8x7bKHqQhttps://www.youtube.com/watch?v=ylksMBSuTWAhttps://www.youtube.com/watch?v=lNS7TwWmlrghttps://www.youtube.com/watch?v=4fTtrKPySm0

Useful video clips

thermoplastic Recycling symbol Properties Typical Uses

Activity – Use the table to identify 4 different thermoplastics from the text book.

Then do the same for 4 thermosetting polymers

ANSWERS HERE

The centre lathe

• The centre lathe is a very complicated machine.

• Using the centre lathe is an example of a machine wasting process.

• It can be used to turn a variety of metals and plastics.

• There are many different parts to the lathe and it can perform lots of different functions.

• Some of the parts are similar to the wood lathe.

Task.Complete the sentence by moving the correct box from the choices below:

• A wasting process is one that

involves the ________________.

• A fabrication process is one that involves __________________.

removal of material

joining of componentsturning on a lathe

wasting of materials

making of components making a product

Metal turning.• A centre lathe is set up in a similar way as the wood turning lathe

and is mainly used to produce.

• Because of this the ) is used. All the separate jaws move together ensuring the work is always centred.

• Work can be held in and which is connected directly to the motor and gears.

• The cutting tool is made from (a very hard alloy) that is fixed in place on the

• There are lots of different types of for lots of different functions.

cylindrical components or products.

three jaw chuck (centring chuck)

between centres

held in a chuck

high speed steel

tool post. cutting tool

• Centre lathes have that allow different turning to be set.

• The speed that is set depends on the being turned and the of the material.

• As a general rule can be turned at

.

• diameter materials can also be turned at speeds than thick diameters.

• All turning produces waste material. This is known as

.

Setting the correct speed.

different gears

speeds

type of material

diameter

softer materials

higher speeds Smaller

faster

swarf

1. Emergency Stop

2. Bed

3. Top Slide Handle

4. Saddle

5. Workpiece

6. Saddle Handle

7. Live Centre

8. Tool Post

9. Cross Slide Handle

10. Tailstock

11. Cutting Tool

12. Headstock

13. Gears

14. Chuck

Identify the part by

writing the numbers

above next to the

correct arrow on

the picture

• What is this machine called?

Answer -

• What is it used for?

Answer -

• Explain what products are turned on a lathe?

Answer -

Types of function on the centre lathe

Function Description

The tool is moved at an angle to the centre to produce a taper.

A hardened steel tool is pressed into the work to produce a straight or diamond shape pattern.

The tail stock is used as a chuck to hold a drill. As the work rotates the drill is fed into the work.

A narrow tool is fed into the work to trim to length or part the work from the stock bar.

Parallel turning

Drilling

Facing

Taper Turning

Parting

Knurling

The tool is moved parallel to the centre to

form a cylinder.

The tool is moved at right angles to the

centre, facing the end surface.

Copy the correct text into the box on the previous page

http://www.technologystudent.com/equip1/mlathe1.htmhttp://www.technologystudent.com/pdf2/lathey1.pdfhttp://www.youtube.com/watch?v=qZtS7xW45Xo

Centre Lathe

Machining Techniques: Turning

Lathe Tasks

1. Explain what products are Turned on a lathe

2. Explain what is meant by parallel turning

3. Explain what is meant by taper turning

4. Explain what is meant by facing off

5. Explain what is meant by Parting off

6. Explain what is meant by Knurling

7. Evaluate what lathe processes are used to make a scribe

Click and drag the images to make them bigger

Practice drawing the images on the right

Lathe Tasks

ANSWERS HERE

Parallel turning

Drilling

Facing

Taper Turning

Parting

Knurling

1

2

34

5

Add an arrow to show which of the functions are used to make the scribe

Risk Assessment - Task

You are to write a risk assessment for the Centre Lathe and identify:

• What is it that you can do on the lathe? What is the lathe used for on your product? (this is called the description of operation)

• What are the hazards?

Hazards?

Low, Medium or High risk?

Who might be harmed and how? Control measures in place. What should be

done to minimise the hazard from happening?

Responsibility to ensure control measures are

in place?

