Welding Technology - Prince Edward Island

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 TechnologyOxyfuel Process (WEL801C)Course Description The Oxyfuel Process is commonly used in industry to perform a variety of cutting, gouging, and fusion tasks. Welders are expected to have a high skill level and knowledge of oxyfuel equipment and processes. Students will learn to set up and troubleshoot oxyfuel outfi ts; perform accurate cutting and piercing operations; execute acceptable fusion welds, braze welds and brazing operations; and describe and perform various thermal cutting and gouging processes.

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: 26 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: 84 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: Oxyfuel Equipment (~4 hours Classroom Component)

18. Students will be able to assemble oxyfuel equipment.

Students will be expected to18.1 describe the characteristics and handling procedures for oxygen and fuel gases18.2 describe the functions of oxyfuel equipment components18.3 describe the use, care, and maintenance of oxyfuel equipment components18.4 explain the recommended procedured for placement, set-up, and shut down of oxyfuel equipment18.5 identify causes and preventative measures for backfi res, fl ashbacks, and burn backs18.6 describe pressure and fl ame adjustments

Module 2: Oxyfuel Welding, Brazing and Brazing Equipment (~8 of 84 hours Skill Development Component)

19. Students will be able to perform oxyfuel welding, braze welding, and brazing.

Students will be expected to19.1 describe fi ller rods and fl uxes19.2 demonstrate the ability to run lines of fusion with and without fi ller rods in the fl at and vertical positions19.3 demonstrate the ability to weld lap joints on 10 gauge or 11 gauge (3.00-3.25mm) mild steel in the horizontal (2F) and the vertical (3F) positions using a comparable fi ller material19.4 demonstrate the ability to weld butt joints on 10 gauge (3.00-3.25mm) mild steel in the fl at (1G) and the vertical (3G) positions using a comparable fi ller material19.5 demonstrate the ability to weld lap joints on 10 gauge (3.00-3.25mm) mild steel in the vertical position using a braze welding fi ller material

Module 3: Arc Cutting and Gouging (~3 of 84 hours Skill Development Component)

20. Students will be able to gouge and cut using carbon arc cutting with air process, and will observe plasma arc cutting.

Students will be expected to20.1 describe the carbon arc cutting process20.2 observe air carbon arc cutting20.3 describe the plasma arc cutting process20.4 observe plasma arc cutting

CURRICULUM OUTCOMES

CAREER AND TECHNICAL EDUCATION CURRICULUM 3

Module 4: Geometric Formulas (~12 hours Classroom Component)

21. Students will be able to solve problems involving geometric formulas.

Students will be expected to21.1 identify key terms and concepts used in working with formulas21.2 identify common formulas and solve problems for perimeter21.3 identify common formulas and solve problems for area21.4 identify common formulas and solve problems for volume21.5 calculate the weight of a solid21.6 calculate the capacity of a container in gallons

Module 5: Welding Symbols (~10 hours Classroom Component)

22. Students will be able to interpret welding symbols.

Students will be expected to22.1 explain the purpose of welding symbols22.2 defi ne “weld symbol”, “welding symbol”, and “supplementary symbols”22.3 draw and interpret basic weld symbols and welding symbols22.4 identify the dimensioning of welding symbols22.5 identify non-destructive testing symbols


5CAREER AND TECHNICAL EDUCATION CURRICULUM

WEL801C - OXYFUEL PROCESS

Oxyfuel Equipment (~4 hours Classroom Component)

Introduction Oxyfuel processes are an industry standard for heating, welding, brazing, and cutting. An apprentice must be familiar with the safe handling and care of equipment, operating procedures, and gases used during the oxyfuel process.

18. Students will be able to assemble oxyfuel equipment.

Assessment

Strategies

Resources Alberta Module 120101g, Oxyfuel EquipmentNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Torch Cutting, Oxyacetylene WeldingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to18.1 describe the characteristics and handling procedures for oxygen and fuel gases18.2 describe the functions of oxyfuel equipment components18.3 describe the use, care, and maintenance of oxyfuel equipment components18.4 explain the recommended procedures for placement, set-up, and shutdown of oxyfuel equipment18.5 identify causes and preventative measures for backfi res, fl ashbacks, and burn backs18.6 describe pressure and fl ame adjustments

Specifi c

Curriculum

Outcome

SCO - Delineations

Paper/PencilSelf/Peer-AssessmentsSkills PerformanceTeacher ObservationCareer Portfolio

SCO - Delineations Student Knowledge, Abilities, and Competencies

Students will be expected to

Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment.

