Perform Tool&Cutter Griding Operations

7/29/2019 Perform Tool&Cutter Griding Operations

1/31

Perform Tool & CutterGrinding OperationsCertificate III in Engineering Mechanical Trade

Certificate IV in Engineering

TF/503/MEM/034/TP

Trainers Guide


2/31

TF/503/MEM/034/TP

LjYaf]jk?ma\]

Certificate III in Engineering Mechanical Trade

Certificate IV in Engineering

H]j^gjeLggd;mll]j?jaf\af_Gh]jYlagfk

E=E/&)(9


3/31

ii Trainers Guide: Perform Tool & Cutter Grinding Operations

Australian Training Prod ucts on beh alf of the State of Victoria

This work is copyrighted . Apart from any use perm itted und er the

Copyright Act 1968, no p art may be rep rodu ced by an y process without

prior w ritten perm ission from Au stralian Training Produ cts. Requests and

enquiries concerning reprodu ction and rights should be add ressed to:

Published by: Australian Training Prod ucts Ltd

Level 25, 150 Lonsd ale St

Melbour ne 3000

Phone: +61 3 96550600 Fax: +61 3 9639 4684

ww w.atp l.net.au e-mail: sales@atp l.net.au

Reprinted: 1 July 2005

Stock Code Num ber: TF/ 503/ MEM/ 034/ TP

Printed by: Snap Printing, Melbourn e, Australia

AESharenet Code: C

Important disclaimer

No p erson should rely on the contents of this pu blication w ithout first

obtaining advice from a qualified professional person. This publication is

distributed on the terms and und erstanding that:

1. the authors, consultants and ed itors are not responsible for the results of

any actions taken on th e basis of information in this pu blication, nor for

any err or in or omission from this pu blication

2. the pu blisher is not engaged in rend ering legal, accounting, professional

or other advice or services.

The pu blisher, and the au thors, consultants and editors, expressly d isclaim

all and any liability and responsibility to any person, w hether a p urchaser or

reader of this p ublication or not, in respect of anything, and of the

consequences of anything, don e or omitted to be don e by any such person in

reliance, wh ether wh olly or partially, up on the w hole or any part of the

contents of this publication.

Without limiting the generality of the above, no author , consultant or editor

shall have any r esponsibility for any act or omission of any other au thor,

consultant or editor.


4/31

Acknowledgements

9[cfgod]\_]e]flk

Writer Peter Shearm an

Editor Ron Wilde

Sim Chuah

Layout/ Graphics Wendy Pedersen

Project man ager Anne Deschepper


5/31

ii Trainers Guide: Perform Tool & Cutter Grinding Operations


6/31

Contents iii

;gfl]flk

;gfl]flk aaa

) Eg\md]\]lYadk )

)&) Afljg\m[lagf +

O]d[ge] +

Hmjhgk] +

O`Ylkafl`]_ma\] ,

@golgmk]l`]_ma\] ,

)&*:Y[c_jgmf\lgl`]eg\md] -

L`]hjg_jYe -

L`]d]Yjf]jk .

Gml[ge]kYf\j][g_falagf /

D]Yjfaf_eYl]jaYdk 0

Hjgb][lZYk]\d]Yjfaf_ 1

)&+?ma\]lgl`]Ykk]kke]fllYkck )*

Hjgb][l)K`Yjh]fYf\'gjj][gf\alagfkdgllaf_[mll]jk )*

Hjgb][l*K`Yjh]fYf\'gjj][gf\alagfka\]Yf\^Y[]gjYf_d][mll]jk ),

Hjgb][l+%K`Yjh]fYf\'gjj][gf\alagf`]da[Yd[mll]jk ).

Hjgb][l,K`Yjh]fYf\'gjj][gf\alagf^gjelggl`[mll]jk )0

Hjgb][l-K`Yjh]fYf\'gjj][gf\alagfkdgl\jadd *(

Hjgb][l.K`Yjh]fYf\'gjj][gf\alagfl]]kdglgjogg\jm^ [mll]jk **

Hjgb][l/LYh]j]\khY[]j *,

J]e]eZ]jhjgb][lZYk]\d]Yjfaf_ *.