Wearing an apron The user, the teacher or supervising adult, the

school and the Local Authority all have a

collective responsibility to ensure a safe

working environment.

Heat of work during and after turning The user, the teacher or supervising adult, the

school and the Local Authority all have a

collective responsibility to ensure a safe

working environment.

Machine guards The user, the teacher or supervising adult, the

school and the Local Authority all have a

collective responsibility to ensure a safe

working environment.

Wearing goggles The user, the teacher or supervising adult, the

school and the Local Authority all have a

collective responsibility to ensure a safe

working environment.

Safe working distance The user, the teacher or supervising adult, the

school and the Local Authority all have a

collective responsibility to ensure a safe

working environment.

Hand injury – shards of metal When your using the lathe, small pieces of metal

come off (sometimes a spiral or just small piece).

These are bit of metal however so if you touch them

they are razor sharp

Brush them off gently with a soft brush and

wash your hands thoroughly with soap and

water.

The user, the teacher or supervising adult, the

school and the Local Authority all have a

collective responsibility to ensure a safe

working environment.

Hand injury – loose work If you don’t secure your work properly then it will fly

off as it is attached to a spinning object. It could hit

you in the body or the hand.

Make sure that the chuck is fully tightened

using the chuck key and the key is removed

before you turn the lathe on.

The user, the teacher or supervising adult, the

school and the Local Authority all have a

collective responsibility to ensure a safe

working environment.

Workshop Activity Risk Assessment: Centre lathe – complete the missing boxes

HAZARD

• Object that could POTENTIALLY cause harm

• Do nothing = no harm

RISK

• How Likely is the risk of the hazard causing Harm

• Risk is usually LOW, MEDIUM or HIGH risk

CONTROL MEASURE

What Can you do to prevent it?

• Remove chair

• Look where you are going

• Studs on boots

Hazards?

Low, Medium or High risk?

Who might be harmed and how? Control measures in place. What should be done to

minimise the hazard from happening?

Responsibility to ensure control measures are in place?

Eye injuries – shards of metal Bits of metal can fly off and hit you in the face or the eyes. Ensure that your are wearing the correct safety

goggles to protect your face even if you wear

glasses. Do not lean too close to the machine.

The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Eye injuries – loose work Look at answer above and add your own to this. The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Moving parts The lathe has many moving parts including the chuck and the bed.

These are all exposed parts where loose clothing could easily be

caught and drag the user towards the lathe. These parts can move

very fast.

Ensure all clothing is tucked in and long sleeves are

secured.

The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Faulty lathe tool The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Loose drill bit The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Faulty work piece The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Loose work piece The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Clothing The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Training The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Procedures The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Environment The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Maintenance The user, the teacher or supervising adult, the school and

the Local Authority all have a collective responsibility to

ensure a safe working environment.

Workshop Activity Risk Assessment: Centre lathe – complete the missing boxes

Energy Source

Where is the energy from?

How does it work? Advantages Disadvantages

HydroelectricEnergy

Solar Energy

Wind Energy

Biomass Energy

Nuclear Energy

Fossil Fuels

Lifecycle of a material• Read the handout sheet which identifies the lifecycle of wood, metal

and plastic.

• You will notice they are similar.

• Copy the chart shown on the reverse by going to ‘Insert’, ‘SmartArt’, ‘Cycle’, ‘Basic Cycle’.

• Change the colour or design to suit your own taste.

• Add in another circle (select a circle, right click mouse and then select ‘Add shape before’)

• Move the circles and arrows so the design is the same as the example

• Add the text in the boxes shown

• Add a description of what the stages are as shown. Try to add more detail based upon what is written on the handout sheet.

• Add images to EACH of the stages like the example and the images on the handout sheet.

• Explain the impact on using lorries to transport to each stage. How does this affect the environment?

Complete the chart using the headings

Manufacturer

Raw Material

Processing Plant

Disposal (Landfill)User

Retailer

Recycle

Transport

What Is Raw Material for…..Wood?........Metal?...........Plastics?......

What Is Processing Plant called for….Wood?........Metal?...........Plastics?......