WEL801C - OXYFUEL PROCESS - MODULE 1


18.1 describe the characteristics and handling procedures for oxygen and fuel gases

Topic: Handling Procedures• Describe the physical characteristics of oxygen.• Describe the air liquefaction process.• Identify potential hazards associated with pure oxygen.• Defi ne “oxidation”.• Describe the characteristics of acetylene and explain why it makes a good fuel gas.• State the chemical symbol for acetylene (C

2H

2).

• Describe the combustion characteristics of acetylene.• State requirements a fuel gas must possess in order to be suitable for welding operations.• State the function of an acetylene generator.• Describe the unstable properties of acetylene.• List alternative fuel gases: - natural gas - propane - methylacetylene-propadiene stabilized (MPS) - propylene• Describe the characteristics and benefi ts of each of the above fuel gases.

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Teacher Lessons / Demonstrations Resources

CAREER AND TECHNICAL EDUCATION CURRICULUM



Topic: Handling Procedures• Create a slideshow using graphics from the ILM graphics CD.• Show Torch Cutting (video).

Literacy• Anticipation Guide: Use as a pre-reading strategy to assist in the reading of the ILM.

Student Activities / Assessments

Literacy• Free Writing: Use as a pre-reading strategy to activate students prior knowledge of oxyfuel equipment.

Texts / Teacher ResourcesAlberta Module 120101gOxyfuel Equipmentpp. 2-5

Software / DatabasesNOA, HRSDC: Occupational Analyses Series - Welder

StudentsAchieve (SAS)

Visuals / Handouts / TestsWall Moutain Company Video Series:Torch Cutting, Oxyacetylene Welding

Alberta ILM Graphics CDWelding Period 1






18.2 describe the functions of oxyfuel equipment components

Topic: Equipment• Identify and describe the components of a liquid oxygen storage tank.• Explain the advantages of liquid oxygen.• Identify and describe the components of an oxygen cylinder.• Describe handling and operating procedures specifi c to oxygen cylinders.• Explain the effect of temperature on pressure readings.• Describe components of and the function of the cylinder valve safety device.• Identify and describe the components of an acetylene cylinder.• Explain the purpose of the porous material inside an acetylene cylinder.• Explain the function of the acetone in an acetylene cylinder.• Identify the two types of acetylene cylinder valves: - key type valve (1 to 1½ turns) - wheel type valve (1½ to 2 turns)• Explain how acetylene is sold and how to calculate the volume of acetylene in a cylinder.• Describe the location and function of the fusible metal plugs on an acetylene cylinder.• Defi ne “draw limit”.• Describe the maximum rate at which an acetylene cylinder may be drawn off (1/7 of it volumetric pressure/hour).• Describe the purpose, function, and operation of manifold systems.• Describe the safety precautions to take when working with acetylene gas manifold systems.• Explain the danger of using copper or red brass fi ttings for acetylene pipeline systems.• Identify the proper type of fi ttings to use in an acetylene pipeline system.• Identify and demonstrate rules for the safe handling of compressed gas cylinders (p. 18 ILM 120101g).• Describe the proper method of identifying the gases in a cylinder.• Explain why noting the colour of the tank is not a recommended method of cylinder identifi cation.• Read and explain WHMIS labels on gas cylinders.• Identify the components of an oxyacetylene outfi t.

(continued on p. 10)

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Topic: Equipment• Demonstrate proper tank handling procedures.• Create a slideshow using graphics from the ILM to identify tank and valve components.• Review the WHMIS labels and MSDSs.• While discussing their functions, have examples of each component on hand to circulate throughout the class.• Make visuals (overheads or slideshow) of the components for display.• Demonstrate proper handling and storage of each component.• Describe the function and operation of a regulator, using a disassembled regulator as an example.


• Label diagrams of oxygen tanks and valves.• Label diagrams of acetylene tanks and valves.• Practise rolling empty tanks.• Label a diagram of an oxyfuel outfi t.




