DOCUMENT RESUME
ED 422 482 CE 077 005
TITLE Educational Resources for the Machine Tool Industry.Executive Summary.
INSTITUTION Texas State Technical Coll. System, Waco.SPONS AGENCY Office of Vocational and Adult Education (ED), Washington,
DC.; National Science Foundation, Arlington, VA. Div. ofUndergraduate Education.
PUB DATE 1998-00-00NOTE 197p.; For related documents, see ED 401 431-445 and CE 077
006-017. Product of the MASTER (Machine Tool Advanced SkillsTechnology Educational Resources) Consortium.
CONTRACT DUE-9553716PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS Competence; Competency Based Education; Curriculum Design;
Curriculum Guides; *Job Skills; Job Training; *Machine ToolOperators; Manufacturing Industry; Postsecondary Education;Program Development; *Program Implementation; *Sheet MetalWork; *Technical Education; Vocational Education
ABSTRACTThis document describes the MASTER (Machine Tool Advanced
Skills Educational Resources) program, a geographic partnership of seven ofthe nation's best 2-year technical and community colleges located in sevenstates. The project developed and disseminated a national training model formanufacturing processes and new technologies within the American machine toolindustry. Goals of MASTER include the following: (1) assess instructionalmaterials from an industry point of view; (2) design and develop acomprehensive series of instructional support materials with laboratoryexperiments specific to the machine tool and metals-related industries; (3)
conduct pilot programs to evaluate content and effectiveness; (4) assessstudents at point of entrance and exit; and (5) compile and package projectdeliverables in CD-ROM format for national dissemination. This documentcontains the following: project methodology, development center profiles,pilot program descriptions and evaluations, acknowledgments, careerenhancement and technical modules, career action plan model, job developmentcenter model, internship model, and industry training model. The modules andmodels each include an overview, descriptions, and specific information aboutits content. Three attachments contain sample materials from the Machiningmodule, one of 11 technical modules developed by the project. (KC)
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LeMACHINE TOOL ADVANCED SKILLS TECHNOLOGY EDUCATIONAL RESOURCES
a consortium of educators and industry
EDUCATIONAL RESOURCESFOR THE
MACHINE TOOL INDUSTRYi/UCA
.S. DEPARTMENT OF EDUCATIONice of Educational Research and Improvement
E TIONAL RESOURCES INFORMATIOICENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
Executive Summary
4,Supported by the National Science Foundation's Advanced Technological Education Program
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Executive Summary
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ACKNOWLEDGEMENTS
This project was made possible by the cooperation and direct support of the followingorganizations:
National Science Foundation - Division of Undergraduate EducationMASTER Consortia of Employers and Educators
MASTER has built upon the foundation which was laid by the Machine Tool AdvancedSkills Technology (MAST) Program. The MAST Program was supported by the U.S.Department of Education - Office of Vocational and Adult Education. Without this priorsupport MASTER could not have reached the level of quality and quantity that is containedin these project deliverables.
MASTER DE LOPMENT CENTERSAugusta Technical Institute - Central Florida Community College - Itawamba CommunityCollege - Moraine Valley Community College - San Diego City College (CACT) - SpringfieldTechnical Community College - Texas State Technical College
INDUSTRIESAB Lasers - AIRCAP/MTD - ALCOA - American Saw - AMOCO Performance Products -Automatic Switch Company - Bell Helicopter - Bowen Tool - Brunner - Chrysler Corp. -Chrysler Technologies - Conveyor Plus - Darr Caterpillar - Davis Technologies - DeltaInternational - Devon - D. J. Plastics - Eaton Leonard - EBTEC - Electro-Motive -Emergency One - Eureka - Foster Mold - GeoDiamond/Smith International - GreenfieldIndustries - Hunter Douglas - Industrial Laser - ITT Engineered Valve - Kaiser Aluminum- Krueger International. - Laser Fare - Laser Services - Lockheed Martin - McDonnellDouglas - Mercury Tool - NASSCO - NutraSweet - Rapistan DEMAG - Reed Tool - ROHR,International - Searle - Solar Turbine - Southwest Fabricators - Smith & Wesson -Standard Refrigeration - Super Sagless - Taylor Guitars - Tecumseh - Teledyne Ryan -Thermal Ceramics - Thomas Lighting - FMC, United Defense - United TechnologiesHamilton Standard
COLLEGE AFFILIATESAiken Technical College - Bevil Center for Advanced Manufacturing Technology - ChicagoManufacturing Technology Extension Center - Great Lakes Manufacturing TechnologyCenter - Indiana Vocational Technical College - Milwaukee Area Technical College -Okaloosa-Walton Community College - Piedmont Technical College - Pueblo CommunityCollege - Salt Lake Community College - Spokane Community College - Texas StateTechnical Colleges at Harlington, Marshall, Sweetwater
EEDERALIABSJet Propulsion Lab - Lawrence Livermore National Laboratory - L.B.J. Space Center(NASA) - Los Alamos Laboratory - Oak Ridge National Laboratory - Sandia NationalLaboratory - Several National Institute of Standards and Technology Centers (NISI) -
Tank Automotive Research and Development Center (TARDEC) - Wright Laboratories
SECONDARY SCHOOLSAiken Career Center - Chicopee Comprehensive High School - Community High School(Moraine, IL) - Connally ISD - Consolidated High School - Evans High - GreenwoodVocational School - Hoover Sr. High - Killeen ISD - LaVega ISD - Lincoln Sr. High - MarlinISD - Midway ISD - Moraine Area Career Center - Morse Sr. High - Point Lamar Sr. High -
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Pontotoc Ridge Area Vocational Center - Putnam Vocational High School - San Diego Sr.High - Tupelo-Lee Vocational Center - Waco ISD - Westfield Vocational High School
ASSOCIATIONSAmerican Vocational Association (AVA) - Center for Occupational Research andDevelopment (CORD) - CIM in Higher Education (CIMHE) - Heart of Texas Tech-Prep -Midwest (Michigan) Manufacturing Technology Center (MMTC) - National Coalition ForAdvanced Manufacturing (NACFAM) - National Coalition of Advanced Technology Centers(NCATC) - National Skills Standards Pilot Programs - National Tooling and MachiningAssociation (NTMA) - New York Manufacturing Extension Partnership (NYMEP) -Precision Metalforming Association (PMA) - Society of Manufacturing Engineers (SME) -Southeast Manufacturing Technology Center (SMTC)
MASTER PROJECT EVALUATORSDr. James Hales, East Tennessee State University and William Ruxton, formerly with theNational Tooling and Machine Association (NTMA)
NATIONAL ADVISORY COUNCIL MEMBERSThe National Advisory Council has provided input and guidance into the project since the beginning.Without their contributions, MASTER could not have been nearly as successful as it has been. Muchappreciation and thanks go to each of the members of this committee from the project team.Dr. Hugh Rogers-Dean of Technology-Central Florida Community CollegeDr. Don Clark-Professor Emeritus-Texas A&M UniversityDr. Don Edwards-Department of Management-Baylor UniversityDr. Jon Botsford-Vice President for Technology-Pueblo Community CollegeMr. Robert Swanson-Administrator of Human Resources-Bell Helicopter, TEXTRONMr. Jack Peck-Vice President of Manufacturing-Mercury Tool & DieMr. Don Hancock-Superintendent-Connally ISD
SPECIAL RECOGNITIONDr. Hugh Rogers recognized the need for this project, developed the baseline concepts andmethodology, and pulled together industrial and academic partners from across the nationinto a solid consortium. Special thanks and singular congratulations go to Dr. Rogers forhis extraordinary efforts in this endeavor.
Dr. Don Pierson served as the Principal Investigator for the first two years of MASTER.His input and guidance of the project during the formative years was of tremendous valueto the project team. Special thanks and best wishes go to Dr. Pierson during his retirementand all his worldly travels.
All findings and deliverables resulting from MASTER are primarily based uponinformation provided by the above companies, schools and labs. We sincerelythank key personnel within these organizations for their commitment anddedication to this project. Including the national survey, more than 2,800 othercompanies and organizations participated in this project. We commend theirefforts in our combined attempt to reach some common ground in precisionmanufacturing skills standards and curriculum development.
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MASTER DEVELOPMENT CENTERTexas State Technical College
Texas State Technical College SystemDr. Fred Williams, PresidentTexas State Technical College, WacoWallace Pe lton, MASTER Principal InvestigatorTexas State Technical College, Waco
3801 Campus DriveWaco, TX 76705
College phone: 254/799-3611 or 800-792-8784fax:254/867-3380
Center phone: 254/867-4849, fax: 254/867-3380e-mail: [email protected]
Manufacturing in TexasEconomic trends have led Texas officials to recognize the need to better prepare workers for a changinglabor market. The downturn in the oil, natural gas, ranching and farming industries during the last decadediminished the supply of high-paying, low-skill jobs. Growth in Texas is occurring in the low paying, lowskills service industry and in the high skills, high paying precision manufacturing industry. In Texas,projected increases by the year 2000 include 4,050 jobs for machine mechanics (24% growth rate); 4,700jobs for machinists (18% growth rate); 3,850 numeric control operators (20% growth rate); and 107,150general maintenance repair technicians (23% growth rate). The National Center for Manufacturing Sciences(NCMS) identified that of the top twenty manufacturing states, Texas experienced the largest increase inmanufacturing employment. Manufacturing will add over 70,000 additional jobs in Texas by the year 2000with increases in both durable and non-durable goods.
Texas State Technical College (TSTC)Texas State Technical College System (TSTC) is authorized to serve the State of Texas through excellence ininstruction, public service, research, and economic development. The system's efforts to improve thecompetitiveness of Texas business and industry include centers of excellence in technical program clusterson the system's campuses and support of educational research commercialization initiatives. Through closecollaboration with business, industry, governmental agencies, and communities, including public and privatesecondary and postsecondary educational institutions, the system provides an articulated and responsivetechnical education system.
In developing and offering highly specialized technical programs and related courses, the TSTC systememphasizes the industrial and technological manpower needs of the state. Texas State Technical College isknown for its advanced or emerging technical programs not commonly offered by community colleges.
New, high performance manufacturing firms in areas such as plastics, semiconductors and aerospace havedriven dynamic change in TSTC's curriculum. Conventional metal fabrication to support oil and heavymanufacturing remains a cornerstone of the Waco campus and is a primary reason TSTC took the lead indeveloping new curricula for machining and manufacturing engineering technology in the MAST program.
Development TeamPrincipal Investigator: Wallace Pelton served as the primary administrator and academic coordinatorfor the MASTER project.Subject Matter/Curriculum Expert: Steven Betros, Site Coordinator, was responsible for developingskill standards and course/program materials for the conventional machining, mold making andmanufacturing engineering technology components of the MASTER project.
Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
--,
PART ONE
Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
U
MASTER Executive Summary
Introduction
The past few years have seen vast amounts of discussion and money invested in skillstandards. It seems that almost everyone agrees on the importance and relevance ofskill standards, (in many cases these standards are already clearly defined for specificoccupations and certain occupational clusters) yet the discussion, without action,continues. How much more time must be spent before we move on? How much moremoney do we have to spend before we move forward? The time has come for educators,business and industrial leaders, and governments to move on to the next step.
The intent of the proposals of the National Skill Standards Board is the establishmentof a voluntary system which will guide the development and education of workers.Until these standards are in place, education and industry will continue doing as theyhave done since time immemorialthey will simply devise their own individualstandards as the need arises. Superficially, this traditional system is capable ofcarrying us into the future; actually, American demographics are sounding the deathknell of ad hoc standards.
In the Twentieth Century, science and technology progress at a rate unparalleled inhistory. The education of many workers is obsolescent even as they walk across thestage to receive their diplomas, outdated by the rapid pace of change in Americanindustry. Looking back, American workers could once learn a set of skills andcompetencies which would carry them, with minor modifications, throughout theirworking lives. Not only did they work for the same employers for most of their careers,the influx of new technologies was slow enough that they could be re-educated on thejob. Looldng forward, American workers are faced with an increasingly rapid changein what they must know simply to retain their current positions. As companiesembrace more and more new technology, many workers are forced out because the newtechnologies actually produce more with fewer workers. And these fewer positions goto those workers who are the best equipped with skills to operate and to maintain thenew equipment. Those who cannot keep pace educationally are lost.
Technical educators are faced with the same dilemma. For many years, technicaleducators have been both comfortable and successful with teaching the same skillswhich had served them so well in their industries. Some technical educators havebecome intimidated; they actually feel that they are incapable of learning the newtechnologies well enough to teach them. More commonly, educators who cling to theold technologies attempt to justify their stance with this type of reasoning: Nomachinist can truly run a CNC lathe unless he fully understands and can operate thetraditional engine lathe. As a result, many students who wish to enter technologicalcareers are being taught inefficient and in utile skills. Therefore, not only is the older
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worker being left behind, the younger student is not even taken to the proper startingline! The student is left behind at the very beginning, innocently following the tracklaid out by the instructors, not realizing that this road leads nowhere.
Against this backdrop, American industry stands on the edge of internationalcompetition. Either we shall bridge this chasm with educated workers, or we shall findourselves broken on its rocky bottom. Industry, education, and government must workin unprecedented cooperation to identify the skills and knowledge required by themodern world, and to establish the levels at which workers are expected to perform.Once this is accomplished, industry, unions, and educators will all work from the sameblueprint. Industry will be assured of a competent workforce, whether from new hiresof graduates or from the re-education of current workers. Educators will be assuredthat their teaching materials and methods are those which will truly prepare theirstudents for the real jobs that exist in the workplace. New graduates, who once wouldhave been forced to abandon their recently-chosen professions for different educationalpaths, will be assured that what they learn is what they need.
Without such a confluence of industry and education, guided by the government, thestudents who choose to follow careers in industry will surely abandon those careers.In addition, they will advise those younger than themselves that careers in industryare dead-ends and unfit to pursue under any circumstances. The pipeline of futureworkers will slowly run dry, leaving only a trickle to fuel the engines of Americanindustry.
There is only one method by which American industry and education can avert the lossof workers. They must agree on which skills workers need, and at what level they mustperform those skills. Whether this agreement leads to "Skill Standards" or"Performance Standards" is immaterial; industry and education have different namesfor the exact same thing! The first step has already been taken by the NSSB; now wemust go on.
The second step is the embedding of those same skill standards into the educationalestablishment and its curricula. Educators must benchmark their programs to thenational standards, and use these standards daily in their teachings. Only by such usecan the educational community truly serve the needs of its students. Part of thisprocess includes going to the local businesses and industries and asking a simplequestion: "What do you need?" While this may seem, at first glance, to be catering tothe industries, it is, indeed, taking care of the needs of the students. An automotivemechanic cannot be expected to be hired as a maintenance electrician; how then, canwe expect that undereducated students be hired at all?
Many skill standards projects have already dearly defined the skills and standards forseveral occupations, but this exercise is, in and of itself, relatively valueless. If thestandards languish on bookshelves, in filing cabinets, and on CD-ROMs, then all thetime and every cent of the money spent on identifying and quantifying them are
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utterly worthless. The payoffthe return to the taxpayer, to industry, and toeducationcomes only if' the standards are implemented and used to help peoplebetter their lives. This includes not only the student, whose economic horizon isbroadened extensively by a complete and modern education, but also industry, whoseprofits are enhanced by more skilled workers and lowered training costs.
The MASTER Program
There is a consortium of two-year technical colleges, supported by the National ScienceFoundation Division of Undergraduate Education, whose energies are already directedtoward the implementation of skill standards. We have taken the currently-proposedstandards of the metalworking occupations, such as the skill standards developed bythe National Institute for Metalworking Skills (NINIS), put these standards into lessonplans and laboratory exercises, and put these plans and exercises to work. Thisconsortium and its project are called the MASTER (Machine Tool Advanced SkillsEducational Resources) Program. The ultimate goal of MASTER is the completeimplementation of skills standards as described above, but its immediate goals includeevaluating existing educational materials and programs for the machine-tool andmetals-related industries, developing new materials and resources, and making thesematerials available to educators and industrialists throughout the United States.
Skill shortages in advanced skills technologies continue to severely limit theproductivity of the American machine-tool industry and the problem is becomingmoreacute due to a new generation of equipment that requires a higher level of knowledge-based technicians. This national need necessitates the training of multi-skilledmachine technicians capable of installing, integrating, maintaining, diagnosing,repairing, and modifying technologically advanced equipment systems. The survivalof existing industries and the successful introduction of new manufacturingenterprises with advanced technologies require the development of innovativeeducational programs, new curricula, and improved methods.
The problems confronting industry in providing the training and education requiredfor both entry-level and incumbent technicians include:
Use of outdated curricula by schools and collegesThe equipment evolution of the past five years has left curricula farther behindin metals and machining than in many other disciplines. Technicians are nolonger conversational with the new equipment in their laboratories at work.Adaptive controls, artificial intelligence, rapid tool changing, in-process gaging,expanded communications with the factory floor, and conversationalprogramming now allow technicians to determine the best way to get thingsdone. Unfortunately, most technicians have not been prepared to solve problemsat this level.
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Low academic skill levels and the lack of employability skillsPreviously, requirements for machine-tool technicians included mathematicsand reading skills of at least the tenth-grade level. Now, college-level skills areneeded. In addition to math and reading, the technician must have skills inscience and communications. To supplement the academic skills, the technicianmust also have the proper work-readiness skills These include a good workethic, a positive attitude, punctuality, a desire to do the job right, commoncourtesy, social skills, and the ability to work with multi-skilled teams in a highperformance workplace.