)&,?ma\]lgl`]d]Yjfaf_Y[lanala]k */

=pYehd]kg^9fko]jk */

* J]kgmj[]k^gjljYaf]jk ,)


7/31

iv Trainers Guide: Perform Tool & Cutter Grinding Operations

*&)9kk]kke]fllggd ,+

9kk]kke]fllggd]pYehd] ,-

*&* L`]^d]paZd]ljYaf]j -,

Qgmjjgd] -,

;geemfa[Ylaf_oal`d]Yjf]jk --

;`][caf_[gff][lagfk --

Lahk -.


8/31

Module details 1

H]j^gjeLggd;mll]j?jaf\af_Gh]jYlagfk

) Eg\md]\]lYadk

)&) Afljg\m[lagf

)&* :Y[c_jgmf\lgl`]eg\md]

)&+ ?ma\]lgl`]Ykk]kke]fllYkck

)&, ?ma\]lgl`]d]Yjfaf_Y[lanala]k


9/31

2 Trainers Guide: Perform Tool & Cutter Grinding Operations


10/31

Module details 3

)&) Afljg\m[lagf

O]d[ge]

Welcome to th e Trainers Guide for this modu le, Perform Tool & Cutter Grinding

Operations. This mod ule w ill focus on the op eration of the tool and cutter

grinder to sharpen and / or recondition a w ide range of cutting tools and some

advanced operations. This mod ule assumes that th e learner is comp etent in all

of the prerequisites.

The module is part of the Certificate III in Engineering Mechanical Trade or

the Cer tificate IV in Engineer ing .

This modu le is a project-based u nit that encompasses a range of grinding

operations including op erations such as sharpen ing tools, cylindrical grinding

and grind ing gauges, shapes and forms. All of these operations should be

performed to close tolerances and h igh stand ard s of finish.

Hmjhgk]

This book is your Trainers Guide. It has been designed to give you advice andguidance for instructing the learner how to w ork through this modu le and

complete the assessment tasks. This Trainers Guide contains information on:

project based learning

the assessmen t tasks

resources for trainers.

The aim of this guide is to give you key information to help you sup port you r

learners effectively, whatever the flexible delivery setting in a classroom , off-

campus, in the workp lace, or a mixture of these.

The guide assum es that you are familiar with the:

Learners Resource

Learners Guide

online enrichm ents (see the CD provided ).

To make the best use of your time, we suggest you use this guide in close

conjun ction w ith the other resources.


11/31


O`Ylkafl`]_ma\]

This guid e is in two p arts:

HYjl)2Eg\md]\]lYadk

Gives you the detailed information abou t this particular program its

aims, context, content, assessment app roach and learning activities. This

is essential information for every trainer.

HYjl*2J]kgmj[]k^gjljYaf]jk

Provides sup plementary information, guidance and hints about

sup porting learners in a flexible learning en vironment. This section w ill

be especially useful if you are n ew to flexible learning or to comp etency-

based learning an d assessment or p roject based learning.

@golgmk]l`]_ma\]

We recomm end th at you read Part 1 carefully before the program starts, and

return to it for reference during the modu le especially the section on

assessmen t tasks and learning activities.

Use the Part 2 resources according to you r need s and experience.


12/31

Module details 5

)&* :Y[c_jgmf\lgl`]eg\md]

L`]hjg_jYe

The learning m aterials forMEM7.10A Perform Tool and Cutter Grinding

Operations have been d esigned to cater for learners in their third year of

Certificate III in Engineering Mechanical Trad e or part of Certificate IV in

Engineering or p eople wh o are ad vancing their skills to Certificate IV or

above. A learner u nd ertaking this mod ule wou ld have completed or is

currently comp leting the following p rerequisites:

MEM 2.5C11 Measure with grad uated devices

MEM 9.2A Interpret technical drawing

MEM 12.3A Precision mechanical measurement

MEM 18.1A Use hand tools

MEM 7.5A Perform general machining

MEM 7.5A Perform grind ing operations.

O`Ylkf]o7

This module has been d esigned to incorporate aspects of project-based

learning. Project-based learning consists of carefully selected and designed

problems that demand from the learner acquisition of know ledge, problem

solving and self-directed learning strategies.

This process is modelled on the challenges that are encoun tered in life,

indu stry and career.

Project-based learning (PBL) is a m odel for d elivery that shifts away from th e

classroom p ractices of instructor-centred lessons or self paced workbooks, and

instead em ph asises learning activities that are long-term, interd isciplinary,

learner-centred , and integra ted w ith real world issues an d practices.