Visuals / Handouts / TestsWall Moutain Company Video Series:Torch Cutting, Oxyacetylene Weldingv







18.2 describe the functions of oxyfuel equipment components

(...continued from p. 8)

Topic: Equipment• Describe the function and principal operation of a regulator.• Identify the three main working parts of a regulator.• Explain the classifi cation of regulators.• Identify the components and explain the operation of a single stage regulator.• Identify the components and explain the operation of a two stage regulator.• Compare the advantages and disadvantages of single stage and two stage regulators.• Explain the function of the Bourdon tube in gauges.• Describe ways in which the Bourdon tube may be damaged.• Identify the scales on the regulator gauge face.• Describe how to properly store an out-of-service regulator.• Explain the construction and function of oxyfuel hoses.• State the purpose of a whip line.• Identify fuel gas hoses (grooved fi tting, left hand thread).• Identify oxygen hoses (smooth fi tting, right hand thread).• Describe the function and operation of a welding torch.• Describe the function and operation of a cutting torch.• Compare the function and use of the three main types of cutting torches. - combination torch - standard or heavy duty hand torch - machine torch• Explain the function of the mixer.• Describe the two basic types of mixers: - positive pressure - injector type• Describe the construction of welding tips.• Explain the numbering system found on welding tips.• Identify the type of fl ame produced by swedge tips.• Identify the type of fl ame produced by straight bore tips.• Identify a dirty or worn tip by the quality of the fl ame produced.• Demonstrate the ability to properly clean tips.• Describe the construction of cutting tips.• Describe the function of reverse fl ow check valves.• Describe the purpose and function of fl ashback arrestors.

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• Label a diagram of an oxyfuel outfi t.• Label diagrams of single and two stage regulators.• Using diagrams, explain the function of a regulator.• Using diagrams, explain the function of a reverse fl ow check valve.• Complete an activity matching oxyfuel components with their functions.

Literacy• Free Writing: Use as a pre-reading strategy to activate prior knowledge of oxyfuel equipment (previously covered in WEL701A).

• Jigsaw: Form groups, with each group assigned one section from pp. 6-32 of the ILM. Each group must study, summarize, and report on that particular section. The summary must include a written overview as well as any relevant drawings or illustrations. Share this information with the other groups to create a study guide for this section of the ILM. (Students must be reminded that even though they are reporting on only one section, they are responsible for all of the information covered.)

Student Activities / Assessments Texts / Teacher ResourcesAlberta Module 120101gOxyfuel Equipmentpp. 6-32










18.3 describe the use, care, and maintenance of oxyfuel equipment components

18.4 explain the recommended procedures for placement, set- up, and shut-down of oxyfuel equipment

18.5 Identify causes and preventative measures for backfi res, fl ashbacks, and burn backs

Topic: Maintenance• Defi ne “creep”.• Identify some of the symptoms of creep.• Explain how to repair a creeping regulator.• Explain the dangers associated with repairing a regulator.• Demonstrate an ability to test hoses for leaks.• Demonstrate an ability to repair damaged hoses.• Describe proper maintenance procedures for torch and torch mixer assemblies.• Demonstrate an understanding of the proper care, handling, and maintenance of welding tips.

Topic: Set-up• Identify all components of an oxyacetylene outfi t.• Demonstrate an understanding of the proper method for setting up an oxyacetylene outfi t.• Describe the difference between a fl at-faced and bull-nosed fi ttings.• Explain why an oxyfuel utility wrench is recommended for adjusting fi ttings.• Demonstrate an ability to follow safety precautions when setting up an oxyacetylene outfi t.• Perform a leak detection test.• Explain the importance of using an approved leak detection fl uid.• Demonstrate an ability to follow the proper procedure when shutting down an oxyacetylene outfi t.

Topic: Safety • Defi ne the three basic types of malfunctions related to oxyfuel equipment: - backfi res - burn backs - fl ashbacks• Describe possible causes of each of the above malfunctions.• Describe how to avoid each of the above malfunctions.• Describe the emergency shut-down procedure to follow in case of fl ashback.

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Topic: Maintenance• Demonstrate safe and proper handling practices when using regulators.• Demonstrate proper procedures to identify and remedy creep.• Demonstrate proper tip cleaning procedures.• Demonstrate how to perform a leak test.

Topic: Set-up• Demonstrate proper start up and shut-down procedures for the oxyfuel outfi t.

Topic: Safety• Demonstrate emergency shut-down procedures in the event of fl ashback.


• Perform a procedure to check for and remedy creep.• Properly clean and care for welding tips and torches.• Perform leak tests.• Properly set up an oxyfuel heating and cutting station.• Properly shut down an oxyfuel heating and cutting station.• Model emergency shut-down procedures.