Lack of applicants for education in those skill areas that are critical tothe success of the nation's industrial basePost-secondary institutions and their industrial partners need to work moreclosely with public schools to give young people the vision and understandingof the opportunities and potential in the machine-tool and metals-relatedindustries. Many students who might find these industrial careers attractiveand fulfilling do not enter the fields simply because they do not know aboutthem. Both industry and post-secondary institutions must reach out evenfurther than they have before.
Education of technicians has not kept pace with the equipment evolutionand new process capabilitiesThe efforts of both small and large manufacturers to produce productsbenchmarked to world-class standards have resulted in a rapid evolution inequipment design. This has necessitated and enabled new developments inmulti-axis equipment with advanced controls and speeds of operation, severelychallenging the capabilities of technicians. Plant managers are saying that newmulti-task machine-tools are so advanced that even the expert workers cannotuse the range of equipment capabilities. Educational institutions have not beenimmune to this, either. Many schools have been forced to close their obsoleteprograms.
Work-based training, apprenticeships, and internships do not trulyintegrate with educationIndustry must be involved with education to ensure that, in work-basededucation, academic subjects dosely match required skills. Work-basedactivities and internships have not usually been structured, well-defined, ormeasured by learning objectives and competencies. Current apprenticeshipmethods have major shortcomings that must be addressed in the school-to-workera.
Need for flexible training approaches that provide the proper learningtools for special populations and adult learnersFundamental changes in training methods are required to meet the educationalneeds of women, minorities, immigrants, and disabled individuals who desire
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to enter the industry. Many training techniques appropriate for youth are notappropriate for adult learners. Special training programs are needed to servethe diverse individuals who will enter industry in the Twenty-First Century.
Aging of the skilled work force in machine-tool industries is reaching astage of crisis for precision manufacturersA tour of the Bell Helicopter TEXTRON plant in Dallas reveals a modern plantwith six hundred machinists, but those machinists are, on average, fifty-fiveyears of age. The plant manager wishes to hire one hundred qualifiedmachinists in the next twelve months, but local programs have been dosed. Asa result, Bell Helicopter TEXTRON has become a major partner in projectMASTER.
In response to these problems and concerns, MASTER has designed, developed, andwill disseminate new curricular materials for Associate of Science, Associate ofAppliedScience, and Certificate degree options in the machining and metals-relatedtechnologies. These new materials are based on existing skill standards whereverpossible. Since these occupational specialities generally require some form of externalexperiential based learning (i.e., co-ops, apprenticeships, or internships), theeducational materials are designed and prescribed for use by industry in competency-based training programs, as well as traditional one- and two-year colleges.
MASTER has worked jointly with industrial and educational partners to create newlearning programs which address the rapidly changing needs of the technology-drivenmachine-tool and metals-related manufacturing industry. The five key goals and theresponse to each of these goals are explained below.
Industrial AssessmentMASTER performed a comprehensive, industry-wide assessment ofinstructional materials needed to support present and future training needs,especially as they relate to increased productivity and enhanced globalcompetitiveness. Particular emphasis was placed on the needs for structuringand enhancing apprenticeship activities that are extensions of post-secondary,experiential learning
Educational Materials and Laboratory MaterialsMASTER has designed and developed a comprehensive series of instructionalsupport materials, with laboratory experiments and assessments specific to themachine-tool and metals-related industries, which is current with modernequipment and advanced and emerging technologies.
Pilot ProgramMASTER has conducted a two-year pilot program with over four hundredselected applicants to evaluate the laboratory content of the materials and theireffectiveness.
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Student AssessmentAll the students were tested at the point of entry for both theoretical andpractical knowledge of their subjects. They were periodically evaluatedthroughout their attendance of the program, and were evaluated once more attheir departure. A final evaluation, based on their work performance inindustry, awaits.
Project PublicationsMASTER is compiling and will package the program model on CD-ROM fornational dissemination. The model includes course syllabi, references torequired text(s), and instructor handbooks with lesson plans. Student laboratoryhandbooks with recommended laboratory equipment and experiments will bemade separately available.
As previously mentioned, MASTER is a consortium made up of seven of the nation'sbest community and technical colleges, located in states housing one-third of thedensity of metals-related industries in the United States. These partner colleges havedesigned, developed, and tested the curricular materials. The MASTER developmentcenters are:
Texas State Technical College - Waco, TX (lead);Augusta Technical Institute - Augusta, GA;Itawamba Community College - Tupelo, MS;Moraine Valley Community College - Chicago, IL;San Diego City College (CACI) - San Diego, CA;Springfield Technical Community College - Springfield, MA; and,Central Florida Community College - Ocala, FL.
MASTER has worked with many industry partners (many of whom are listed below)in the research, development, and validation of the project publications.
Bell Helicopter TEXTRONChrysler Technologies Airborne SystemsALCOALockheed MartinNASSCOSouthwest FabricatorsMcDonnell DouglasMercury Tool & MachineSolar TurbinesD J PlasticsFoster MoldReed ToolLaser Services, Inc.National Oil Well
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Tecumseh ProductsGreco SystemsAmerican Saw & Mfg. Co.Fulghum IndustriesTime ManufacturingG&W Electric CompanyMOOG AutomotiveTeledyne Ryan AeronauticalFMC CorporationAndrew CorporationMorrison ProductsTexas Iron WorksBaker Oil ToolSmith International.
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MASTER also formed partnerships with the national laboratories, NIST centers, andother professional organizations, and worked closely with the following national skillstandards projects (which were funded by the U.S. Department of Education and theU.S. Department of Labor):
Advanced High Performance Manufacturing - National Coalition for AdvancedManufacturing (NACFAM)Computer Aided Drafting and Design - National Coalition for AdvancedManufacturing (NACFAM)Metalworking - National Institute for Metalworking Skills (NIMS) inpartnership with the National Tooling and Machining Association (NTMA)Welding - American Welding Society (AWS).
MASTER was charged with performing detailed job analyses and developing materialsfor the following metals-related occupations.
Manufacturing TechnicianGeneral MachinistIndustrial Maintenance MechanicComputer-Aided Drafting TechnicianTool and Die MakerAutomated Equipment Repair Technician
Advanced CNC and CAMInstrumentation TechnicianLaser MachinistMold MakerEDM TechnicianWelder
The map below will illustrate the geographical partnerships which made up MASTER.
MACHINE TOOL ADVANCED SKILLS TECHNOLOGY PROGRAMEDUCATIONAL RESOURCES PROGRAM
(MASTER)
BEST COP1 AVALABLE 7
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The Curriculum and Publications Resulting from the Work of Master Includethe Following:
1. Remediation courses in basic skills for incumbent workers wishing toupgrade their job skills;
2. A career-orientation module (180 hours) for school-to-work participants;
3. General education courses in mathematics, statistics, geometry, physicalsciences, physics, communications, reading, writing, and the social skillsnecessary for team building and problem solving;
4. Core courses in basic tools and machining principles, shop operations,machine blueprint reading, measurement tools, and quality principles;
5. Career enhancement and technical modules (180 hours) for use duringthe junior and senior high school years in basic machine-tool principalsand practices;
6. Advanced specialty area courses and models for the post-secondary level and competency-based training materials foreach of the occupations listed above. Each technology comes withthree different types of educational resources, with each typebeing bound separately. The three types of educational materialsare:a. Course Syllabi for AAS and certificate programs,b. Instructor's Handbook (competency-based), and,c. Student Laboratory Manual (competency-based);
7 An Industrial Training Model with educational materials, laboratoryexperiences, assessments, and certificates of competency for eachtechnical specialty; and,
8. A "Concept for Career Action" Plan, a Job Development Center, a CareerOrientation Module, and an Early Apprenticeship Model.
The MASTER publications will be compiled and packaged in both printed andmultimedia forms for dissemination. The MASTER project staff will disseminateprinted or multimedia materials to state, local, and national governmental,educational, and industrial organizations which have need for or interest in theMASTER materials. MASTER is also located on the Internet athttp://machinetool.tstc.edu.
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Conclusion
By getting the standards out of the library and into the lesson plan, off the shelf andinto the student's hand, America will see a return on it's investment. Education is notabout industry; it is about the people who make industry work. In some form oranother, all these people begin their working lives as students. Whether they areeducated by a technical school, by a university, by a huge international company, orby a small independent shop must be made irrelevant. Only national standards canachieve this goal, and only implemented, working standards can succeed.
In short, we as educators must move forward in three steps; we must:1. Identify, quantify, and adopt the skills standards;2. Recognize that these standards are useless until they are implemented;
and,3. Implant the standards in all aspects of the students' education.
If we as educators are not willing to do these three things, then let all the conferencesand discussion cease, and let us redirect our money and our energy to some project thatwill be implemented to benefit people as individuals, by increasing their values in theworkplace, by enhancing their opportunities, and by instilling in them the confidenceof true education.
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Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
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MASTER - Project Methodology
Phase One - Research, Development, and Documentation
The Competency ProfileA large part of the work of MASTER was built on the research and documentationwhich was conducted and generated by the Machine Tool Advanced SkillsTechnology (MAST) Project. MASTER was designed and proposed as a follow-up toMAST. MAST was funded by the U.S. Department of Education, Office ofVocational and Adult Education (OVAE) and developed the skill standards andcompetency profiles from which MASTER based much of its work.
The project methodology was designed to build on the strength of the participatingcolleges' relationships with industry in order to ensure the relevance and credibilityof the skills standards and model curricula. Given the compressed time frame forconducting the industry survey, it was agreed that the consortium partners wouldemploy a modified version of the widely-used DACUM (Developing A Curriculum)process to identify the major types of skills required for employment in theoccupational areas. This modified DACUM process resulted in a "CompetencyProfile" for each of the occupational specialties.
The Duties and Tasks, recorded on the Competency Profile, were identified bypractitioners in the trade and are therefore "industry driven." A modified DACUMwas performed at industry sites and facilitated by representatives of eachdevelopment center. Panel members were identified on the Competency profile.Panel members were requested to identify job entry level skills and competencies,rank each Duty and Task, and identify the expected "sub-tasks" required to performeach Task within a given Duty. A complete list of industry generated Duties andTasks has been prepared for each occupational specialty and entitled "TechnicalWorkplace Competencies".
Additional skills for Mathematics, Science, and General Education courses werealso identified by the panel members. The panel generated a list of "Skills andKnowledge", "Traits and Attitudes", and "Future Trends and Concerns" and arelisted on the Competency Profiles.
Once final "industry validated" copy was secured, project personnel preparedextended course syllabi reflecting the industry's expectations of technicalcompetencies, SCANS skills, and expected exit level proficiencies for each specificoccupational specialty. Project personnel also developed competency-based trainingmodules for each of the Duties and Tasks on all Of the Competency Profiles.
It is this collection of Competency Profiles which is at the heart of every page ofMASTER and the single most important component of the entire MASTERProgram. These Competency Profiles provide a simple, straightforwardcommunication tool for bringing together schools, colleges, and industry to work
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together in providing the training and education necessary for the high-tech jobs ofthe future.
The Competency Course CrosswalkOnce the Technical Competencies were identified, a "Technical WorkplaceCompetency/Crosswalle was prepared identifying each required course in thecurriculum and the specific tasks which were taught in each respective course. An"Exit Proficiency Level Matrix" was developed for the Technical WorkplaceCompetencies and each task was assigned an expected proficiency level at minimumperformance level expectations of industry. The preparation of the "TechnicalWorkplace Competency/Crosswalk" allowed faculty to review, modify, and adjustcourse syllabi to meet the expected exit level proficiencies.
This emphasis on competency-based training has led MASTER to find tremendoussupport from industry, labor, and those within the skill standards movement. Skillstandards development projects generally follow either one of two basic approachesto documenting skill standards. One is referred to as the skill components modeland the other as the professional model. These two models differ along twodimensions - the conceptualization of the skill and the role of workers in thedevelopment and governance of the standards system.
Professional Model: The performance and responsibilities of professional workersare not characterized by dividing their jobs into a list of discrete tasks or skills andthen adding up tasks that the professional has mastered. The nuances of their rolesand responsibilities make narrowly defined listings of their skills difficult to define.Generally, most require government and/or state certification boards and formaltesting and experience duration requirements.
Skill Component Model: This model is based on the limited roles that front lineworkers are expected to carry out in traditional hierarchial organizations. Althoughthis approach tends to focus on duties and tasks, and not on the workcharacteristics expected of an employee in a high performance organization, it ismost often used by national pilot programs to document skills standards byoccupation. This project used the Skill Components Model in its methodology. Tohelp overcome the shortfalls of this model, soft skills were infused in the form ofSCANS to ensure all the required skills were addressed.
The Scans/course CrosswalkThese soft skills are often referred to as advanced generic skills or SCANS skills(named after the U.S. Secretary of Labor's 1991 Commission on AchievingNecessary Skills) They are based on the recognition of the inadequacy of previousperspectives on skills. Although they differ from the skill components model, theydo represent potential to expand the conceptualization of skills.
SCANS Competencies and specific classroom activities to address each SCANSCompetency have been identified for each of the technical courses, the general
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education courses and the remediation courses and are included in the methodology.
The Industry Wide Assessment of Educational ResourcesMASTER performed a comprehensive, industry-wide assessment of instructionalmaterials needed to support present and future training needs, especially as theyrelate to increased productivity and enhanced global competitiveness. Particularemphasis was placed on the needs for structuring and enhancing internship andapprenticeship activities which are extensions of post-secondary, experientiallearning.
Industry on-site visits involved a tour of facilities, review of pertinent jobdescriptions, and a modified DACUM process resulting in a Competency Profile foreach occupational speciality. Employers and employees described expectations ofworker skills, identified current required skills, and projected future trends.Employers in respective occupational specialties voiced their expectations fortraining of future employees.
Employers stated their expectations of any training programs and apprenticeshipsthat could lead to employment within their company. Expectations for prerequisitesand knowledge of math, sciences, and general education were also expressed fr eachoccupational speciality. Employers were presented with examples of the MASTERmaterials and asked to comment on the usefulness, ease of use, and potentialbenefit of the MASTER materials.
Once the project staff had developed several acceptable examples ofinstructional/training materials, a national survey was conducted. Over 2800companies were surveyed concerning the format and content of the MASTERmaterials. With a six percent participation by the surveyed companies, project stafffinalized these formats and resources and began preparing for the pilot programswhich would be conducted at each of the participating institutions and participatingcompanies.
PHASE TWO - Testing and Evaluation
The second phase of the project included curricula revisions by institutions andtraining providers and field testing of the revised curricula with students recruitedas experimental groups.
MASTER conducted pilot programs at each partner college with over one thousand(total) selected applicants to evaluate the classroom and laboratory content of thematerials and their effectiveness. Pilot programs were also conducted incooperation with participating industries to evaluate the effectiveness of MASTER'smaterials for upgrade training with incumbent workers.
MASTER tested students enrolled in the pilot programs at point of entry for boththeoretical and practical knowledge of their subjects. They were periodically
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evaluated throughout their attendance of the program and were evaluated oncemore at their departure from the program(s). Final evaluation, based on workplaceperformance, is an ongoing process and is an ongoing process.
Apprenticeship experiences were also defined and enhanced as part of the process.It is known that internships and apprenticeships currently lack definition anddocumentation of value-added experiences.
PHASE THREE - Production of Deliverables
MASTER designed and developed a comprehensive series of instructional supportmaterials, with laboratory experiments and assessments specific to the machine-tool and metals-related industries. MASTER's training and educational resourcesare current with modern equipment and advanced and emerging technologies.
Once all formats and guidelines had been fmalized by the project staff, theseformats were approved by the MASTER National Advisory Council and theNational Science Foundation.
Each MASTER development center undertook the huge task of developing theassigned course syllabi and technical training modules for their assigned specialtyareas.
MASTER Project DeliverablesThe following is a list of project deliverables which were promised in the originalMASTER proposal, which was funded by NSF.
Remediation Courses in basic skills (reading, writing and math)
General Education Courses (which support the technical specialties)
Core Courses in basic tools and machining principles, shop operations,machine blueprint reading, measurement tools, and quality principles(imbedded in the technical specialties below)
Career Orientation & Technical Modules (180 hours) tailored for highschool students in basic shop tools and machine practices
Technical Specialty Area Courses/Models and Competency-BasedTechnical Training Modules for the following occupational specialties:
Automated Equipment Repair Technician (AET)Computer-Aided Drafting and Design Technician (CAD)Advanced CNC and CAM Technician (CNC)Industrial Maintenance Mechanic (IMM)Instrumentation Technician (INT)Laser Machinist (LSR)
Conventional Machinist (MAC)Manufacturing Technician (MFG)Mold Maker (MLD)Tool and Die Maker (TLD) (includes EDM) (EDM)Welder (WLD)
Industrial Training Model which outlines the use of the MASTER technicalmodules for industrial training programs
Concept Documentation for Career Action Plan, Job Development Center,and Internship Model in support of school-to-work.
Deliverables Formats and PackagingAll Master deliverables have been disseminated by the following methods: InteractiveCD-ROM and bound volumes
Interactive CD-ROMAll of the MASTER deliverables listed above have been included on the CD-ROM. TheCD-ROM has been designed and formatted in such a way as to closely follow theorganization of the printed materials described below.