The learner w ill have to complete seven p rojects, which are th eir assessment

tasks. Each project (assessment task) is practically based . These p rojects

(assessment tasks) incorporate the skills and know ledge required to meet the

requirem ents of the comp etency. The written resource material is provided to

assist the learner comp lete the p ractical tasks.


13/31


L`]af\mkljq

These materials can be used in a training facility or in the workplace. The

projects can be substituted for suitable workplace tasks of an equ al or greater

complexity. If this were to be d one, you w ould have to certify the relevancy ofthese tasks.

Some w orkplaces may n ot be equipped with suitable equipm ent to complete

every task as ind icated in this modu le. If this is the case, questioning th e

learner may be used in some cases to assess some tasks.

L`]d]Yjf]jk

The learners need to look at th is module from a p ractical point of view, that is;

wh at do th ey have to d o to comp lete the practical tasks? If the learners have

good skills and know ledge, they might not have to refer to any of the w rittenresources. Comp leting the p ractical tasks to the required standard an d

answ ering some clarification qu estions related to th is level of training may be

sufficient.

Akkm]k^gjljYaf]jk

If the learners have difficulty w ith any part of the practical program , they can

use the resources to find a way of solving their problems.

Remember:

This is a p roject-based learning, therefore the learner mu st make reasonableefforts to solve the various p roblems that th ey may be faced w ith before

consulting you for assistance. You should be able to see some evidence of their

attempts.

The learners must complete a procedure sheet for each p roject/ task/ job they

are going to und ertake and h ave that sheet signed off by you before

attemp ting the p ractical task. This sheet will detail the ord er in wh ich they are

going to carry out tasks and th e tools and equipment they intend to use.

The mod ule consists of seven p rojects, which are th e assessmen t tasks.

Learners mu st complete each of the p rojects (assessmen t tasks) with a

minim um of assistance from you. You could th ink of it like a test of the

learners ability to p erform at th is level of comp etence.

During the p rojects (assessment tasks), the learners may be asked a series of

questions about w hy they are d oing certain w ork, and w hat other w ays could

it possibly be done. This is used to confirm their knowledge about the subject

area or to clarify their und erstand ing.

In man y cases, the learners may n ot be accustom ed to p roject-based learning

meth ods. The idea of not having to fill in a m odu le book or not having you at

call for all of their problems m ay p resent some d ifficulties. It m ay be necessary

to give the learners instruction on how to cope with this style of learning andthe benefits of it.


14/31

Module details 7

The learners m ust become accustom ed to researching various resources to

find the answer to workp lace problems. They should be encouraged to u se a

variety of resources. These may include:

theLearners Resource

online enhancements p rovided in this resource (CD)

reference book - Fitt ing and Machining by Ron Cu lley

Australian Standard s

the Internet

fellow w orkers (preferably not learners at th e same level unless the

information can be p roved as correct).

Gml[ge]kYf\j][g_falagf

This mod ule forms p art of the Certificate III in Engineering - Mechanical

Trade.

Certificate III in Engineering Mechanical Trad e is mad e up of the group ing

of the following competencies from the MERSITAB Training Package:

all of the found ation mod ules

20 points of 1 core unit required for C10, PLUS

40 points in u nits drawn from the Mechanical Stream Specialist band Aunits

36 points in u nits draw n from Specialisation Band A un its (includ ing du al

band A/ band B units).

This mod ule fits into the Specialisation Band A u nits.

For further information on competencies from the MERSITAB Training

Package, contact http:/ / www .mersitab.com.au/


15/31


Note: - MEM 7.12A Perform Tool and Cutter Operations can be counted in the shaded areas. They canonly be counted once , that is, if you counted it in Certificate III then you cannot count it in Certificate IV

again.

text

Foundation UnitsAll Units

Core Band 1 Units

20 Points

Specialisation Units Band A Units36 Points from specialisation band A units (including dual band A/band B

units) and/or band 2 Core units (maximum 24 points from band A)

Specialisation Band A

(including duel band A/B)Units

36 Points

Mechanical Stream Units40 Points

Certificate 3 level

Certificate 4 level

D]Yjfaf_eYl]jaYdk

Hjaflj]kgmj[]kThe printed materials available for this program a re:

Learners Resource

Learners Guide

Trainers Guide.

Gfdaf]j]kgmj[]k

The online resources available for this mod ule are intend ed as enh ancements

to the printed material (see CD prov ided). These enhan cements provid e short

video footage to explain how tasks are performed and some online

information on safety.