18.6 describe pressure and fl ame adjustments

Topic: Flame Adjustments• Follow the proper method for lighting the torch.• Defi ne “gas speed” and “speed of fl ame propagation” and explain the effect each has on an oxyfuel set-up.• Describe how the above factors can contribute to backfi re.• Demonstrate an ability to follow the procedure for balancing pressures in an oxyfuel outfi t.• Identify and describe the three types of fl ames possible with a standard oxyacetylene welding or cutting torch: - carbonizing fl ame (reducing fl ame) - neutral fl ame - oxidizing fl ame• Describe the effect each fl ame type has on mild steel.• Explain the advantages to working on mild steel.• Explain the x-system of carbonizing fl ames.• Explain the following concepts in relation to each type of fl ame: - reaction to mild steel - visible reaction in the puddle - uses of a carbonizing fl ame• Describe the three stages of combustion and the recommended application of each stage.

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• Demonstrate how to properly balance a torch.• Demonstrate how to set and identify the following fl ames: - carbonizing - neutral - oxidizing• Demonstrate the effects of each type of fl ame by forming a puddle on a mild steel plate.• Explain the sounds of various types of fl ames.


• Using diagrams, explain the characteristics of each fl ame type. - carbonizing - neutral - oxidizing• Properly balance the torch.• Properly set the torch to each type of fl ame and form a puddle on a piece of mild steel to explore the effects of each fl ame type. - carbonizing - neutral - oxidizing





Self-Testpp. 48-55

16 CAREER AND TECHNICAL EDUCATION CURRICULUM




Oxyfuel Welding, Brazing and Braze Welding(~8 of 84 hours Skill Development Component)

Introduction Oxyfuel applications such as brazing, braze welding, and oxyfuel fusion, welding are used for many specialized jobs in the welding trade. This method of welding offers a wide range of applications and is a valuable skill for an apprentice to develop.

19. Students will be able to perform oxyfuel welding, brazing and braze welding.

Assessment

Strategies

Resources

Students will be expected to19.1 describe fi ller rods and fl uxes19.2 demonstrate the ability to run lines of fusion with and without fi ller rods in the fl at and vertical positions19.3 demonstrate the ability to weld lap joints on 10 gauge or 11 gauge (3.00-3.25mm) mild steel in the horizontal (2F) and the vertical (3F) positions using a comparable fi ller material19.4 demonstrate the ability to weld butt joints on 10 gauge or 11 gauge (3.00-3.25mm) mild steel in the fl at (1G) and the vertical (2G) positions using a comparable fi ller material19.5 demonstrate the ability to weld lap joints on 10 gauge or 11 gauge (3.00-3.25mm) mild steel in the vertical position using a braze welding fi ller material

Specifi c

Curriculum

Outcome

SCO - Delineations


Alberta Module 120101h, Oxyfuel Welding, Brazing and Braze WeldingNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Torch Cutting, Oxyacetylene WeldingStudentsAchieve (http://sas.edu.pe.ca)



Oxyfuel Welding, Brazing and Braze Welding (~8 of 84 hours Skill Development Component)SCO 19. Students will be able to perform oxyfuel welding, brazing and braze welding.



19.1 describe fi ller rods and fl uxes

Topic: Filler Rods and Fluxes• Defi ne terms related to fi ller rods and fl uxes.• Describe factors to consider when selecting a fi ller rod for any given job.• Interpret the AWS fi ller metal specifi cations related to the oxyfuel process.• Describe the four major classifi cation details related to AWS A5.2-92.• Describe the method of classifi cation of AWS A5.8-92 specifi cations for fi ller metals used for brazing and braze welding.• List the seven fi ller metal type categories.• List the various forms of brazing fi ller metals available.• Describe the six steps for a properly brazed joint. - good fi t-up and proper clearances - cleaning metal - proper fl uxing - assembly and support - heating and fl owing the braze alloy - fi nal cleaning• Describe the characteristics and basic function of each of the seven types of fi ller metals used for brazing: - silver (BAg) - aluminum-silicon (BAlSi) - nickel (BNi) - copper, copper-zinc, copper-phosphorus (BCuP) - gold (BAu) - cobalt (BCo) - magnesium (Bmg) • Demonstrate an understanding of the advantages and disadvantages of braze welding.• Demonstrate an understanding of considerations to take into account when performing braze welding operations.• Describe the function of the fl ux.• List the various forms in which fl ux is available.