Printed and Bound VolumesMASTER deliverables have also be packaged and disseminated in hard copy. Becauseof the tremendous volume of these materials, these sets of printed materials have beenused for limited distribution only. Sets of printed materials have been distributedto the National Science Foundation, all partner development centers and projectevaluators.
MASTER partner colleges are also exploring ways of making printed sets of materialswill also be made available, by special request, through some type of cost recoveryprocess. Information about this request process may be obtained from our web site athttp://machinetool.tstc.edu. Printed volumes have taken the forms shown below:
EXECUTIVE SUMMARY containing the following:1. Executive Summary2. Project Justification and Methodology3. Development Center Profiles4. Acknowledgments
CAREER DEVELOPMENT containing the following:1. Career Orientation and Technical Modules2. Career Action Plan Model3. Job Development Center Model5. Internship Model6. Industrial Training Model
REMEDIATION & GENERAL EDUCATION COURSES ANDTECHNICAL MATHEMATICS MODULES containing the following:
1. Course Syllabi - Remethation Courses2. Course Syllabi - General Education Courses3. Technical Mathematics Modules
COURSE SYLLABI FOR EACH TECHNICAL SPECIALTYEach technical specialty has a book which contains the following:
1. IntroductionCompetency ProfileCurriculum and Course DescriptionsTechnical Competency/Course Crosswalk (I, R, M)SCANS
2. Individual Course Syllabi (by semester or quarter groupings)3. Pilot Program Narrative
INSTRUCTOR HANDBOOKS FOR EACH TECHNICAL SPECIALTYEach technical specialty has a book which contains the following:
1. Introduction2. Individual Technical Modules (by "Duty" groupings)
STUDENT LABORATORY MANUAL FOR EACH TECHNICALSPECIALTYEach technical specialty has a book which contains the following:
1. Introduction2. Individual Student Learning Modules (by "Duty" groupings)
ADMINISTRATIVE BOOK containing the following:1. Annual Reports2. Budget3. Correspondence4. Photos5. Project Close-out
PHASE FOUR - Final Dissemination
MASTER compiled and packaged the program models on CD-ROM for nationaldissemination. The model includes course syllabi, references to suggested texts,instructor handbooks with competency-based training modules, and studentlaboratory handbooks with recommended laboratory equipment and experiments toover 1000 interested and participating schools, industries and governmental agencies.
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Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
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MASTER DEVELOPMENT CENTER, AUGUSTA, GACenter for Advanced Technology
Augusta Technical Institute
Kenneth Breeden, CommissionerGeorgia Department of Technical and Adult EducationTerry Elam, PresidentAugusta Technical InstituteRay Center, DirectorCenter for Advanced Technology
3116 Deans Bridge RoadAugusta, GA 30906
College phone: 706/771-4000, fax: 706/771-4016Center phone: 706/771-4089, fax: 706/771-4091
e-mail: [email protected]
Manufacturing in the Augusta RegionAugusta is the second largest city in Georgia and manufacturing represents the largest sector of theAugusta economy. The region is home to 810 manufacturers employing 89,717 people, an industrialbase consisting of about 75% process control and 25% discrete parts production facilities. Majorareas of emphasis for industry include technology transfer, factory floor training, and jobcertification programs. Growth of manufacturing in the region has been driven by Augusta's hightech development in electronics, process control, telecommunications, computers, medical servicesand instrumentation.
Augusta Technical Institute and Center for Advanced Technology (CADTEC)Augusta Technical Institute (AM is part of Georgia's Department of Technical and Adult Educationsystem, serving a large percentage of the two-state Central Savannah River area through its maincampus and satellite facilities. The student body includes vocational-technical and college prepstudents, as well as current workers seeking retraining or skills upgrade; ATI has long emphasizedoutreach and special attention to the needs of low income, rural and disadvantaged residents, aswell as displaced workers, single parents, women in non-traditional fields, and the disabled. In1983, the Institute used the opportunity to host one of Georgia's new regional advanced technologycenters (ATC's) to streamline its technical programs and thereby help to ensure the futureemployability of its students. ATI's Center for Advanced Technology (CADTEC) is designed toprovide technology research and demonstration, industry assessments, technical consulting, andindustry-specific contract training for the many established and emerging high tech companies inthe Augusta region.
Development TeamProject Director: Mr. Ray Center, Director of CADTEC, served as program director for theMASTER project.Subject Matter Expert: Ronnie Lambert, MS, MASTER Site Coordinator, had programresponsibility for developing skill standards based on the industry skills verification process,as well as developing course curricula and program materials for the MASTER pilot programin Industrial Maintenance Mechanic and Instrumentation Technician. Mr. Lambert has taughtIndustrial Maintenance Mechanic and Instrumentation for 32 years in colleges and industryacross the Southeast.
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MASTER DEVELOPMENT CENTER, OCALA, FLCentral Florida Community College
Central Floriea Community College P.O. Box 1388Ocala, FL 34478-1388
Dr. Charles R. Dessance, President College phone: 352-873-5823fax: 352-873-5883
Dr. Hugh Rogers, Project Administrator Center phone: 407-384-2155fax: 407-384-2157
Manufacturing in FloridaDuring the past two decades, the Central Florida region near Florida's Space Coast, Melbourne,Cape Canaveral, Coala, Orlando, and the 1-4 corridor to Tampa has experienced unprecedentedeconomic growth. This growth has been especially evident in the fields of aerospace, electronics,laser electro-optics, and simulation enterprises. From 1990 to 1997 the area's population grew bymore than 13 percent to approximately 4 million.
Manufacturing companies in the region now number more than 3000. The products manufacturedrange from aerospace to space launch equipment, advanced technology emergency vehicles, tosophisticated electronic and simulation components, circuit boards, laser equipment, wireless datasystems, communication devices, and metals fabrication. Much of the nation's aerospace, satellite,and space facilities are concentrated in the region, including NASA, Lockheed Martin, E.G. and G.Inc., Boeing, McDonnell Douglas, Rockwell, Raytheon, Grumman, and Harris Corporation.Electronic companies such as Siemens, AT&T, Lucent, and Motorola serve both U.S. and exportmarkets.
Central Florida, with three interstate highways (I-95, 1-4, and 1-75), is home to the University ofCentral Florida, its 27,000 students, and programs which include comprehensive engineering andengineering technology. Central Florida's growth has helped to fuel the State of Florida's growthto fourth largest state in the U.S. with a population of 14.6 million. By 2010 the state's populationis projected to increase by more than 13 percent with 9 percent of its total workforce involved inmanufacturing.
Central Florida Community CollegeCentral Florida Community College (CFCC), serving a total of 6,000 students, offers a center ofemphasis in Electronics, a Manufacturing Technology program with an internship requirement, anIndustrial Maintenance/Machining program, a CADD program, and a Computer Design/Applicationprogram. Ocala, home of the college, has rapidly become an industrial center, with LockheedMartin's Microelectronics Circuit Board Facility, and a second plant for Defense/CommercialSatellite Communications Manufacturing. E-One Corporation and other companies contribute to17 percent of the local workforce being engaged in manufacturing.
Development TeamProject Coordinator: Dr. Hugh Rogers, former Dean of Technical Education; served as theprimary administrator and academic coordinator for the MASTER project. He also conductedthe occupational skills profile interviews and benchmarked the welding instructional moduleswith review at four other colleges: Moraine Valley (Palos Hills, IL), IVY Tech (Terra Haute, Ind),Macomb Community College (Sterling Heights, MI), and Henry Ford Community College(Dearborn, MI).Subject Matter Experts: Mr Bill Rhodes and Mr Doug Wilson were responsible for developingskill standards and course/program materials for the welding technology components of theMASTER project. Other colleges and the American Welding Society.
MASTER DEVELOPMENT CENTER, TUPELO, MSItawamba Community College
Tupelo Campus
David Cole, PresidentItawamba Community CollegeCharles Chrestman, DeanCareer Education and Community ServicesDon Benjamin, Associate DeanCareer Education
653 Eason BoulevardTupelo, MS 38801
College phone: 601/842-5621, fax: 601/680-8423
Manufacturing in MississippiEvolving from a previously agrarian economy, the region served by Itawamba Conmumity College now contains asignificant industrial base. Approximately45% of employed adults in the surrounding area work in manufacturing,with the predominant industries including metal-working, machinery, paper products, rubber/plastics, electricalcomponents, furniture, apparel, and wood products. About 35-40% of all manufacturing employees work in thefurniture industry. After World War II, several major metal-working companies established branch plants in theTupelo area, a trend that has continued into the 1990's. Between 1975 and 1980, pressures of competition andtechnology caused a number of these companies to reconsider their continued presence in northern Mississippi,spurring action by regional economic development organizations to preserve an employment and tax base essentialto the community. Many of their economic development initiatives involved the community college, leading directlyto the establishment of its Tool and Die Making Technology program and introduction of training in CAD, CNC,robotics, and lasers.
Itawamba Community CollegeItawamba Community College (ICC) provides university transfer programs, associate degree career programs, non-credit customized industry training, and continuing education to a rural five-county area in northeast Mississippi. Ofthe local population of approximately 170,000 persons, 79% are white and 19% black; the student profile at theCollege roughly mirrors the racial composition of the general population, and a high percentage of students are fromlow-income households. The mission of the College includes the mandate to provide "educational services whichcontribute to the needs of new, expanding, or existing businesses and industries and to the training needs of thepeople." Accordingly, the College's instructional programs are designed with national trends and the needs of businessand industry in mind, and the objective of all courses and training is to provide both students and companies with whatthey need to succeed. The main campus is in Fulton and the vocational-technical campus in Tupelo.
Development TeamProject Director: Don Benjamin, Associate Dean of Career Education, served as program manager and academiccoordinator for the MASTER project.Site Coordinator: Barry Emison was responsible for industrial assessment and skills validation, as well asdevelopment of skill standards and course/progiam materials for the Tool and Die Technology component of theMASTER project Bany worked closely with Steve Zimmer of Syzygy, Inc., who conducted task analysis sessionswith teams of expert workers.Subject Matter Experts: Pat Masur, Basic Skills/Related Studies Instructor, served as advisor for basicacademic competencies, sharing responsibility with Mr. Emison for compiling data ftom industry surveys andinterviews during the skill standards development process. Donald Taylor and Terry Kitchens, Tool and DieTechnology Instructors, served as technical advisors for workplace competencies and developed course curriculaand program materials. They also served as co-instructors and coordinators for the MASTER pilot program inTool and Die Technology.
MASTER DEVELOPMENT CENTER, PALOS HILLS, ILCenter for Contemporary TechnologyMoraine Valley Community College
Dr. Vernon 0. Crawley, PresidentMoraine Valley Community CollegeDr. Richard HinckleyDean, Workforce Development and Community ServicesMr. Richard KukacAssociate Dean, Business and Industrial Technology
10900 South 88th Ave.Palos Hills, IL 60465
College phone: 708/974-4300, fax:708/974-0078Center phone: 708/974-5410, fax:708/974-0078
e-mail: [email protected]
Manufacturing in Moraine ValleyThe metropolitan Chicago area, including northwestern Indiana, is among the most heavilyindustrialized areas of the United States. The neighboring Moraine Valley area is home to hundredsof the small- to medium-sized companies that supply the larger industrial concerns, includingdesign, fabrication, metal-working and parts-assembly firms. The diversity of industry in the regionand the continual need for qualified entry-level technicians and retraining of current workers hascreated a great demand for the development of industrial training and the services of MoraineValley Community College and its Center for Contemporary Technology.
Moraine Valley Community College (MVCC) and the Center for Contemporary Technology(CTT)Moraine Valley Community College (MVCC) is a public, postsecondary institution serving all or partof 26 communities in the southwest suburban area of Cook County, representing a population ofmore than 380,000. Located 25 miles southwest of downtown Chicago in Palos Hills, the college isthe fourth largest community college in Illinois and serves a diverse student body drawn from thesurrounding communities. The focal point for business and industry training in Moraine Valley isthe 124,000 s.f. Center for Contemporary Technology (cro. Opened in 1988, the Center is amongthe finest and most diverse advanced technology centers (ATC's) in the nation, with over $6 millionof equipment and technology to provide training and education in Automated Manufacturing;Automotive Technology; Computer-Aided Design; Electronics/Telecommunications; EnvironmentalControl Technology; Information Management; Machining; Mechanical & Fluid Power Maintenance;Non-Destructive Evaluation; and Welding.
Development TeamProject Director: Richard Hinckley, PhD., Dean of Instruction for Workforce Developmentand Community Services and manager of the Center for Contemporary Technology, servedas director for the MASTER project.Subject Matter Expert: Charles H. Bales, Instructor of Mechanical Design/Drafting, hadprogram responsibility for developing skill standards and course/program materials for themechanical design/drafting component of the MASTER project. Professor Bales also servedas lead instructor for the MASTER pilot program in Computer-Aided Drafting and Design(CADD) Technician.Skills Validation Coordinator: Richard Kukac, MPA, Associate Dean of Instruction ofBusiness and Industrial Technology, coordinated the industry skills verification process forMASTER and facilitated the industry validation sessions with teams of expert practitionersfrom the skill area.
MASTER DEVELOPMENT CENTER, SAN DIEGO, CACenter for Applied Competitive Technologies
San Diego City College
Augustine P. Gallego, ChancellorSan Diego Community College DistrictJerome Hunter, PresidentSan Diego City CollegeJoan A. Stepsis, Dean/DirectorCenter for Applied Competitive Technologies
1313 Twelfth AvenueSan Diego, CA 92101-4787
College phone: 619/230-2453, fax: 619/230-2063e-mail: [email protected]
Center phone: 619/230-2080, fax: 619/230-2162e-mail: [email protected]
Manufacturing in the San Diego RegionManufacturing represents a major sector of the San Diego economy, accounting for almost one outof every four dollars (24%) of San Diego's gross regional product. The county is currently home toapproximately 3,500 manufacturers employing roughly 110,000 San Diegans. During the first halfof the 1990s, manufacturing in San Diego was hard hit by the downturn in military and defensespending which accompanied the end of the cold war. Many of the region's largest aerospacecontractors rapidly downsized or moved their plants out of state, leaving a large supplier base thatneeded to modernize its manufacturing processes and convert to commercial markets. Rapidrecovery of manufacturing in the region has been driven by San Diego's high tech research anddevelopment sectors in electronics, telecommunications, software, advanced materials,biotechnology, and medical instrumentation.
San Diego City College and its Center for Applied Competitive Technologies (CACT)San Diego City College is an urban, minority institution, serving a large population of students fromimmigrant, disadvantaged, and low income households. In 1990, the College saw an opportunity tomodernize its technical programs and improve the employment outlook for many of its students byagreeing to host one of the State of California's eight new regional manufacturing extension centers,the Centers for Applied Competitive Technologies (CACTs). The advanced technology centers weredesigned to assist local companies to modernize their manufacturing processes and convert fromdefense to newly emerging, technology-based commercial markets. This strategic partnershipbetween the College and its resident CACT has proven to be highly successful. In developing theprograms and lab facilities to serve the needs of regional manufacturing companies, the San DiegoCACT and City College have simultaneously modernized the manufacturing and machine technologycredit offerings of the College, thereby providing a well-trained, technically competent workforcefor industry and enhancing career opportunities for students.
Development TeamProject Director: Joan A. Stepsis, Ph.D., Dean/Director of the CACT-SD, served asprogrammatic manager and academic coordinator for the MASTER project.Subject Matter Expert: John C. Bollinger, Assoc. Prof. of Machine Technology, hadprogrammatic responsibility for developing skill standards and course/program materials forthe Advanced CNC and CAM component of the MASTER project. Professor Bollinger also servedas the lead instructor for the MASTER instructional pilot for his specialty area.Subject Matter Expert: Douglas R. Welch, Assoc. Prof. of Manufacturing, had programmaticresponsibility for developing skill standards and course/program materials for the AutomatedEquipment Technology (AE'r) and Machine Tool Integration (CIM) component of the MASTERproject. Professor Welch also served as lead instructor for the MASTER instructional pilot forhis specialty area.Site Coordinator: Mary K. Benard, MBA, CACT-SD Business/Operations Manager,coordinated the industry project activities for MASTER.
MASTER DEVELOPMENT CENTER, SPRINGFIELD, MACenter for Business and Technology
Springfield Technical Community College
Dr. Andrew M. Scibelli, PresidentSpringfield Technical Community College
Dr. Thomas E. Holland, Vice PresidentCenter for Business and Technology
One Armory SquareSpringfield, MA 01105
College phone: 413/781-7822, fax: 413/781-5805Center phone: 413/781-1314, fax:413/739-5066
e-mail: [email protected]
Manufacturing in New EnglandAccording to a 1994 survey from the U.S. Bureau of Labor Statistics, approximately 17% of theemployment in New England is manufacturing-related, 32% is service industry, 22% is tradeindustry, and 29% are other industries. Recent studies show that there are four major areas ofemerging growth in technical employment: (1) telecommuncations, (2) biotechnology, (3)environmental technology, and (4) advanced manufacturing technology. Telecommunications,environmental technology and biotechnology are among the top four new growth industries of theregion, now constituting a total of more than 205,000 new jobs (NEBHE, 1994). Whilemanufacturing -- long a primary sector of the New England economy -- has declined in the post-coldwar era, it still comprises roughly 20% of the employment base of the six-state region. The natureof manufacturing in New England, however, is changing in terms of the technologies of design andproduction, the materials used, and the products developed. The application of photonics, whichincludes laser machining, is a key emerging technology inherent in all four of the above industries.