16/31

Module details 9

Hjgb][lZYk]\d]Yjfaf_

In the classroom and workshop, project-based learning (PBL) prov ides man y

un ique opp ortun ities for you to build relationships with learners. Your role

shifts from trainer to th e varied roles ofcoach, facilitator, an d co-learner.Finished prod ucts, plans, drafts, and prototyp es all make excellent

"conversation pieces" around wh ich you and learners can discuss the learning

that is taking p lace.

EYafZ]f]^alkg^H:D

EglanYlagf

Project -based learning m akes learners more engaged in th e learning

because they are trained to p roduce outcomes for practical tasks and

because they design solutions to problems.

@a_`]jgj\]jl`afcaf_kcaddk

Provides skills such as jud gmen t and learn ing how to learn, and th is

enables learners to move out of established ways of thinking/ doing and

to ask new questions. Most learning w ill be relevant to a self- initiated

project.

HjY[la[Ydgml[ge]k

The program is mu ch more focused on solving problems and therefore

has a greater p ractical comp onent. The theoretical comp onent is used to

sup port w hat the learner is doing in practice.

D]Yjfaf_`golgd]Yjf

PBL prom otes self-regulated learning by asking learners to generate th eir

own w ays for problem solving through - information gathering, working

on possible solutions and tr ailing them , and comparing their solutions to

the outcomes of the other learners and yours.

J]Ydogjd\d]Yjfaf_

PBL engages learners in learning in ways similar to the w ays they w ill use

in indu stry, and to come u p w ith workable, cost effective and reliablesolutions to ind ustry p roblems challenges.


17/31


9aekg^hjgb][l%ZYk]\d]Yjfaf_

To develop learners into problem solvers/ competen t practical

tradespersons.

To enable learners to become respon sible for their own learning and skilldevelopm ent (curren tly learners focus on p assing modu les, assum ing they

have gained skills & know ledge to be assessed, simply by passing the

module).

To encourage learners to thinkoutside the square.

To encourage learners to u se all the available resources (not only the

mod ule books and you).

To develop an integrated app roach to teaching across all disciplines.

To develop the p ersonal skills of the learners in time m anagem ent, project

man agemen t and achieve solutions not just answ ers.

L`]l]Y[`af_YhhjgY[`

What combinat ions of strategies and app roaches will achieve our aims as

outlined?

Sufficient concise theory/ un derp inning know ledge and basic skill up

front. This is prov ided in theLearners Resource and online enhancements

(see CD provid ed).

Clearly defined outcomes - learners mu st know wh at is expected. This isprov ided by the stru cture of the projects (seeLearners Guide).

Start w ith small well-defined p rac/ labs & assignments that w ill stretch the

learner while still providing clear ou tcomes expected. Projects must be

completed w ith a minium of your assistance.

Lqh]kg^hjgb][lk'Ykk]kke]fllYkck

The projects used in this modu le are know n as Closed Projects.This type of

project is largely teacher d irected w ith clear ou tcomes and directions for each

stage. This type of project is similar to practical exercises that we currently usein classes to sup port th e theory.

The main d ifference between th is type of project and the conventional mod ule

work is that the learners focus their learning on th e outcome of the p ractical

project. The theoretical comp onent su pp orts their learning to prod uce the

project.


18/31

Module details 11

If learners have the skills and know ledge to make practical comp onents

without looking at the theory, then they would be deemed comp etent

provided they could also answer some related qu estions about the work th ey

are doing. The questions wou ld be designed to confirm th at the learners had asufficiently broad know ledge base to work at th is level.


19/31


)&+ ?ma\]lgl`]Ykk]kke]fllYkck

This modu le must be assessed accord ing to the gu idelines set out by

MERSITAB.

Note: The learners Registered Training Provider (RTO) has the u ltimate

responsibility for their final assessment, and the m onitoring of the learner is

un dertaken by the RTO in cooperation w ith the workp lace.

Hjgb][l)K`Yjh]fYf\'gjj][gf\alagfkdgllaf_[mll]jk

The learner is to set up an d resha rpen a slotting cutter or slitting saw in the

tool and cutter gr inding m achine. You can select any size cutter available to

you in your workshop.

9kk]kke]fl

This project is to be u sed to determ ine if the learner has th e skills and

knowledge to set up and grind the cutter to the required standard.

You should be confident th at the learner h as the following skills andknow ledge before you allow them to progress:

KY^]lq

The learner m ust perform all work related to this project in a safe man ner.