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Topic: Filler Rods and Fluxes• Show Oxy Acetylene Welding (video).• Develop a questionnaire/worksheet that students will fi ll out while watching the video.• Have a selection of welding rods, fi ller metals, and fl uxes on hand for display purposes.

Literacy• Anticipation Guide: Use as a pre-reading strategy. Use in conjunction with the SQ3R if students struggle with the survey and question component.

Literacy• SQ3R: Use as a pre-reading strategy. Put the class in groups and have them work through the survey and question stages of the strategy (pp. 2-18).

• Complete a situation worksheet table (example below).

Welding Situation Rod Selection Filler Metal Flux

Welds on Mild Steel no

Repairing a Carbon Steel Pipe

R60

Brazing Cast Iron RBCuZn-A yes

Literacy• SQ3R: Use as a during- and post-reading strategy for both of these topics. Working in groups, have each member read the text to answer the questions derived from the fi rst step. Then work together to come to consensus on the answers. This will lead to a class discussion on fi ller metals and fl uxes. • Homework: Write a summary outlining the function/purpose of fi ller metals and fl uxes.• Vocabulary Development: Complete a matching assignment related to the terminology on p. 2 of the ILM.

Texts / Teacher ResourcesAlberta Module 120101hOxyfuel Welding, Brazing and Braze Weldingpp. 2-18

Cross-Curricular Reading ToolsSQ3R









19.2 demonstrate the ability to run lines of fusion with and without fi ller rods in the fl at and vertical positions

Topic: Lines of Fusion • Describe the importance of properly preparing materials for welding.• List various methods of joint cleaning.• List various methods of removing carbon graphite fl akes from the joint surface.• Describe methods used to ensure that no member of the assembly moved during the welding process.• Discuss the factors that control the size and shape of the weld bead: - tip size and torch setting - torch and/or rod angle - torch and/or rod inclination - torch-to-work distance - speed of travel - torch manipulation

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Topic: Lines of Fusion • Demonstrate the proper set-up, preparation, and safety practices to follow when performing oxyfuel welding and brazing.• Demonstrate how to run lines of fusion in the fl at and vertical positions using a variety of fl ame types.


• Complete exerciseson pp. 22-24 of ILM 120101h.• Using a 3" x 6" x 1/8" fl at bar, run three lines of fusion 3/16" - 1/4" wide in the fl at and vertical positions.










19.3 demonstrate the ability to weld lap joints on 10 gauge or 11 gauge (3.00-3.25mm) mild steel in the horizontal (2F) and the vertical (3F) positions using a comparable fi ller material

19.4 demonstrate the ability to weld butt joints on 10 gauge or 11 gauge (3.00-3.25mm) mild steel in the fl at (1G) and the vertical (3G) positions using a comparable fi ller material

19.5 demonstrate the ability to weld lap joints on 10 or 11Ga. (3.00-3.25mm) mild steel in the vertical position using a braze welding fi ller material

Topic: Practical Exercises• Complete the exercises on pp. 25-31 of ILM 120101h.

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Topic: Practical Exercises• Demonstrate the exercises on pp. 25-31.


• Complete the exercises on pp. 25-31 of ILM 120101h.

Enrichment / Research Activities

• Participate in Skills Canada competitions.









Arc Cutting and Gouging (~3 of 84 hours Skill Development Component)

Introduction The ability to prepare metals to be used for welding projects is an essential skill of any welding apprentice. Being able to safely operate and perform cutting operations using a variety of methods—from oxyfuel gas cutting, to arc cutting, to plasma cutting—allows the apprentice to select the most appropriate, effi cient, and cost-effective method for any given metal project.

20. Students will be able to gouge and cut using carbon arc cutting with air process, and will observe plasma arc cutting.

Assessment

Strategies

Resources Alberta Module 120102e, Arc Cutting and GougingNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Torch Cutting, Oxyacetylene WeldingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to20.1 describe the carbon arc cutting process20.2 observe air carbon arc cutting20.3 describe the plasma arc cutting process20.4 observe plasma arc cutting

Specifi c

Curriculum

Outcome

SCO - Delineations


26



Arc Cutting and Gouging (~3 of 84 hours Skill Development Component)SCO 20. Students will be able to gouge and cut using carbon arc cutting with air process and observe plasma arc cutting.



20.1 describe the carbon arc cutting process

Topic: Air Carbon Arc• Defi ne “arc cutting”.• Describe how to select the appropriate arc cutting process for any given job in reference to - effectiveness - limitations of the process - type of power sources available - safety precautions.