Springfield Technical Community College and the Center for Business and TechnologySpringfield Technical Community College (STCC) is a public post-secondary institution locatedwithin an hour's drive to over 750 metal-machining, optics and photonics manufacturing firms inMassachusetts and Connecticut. The only technical college among the fifteen community collegesin the Commonwealth of Massachusetts, the College is situated between two large urban,disadvantaged communities and serves a highly diverse student body: over 26% of its students areminority, 52% are female, and the average age of all STCC students is twenty-seven. STCC'sAdvanced Technology Center (ATC) has close to $8 million in technical facilities and equipment inthe areas of laser-electro optics, electronics, mechanical technologies (CAD, CNC, CAM), computer-integrated manufacturing (CIM), environmental technology, and the most current computerhardware and software to support manufacturing-related training. STCC also employs a cadre offaculty experts in these technologies who enable the ATC to conduct industry assessments, technicalconsulting, and industry-specific contract training for the more than 300 small- and medium-sizedcompanies throughout western Massachusetts and Connecticut. The majority of client companiesare primary suppliers to the hundreds of defense contractors in New England, including such majorfirms as United Technologies, Pratt & Whitney, General Electric, Raytheon, and Lockheed-Martin.
Development TeamProject Director: Thomas E. Holland, Ph.D., Vice President of the STCC Center for Businessand Technology, served as overall director for the MASTER project.Co-Project Directors: Gary J. Masciadrelli, MSME, Department Chairman of the STCCMechanical Engineering Technology Department, and Nicholas M. Massa, MSEE, ProgramCoordinator for the Laser Electro-Optics Technology program, shared programmaticresponsibility for conducting industry assessment, designing curricula, administering the pilotprogram, and developing skill standards and course/program materials for the Laser Machiningcomponent of the MASTER project.
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MASTER DEVELOPMENT CENTER, WACO, TXTexas State Technical College
Dr. William Segura, ChancellorTexas State Technical College SystemDr. Fred Williams, PresidentTexas State Technical College, WacoWallace Pe lton, MASTER Principal InvestigatorTexas State Technical College, Waco
3801 Campus DriveWaco, TX 76705
College phone: 254/799-3611 or 800-792-8784fax:254/867-3380
Center phone: 254/867-4849, fax: 254/867-3380e-mail: [email protected]
Manufacturing in TexasEconomic trends have led Texas officials to recognize the need to better prepare workers for achanging labor market. The downturn in the oil, natural gas, ranching and farming industriesduring the last decade diminished the supply of high-paying, low-skill jobs. Growth in Texas isoccurring in the low paying, low skills service industry and in the high skills, high paying precisionmanufacturing industry. In Texas, projected increases by the year 2000 include 4,050 jobs formachine mechanics (24% growth rate); 4,700 jobs for machinists (18% growth rate); 3,850 numericcontrol operators (20% growth rate); and 107,150 general maintenance repair technicians (23%growth rate). The National Center for Manufacturing Sciences (NCMS) identified that of the toptwenty manufacturing states, Texas experienced the largest increase in manufacturing employment.Manufacturing will add over 70,000 additional jobs in Texas by the year 2000 with increases in bothdurable and non-durable goods.
Texas State Technical College (TSTC)Texas State Technical College System (TSTC) is authorized to serve the State of Texas throughexcellence in instruction, public service, research, and economic development. The system's effortsto improve the competitiveness of Texas business and industry include centers of excellence intechnical program clusters on the system's campuses and support of educational researchcommercialization initiatives. Through close collaboration with business, industry, governmentalagencies, and communities, including public and private secondary and postsecondary educationalinstitutions, the system provides an articulated and responsive technical education system.
In developing and offering highly specialized technical programs and related courses, the TSTCsystem emphasizes the industrial and technological manpower needs of the state. Texas StateTechnical College is known for its advanced or emerging technical programs not commonly offeredby community colleges.
New, high performance manufacturing firms in areas such as plastics, semiconductors andaerospace have driven dynamic change in TSTC's curriculum. Conventional metal fabrication tosupport oil and heavy manufacturing remains a cornerstone of the Waco campus and is a primaryreason TSTC took the lead in developing new curricula for machining and manufacturingengineering technology in the MAST program.
Development TeamPrincipal Investigator: Wallace Pelton served as the primary administrator and academiccoordinator for the MASTER project.Subject Matter/Curriculum Expert: Steven Betros, Site Coordinator, was responsible fordeveloping skill standards and course/program materials for the conventional machining, moldmaking and manufacturing engineering technology components of the MASTER project.
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Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
33
This material was unavailable at the time of printing.Information concerning the pilot programs conducted byMASTER may be obtained by contacting the individual
MASTER development centers.
36
Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
ACKNOWLEDGEMENTS
This project was made possible by the cooperation and direct support of the followingorganizations:
National Science Foundation - Division of Undergraduate EducationMASTER Consortia of Employers and Educators
MASTER has built upon the foundation which was laid by the Machine Tool Advanced SkillsTechnology (MAST) Program. The MAST Program was supported by the U.S. Department ofEducation - Office of Vocational and Adult Education. Without this prior support, MASTERcould not have reached the level of quality and quantity that is contained in these projectdeliverables.
MASTER Development CentersAugusta Technical InstituteCentral Florida Community CollegeItawamba Community CollegeMoraine Valley Community CollegeSan Diego City College (CACT)Springfield Technical Community CollegeTexas State Technical College
IndustriesAB Lasers - ABB Power T&D Company, Inc., Distribution Systems Division - AIRCAP/MTD -ALCOA - American Saw - AMOCO Performance Products - Automatic Switch Company - BellHelicopter - Bowen Tool - Brunner - Chrysler Corp. - Chrysler Technologies - Conveyor Plus -Darr Caterpillar - Davis Technologies - Dayco Products - Delta International - Devon - D. J.Plastics - Eaton Leonard - EBTEC - Electro-Motive - Emergency One - Entec, Inc. - Eureka -FMC, United Defense - Foster Mold - GeoDiamond/Smith International - Greenfield Industries -Hunter Douglas - Industrial Laser - ITT Engineered Valve - Kaiser Aluminum - KruegerInternational. - Laser Fare - Laser Services - Lockheed Martin - McDonnell Douglas - MercuryTool - NASSCO - NutraSweet - Rapistan DEMAG Reed Tool - ROHR, International - Searle -Solar Turbine - Southwest Fabricators - Smith & Wesson - Standard Refrigeration - SuperSagless - Taylor Guitars - Tecumseh - Teledyne Ryan - Thermal Ceramics Thomas Lighting -Tombigbee Tooling - Tupelo Tool & Die - United Technologies Hamilton Standard
College AffiliatesAiken Technical College - Bevil Center for Advanced Manufacturing Technology - ChicagoManufacturing Technology Extension Center.- Great Lakes Manufacturing Technology Center -Indiana Vocational Technical College - Milwaukee Area Technical College - Okaloosa-WaltonCommunity College - Piedmont Technical College - Pueblo Community College Salt LakeCommunity College - Spokane Community College - Texas State Technical Colleges atHarlington, Marshall, Sweetwater
Federal LabsJet Propulsion Lab - Lawrence Livermore National Laboratory L.B.J. Space Center (NASA) -Los Alamos Laboratory - Oak Ridge National Laboratory Sandia National Laboratory Several
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National Institute of Standards and Technology Centers (NISI) - Tank Automotive Researchand Development Center (TARDEC) - Wright Laboratories
Secondary SchoolsAiken Career Center - Chicopee Comprehensive High School - Community High School(Moraine, IL) - Connally ISD - Consolidated High School - Evans High - Greenwood VocationalSchool - Hoover Sr. High - Killeen ISD - La Vega ISD - Lincoln Sr. High - Marlin ISD - MidwayISD - Moraine Area Career Center - Morse Sr. High - Point Lamar Sr. High - Pontotoc RidgeArea Vocational Center. - Putnam Vocational High School - San Diego Sr. High - Tupelo-LeeVocational Center. - Waco ISD - Westfield Vocational High School
AssociationsAmerican Vocational Association (AVA) - Center for Occupational Research and Development(CORD) - CIM in Higher Education (CIMHE) - Heart of Texas Tech-Prep - Midwest (Michigan)Manufacturing Technology Center (MMTC) - National Coalition For Advanced Manufacturing(NACFAM) - National Coalition of Advanced Technology Centers (NCATC) - National SkillsStandards Pilot Programs - National Tooling and Machining Association (NTMA) - New YorkManufacturing Extension Partnership (NYMEP) - Precision Metalforming Association (PMA) -Society of Manufacturing Engineers (SME) - Southeast Manufacturing Technology Center(SMTC)
Master Project EvaluatorsDr. James Hales, East Tennessee State University and William Ruxton, formerly with theNational Tooling and Machine Association (NTMA).
National Advisory Council MembersThe National Advisory Council has provided input and guidance into the project since thebeginning. Without their contributions, MASTER could not have been nearly as successful asit has been. Much appreciation and thanks go to each of the members of this committee fromthe project team.
Hugh Rogers - Dean of Technology - Central Florida Community CollegeDon Clark - Professor Emeritus - Texas A&M UniversityDon Edwards - Department of Management - Baylor UniversityJon Botsford - Vice President for Technology - Pueblo Community CollegeRobert Swanson - Administrator of Human Resources - Bell Helicopter, TEXTRONJack Peck - Vice President of Manufacturing - Mercury Tool & DieDon Hancock - Superintendent - Connally ISD
Special RecognitionMr. Lucian Rouze (deceased) of Bell Helicopter, TEXTRON, played an important role inthe formative months of MASTER. He served as a charter member of the NationalAdvisory Council and his support, encouragement and guidance in the early days ofMASTER are greatly appreciated by all who knew him.Dr. Hugh Rogers recognized the need for this project, developed the baseline conceptsand methodology, and pulled together industrial and academic partners from across thenation into a solid consortium. Special thanks and singular congratulations go to Dr.Rogers for his extraordinary efforts in this endeavor.Dr. Don Pierson served as the Principal Investigator for the first two years of MASTER.His input and guidance of the project during the formative years was of tremendousvalue to the project team. Special thanks and best wishes go to Dr. Pierson.
3 3
All findings and deliverables resulting from MASTER are primarily based uponinformation provided by the above companies, schools and labs. We sincerely thank keypersonnel within these organizations for their commitment and dedication to thisproject. Including the national survey, more than 2,800 other companies andorganizations participated in this project. We commend their efforts in our combinedattempt to reach some common ground in precision manufacturing skills standardsand curriculum development.
4 3
PART TWO
41
Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
4 )
CAREER ENHANCEMENTAND
TECHNICAL MODULES
Manufacturing Technologies Orientation
180 Hours of Career Enhancement and Technical Modulesfor the Precision Manufacturing Occupations
43
Table of ContentsManufacturing Technologies Orientation
Orientation
Section A Introduction - 2 hrs.Unit 1, Shop Safety - 4 hrs.Unit 2, Mechanical Hardware - 8 hrs.Unit 3, Reading Drawings - 8 hrs.
Section BUnitUnitUnitUnitUnitUnitUnitUnitUnit
Hand Tools - 2 hrs.1, Arbor and Shop Presses - 12 hrs.2, Work-Holding and Hand Tools - 6 hrs.3, Hacksaws - 4 hrs.4, Files - 8 hrs.5, Hand Reamers - 8 hrs.6, Identification and Uses of Taps - 12 hrs.7, Tapping Procedures - 12 hrs.8, Tread-Cutting Dies and Their Uses - 10 hrs.9, Off-Hand Grinding - 8 hrs.
Section CUnitUnitUnit
UnitUnitUnitUnitUnit
Dimensional Measurement - 4 hrs.1, Systems of Measurement - 6 hrs.2, Using Steel Rules - 4 hrs.3, Using Vernier, Dial, and Digital Instruments for DirectMeasurements - 12 hrs.
4, Using Micrometer Instruments - 8 hrs.5, Using Comparison Measuring Instruments - 8 hrs.6, Using Gage Blocks - 6 hrs.7, Using Angular Measuring Instruments - 8 hrs.8, Tolerances, Fits, Geometric Dimensions, andStatistical Process Control - 10 hrs.
Section D Materials - 2 hrs.Unit 1, Selection and Identification of Steels - 4 hrs.Unit 2, Selection and Identification of Nonferrous Metals - 4 hrs.
Total 180 Hours
4 4
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Manufacturing Technologies Orientation
Graduating high school seniors are at a crossroads. Most assume that they have two basicoptions; enter the minimum-wage, service-providing marketplace or enter a four-year collegefor an engineering or business degree. Few take the time to consider a career as a technicianin manufacturing technology.
Most have a picture of a dirty, dark plant doing one monotonous task all day long for theirentire lifetime. They would be surprised to learn that the workplace is now clean and well litwith extremely sophisticated machines that require computer literate technicians, notoperators, to produce a challenging part that takes a great deal of skill and knowledge. Themachine tool industry has a large, documented shortage of these skilled technicians. Properlytrained technicians earn more than the average four-year college graduate, and are in demandacross the country.
A technician is a vital member of the overall engineering team involved in product design,testing, and manufacturing. The technician is a graduate of an accredited one-year certificateor a two-year associate degree program in a number of fields in the precision manufacturingindustry ranging from a laser machinist to a tool and die maker. The technician has beenthoroughly grounded in many of the same engineering fundamentals as engineering graduates,but in a more applied manner. Technicians use calculus and technical math, but they quicklysee its practical application to the workplace and spend less time on theory.
Many graduating seniors choose not to go to college because they picture themselves being deskbound for life. They want "hands on" challenges. A career as a technician in the precisionmanufacturing industry provides the challenge, the income, and the opportunities tomove upin the business.
This 180-Hour Career Enhancement and Technical Modules are designed to give the person attheir crossroads in life an opportunity to review a career as a manufacturing technician. It is aself-paced, general instruction guide in basic shop tools and machining practices to give thestudent an opportunity to preview the field within this industry. Although self-paced, secondaryschools should appoint a guidance counselor or shop instructor to help administer the program.The modules are designed around basic hand tools. No power tools or equipment is required.The program; however, could be modified to enhance the orientation if these are available. Wewould only add the precaution that a qualified instructor would be necessary if the programincludes actual machine cutting, grinding, turning, or joining equipment.
This Basic Shop Tools and Machining Practices course serves as a portion of the MASTERdeliverables. This course is designed as a career enhancement tool for high school students tobe used in a self-paced instructional environment. The course content deals with topics of basicinformation on shop safety, mechanical hardware, reading drawings and materials used inmachine tool practices. This course was developed by Machine Tool Advanced Skills TechnologyEducational Resources (MASTER) Program and any opinions, findings, conclusions, orrecommendations expressed in this material are those of the MASTER consortium and do notnecessarily reflect the views of the National Science Foundation.
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section A
Introduction
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest Edition
Subject:Section A --- Introduction
Objective:After completing this unit, you should be able to identify the different careeropportunities in machining and related areas.
In Order to Complete this Unit You Must:1. Read Section A --- Introduction2. Identify the professional machining career that would be of interest to
you
Materials:1. Student text
Length:Approximately 2 hours
2
46
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section A
Unit 1, Shop Safety
Texts:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section A Unit 1, Shop Safety
Objectives:After completing this unit, you should be able to:1. Identify common shop hazards; and,2. Identify and use common shop safety equipment.
In Order to Complete this Unit You Must:1. Read Unit 1, Shop Safety;2. Complete the Sell-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 1, Shop Safety.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 4 hours
3
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section A
Unit 2, Mechanical Hardware
Texts:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section A Unit 2, Mechanical Hardware
Objectives:After completing this unit, you should be able to:1. Identify treads and threaded fasteners;2. Identify tread nomenclature on drawings;3. Discuss standard series of threads; and,4. Identify and describe applications of common mechanical hardware
found in the machine shop.
In Order to Complete this Unit You Must:1. Read Unit 2, Mechanical Hardware;2. Complete the Self-Test at the end of this unit with 100% accuracy;
and,3. Successfully pass the Post Test on Unit 2, Introduction to Mechanical
Hardware.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 8 hours
4
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section A
Unit 3, Reading Drawings
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Instructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section A Unit 3, Reading Drawings
Objective:After completing this unit, you should be able to read and interpret commondetail drawings found in the machine shop.
In Order to Complete this Unit You Must:1. Read Unit 3, Reading Drawings;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 3, Reading Shop Drawings.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 8 hours
5 49
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section B
Hand Tools
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Subject:Section B Hand Tools
Objective:After completing this unit, you should be able to understand the importanceof hand tools and their purpose
In Order to Complete this Unit You Must:1. Read Section B Hand Tools; and,2 Understand the importance of hand tool safety.
Materials:1. Paper2. Pencil #2 or pen3. Student text
Length:Approximately 2 hours
6
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section B
Unit 1, Arbor and Shop Presses
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 1, Arbor and Shop Presses
Objectives:After completing this unit, you should be able to:1. Install and remove a bronze bushing using an arbor press;2. Press on and remove a ball bearing from a shaft on an arbor press
using the correct tools;3. Press on and remove a ball bearing from a housing using an arbor
press and correct tooling;4. Install and remove a mandrel using an arbor press; and,5. Install and remove a shaft with key in a hub using the arbor press.