20/31


21/31


Hjgb][l*K`Yjh]fYf\'gjj][gf\alagfka\]Yf\^Y[]gjYf_d]

[mll]jk

The learner is to set up an d r esharpen a side and face or angle cutter or slitting

saw in the tool and cutter grind ing machine. You can select any size cutter

available to you in your w orkshop.

9kk]kke]fl



You should be confident th at the learner h as the following skills and

know ledge before you allow them to progress:

KY^]lq



22/31

Module details 15

K]d][lYhhjghjaYl]lggdYf\[mll]j_jaf\af_o`]]dYf\

Y[[]kkgja]k

1. The learner must be able to iden tify the various grind ing wheels available

for use on the tool and cutter grinder.

2. The learner shou ld be able to select the correct wheel for the grind ing job

that they are und ertaking.

H]j^gjelggdYf\[mll]j_jaf\af_

1. The learner must be able to iden tify the various angles necessary to

sharpen the cutter.

2. The learner must be able to set up the machine to sharp en the cutter.

3. The learner must be able to grind the surfaces accord ing to the

specifications on the d raw ing or the requ irement of that cutter.

4. The learner shou ld be able to produ ce the ground surface to the finish

required. They should d emonstrate how they determined th e app ropriate

roughness.

;`][c[gehgf]fl^gj[gf^gjeYf[]lgkh][a^a[Ylagf

The learner must be able to sharpen the cutter to the tolerance required and

use approp riate measur ing tools to check size and finish.


23/31


Hjgb][l+%K`Yjh]fYf\'gjj][gf\alagf`]da[Yd[mll]jk

The learner is to set up an d resha rpen a helical cutter or slitting saw in the tool

and cutter grind ing machine. You can select any size cutter available to you in

your workshop.

9kk]kke]fl





KY^]lq



24/31

Module details 17

4. The learner shou ld be able to produ ce the ground surface to finish


roughness.





25/31


Hjgb][l,K`Yjh]fYf\'gjj][gf\alagf^gjelggl`[mll]jk

The learner is to set up an d resharpen a form tooth cutter in the tool and cutter

grind ing machine. You can select any size cutter available to you in you r

workshop.

9kk]kke]fl






26/31

Module details 19

KY^]lq



27/31


Hjgb][l-K`Yjh]fYf\'gjj][gf\alagfkdgl\jadd

The learner is to set up an d resharpen a slot drill in the tool and cu tter

grind ing machine. You can select any size cutter available to you in you r

workshop.

9kk]kke]fl





KY^]lq



28/31

Module details 21



sharpen the cutter.



specifications on the d raw ing or the requ irements for the cutter.



roughness.

;`][c[gehgf]fl^gj[gf^gjeYf[]lgkh][a^a[YlagfThe learner must be able to sharpen the cutter to the tolerance required and



29/31


Hjgb][l.K`Yjh]fYf\'gjj][gf\alagfl]]kdglgjogg\jm^^

[mll]jk

The learner is to set up an d r esharpen a tee slot or wood ruff cutter in the tool

and cutter grind ing machine. You can select any size cutter available to you in

your workshop.

9kk]kke]fl





KY^]lq



30/31

Module details 23



sharpen the cutter.



specifications on the d raw ing or the requ irements for that cutter.



roughness.





31/31

Hjgb][l/LYh]j]\khY[]j

The tapered spacer is designed to simulate a spacer on a m illing machine

arbor. This project is designed to advan ce the learners skills in the u se of the

tool and cutter grind ing machine. The m ain objective is for them to

un derstan d that the tool and cutter grind er can be used for a variety of tasks

not just for sharpening tools. The tolerances have been set to test the learner s

ability to w ork w ith a high degree of accuracy. The turn ing of this part could

be comp leted as p art of an earlier turning m odu le.

This project could be substituted for any other involving par t or par ts that

require internal and external cylindrical grind ing.In some workshops, it may not be p ossible to perform this task practically due

to the lack of app ropr iate equipm ent. If this is the case, this section can be

tested by questioning the learner.

9kk]kke]fl


know ledge to set up and grind a variety of different diam eters, lengths, rad ii

and angles using the tool and cutter grinding m achines.

You should be confident th at the learner h as the following skills andknow ledge before you allow them to progress:

KY^]lq


Perform Tool&Cutter Griding Operations

Documents

Transcript of Perform Tool&Cutter Griding Operations