Topic: Air Carbon Arc Cutting (CAC-A)• Explain the CAC-A process.• Label a diagram of the CAC-A process.• Describe the equipment used for CAC-A.• Demonstrate an understanding of the safety precautions related to CAC-A.• State a variety of applications for CAC-A.• Name the metals on which CAC-A can effectively be applied.• Describe the function and construction of electrodes used in CAC-A.• Describe the function and minimum requirements of the air supply used for CAC-A.• Describe the metallurgical effects of carbonizing and surface hardening, and explain how to prevent and recognize these problems.

Topic: Plasma Arc Cutting (PAC) - 20.3• Demonstrate the ability to set up equipment to correctly perform CAC-A cutting operations.• Describe the proper technique and set-up in reference to the following as they relate to obtaining a quality cut: - electrode stick-out - starting of the arc - electrode inclination - work angle• Demonstrate an understanding of possible solutions to problems related to the CAC-A process.

20.2 observe air carbon arc cutting

27






(continued on p. 29)

Topic: Air Carbon Arc• Create visuals of CAC-A (overheads or slideshow) to explain the process. Use graphics from the ILM.• Demonstrate the set-up and operation of a CAC-A outfi t.• Discuss troubleshooting techniques for use with CAC-A.• Demonstrate exercises on p. 13 of the ILM.

• Label a diagram of the CAC-A process.• Label a diagram of an electrode holder.• Using diagrams, explain the CAC-A process.• Complete an activity matching CAC-A components with their function.• Complete the exercises on p. 13 of the ILM.

Literacy• Free Write: Use as a pre-reading strategy to activate prior knowledge on cutting and piercing metal.

• Summarizing: Use as a post-reading strategy after you have read the exercises.

Texts / Teacher ResourcesAlberta Module 120102eArc Cutting and Gougingpp. 2-14





28






20.3 describe the plasma arc cutting process

20.4 observe plasma arc cutting

Topic: Plasma Arc and Plasma Arc Cutting (PAC)• Explain the PAC process.• Defi ne terminology related to PAC.• Label a diagram of the PAC process.• Demonstrate an understanding of the safety precautions related to PAC.• Describe the equipment used for PAC.• Explain the construction and components of a plasma cutting torch.• Describe the metallurgical effects that may occur as a result of PAC.

Topic: Air Carbon Arc Cutting (CAC-A) 20.1• Demonstrate the ability to set up equipment to correctly perform PAC cutting operations.• Describe the proper technique and set-up in reference to the following as they relate to obtaining a quality cut: - travel speed - standoff distance - gases and fl ow rates• Demonstrate an understanding of possible solutions to problems related to the PAC process.• List other arc cutting processes: - shielded metal arc cutting - carbon arc cutting - oxygen arc cutting

29





Topic: Plasma Arc• Create visuals of PAC (overheads or slideshow) to explain the process. Use graphics from the ILM.• Demonstrate the set-up and operation of a PAC outfi t.• Discuss troubleshooting techniques for use with PAC.• Demonstrate exercises on p. 26 of the ILM


• Label a diagram of the PAC process.• Label a diagram of a plasma torch.• Using diagrams, explain the PAC process.• Complete a matching activity with PAC components and their function.• Complete the exercises on p. 26 of ILM.

Literacy• Free Writing: Use as a pre-reading strategy to activate students prior knowledge of cutting and piercing metal.

• Summarizing: Use a post-reading strategy after you have read the exercise.

• Compare and Contrast: Use as a post-reading strategy. Complete a diagram similar to the example below, mapping the similarities and differences between the CAC-A and PAC cutting operations.

Texts / Teacher ResourcesAlberta Module 120102eArc Cutting and Gougingpp. 15-26








Geometric Formulas (~12 hours Classroom Component)

Introduction Geometric formulas are used in almost all welding situations, and will be continually used during the welding program for measuring materials and working out areas and/or weights of materials for billing purposes.

21. Students will be able to solve problems involving geometric formulas.

Assessment

Strategies

Resources Alberta Module 120104d, Geometric FormulasNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Torch Cutting, Oxyacetylene WeldingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to21.1 identify key terms and concepts used in working with formulas21.2 identify common formulas and solve problems for perimeter21.3 identify common formulas and solve problems for area21.4 identify common formulas and solve problems for volume21.5 calculate the weight of a solid21.6 calculate the capacity of a container in gallons

Specifi c

Curriculum

Outcome

SCO - Delineations


32



Geometric Formulas (~12 hours Classroom Component)SCO 21. Students will be able to solve problems involving geometric formulas.