In Order to Complete this Unit You Must:1. Read Unit 1, Arbor and Shop Presses;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 1, Arbor and Shop Presses.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 12 hours
7
5 1
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section B
Unit 2, Work-holding and Hand Tools
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 2, Work-Holding and Hand Tools
Objectives:After completing this unit, you should be able to:1. Identify various types of vises, their uses, and maintenance;2. Identify the proper tool for given job; and,3. Determine the correct use of a selected tool.
In Order to Complete this Unit You Must:1. Read Unit 2, Work-Holding and Hand Tools;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 2, Noncutting Hand Tools.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 6 hours
8
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section B
Unit 3, Hacksaws
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 3, Hacksaws
Objectives:After completing this unit, you should be able to identify, select, and usehand hacksaws.
In Order to Complete this Unit You Must:1. Read Unit 3, Hacksaws;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 3, Hacksaws.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 4 hours
953
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section B
Unit 4, Files
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 4, Files
Objectives:After completing this unit, you should be able to identify eight common filesand some of their uses.
In Order to Complete this Unit You Must:1. Read Unit 4, Files;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 4, Files and Off-Hand
Grinding.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 8 hours
10
5 '
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section B
Unit 5, Hand Reamers
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Instructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 5, Hand Reamers
Objectives:After completing this unit, you should be able to:1. Identify at least five types of hand reamers; and,2. Hand ream a hole to a specified size.
In Order to Complete this Unit You Must:1. Read Unit 5, Hand Reamers;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 5, Hand Reamers.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 8 hours
11
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section B
Unit 6, Identification and Uses of Taps
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 6, Identification and Uses of Taps
Objectives:After completing this unit, you should be able to:1. Identify common taps; and,2. Select taps for specific applications.
In Order to Complete this Unit You Must:1 Read Unit 6, Identification and Uses of Taps;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 6, Taps, Identification and
Application.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 12 hours
12
5
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section B
Unit 7, Tapping Procedures
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Instructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 7, Tapping Procedures
Objectives:After completing this unit, you should be able to:1. Select the correct tap drill for a specific percentage of thread;2. Determine the cutting speed for a given work material tool
combination;3. Select the correct cutting fluid for tapping;4. Tap holes by hand or with a drill press; and,5. Identify and correct common tapping problems.
In Order to Complete this Unit You Must:1. Read Unit 7, Tapping Procedures;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 7, Tapping Procedures.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 12 hours
135 7
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section B
Unit 8, Thread-cutting Dies and Their Uses
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Instructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 8, Thread-Cutting Dies and Their Uses
Objectives:After completing this unit, you should be able to:1. Identify dies used for hand threading;2. Select and prepare a rod for threading; and,3. Cut threads with a die.
In Order to Complete this Unit You Must:1 Read Unit 8, Tread-Cutting Dies and Their Uses;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 8, Tread-Cutting Dies and
Their Uses.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 10 hours
14
rJ
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section B
Unit 9, Off-hand Grinding
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Instructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section B Unit 9, Off-Hand Grinding
Objectives:After completing this unit, you should be able to describe setup, use, andsafety of the pedestal grinder.
In Order to Complete this Unit You Must:1. Read Unit 9, Off-Hand Grinding;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 9, Off-Hand Grinding.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 8 hours
15
5 3
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section C
Dimensional Measurement
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest Edition
Subject:Section C Dimensional Measurement
Objectives:After completing this unit, you should be able to:1. Define measurement;2. Identify some of the measurement needs of the Machinist;3. Define metrology;4. Define accuracy;5. Define precision;6. Define reliability;7. What does discrimination refer to;8. Define calibration;9. Know what the common expression "the measurement is right on"
means; and,10. Identify ten measuring instruments that are available to a machinist.
In Order to Complete this Unit You Must:1. Read Section C, Dimensional Measurement
Materials:1. Paper2. Pencil #2 or pen3. Student text
Length:Approximately 4 hours
16
60
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section C
Unit 1, Systems of Measurement
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section C Unit 1, Systems of Measurement
Objectives:After completing this unit, you should be able to:1. Identify common methods of measurement conversion; and,2. Convert inch dimensions to metric equivalents and convert metric
dimensions to inch equivalents.
In Order to Complete this Unit You Must:1. Read Unit 1, Systems of Measurement;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 1, Systems of Measurement.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 6 hours
17
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section C
Unit 2, Using Steel Rules
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Instructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section C Unit 2, Using Steel Rules
Objectives:After completing this unit, you should be able to:1. Identify various kinds of rules and their applications; and,2. Apply rules in typical machine shop measurements.
In Order to Complete this Unit You Must:1. Read Unit 2, Using Steel Rules;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 2, Using Steel Rules.
Materials:1. Paper2. Pencil #2 or pen3. Rule Measuring Kit4. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 4 hours
18
62
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section C
Unit 3, Using Vernier, Dial, and Digital Instrumentsfor Direct Measurements
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Instructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section C Unit 3, Using Vernier, Dial, and Digital Instruments for DirectMeasurements
Objectives:After completing this unit, you should be able to:1. Measure and record dimensions to an accuracy of plus or minus .001
in. with a vernier caliper;2. Measure and record dimensions to an accuracy of plus or minus .02
mm using a metric vernier caliper; and,3. Measure and record dimensions using a vernier depth gage.
In Order to Complete this Unit You Must:1. Read Unit 3, Using Vernier, Dial, and Digital Instruments for Direct
Measurements;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 3, Using Vernier Dial and
Digital Instruments.
Materials:1. Paper2. Pencil #2 or pen3. Inch Vernier Caliper Measuring Test Kit4. Metric Vernier Caliper Measuring Test Kit5. Inch Vernier Depth Gage Measuring Test Kit6. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 12 hours
19
63
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section C
Unit 4, Using Micrometer Instruments
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section C Unit 4, Using Micrometer Instruments
Objectives:After completing this unit, with the use of appropriate measuring kits, youshould be able to:1. Measure and record dimensions using outside micrometers to an
accuracy of plus or minus .001 of an inch;2. Measure and record diameters to an accuracy of plus or minus .001 of
an inch;3. Measure and record depth measurements using a depth micrometer to
an accuracy of plus or minus .001 inch;4. Measure and record dimensions using a metric micrometer to an
accuracy of plus or minus .01 mm; and,5. Measure and record dimensions using a vernier micrometer to an
accuracy of plus or minus .0001 in. (assuming proper measuringconditions).
In Order to Complete this Unit You Must:1. Read Unit 4, Using Micrometer Instruments;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 4, Using Micrometer
Instruments.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 8 hours
2 0 4
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section C
Unit 5, Using Comparison Measuring Instruments
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section C Unit 5, Using Comparison Measuring Instruments
Objectives:After completing this unit, you should be able to:1. Define comparison measurement;2. Identify common comparison measuring tools; and,3. Given a measuring situation, select the proper comparison tool for the
measuring requirement.
In Order to Complete this Unit You Must:1. Read Unit 5, Using Comparison Measuring Instruments;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 5, Using Comparison
Measuring Instruments.
Materials:1 Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 8 hours
21
6 5
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section C
Unit 6, Using Gage Blocks
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Instructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section C Unit 6, Using Gage Blocks
Objectives:Mter completing this unit, you should be able to:1. Describe the care required to maintain gage block accuracy;2. Wring gage blocks together correctly;3. Disassemble gage block combinations and properly prepare the blocks
for storage;4. Calculate combinations of gage block stacks with and without wear
blocks; and,5. Describe gage blocks applications.
In Order to Complete this Unit You Must:1. Read Unit 6, Using Gage Blocks2. Complete the Self-Test at the end of the unit with 100% accuracy3. Successfully pass the Post Test on Unit 5, Using Gage Blocks
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 6 hours
22
6 G
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section C
Unit 7, Using Angular Measuring Instruments
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Subject:Section C Unit 7, Using Angular Measuring Instruments
Objectives:After completing this unit, you should be able to:1. Identify common angular measuring tools;2. Read and record angular measurements using a vernier protractor;3. Calculate sine bar elevations and measure angles using a sine bar and
adjustable parallels; and,4. Calculate sine bar elevations and establish angles using a sine bar and
gage blocks.
In Order to Complete this Unit You Must:1. Read Unit 7, Using Angular Measuring Instruments; and,2. Complete the Self-Test on page 195 with 100% accuracy.
Materials:1. Paper2. Pencil #2 or pen3. Student text
Length:Approximately 8 hours
23
6 7
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section C
Unit 8, Tolerances, Fits, Geometric Dimensions,and Statistical Process Control (SPC)
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest Edition
Subject:Section C Unit 8, Tolerances, Fits, Geometric Dimensions, and StatisticalProcess Control (SPC)
Objectives:After completing this unit, you should be able to:1. Describe basic reasons for tolerance specifications;2. Recognize common geometric dimensions and tolerances;3. Describe the reasons for press fits and know where to find press fit
allowance information; and,4. Describe in general terms the purpose of SPC.
In Order to Complete this Unit You Must:1. Read Unit 8, Tolerances, Fits, Geometric Dimensions, and Statistical
Process Control (SPC); and,2. Complete the Self-Test at the end of the unit with 100% accuracy.
Materials:1. Paper2. Pencil #2 or pen3. Student text
Length:Approximately 10 hours
24
6 3
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Text:
Section D
Materials
Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,Latest Edition
Subject:Section D Materials
Objectives:After completing this unit, you should be able to:1. Identify the raw materials used in making iron and steel;2. What are the two safety rules in lifting;3. How is hot metal identified; and,4. Why do you never look toward arc welding
In Order to Complete this Unit You Must:1. Read Section D, Materials
Materials:1. Paper2. Pencil #2 or pen3. Student text
Length:Approximately 2 hours
25
69
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section D
Unit 1, Selection and Identification of Steels
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section D Unit 1, Selection and Identification of Steels
Objectives:Mter completing this unit, you should be able to identify different types ofmetals by various means of shop testing.
In Order to Complete this Unit You Must:1. Read Unit 1, Selection and Identification of Steels;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 1, Selection and Identification
of Steels.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 4 hours
26
Machine Tool Advanced Skills Technology Educational Resources(MASTER) Program
Section D
Unit 2, Selection and Identification of Nonferrous Metals
Text:Machine Tool Practices, Kibbe, Neely, Meyer & White, Prentice Hall,
Latest EditionInstructor's Manual for Machine Tool Practices, Latest Edition
Subject:Section D Unit 2, Selection and Identification of Nonferrous Metals
Obj ectives:After completing this unit, you should be able to:1. Identify and classify nonferrous metals by a numerical system; and,2. List the general appearance and use of various nonferrous metals.
In Order to Complete this Unit You Must:1. Read Unit 2, Selection and Identification of Nonferrous Metals;2. Complete the Self-Test at the end of the unit with 100% accuracy; and,3. Successfully pass the Post Test on Unit 2, Selection and Identification
of Nonferrous Metals.
Materials:1. Paper2. Pencil #2 or pen3. Student text and Instructor's Manual for Machine Tool Practices,
Latest Edition
Length:Approximately 4 hours
27
Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
Career Action Plan Model
Overview
A career action plan serves as a roadmap that outlines the methods and procedures onemight follow in developing a career path in a particular area. It incorporates one'stotal personal interest and aptitude, and includes external factors which influencedecisions in a specific career field. It acts as a program guide to connect the world ofwork and life after high school. It serves as a checkpoint of one's progress indetermining the requirements needed for entry into a chosen field. The MASTERmodel serves as a personal plan of action for securing a job in the machine tool andmetals-related trades.
Recruitment of qualified workers and the preparation of these workers are ofparamount importance within the precision manufacturing industry.
The narratives and charts in this section provide a model along with the "conceptdocumentation" to colleges as they seek to provide guidance to persons who areattempting to identify and to prepare for career opportunities in the machine toolindustries. Career Action Plans specifically addresses three groups of individuals.
high school students seeking career guidance and training;displaced workers needing to be re-trained for future employment; andindividuals who are employed but see a need to prepare themselves forbetter career opportunities in the future.
High School Students
A career action plan for high school students is at Figure A-1. The following discussionconcerning the preparation of an individual career action plan at the high school levelis outlined in that chart.
Traditionally, a student's formal career objective begins to materialize during highschool. His/her career decision can be influenced by:
Student's personal master file/profileAptitudeInterestAchievement testsCareer information provided by high school counselorParental involvement and supportDesign of educational programMaster schedule maintained by high school counselor
1
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IEMPLOYMENT I
Figure A-1
2
Student's goals are further solidifiedby a career opportunities center (or whatever thelocal forum may be called) offered at high school. Various informational sources alsoinclude:
Career information from industriesJob demand from Job Services Information NetworkInternet career opportunitiesAcademic program requirementsScheduling of career technical modulesScheduling of tours of business and industry
Of special note is the area of special populations. With precision manufacturingtraditionally being a male-dominated field, females, in addition to special populations(economically disadvantaged, educationally disadvantaged, single parent/displacedhomemakers, limited English proficiency, disabled and at-risk students) cannot beoverlooked. Through various services within the community and institution, supportservices would address:
Specific counseling, mentoring and assistanceFemales to receive orientation and support from local women's resourcecentersSpecial populations to receive appropriate guidance/counseling andfinancial support to include assistance with food, transportation, shelter,utilities, child care, medicine, etc.:
Department of Human ServicesState Workforce CommissionJob Training Partnership Act (tuition, books, etc.)Housing and Urban DevelopmentChildren Management ServicesUnited Way, Goodwill Industries, Salvation Army, etc.
Disabled to receive orientation from mentors and State RehabilitationServicesDrop-outs or at-risk students to receive appropriate mentoring andsupport from local and state agencies
If a career decision has not been made, the local institution will offer orientationmodules (such as the modules which have been produced by the MASTER Program)whereby undecided individuals receive a sampling of the precision manufacturingindustry. These orientation modules focus on career enhancement and technical skills.Targeted populations include junior and senior year students. Curricula might includebasic shop tools/machine practices and remediation in math, science and personal andgroup communications.
3
Moreover, specific remediation modules addressing advanced specialty areacourses/modules are included in the MASTER deliverables. These occupationalspecialities include:
Advanced CNC and CAM (CNC)Automated Equipment Repair Technology (AET)Computer-Aided Drafting and Design (CAD)Conventional Machining (MAC)Industrial Maintenance (IMM)Instrumentation (INT)Laser Machining (LSR)Manufacturing Technology (MFG)Mold Making (MLD)Tool and Die crLDA Electrical Discharge MachiningWelding (WLD)
Curricula completion would lead to a skills certificate and further studentenlightenment as to the opportunities relative to the machine tool industry. Asinvolvement becomes more intense, interested students may enter on-the-job-trainingwith local industries (30-90 days or part time, as scheduled with industry) with furtheremphasis on the various occupational specialities, as listed above. The end resultwould lead to consideration of enrollment in college and/or possible entry-levelemployment. On-the-job training in the form of early work experiences allow thestudent to begin to specialize after he has had the opportunity to consider the variousspecialties with the machine tool industry.
With or without an on-the-job training option, the individual's personal portfolio (ahistory of student performance, documenting ones's progression and achievements invarious areas with emphasis upon knowledge, experience and skills) is analyzed todetermine the need for academic remediation and/or support service(s). If remediationis necessary, said remediation at the high school level shall address reading, writing,mathematics and English, whereby additional remediation will be contingentupon astudent's pass/fail status. Additional remediation may be necessary early on in collegebased upon personal need or actual state requirements. For example, the State ofTexas requires the completion of a testing instrument called the Texas Academic SkillsProgram (TASP). Prospective college students must pass the test or take remediationcourses in weak areas until they pass, or they cannot continue to pursue a collegedegree.
Typically, secondary schools provide a direct pathway for most students, offeringcareer information and preparation in basic academic skills. If a high school student'scareer decision has been initially made without the need for external guidance, theindividual's personal portfolio is analyzed to determine their need for academicremediation or support service(s). If remediation is necessary, the remediation at the
4
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high school level shall address reading, writing, mathematics and English, wherebyadditional remediation will be contingent upon a student's pass/fail status. Hopefullythat remediation is heavy on technical math.
If the high school portfolio does not reflect a need for academic remediation and/oradditional support service(s), they would directly enroll in a community/technicalcollege machining certificate/associate degree program.
Unemployed, Out-of-school and Displaced Workers
A career action plan flowchart follows as Figure B-1 for unemployed, out-of-school anddisplaced workers. The following discussion concerning the preparation of a careeraction plan is outlined in that chart. This plan would be addressed during their initialvisits to the college campus.
Once an individual exits high school, they may be classified as unemployed, out-of-school or displaced. Career decisions, at this point, may be influenced by:
Individual's personal master file/profileAptitudeInterestAchievement testsCareer information provided by college counselorDesign of educational programMaster schedule maintained by college counselor
Further direction can be attained by investigating a career opportunities center at thelocal community or technical college. Informational sources include:
Career information from industriesJob demand from Job Services Information NetworkInternet career opportunitiesAcademic program requirementsScheduling of career technical modulesScheduling of on-the-job training modulesScheduling of tours of business and industry
Females, special populations, disabled and at-risk individuals are of particularinterest. With the workforce becoming highly diversified, specific needs of thesetargeted individuals must be met in order for recruitment of this group to besuccessful. Support services within the community and insfitution would provide:
Specific counseling, mentoring and assistanceFemales to receive orientation and support from local women's resourcecenters
5
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Special populations to receive appropriate guidance/counseling andfinancial support to indude assistance with food, transportation, shelter,utilities, child care, medicine, etc.:
Department of Human ServicesState Workforce CommissionJob Training Partnership Act (tuition, books, etc.)Housing and Urban DevelopmentChildren Management ServicesUnited Way, Goodwill Industries, Salvation Army, etc.
Disabled to receive orientation from mentors and State RehabilitationServicesDrop-outs or at-risk individuals to receive appropriate mentoring andsupport
If a career decision has not been made, the local institution will offer orientationmodules (included in this volume) whereby undecided individuals receive anorientation of the machine tool industry. These modules should focus on careerenhancement and basic technical information. Targeted populations include thoseunemployed, out-of-school and displaced workers who are needing additional careerguidance.
Advanced specialty area courses/modules at the postsecondary level concerningoccupational specialties which are included in the MASTER deliverables. Theseoccupational specialities include:
Advanced CNC and CAM (CNC)Automated Equipment Repair Technology (AET)Computer-Aided Drafting and Design (CAD)Conventional Machining (MAC)Industrial Maintenance (IMM)Instrumentation (INT)Laser Machining (LSR)Manufacturing Technology (MFG)Mold Making (MLD)Tool and Die (TLD)& Electrical Discharge MachiningWelding (WLD)
Successful completion would lead to a skills certificate and further considerationrelative to the opportunities of the machining industry. Moreover, interested personsmay enter on-the-job training with local industries (30-90 days or part time, asscheduled with industry) further emphasizing the various occupational specialities, aslisted above, which may lead to further specialization and an associate degree.
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7]
Currently Employed Workers Upgrading Job Skills
A career action plan flowchart follows as Figure C-1 for currently employed workersupgrading job skills The following discussion concerning the preparation of a careeraction plan at the college level is keyed to that illustration.
The technological revolution has necessitated the need for individuals and existingworkers to be trained in new frontiers that are required for economic survival andgrowth. Delivery of new technologically up-to-date machines require the operator tobe fully trained to take advantage of the capabilities of that new machine. The speeds,feeds and automated cutting and grinding processes available on a new machine, ora set of devices all operated by one man is extraordinary. The cost savings associatedwith training the operator to handle the new equipment is tremendous. Educationalinstitutions and industry must aid in producing and supporting a more highly skilledemployee.
A currently employed individual may be sponsored by his company for on-site trainingat the shop/plant, or could attend classes on campus either on his own or with companysupport. A Remote Site/Industrial Training Model is enclosed in this volume to helptechnical colleges prepare for collaborations and contracts with industries for credit ornon-credit training.
Employers increasingly depend on people who can put knowledge to work. Theopportunities for an individual with a good, solid technical base to expand can belocated by:
Career information from industriesJob demand from Job Services Information NetworkInternet career opportunitiesReview academic program requirements
Careers in precision manufacturing have traditionally been oriented toward the malepopulation. Females, special populations, disabled and at-risk individuals, with thedesire to upgrade their job skills, will find support services to encompass:
Specific counseling, mentoring and assistanceFemales to receive orientation and support from local women's resourcecentersSpecial populations to receive appropriate guidance/counseling andfinancial support to include assistance with food, transportation, shelter,utilities, child care, medicine, etc.:
Department of Human Services- State Workforce CommissionJob Training Partnership Act (tuition, books, etc.)
8
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Housing and Urban DevelopmentChildren Management ServicesUnited Way, Goodwill Industries, Salvation Army, etc.
Disabled to receive orientation from mentors and State RehabilitationServicesDrop-outs or at-risk individuals to receive appropriate mentoring andsupport
Advanced specialty area courses/modules at the postsecondary level concerningoccupational specialties are included in the MASTER deliverables. These occupationalspecialities include:
Advanced CNC and CAM (CNC)Automated Equipment Repair Technology (AET)Computer-Aided Drafting and Design (CAD)Conventional Machining (MAC)Industrial Maintenance (IMM)Instrumentation (INT)Laser Machining (LSR)Manufacturing Technology (MFG)Mold Making (MLD)Tool and Die (TLD)& Electrical Discharge MachiningWelding (WLD)
Individuals desiring additional upgrading may enroll in specific precisionmanufacturing enhancement courses offered through continuing education classes atthe local college and/or industrial site. Interest in this field may lead to entrance intocollege in a formal industrial technology degree plan and/or possible employment.
10
8
Part One
Tab 1Tab 2Tab 3Tab 4Tab 5
Part Two
Tab 6Tab 7Tab 8Tab 9Tab 10
Table of Contents
Executive SummaryProject MethodologyDevelopment Center Profiles ...-
Pilot Programs (Descriptions and Evaluations)Acknowledgments
Career Enhancement and Technical ModulesCareer Action Plan ModelJob Development Center ModelInternship ModelIndustry Training Model
8 3
Job Development Center Model
Today, individuals are limited only by their imagination. Everyone wants to succeed,but most still hold to the traditional view that the only path to success is through a 4year degree. Parents, in particular, believe that this is the best option available fortheir children. The facts, however, show that skilled technicians actually enter theworkforce at a higher rate of pay than the average 4 year college graduate.
Times have changed. The American dream has not changed, but the way to achieve ithas. The ladder to success has turned into a speedway for technology Like a high-powered machine, technology is accelerating at such a fast pace many are left behindIn a world full of ex-bankers, brokers and business majors; skilled educatedtechnicians are competing very well indeed.
Job development for this new world includes preparation for employment andindustrial contact. Outside the formal structure of educational institutions, studentsneed the ability to connect with the real world when addressing the issues ofcareerdevelopment. Today's job seeker must not only be well trained in a particular careerfield, he/she must also be well equipped with the polished techniques of knowing howto land the ultimate job.
As the nation recognizes and responds to the need for newer and more effectivemethods of training and upgrading skills, individuals who acquire those skills will alsorequire assistance in securing employment. A Job Development Center should addressjob placement services to help reduce the time frame of unemployment orunderemployment. While employers are expecting skills, in addition to formal degrees,colleges must expand their services to meet the demands of the work place throughcontinuing education, training centers and contract education with industry. Targetedgroups include not only the traditional student; placement services will also need toinclude those who are returning to be retrained. Moreover, placement centers mustoffer targeted assistance for a growing group of special populations, such as thedisabled, single parents, dislocated workers, whose needs offer new challenges forplacement departments. Ideally, a Job Development Centers should serve as a one-stopshop for those needing and seeking comprehensive career educational and job traininginformation.
Job Development CenterSuccess in a global economy must start in the schools. Students must be prepared totackle the challenges that technology brings to them. But educators must be willingto keep up with modern technological advances. Staying up-to-date with industry,however, is not the school's only challenge. In today's environment, a technical orcommunity college must go beyond the normal placement business. Job placement isbut one aspect of what a college's Job development Center must accomplish for it'sstudents. The student's file should be managed from the point of his initial inquiry to
8 zi
well after his employment for follow on assessment to monitor and adjust curriculumto fit not only current industry requirements, but future trends as well. A JobDevelopment Center really needs to take a "Life Cycle" approach.
Job development is an infinite process. It encompasses life's experiences to includeinfluences that serve as a guide in directing one to a particular career field. One'spersonality, skills, talents, interests, environment and social life all play a part in jobdevelopment. It focuses on the culmination of life's experiences when addressing careerchoices. It is also a fluid process; as society changes, so does an individual's interests,as technology continues to shape the current and future job market.
A Job Development Center serves as a facilitation organization to help students reachtheir career goals by offering career advisement, support activitdes and employmentassistance and employment follow-up and assessment. The center should basicallyassist students in planning, preparation and placement (Figure A-1).
Job Development Center
Figure A-1
2
PlanningPlanning involves a process whereby, based upon one's unique personal inventory(skills, interest and aptitude), individuals can make intelligent educational and careerchoices. Job Development planning should encompass personal, social, educational andcareer goals.
The planning process is infinite in structure and must undergo periodic review. JobDevelopment Centers should aid students in identifying personal capabilities, values,needs, and the impact they have on career choices. Centers assist in paralleling anindividual's makeup with a specific occupational field. It also helps students fine-tunecareer and lifelong goals based upon an understanding of oneself and the real world,resulting in individualized career plans. Moreover, these influential processes shouldbe a joint effort between counselors, faculty, family, friends, industry representativesand alumni, expanding upon experiences such as formal/informal education, careerexploration, job shadowing, and internships or apprenticeships.
PreparationTo effectively prepare clients in meeting their needs, the center should address severalbasic goals:
Provide a library of up-to-date career information;Aid clients in researching career fields which match their individualinterest, aptitude, etc.;Provide services such as achievement testing, aptitude testing, careerinterest inventories, computerized career exploration, etc. to betterdetermine career possibilities;Support career-related educational instruction in coordination withfaculty; andEstablish the framework for parents and industry representatives toshare in career goals.
Information provided by centers should include:Occupational data for civilian and military careers that address trainingrequirements, job duties, placement statistics, job outlook, advancementand labor market information;Training data related to universities, community colleges, vocational-technical institutions, apprenticeships and on-the-job training;Information to assist in making career choices, such as surveyevaluations and tests of individual's interests and aptitudes;Local/state/federal test preparation material concerning educational andcareer choices;Career exploration and job seeking information relative to employmentapplications, resumes, cover letters, interviewing techniques, etc.; and
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Information related to scholarships, financial assistance, admissionsassistance.
PlacementOne of the primary purposes of a Job Development Center is to focus on employmentopportunities for students and graduates. The mission includes not only careerassistance while one is attaining his/her educational goals, but also career placementonce the individual has completed his/her education.
Job placement services should (1) provide resources and job search strategies thatenable students to achieve their goals, (2) serve as a communication channel betweeninstructors, counselors and placement staff, (3) establish and market relationshipsbetween industry/business to secure co-op, internship and employment opportunities,(4) coordinate employment prospects for graduates and (5) organize career informationand opportunities.
The ability to secure employment is of paramount importance to society. Trendsindicate that post secondary institutions are being challenged reference placementaccountability. With recruitment and retention becoming major issues concerninginstitutions, a student's college choice is determined not only by career interest, butalso by placement statistics and salary analysis, which are valuable services providedby career centers. Data concerning the types of jobs graduates are securing, numbersof students being placed, whether individuals are employed in related fields of studyand average starting salaries all contfibute to educational and career decisions.Overall, the functions of job placement services should address pre-employmentpreparation, job development, career placement and follow-up/follow-through.
Pre-Employment PreparationPre-Employment preparation is the process by which one obtains the necessary skillsto secure and keep employment in their chosen field. Preparation includes techniquesinvolved in the job search, accurately completing employment applications, customizedresumes and polished interviewing tactics. When mastered, these techniques shouldremain with the individual for a lifetime, as job turnover and competition for specificjobs continue to increase.
The job placement center is in the unique position to offer the skills that are necessaryfor the transition from school or unemployment to work. The center may offerworkshops, seminars and individual sessions for students. Also, integration of resumewriting/interviewing techniques may be incorporated within classes, with thecooperation of faculty and placement center sta.ff. Ideally, a credit or non-credit careercourse may be added to an institution's curriculum.
4
8 7
Pre-employment preparation should address:Pre-Employment instruction and counseling:
Plan of action for job huntingObtaining employment information
Career objectives:Targeting type of job desired, advancement, employment outlook
Job search process:Sources and location of employmentPlacement assistance within the college, other organizations andidentification of key individualsEmployer preference concerning skills, attitudes, etc.Job referrals
Resume preparationCompletion of job applicationsInterviewing skills and techniques:
Proper dress/groomingQuestions asked by the employerQuestions asked by the interviewee
Employability skills:Teamwork orientationComputer literacyProper workplace readiness skillsGood work ethicPositive attitudePunctualityDesire to do the right jobCommon courtesySocial skills
Data concerning employment trends and job specifics:Marketing one's credentials with employer needsListing of employers who have hired prior graduatesInstitution placement reports concerning employment, entry-levelsalaries, etc.
Correspondence to employers:Cover lettersFollow-up letters, thank you's after the interviewLetters of acceptance/rejection concerning job offers
Federal/state/local legislation concerning employment
Job DevelopmentJob development is the process of locating and/or creating potential employmentprospects for individuals. This includes identifying qualified candidates and matchingtheir skills to business/industry, tapping into new and emerging opportunities within
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career fields and being on the cutting edge of developing new occupations that werepreviously non-existent. Although graduate employment cannot be guaranteed byinstitutions, sufficient potential employers should be developed in each career field. Asverification of educational effectiveness remains a primary issue, a joint effort betweenbusiness/industry and placement centers must exist, as verification of educationaleffectiveness remains a primary issue. Since college customers include not only thestudent, but also the hiring entity, job development functions must address the needto locate potential employers for students and to locate qualified persons for thebusiness sector. Job development is a two-way street; job centers must establish an on-going, mutually beneficial relationship with the business sector in order for studentsto have ample employment options. Community networking and an active advisorycouncil that includes representatives from education, business, industry, tradeassociations, community leaders and technical instructors contribute to effective jobdevelopment.
Job development includes determining students' employment needs and buildingcorrelated employer files. The types of educational courses offered at the institutionserves as the basis of job development, and student employment needs will determinethe types of employment opportunities available. An employer list should identifyorganizations that are possible employers for qualified students. The result would bea potential match of individual skills/needs of students to that of skills/needs ofemployers. Job analysis involves the assessment of an employer's needs in determiningthe proper placement of graduates. Both job analysis and job development go hand-in-hand. Effective job analysis results in the creation of jobs that previously did not existand successfully identifying sources of employers.
Sources of potential employers include:Personal referrals/networkingFormer studentsCurrent students who are workingInstructors/staffAdvisory councilsChambers of CommerceEmployment commissionsRehabilitation commissionsCivil services agenciesNewspaper advertisementsTelephone directoriesEmployer directoriesCommunity service organizationsPublic libraries
6
Placement centers usually contact employers by mail/survey, telephone or personalvisitation in order to secure various employment opportunities. Serving as the campusliaison between students and employers, the methods used in advertising the collegeand candidates to potential employers could include:
Association newsletter articlesRadio and television advertisingNewspaper and magazine advertisingProfessional association coverageBusiness staff meeting presentationsResume booksResume briefsTrade show boothsStudent reunionsBusiness/industrial on-site visitsBusiness career days/targeted job fairsIn-house campus interviews
Job PlacementJob placement is not a one-person task. The art of preparing an individual forplacement requires the services and commitment of instructors, counselors,administrators and support staff to ensure students are properly trained and placed.Traditionally, most institutions rely on one central office to bear the responsibility forfinding employment for graduates. However, the nature of the college and the fieldsof study or technologies offered may allow deviance from the traditional centralplacement office concept. For example, due to the diversity and intensity of technicalcurricula, a technical/vocational college may offer placement assistance within eachindividual technology. As programs require constant revision, due to the nature oftechnology, a department chair or instructor may be charged with the responsibilityof placement. In terms of streamlining, this method may be more effective and specific;industry can negotiate directly with each department, and the end result would bemore one-on-one, specialized attention to the needs of both the student and employer.In essence, departments that are responsible for the recruitment, education andplacement of students remain more in touch when referencing accountability andeffectiveness.
Nevertheless, a coordinated effort between a placement center and a program mustexist in order for students to be prepared to enter the job market. The placementservice is a support system of pre-employment information, resume preparation, jobsearch and interviewing skills that are necessary for one to find employment with theleast amount of expended time and effort.
7
To assist personnel in job placement, a center should address:Supporting and placing individuals in internships, cooperative educationprograms, community contact programs (community clubs/organizationswilling to offer career planning assistance) and part-time, on/off-campusemployment programs;Maintaining a student placement file referencing his/her skills, goals,personality, salary requirements, geographic preference and workhistory;Mministering student pre-employment interviews to review the student'squalifications, occupational objective, type of job desired, resume andinterview preparation;Maintaining a record-keeping system to effectively match positionrequirements to student's qualifications;Developing a system of job information distribution, unique to the needsof each institution (on-line campus data systems, bulletin boards, jobbinders, etc.);Directing individuals to various job openings (mail outs to graduates,resume/candidate screening, etc.); andAdministering follow-up activities to students and employers after jobreferrals.
Follow-UpInstitutional effectiveness and accountability are of paramount importance to anyorganization. A properly orchestrated follow-up system provides information that canbe used in the evaluation of departments and in the documentation of data for futureplanning Analysis of survey data can pinpoint individuals who areemployed/unemployed and those who may need additional training Follow-upinformation can also serve as a baseline in the evaluation of support services,educational departments, existing curricula and the development of new trainingprograms
Methods of capturing effective follow-up information include:Graduate surveysNon-completer surveysEmployer surveys
Graduate SurveysA graduate survey, either by mail or phone, is an excellent method of obtainingfeedback from alumni concerning how effectively an institution prepared them to enterthe workforce. Data captured would incorporate employment status, employingcompany, educational and support service effectiveness and recommendations forimprovements. Moreover, placement statistics concerning each department can becompiled to document program performance, in addition to being a useful tool in
8
marketing/recruitment and in meeting local/state/federal governmental standards.Factors such as those employed in a related/non-related field, those who entered themilitary or continued their education, those who are seeking employment or areunavailable for employment can be documented in a summary report that is uniqueto the institution and elaborated upon when referencing corresponding detail reports.Moreover, as institutions strive for a higher degree of accountability and improvedmethods of student tracking, several states have experimented with pilot projects suchas aggregate data sharing between state employment commissions and stateeducational entities in an effort to farther document educational/employment outcomesof students.