21.1 identify key terms and concepts used in working with formulas

21.2 identify common formulas and solve problems for perimeter

Topic: Terminology• Defi ne the following terms: - equation - formula - constant - variable - term - solution• Explain the order of operations.• Identify the variables in an equation.

Topic: Perimeter• Defi ne “perimeter”.• Defi ne terms related to triangles: - hypotenuse - right triangle - equilateral triangle - scalene triangle - isosceles triangle• Defi ne terms related to circles: - circumference - diameter - radius - pi (π)• Calculate the perimeters of common and combined geometric shapes: - squares - rectangles - triangles - circles

33






Topic: Terminology• Give examples of how the terms on p. 32 relate to area and perimeter.• Review the order of operations and steps in solving an equation.

Topic: PerimeterNumeracyMath-Enhanced Lesson using the 7-Step Process• Introduce the concept of perimeter by providing students with an example from the shop (welding problem). Example: You have been contracted to build a wrought iron railing around a seating area at a local restaurant. Determine the total amount of metal required for the job.• Assess students math awareness as related to the problem (formative assessment). Ask students what they need to know to solve this problem, and note whether they use the correct mathematical terms as they come up with a solution (perimeter, length, width).• Work through the math problem.• Work through related contextual examples (e.g., perimeter).• Work through traditional math examples.• Relate the concept of perimeter back to the context of welding.• Complete a formal assessment.

*** Alter the example above to include perimeter problems involving triangles and circles***

• Complete exercises on pp. 6-7 of the Geometric Formulas ILM.

Literacy• Free Writing: Use as a pre-reading strategy to help activate prior knowledge related to perimeter.

Texts / Teacher ResourcesAlberta Module 120104dGeometric Formulaspp. 2-18

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




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21.3 identify common formulas and solve problems for area

Topic: Area• Defi ne “area”.• Defi ne “surface area”.• Defi ne terms related to rectangles and triangles: - length - width - base - height• Calculate the areas of common and combined geometric shapes: - squares (area = length x width) - rectangles (area = length x width) - triangles (area = ½ base x height) - circles (area = π x radius2) - trapezoid (area = height x [base

1 + base

2])

2 - parallelogram (area = base x height) - lateral surface area of a cylinder (LSA = π x diameter x height) - total surface area of a closed cylinder (TSA = π x diameter x height + 2[π x radius2]) - lateral surface area of a rectangular solid (LSA = 2[length x height] + 2[width x height]) - total surface area of a rectangular solid (LSA = 2[length x height] + 2[width x height] + 2[length x width])

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Topic: AreaNumeracy• Introduce the concept of area by providing students with an example from a shop/welding problem.• Assess students’ math awareness as related to the problem (formative assessment). Ask students what they need to know to solve this problem, and note whether they use the correct mathematical terms as they come up with a solution.• Work through the math problem.• Work through related contextual examples of area.• Work through traditional math examples.• Relate the concept of area back to the context of welding.• Complete a formal assessment.


• Compete exercises on pp. 29-32 of the Geometric Formulas ILM.

Literacy• Free Writing: Use as a pre-reading strategy to help activate prior knowledge related to area.






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21.4 identify common formulas and solve problems for volume

21.5 calculate the weight of a solid

21.6 calculate the capacity of a container in gallons

Topic: Volume• Defi ne “volume”• Calculate the volume of a rectangular solid (volume = length x width x height).• Calculate the volume of a cylinder (volume = π x radius2 x height).• Calculate the volume of any regular shaped object.• Describe the relationship between the area of a cross-section of any regular shaped object and the height of that object.

Topic: Weight• Defi ne “weight”.• Defi ne “mass”.• Explain how to calculate the weight of a solid.• Explain when to round answers.

Topic: Capacity• Describe the relationship between capacity and volume.• Convert from cubic measure to gallons.• State the following basic relationships: - 1 imperial gallon = 277 in3 (approximate) - 1 ft3 = 6.239 imperial gallons (approximate) - 1 ft3 = 1728 in3

- 1 yd3 = 27 ft3

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Topic: VolumeNumeracy• Introduce the concept of volume by providing students with an example from a shop/welding problem.• Assess students’ math awareness related to the problem (formative assessment). Ask students what they need to know to solve this problem, and note whether they use the correct mathematical terms as they come up with a solution.* Work through the math problem.• Work through related contextual example of volume.• Work through traditional math examples.• Relate the concept of volume back to the context of welding.• Complete a formal assessment.