Nevertheless, frequency and intensity of follow-up surveys will depend upon aninstitution's own needs, personnel and resources. Initial, 180-day, one-year and long-term follow-ups should yield information such as:
Former student's correct address and phone numberEmployer's name, address and job titleEmployment in a related/non-related fieldEntry-level salary, promotions, benefitsHow the student found a jobMobility patternsOpinions concerning the total educational experienceOpinions on career readinessAdditional education receivedIdentification of possible new openings within an organization
Non-Completer SurveysMany institutions conduct surveys of all students who do not officially complete aprogram. With retention being a major concern, these non-completer surveys helpdocument reasons for one's departure from college and aid in identifying problem areaswithin the campus.
Employer SurveysThe employer survey is an effective instrument to use when organizations wish todocument an employer's satisfaction with an individual and the degree of traininghe/she received while enrolled in college. As a public relations tool, it may alsoreinforce channels of communication when targeting new employment opportunitieswithin the company. This survey should highlight:
Quality of workQuantity of workEducational/technical trainingPersonal skillsWork preparation in relation to those who did not receive formal trainingHiring source
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Suggestions for improvement in college curriculaFuture job openings, dates for hiring, etc.
As a whole, follow-up information addresses former students' needs and skills, inaddition to capturing employer's and ex-student's evaluation of curricula and theinstitution. The end result is a higher number of better-prepared individuals enteringthe workforce.
Follow-Through
Follow-through defines a process of effectively utilizing the follow-up survey data inattaining the institution's placement and training missions. It involves thoroughreview and reporting of survey information to the appropriate departments in orderfor change to be successfully implemented. Moreover, data shared with administration,faculty, staff and advisory committees assist in the efficient documentation andfacilitation for continued improvement.
As institutional effectiveness and accountability become primary issues, the JobDevelopment Center is in the unique position of providing services in support of thetotal educational experience when focusing on issues such as recruitment, retention,placement, and follow-up.
10 9 3
References
1. Central Piedmont Committee for Planning Comprehensive CareerDevelopment. Community College Comprehensive Career DevelopmentModel. North Carolina: Central Piedmont Community College, 1991. ERICED 342 880.
2. Chancellor's Office of the California Community Colleges. CareerDevelopment: Vocational Education Resource Package. Los Angeles:Evaluation and Training Institute, 1993. ERIC ED 357 793.
3. Galsky, Alan, ed., Jane Linnenburger and Jim F. Vick. The Role of StudentAffairs in Institution-Wide Enrollment Management Strategies.NASPA Monograph Series. Washington, DC: National Association ofStudent Personnel Administrators, Inc., 1991. ERIC ED 335 997.
4. Guthrie, Barbara, et al., Developing a Career Center. A Career CenterHandbook for New Mexico's High School Counselors. Alamogordo: NewMexico State University, 1990.ERIC ED 341 776.
5. Muha, Susan, et al., Redesigning College Job Placement for the 1990s.Dallas: Richland College, 1988.
6. Reed, Jim F., TEX-SIS Follow-up System. Survey Docs. Corsicana: TexasStudent Information Systems, 1992.
7. Texas State Technical College. Survey Docs. Employed-Related GraduatePlacement Report. Waco: Texas State Technical College, 1992-93.
11 94
Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center Profiles ....Tab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
9 5
In Support of School-To-Work:A Model for Internship
Listen carefully, and you can hear the clangor of Weyland Smith's hammer shapingthe swords of the ancient Teutonic gods, pounding them out of red-hot iron on hismassive anvil. Look closelythose young men there, stoking and strildng at hiscommandthey are his apprentices, learning their trade directly from the MasterSmith of the gods. And they are also someone else, those apprentices; they are the firstteachers of the crafts of Weyland Smith to men. Or so say the old Teutonic legends.
Look there, at that volcano; it is Vulcan's forge; and there, Hephmstus' smithy rests ona different slope. All across the world, the foundries and forges of the ancient gods riseup to recall to us their myths and tales. Through the misty veil of Time we see theirglowing fires, their scurrying apprentices and confident journeymen, and we hear theircommands shouted over the crash of iron against iron.
What do these ancient stories, some millennia old, have to teach us? We in the UnitedStates are so far removed from those times, we are so far above that technology, thatnothing but entertainment is to be gained from them. There is nothing else there,right? Surely the Twenty-first Century AD has nothing to learn from the Twenty-firstCentury BC! No, of course not. . . .
What Is Internship?At its most basic, internship is any on-the-job training that does not meet the UnitedStates' legal definition of apprenticeship. For that reason alone, internship is moreflexible than true apprenticeship, with both teacher and student freer to pursue goalsin formats that are not necessarily standardized. But freedom in education is, likefreedom in all other walks of life, a two-edged sword.
In traditional internship programs, the student spends about two-thirds of the day informal classrooms at a school. The student continues to take the basic courses requiredfor graduation, but complements them with actual work experience for the other one-third of the day. These programs are called by various names, such as "Co-op" and"Distributive Education." In the best such programs, the student's classroom learningand workplace experience integrate to form a solid foundation for the student.Unfortunately, the good programs are rare.
Why Is Internship Important?We humans are, by and large, rather conservative in our habits, but we will trashsomething in a heartbeat if it ceases to serve our needs. For thousands of years,internship (as apprenticeship) was the only way to teach the trades. Had the systemnot worked, we would have invented a new system and done away withapprenticehood.
9G
All of us, educators and industzialists alike, know that direct, hands-on training is thesingle best way to teach technological trades. Formal education, or "book-learning",forms a useful base for trades, but cannot teach the touch and feel of technology. Onlyputting the students' hands on the machines can teach that. So why did we give up onapprenticeships and internships? Why not retain the system that is educationallysuperior? The answer is simple: Money.
Internship programs became too expensive to maintain. Industrialists could not affordto take their most experienced craftsmen off their expensive machines just to teachsome rookie how to use them. Those machines had to produce goods so that thecompany could profit, pay for the machine, and pay the master craftsman. Industry inthe 1950s and 1960s was too hard pressed with orders for merchandise to continue toeducate its own workforce.
The First SolutionThe economic crisis of too much business forced American society to move theeducation of technical workers out of the field and into the colleges, specifically, thetwo-year junior and technical colleges. In the era of government solutions, the juniorcollege system was, in and of itself, a competent solution to the problem of workershortages. The community college could take the time, and had the resources, to offerbasic instruction in most technical fields.
This program worked well; industry received good entry-level workers, and the peopleof the community gained sound educations upon which to build solid careers. Thecommunity colleges prospered and reflected the prosperity that they generated in theircommunities.
But today, that old devil, Money, has raised his ugly head again The communitycolleges can no longer afford the incredibly expensive machines that industry utilizes.The lack of funds translates to a poorly educated workforce, as the younger generationdoes not have collegiate access to modern equipment. The students graduate withsomething less than an adequate understanding of the machines they are supposed toknow, which, in turn, forces industry back to the expensive proposition ofapprenticeship.
The Second SolutionModern internship programs, most frequently called "Cooperative Education" at thecollegiate level, are designed as a middle road between apprenticeship and scholarship.Theoretically, they offer the best of both worlds.
A student in machining, for example, attends classes part of the time and works partof the time. Sometimes, this a daily division; more often, the student spends a specific
2
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amount of time (a quarter, for instance) entirely at the workplace. Either way wouldbe fine, if the system actually worked the way it was designed.
Why Has Modern Internship Failed?In real estate, the three most important things are "location, location, and location."In internship, the three most important things are "communication, communication,and communication."
Predictably, internship programs have failed because there was far too littlecommunication amongst the participants. In essence, there was no master plan for thestudents' education. Students had no idea what was actually expected of them;teachers, no way of judging how much their students had learned; and craftsmen, noformat for instruction. The industry became a glorified baby-sitter with several highly-paid and distracted nannies watching their charges. Such a situation benefits nobody,including those who are dedicated to learning despite the conditions around them.
This lack of direction and communication leaves everyone wanting. Students arecheated out of a viable, useful education; educators are made to look obsolete or, worsestill, incompetent; and industry is robbed of its most important resource: well-trainedworkers.
Another aspect of the failure of internships today is neither as clearly defined nor aswidely recognized. Specifically, recruitment is a serious problem at the secondary level.Counselors and teachers alike point the highest achievers toward four-year collegesand universities. This is as it should be. The poorest performers are directed intoremediation and specialty programs devised especially for them. This, too, is as itshould be. But what about the vast majority of students in the middle?
Unfortunately, there is nothing for the average students. They are expected tosomehow find their own ways in the world, to navigate the pitialls of college acceptanceand enrollment alone, and to pay for it all, too. They are, as it were, rudderless shipstrying to sail the High Seas without maps.
Lest someone believe that the secondary schools are totally at fault, it must be quicklyshown that college recruiters share in the blame as well, especially those at the verytechnical institutions which are most attractive to average students. Many collegerecruiters seem to want to speak only to the top ten percent of secondary students. Wemust face realityhow many prospective doctors, lawyers, or professors are actuallygoing to run a lathe for a living? The thrust of technical college recruitment mustchange.
For too long, the vast body of students who would be interested in pursuing technicalcareers has been ignored. Machinists, mechanics, and electricians are not generally
3
9 3
found amongst the students of Cicero, Aristotle, and Machiavelli. They are found,however, in the vocational programs of secondary schools all across the country; woodshops and automotive and agricultural programs abound with solid, intent students.They are not second-class or second-rate; they are the foundation of the Americaneconomy! They are the people to whom Thomas Jefferson entrusted his fledglingRepublic. Instead of passively waiting for these students to come to technical colleges,the technical colleges must actively seek them out.
So Why Try Again?The benefits of hands-on, direct training cannot be underestimated nor can they beunderstated. The only drawback to direct technical training is its cost. While this costis significant, the lack of a trained workforce and the resultant loss of potentialbusiness may be more costly still.
How can MASTER Help?The MASTER program utterly eliminates the problem of failed communication ininternships. This is accomplished by three methods.
Method One, The MASTER Certificate of CompetencyBefore any other work could be done, the MASTER staff realized that the duties andtasks of the various technicians would have to be codified. Throughout the UnitedStates, the MASTER staff at the several partner colleges collected the data necessaryto the compilation of duties and tasks list. (See Appendix A.) The resultant list, inmatrix form, is the core of the MASTER Certificate of Competency, and is called theCompetency Profile.
The second aspect of the Certificate is the certification itself. Each task box has twosmaller boxes inside it; these smaller boxes are for the initials of the instructor of thatspecific task and the level at which the student performs that task. If there are noinitials, then the student has not yet been trained in that task.
The third aspect of the Competency Profile is the set of demonstrable standards whichare ranked from one to five. These standards are:
1. Cannot perform this skill.2. Can perform parts of this skill satisfactorily but requires
considerable assistance or supervision.3. Can perform this skill satisfactorily but requires some assistance
or supervision.4. Can perform this skill satisfactorily without assistance or
supervision.5. Can perform this sldll without supervision and with initiative and
adaptability to problem situations.
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The impact of the Certificate on secondary schools and technical colleges could be evengreater than its impact on incumbent workers. When (especially) at-risk students enterthe ninth grade, school counselors can present the Certificate to them, not as analternative, but as a hard record of their achievements. The Profile gives the studentsa clear vision of where they are headed, through both high school and technical school,and of why they need to take certain classes. The certification standards allow thestudents to see what will be expected of them in the training It is the belief of theMASTER staff that this combination of clear vision, definite purpose, and candidexpectations will aid in the retention of those students who are in the lower portion ofthe fifty percent of all students who are in the academic middle. Not only that, but thereality of embarking on a career plan with clear rewards and a definite road to reapingthose rewards may result in higher retention rates across the board.
Method Two, The MASTER Technical Training ManualsBut the Competency Profile is just a skeleton, and like all skeletons, cannot standalone. The muscle of the MASTER Program is the Technical Training Module.
Each technical module is a self-contained lesson. There may be prerequisites to takea particular module, but the lesson of each module fully covers one task from theProfile. The module details the prerequisites, needed laboratory materials, referencematerials, and the time required for the module. Moreover, the module contains acomplete lesson plan, including an introduction, a presentation outline, and alaboratory exercise and self-assessment (with answer key) for the students. (SeeAppendix B for module MAC-E3.)
As the students progress, they are not locked into a specific school or company, becausethe MASTER program is universally verifiable. All its standards and lessons are easilyaccessed by Internet at http://www.machinetool.tstc.edu. Anyone with access to theInternet can download the materials for use by the trainers at that company or school.
This high level of portability permits both the worker and the company to understand,quickly and easily, what further training the worker needs. For the worker, thistechnical skills silhouette becomes not only a record but also a billboard, usable to bothassert and verify work skills.
Method Three, The MASTER Technical Partnership BoardFinally, MASTER presents a new approach to building communicatory bridges and toforming long-term partnerships between education and industry.
The current practice in education is to have technical advisory committees for eachtechnology which the school offers. When schools had seemingly large budgets and thecost of equipment was relatively lower than today, these TACs worked to thebetterment of their diverse programs The institution of the TAC has, however, been
I
left behind in the technical arena because schools can no longer afford contemporaryequipment.
MASTER replaces the TAC with the Educational Partnership Board. The compositionof the EPB is not only industrialists, but is also educators and, sine qua non, a legaladvisor. A board might include the local high school principals, their technicalinstructors, the technical department instructors from the local community college,industrial trainers, and representatives of the industry's management and labor.
This council would determine the comprehension of the Profile and work to ensure thatall students who are in the industrial program are given access to achievement. First,all the members agree on the role of the industrial instructors. The industrial role willprobably be limited to the teaching of the most advanced skills which require the mostexpensive tools. The secondary skills and technical college then work out which ofthem teaches what, based on their instructional capabilities.
Central to the success of this effort is constant, candid communication. That much hasalways been true, but MASTER adds a new weapon in the war on ignorance: clearstandards directly tied to the world of work. All three components of the MASTERInternship Model actually attack the same foe, miscommunication. With MASTER, thestudents know what they must learn and how well they must learn it; educators haveclear standards by which to judge their students' achievements; andindustrial trainershave a ready format for instruction.
What Do Schools Gain From MASTER?In addition to the possible retention benefits, MASTER provides colleges with apowerful recruitment tool. Recruiters can demonstrate to students, not a new programof study for them, but a continuation of their current educations. There is no need,under MASTER's integrated program, for students to endlessly repeat courses whichthey have already mastered. And the college, rather than being seen as a parking lotbeside the road to life, becomes the road itself. Increased retention and enrollment alsohelp fund the schools through increased contact hours.
Everyone likes to see a successful program. As the work of the internship progressesand grows, the industries and their workers will support funding and legislation thatare favorable to the schools which operate the programs. They will also be morereceptive to giving student tours of industry and to providing the extra boost for theprogram that only the personal appearance of one of its graduates can give.
Periodically, the Profile will have to be up dated as technologies change. Because of thework of MASTER, this is not the daunting task it once was. Some tasks, like Algebra,may become obsolete, but they are not going to change much. Therefore, the job ofidentifying and codifying new tasks, or unique tasks, is limited to one or two at a time.
6
1 0
The format for such changes or additions is already provided, so that they can beseamlessly integrated into existing programs. The curriculum never becomes obsolete.
Use of the MASTER Internship Model can also enhance a school's competitive positionbecause the parameters of cost change. Shared costs are lowered costs. With the EPB'sblessing, the school is no longer limited by the equipment the school can afford; theindustrial partners provide the equipment at their own facilities. Students andcollegiate and secondary instructors can learn to operate the latest equipment at theindustrial site.
What Does Industry Gain from MASTER?Aside from an immediate solution to current training problems, MASTER providesindustry with several benefits. The greatest asset of any technical industry is a well-trained labor forcemen and women who know what they are doing and do it well.MASTER's solution to training is obvious, but there is yet another aspect of trainingthat has significant impact on technical production industries. Both poorly trainedworkers and new workers are expensive because they are neither as efficient nor asstable as veterans. MASTER may reduce employee turnover, thereby lowering thelong-term costs of training as well as the short-term costs.
Lower turnover through improved education also leads to higher employee morale.People who feel good about themselves and secure in their positions are not onlypersonally happier in their day-to-day lives, they are more productive at their jobs,which leads in turn to higher profits for industry. These profits are generated bylowered employment costs, efficient production, and stabilityall generated by loweredemployee turnover.
The MASTER modules are the result of a survey of over three thousand companiesinvolved in metals-related industries. The Competency Profile is well-suited to quicklyfinding the essential elements of each job description. And these modules have beenproven to work in pilot tests across the United States.
What Does the Student Gain from MASTER?Once again, many of the benefits are self-evident. A sound technical education is onlythe most prominent.
The worker's value is increased under the MASTER program because the worker is nolonger limited by what the industry has time to teach. The young worker, who mayhave been laid off when the company's demand for drill press operators decreased, cannow easily move to a lathe. By increasing the value of the individual worker, MASTERhelps lower the turnover rate generated by the lay-off of single-skill workers.
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New workers can, through the Certificate of Competency, readily document their skillsThis is a bifurcated benefit; the worker has not only a demonstrable set of employmentskills, but an educational resumé without peer. The Certificate is not only proof, it isadvertising for the worker. Older, incumbent workers can also benefit from theseaspects of the Certificate, showing that they, too, can and have attained new skills
MASTER is not really a new approach; it is new tool. The approach is as old astechnology itself. Stone knives and arrowheads were once made by apprentices, aswere horseshoes, steamships, and automobiles. Somewhere, we almost lost contactbetween the master craftsman and the student. The MASTER Program restores to themaster craftsman the noble responsibility of passing the craft to a new generation.