• Compete exercises on pp. 29-32 of the Geometric Formulas ILM.

Literacy• Free Writing: Use as a pre-reading strategy to help activate prior knowledge of volume, weight, and capacity.










Welding Symbols (~10 hours Classroom Component)

Introduction Apprentices are expected to be able to communicate using trade-related terms and references. Welding symbols are used in the trade to provide an effi cient means of placing complete welding information on plans and shop drawings. Ensuring that all people responsible for a given weld can communicate in a consistent manner to ensure that the weld meets all necessary specifi cations is an essential component of the welding trade.

22. Students will be able to interpret welding symbols.

Assessment

Strategies

Resources Alberta Module 120104g, Welding SymbolsNational Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - WelderWall Mountain Company Video Series: Torch Cutting, Oxyacetylene WeldingStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to22.1 explain the purpose of welding symbols22.2 defi ne “weld symbol”, “welding symbol”, and “supplementary symbols”22.3 draw and interpret basic weld symbols and welding symbols22.4 identify the dimensioning of welding symbols22.5 identify non-destructive testing symbols

Specifi c

Curriculum

Outcome

SCO - Delineations


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Welding Symbols (~10 hours Classroom Component) SCO 22. Students will be able to interpret welding symbols.



22.1 explain the purpose of welding symbols

22.2 defi ne “weld symbol”, “ welding symbol”, and “supplementary symbols”

Topic: Symbols and Their Purpose• State the purpose of welding symbols.• Identify CSA modifi cation to AWS symbols.• Defi ne “schematic”.

• Defi ne “weld symbol”.• Interpret basic weld symbols.• Defi ne “supplementary weld symbol”.• Interpret supplementary symbols.• Defi ne “welding symbols”.• State the two required elements of any given welding symbol.• List the six additional elements that may be part of any given welding symbol.

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Topic: Symbols and Their Purposes• Create visuals from the ILM to help students identify weld symbols, welding symbols, and supplementary weld symbols.

Literacy **This module may be diffi cult for students to read. Help students understand how to read the text by modelling these three reading strategies.**

• 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. Also, refl ect on how you relate the topic back to prior topics covered (basic joint and weld types, weld faults). 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. It 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, you should 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 as you initially reread a section of text. - 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.

• Label a diagram showing the location of elements on a welding symbol.• Draw and identify basic weld symbols.

Texts / Teacher ResourcesAlberta Module 120104gWelding Symbolspp. 2-4





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22.3 draw and interpret basic weld symbols and welding symbols

Topic: Drawing and Reading• Describe the characteristics, function, and interpretation of - reference lines - arrow lines - basic weld symbols - supplementary symbols - fi nishing symbols - the tail symbol - specifi cations.• Describe how to interpret combined and multiple reference line symbols.

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Topic: Drawing and Reading• Create visuals from the ILM to help students identify the weld symbols, welding symbols, and supplementary weld symbols.


• Construct welding symbols from drawings and welding sample bars.• Draw welds and complete welding samples described in welding symbols.• Construct a model of a welding symbol: - 1/2" fl at bar for the reference line, tail, and arrow head - 1/4" round stock to build the basic weld symbols - a small rare earth magnet attached to the weld symbol allowing you to add or remove symbols from the reference line• Complete a chart similar to the example below.

Description Drawing Welding Symbol

Double square groove weld with full penetration






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22.4 identify the dimensioning of welding symbols

22.5 identify non-destructive testing symbols

Topic: Dimensioning and Testing• State basic rules for dimensioning.• Describe general dimensioning rules for the following: - surfacing welds - plug or slot welds - fi llet welds - groove welds• Identify AWS non-destructive testing letter designations.

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Topic: Dimensioning and Testing• Create a slideshow from the images in the ILM. • Have welding samples on hand to help describe the welding symbols.• Review the key terminology associated with groove and fi llet welds (outcome 12.2, WEL801B, on basic joints and weld types


• Complete a table similar to the example on the previous page including dimensioning for welds.• Correctly interpret welding symbols on shop projects.

Literacy• Think Aloud/Say Something: Use as during-reading strategies (see p. 41). • Rereading: Use as a during-reading strategy (see p. 41).








Documents

Welding Technology - Prince Edward Island