Look closelysee those young people there, running lathes and working in the belliesof gigantic aircraft? They are the children of the ancient master bronze smiths; thelatest generation in an unbroken chain connecting us with our most remote ancestors.
Listen carefully; you can still hear the clangor of Weyland Smith's great hammer.
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37
MAC-E3
APPENDIX B
MACHINIST SERIESMASTER Technical Module No. MAC-E3
Subject: Conventional Machining Time: 4 Hrs.
Duty: Measure/InspectTask: Measure with Hand Held Instruments
Objective(s):
Upon completion of this unit the student will be able to:a. Measure with steel rules (metric and inch);b. Measure with micrometers;c. Measure with comparison measuring instruments (e.g., calipers,
telescope gages);d. Measure with direct measuring instruments (e.g., vernier, dial and
digital instruments); and,e. Measure with fixed gages (go and no-go gages).
Instructional Materials:
MASTER Handout (MAC-E3-1-10)MASTER Laboratory Exercise (MAC-E3-LE1)MASTER Laboratory Exercise (MAC-E3-LE2)MASTER Laboratory Aid (MAC-E3-LA)Steel Rules (metric and fractional) for each student or group of students0-1" micrometers for each student or group of studentsAssortment of outside (larger than 1") micrometers1 set inside micrometers1 depth micrometer set1 ea. - outside spring caliper and inside spring caliper6" dial calipers for each student or group of studentsRandom collection of objects for student practice1 ea. - Digital micrometer and digital vernier caliper1 ea. - Set of telescoping gages and set of small hole gagesExamples of "go/no-go" gages
References:
Machine Tool Practices, Kibbe, Neely, and Meyer, Wiley Publishing,Latest Edition, "Dimensional Measurement"
101;
NTMA Modules:MA-I-05MA-I-09MA-I-13MA-I-17
"Steel Rules""Steel Rules and Transfer Tools""Micrometers""Vernier Instruments"
Student Preparation:
Students should have previously completed the following MASTER TechnicalModules:
MAC-El "Understand Metrology Terms"MAC-E2 "Select Measurement Tools"
Introduction:
Every aspect of our lives, from the clothes we wear to the cars we drive, is greatlyinfluenced by measurement. For the machinist, measurement is especially importantsince it is the machinist who is responsible for crafting the tools, fixtures, andcomponents which make up or support virtually every part of our lives. Therefore, itis essential for the machinist to be a master in the use of not only the machine tools,but also the instruments which are used to measure the precision componentsdemanded by consumers today. One of the most valuable assets you can possess is theexpert use of the machinist measuring tools and a desire to practice qualityconsciousness in every aspect of your job performance.
Presentation Outline:
Discuss the Importance of Learning and Practicing Proper MeasurementTechniquesA. Show the video "Measuring Tools"B. Give each student a copy of the handout "Proper Measuring
Techniques"II. Discuss and Demonstrate Proper Measurement Techniques Using the Steel
RuleIII. Discuss and Demonstrate the Use of Micrometer Type Measuring
InstrumentsA. Outside micrometersB. Inside micrometersC. Depth micrometersD. Practice and demonstration of skills listed above
IV. Discuss and Demonstrate the Use of Transfer Type Measuring InstrumentsA. Spring calipers (inside and outside)B. Telescope gagesC. Small hole gages
103
D. Practice and demonstration of skills listed aboveV. Discuss and Demonstrate the Use of Direct Measuring Instruments
A. Vernier calipersB. Dial calipersC. Digital calipersD. Practice and demonstration of skills listed above
VI. Discuss the Purpose of Fixed Gages and Demonstrate Their UseA. Cylindrical plug and ring gagesB. Taper plug and ring gagesC. Snap gagesD. Thread plug gagesE. Practice and demonstration of skills listed above
VII. Complete Practical Exercises (MAC-E3-LE1) and (MAC-E3-LE2) On All theAbove Material
Practical Application:
Students will practice in the lab with each measuring instrument and complete theLaboratory Worksheet (MAC-E3-LW) and turn it in to the instructor forevaluation.
Evaluation and/or Verification:
Given: All the measuring instruments listed in the "InstructionalMaterials" and appropriate sample workpieces to measure;
The student will: Study the material as presented by the instructor, evaluate his/herskills through the Self-Assessment, and demonstrate those skillsthrough the Laboratory Worksheet.
The standards of skill performance are that the student will:1. Score 90% on the Self-Assessment;2. Measure with the steel rule to an accuracy of ±1/64 inch;3. Measure with the micrometer to an accuracy of ±0.001 inch;4. Measure with the dial and digital caliper to an accuracy of ±0.001 inch;
and,5. Determine whether the holes, tapers, and threads are within acceptable
limits by use of the appropriate go/no-go gages.
Summary:
Review the main lesson points. Hold class discussion and answer student questions.
Next Lesson Assignment:
MASTER Technical Module (MAC-E4) dealing with eliminating variables whichaffect accurate measurement.
lii
MAC-E3-HOMeasure With Hand Held Instruments
Attachment 1: MASTER Handout
Objective(s):
Upon completion of this unit the student will be able to:a. Measure with steel rules (metric and inch);b. Measure with micrometers;c. Measure with comparison measuring instruments (e.g., calipers,
telescope gages);d. Measure with direct measuring instruments (e.g., vernier, dial and
digital instruments); and,e. Measure with fixed gages (go and no-go gages).
Module Outline:
I. Discuss the Importance of Learning and Practicing Proper MeasurementTechniquesA. Show the video "Measuring Tools"B. Give each student a copy of the handout "Proper Measuring Techniques"
II. Discuss and Demonstrate Proper Measurement Techniques Using the Steel RuleIII. Discuss and Demonstrate the Use of Micrometer Type Measuring Instruments
A. Outside micrometersB. Inside micrometersC. Depth micrometersD. Practice and demonstration of skills listed above
IV. Discuss and Demonstrate the Use of Transfer Type Measuring InstrumentsA. Spring calipers (inside and outside)B. Telescope gagesC. Small hole gagesD. Practice and demonstration of skills listed above
V. Discuss and Demonstrate the Use of Direct Measuring InstrumentsA. Vernier calipersB. Dial calipersC. Digital calipersD. Practice and demonstration of skills listed above
VI. Discuss the Purpose of Fixed Gages and Demonstrate Their UseA. Cylindrical plug and ring gagesB. Taper plug and ring gagesC. Snap gagesD. Thread plug gagesE. Practice and demonstration of skills listed above
112
VII. Complete Practical Exercise (MAC-E3-LE1) and (MAC-E3-LE2) On All theAbove Material
11 3
Name- Date:
MAC-E3-LE1Measure With Hand Held Instruments
Attachment 2: MASTER Laboratory Exercise No. 1
1. What is the reading on the vernier caliper below?a. .642b. 1.642c. 1.645d. 1.64
COINCIDENTALLINE
42 3 4 5 6 7 8 9IiiiIiiiliiiIiiiluiliiikilmlinliiiliiiIiiilniliiiliiiliiilinliii
5I 1 2 3 4 5 6 7 9 9 I 1
iol
MAIN SCALE2 3
2 3 4\5 6 7 8 9 I 1 2 3 4 5 6 7 9 9 I 1
111111.1. 1...1.4.1tilyi1y 1.111.111.111.111.111.11111/11t.(1-1-.1..
VERNIERSCAt1 0 5 10 15 20 25
/ 2
2. What is the reading on the vernier caliper below?a. .415b. 3.125c. 3.405d. 3.412
3 4 5 6123 4""9 i i 111,6 i, 81 1 I I 21 311 Tli Itt7lillii 61 71 IT Iilikiiiiiiliiiiioniluihiiiiiiiii,,,, II III III III III
. 11111111H 111111 111111111111111
0 5 10 15 20 25I
3. What is the reading on the vernier caliper below?a. 4.575b. 4.250c. 4.570d. 4.275
3 4 5 61 23456799 1 1 23456799 1 1 23456799 1 1 23456799 1
0 5 10 15 20 25
4. What is the reading on this vernier caliper?a. 3.785b. 3.800c. 3.473d. 3.793
3 4 5 61 2 3 4 5 6 7 9 9 I 1234567991123456799 1123 4 5 6 7 9 9 1
1111111111111111ifill1111111111111111filifil111111111111111 11111111111111Ildrilinhulmi 111111111111111111111111111
0 5 10 15 20 25
Name Date
MAC-E3-LE2Measure With Hand Held Instruments
Attachment 3: MASTER Laboratory Exercise No. 2
Using the measuring instruments provided for you and the measuring specimens,measure for the following dimensions and record your answers in the space provided.Be sure to provide metric and inch answers for each dimension. Turn this sheet in toyour instructor for evaluation.
Specimen Number
Dimension metric inch Dimension metric inch1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6.
MAC-E3-LAMeasure With Hand Held InstrumentsAttachment 4: MASTER Laboratory Aid
Rules of Conduct1. Absolutely no horseplay or practical joking will be tolerated.2. Do not talk to anyone who is operating a machine.3. Walk only in the designated traffic lanes.4. Dress appropriately; at the absolute minimum, you must have:
a. No loose clothing, including ties;b. Long hair properly stowed;c. No jewelry;d. Hard, closed-toe shoes;e. Eye protection (safety glasses); and,f. Ear protection (plugs or headset).
5. Follow all institutional safety rules.
117
Table of Contents
Part One
Tab 1 Executive SummaryTab 2 Project MethodologyTab 3 Development Center ProfilesTab 4 Pilot Programs (Descriptions and Evaluations)Tab 5 Acknowledgments
Part Two
Tab 6 Career Enhancement and Technical ModulesTab 7 Career Action Plan ModelTab 8 Job Development Center ModelTab 9 Internship ModelTab 10 Industry Training Model
113
MASTER Industrial Training Program
It is abundantly clear to those in industry for whom this program is being developedthat the key to future success in the competitive worldwide marketplace is thetechnical skill of its workforce. The issue is further complicated by the aging of thecurrent sldlled workforce and the fiercely competitive recruitment of a limited numberof new skilled technicians. Indeed, smaller companies of 50 or less employees havebecome the training ground for larger companies while at the same time being thecompanies most likely to have future job growth potential.
Technical knowledge and skills, unbiased with the ability to continue in a lifelonglearning cycle, are the functional training requirements for the future. The MASTERProject provides a validated and tested industrial training model which addresses therapidly changing needs of the machine tool and metals-related manufacturingindustry. A comprehensive series of technical modules have been developed which arecross-referenced to existing national skill standards projects and the soft skills ofcommunications and problem solving. The intent is to provide any metals or metals-related manufacturing company the tools required to implement a continuing cycle oftraining, retraining and cross-training workers for today and tomorrow.
The Training ProgramAdvanced CNC and CAMAutomated Equipment RepairComputer-Aided Design and DraftingIndustrial Maintenance MechanicsInstrumentationLaser MachiningConventional MachiningManufacturing TechnologyMold MakingTool & Die and Electrical Discharge MachiningWelding
Each of the Training Program Areas has been carefully developed through a processwith multiple industries dependent on a skilled workforce from the respective programarea. The skill competencies identified were integrated into a Duties and Tasks matrixwhich is the basis for developing individual training modules. The matrix wasreviewed by each participating industry and then validated by a national survey of 168metal working companies.
The ProductThe completed Training Program covers eleven skill specialty areas and is comprisedof over 800 distinct training modules. Each module is designed as a stand-alonetraining component. They can be utilized as part of a company training program; they
1 I J
can be utilized for individual self-guided training; they can be provided as guidelinesfor third-party trainees.
ApplicationMachine Tool Advanced Skills Technology (MAST) and Machine Tool Advanced SkillsTechnology Educational Resources (MASTER) Programs have been designed to meetthe skilled worker's needs of the precision manufacturing industry. The trainingstrategy and materials resulted from the fact that skill shortages continue to severelylimit the productivity within the American machine tool industry. This national neednecessitates the training of multi-skilled machine technicians capable of installing,integrating, maintaining, diagnosing, repairing, and modifying technologicallyadvanced equipment systems. The survival of existing industries and the successfulintroducing of new manufacturing enterprises with advanced technologies require thedevelopment of innovative training, new curricula and methodologies. Theinstructional program is applicable to three (3) audiences. These are (1) new employee;(2) retraining, and; (3) cross-training. Research indicates that a typical student in atraining course today is an adult in his or her late 20's, taking occasional classes toenter or advance a career. Research further indicates that educational institutionsmust become more flexible and accessible to achieve the employment, skill, and qualitygoals of the modern manufacturing workplace.
New EmployeeThe learning modules are comprehensive and ideal for the new employee. Not only aretechnical skills developed, the curriculum is made up of five competencies and afoundation of skills and personal qualities that are needed for solid job performance.Successful completion requires development of competencies such as resources,interpersonal, information, systems, and technology. Foundation skills include basicskills such as reading, writing, mathematics, listening, and speaking. Thinking skillsare developed in decision making, problem solving, knowing how to learn, andreasoning. Personal qualities are developed such as responsibility, self-esteem,sociability, self-management, and integrity/honesty.
RetrainingThe curriculum and modules are based on comprehensive, national research fromleading machine tool industries. Consequently, MAST and MASTER are ideal forretraining and updating skills for individuals. Because of the modular approach, theseskills may be technical or foundational.
Cross-TrainingOne common problem identified in today's industry is the lack of ability to cross- trainemployees. As industry has become agile and flexible, so has the need for employeesto be trained in sometimes several jobs. MAST and MASTER allows this cross-training.
1 0
Industrial Training Development ProcessFigure 1 shows an eleven-step industrial training development process. This processdemonstrates how management can identify training needs of employees. This processcan be utilized for training new employees, retraining existing employees, or cross-training existing and new employees. The resulting training could be extensivetraining for some employees or specific modular training for those whose skills arebeing updated or cross-trained. The materials from MAST and MASTER will allow allto be ongoing simultaneously. Once the training process is implemented, monitoring,evaluating, and adjusting training is an integral part of the process.
An example of the Eleven-Step Industrial Training Development Process (Figure 1)follows:
Step 1: Using the Duties and Tasks Matrix for Machinist (Attachment 1),identify the areas where training is needed.
Step 2: Obtain management endorsement of the training program. Allmaterials in MAST and MASTER are nationally validated.
Step 3: Develop training and implementation plan strategy, i.e., locationfor training and time schedule.
Step 4: Acquire MASTER training materials selected in Step 1.Attachment 2 is an example of Module MAC-G3 selected from theMachinist Matrix.
Step 5: The MASTER Machinist Module MAC-G3 contains all relevantinstructional directions including training objectives, instructionalmaterials, references, presentation outline, practical application(see Student Laboratory Manual MAC-G-3), and evaluationmaterials.
Step 6: Select a trainer based on the competencies required by the moduleselected.
Step 7: Pilot test, evaluate, and critique as required in the selectedMASTER module(s). A management review should follow Step 7,again seeking management approval and involvement in thetraining process.
The following steps are ongoing throughout the process:Step 8: Make modifications and adjustments based on previous step
(evaluation and critique). For example, it may be found thatadditional MASTER modules are needed as prerequisites for thedesired training.
Step 9: Training is ready to begin.Step 10: Evaluate the success of the training program based on the ability
of course completers to apply new knowledge and skills andstudent evaluation of the program.
Step 11: Monitor, evaluate and adjust training as needed. Providecertificate and. use for human resource development plan. SeeAttachment 3.
1 2 i
ELEVEN-STEP INDUSTRIAL TRAININGDEVELOPMENT PROCESS
11. IDENTIFY TRAINING NEEDS I
I
2. OBTAIN MANAGEMENTENDORSEMENT
YES
-NO-- NO TRAINING
3. DEVELOP TRAINING &IMPLEMENTATION PLAN
4. PURCHASE/DEVELOP TRAININGMATERIALS
-NOT-APPROVED
REVISE
5. DEVISE TRAININGMEASUREMENT/FOLLOW-UP PLAN
6. SELECT A TRAINER
I
7. PILOT TEST, EVALUATE &CRITIQUE
-NOT-APPROVED
REVISE
ON-GOING
& MAKE MODIFICATIONS &ADJUSTMENTS
10. IMPLEMENT TRAININGMEASUREMENT/FOLLOW-UP PLAN
11. MONITOR, EVALUATE & ADJUSTTRAINING
12,2
MANAGEMENT REVIEW
MANAGEMENT REVIEW
The Matrix - ModuleFrom extensive research involving 2800 participating companies, eleven (11)occupational specialties in the machine tool industry emerged. These are:
Advanced CNC and CAMAutomated Equipment RepairComputer-Aided Design and DraftingConventional MachiningIndustrial MaintenanceInstrumentationLaser MachiningManufacturing TechnologyMold MakingTool & Die and EDMWelding
The first and most important task of the MASTER program was the development of afoundation upon which all other works could be built. The MASTER CompetencyProfile is this foundation. As identified by industry expert workers, the special skillsand knowledge, traits and attitudes, and industry trends that would have an impacton worker training, employability, and performance both now and in the future, wereidentified for each of the above occupations. These results created individual profilesidentifying the most common duties and skills required of workers in theseoccupations. In a matrix format, the combination of these duties and skills result intraining modules that yield the specific duties and tasks the worker must accomplishto be successful.
Each training module has been designed to be:Based on skill standards specified by industry. There must be a direct
correlation between what industry needs and what is taught in theclassroom and in the laboratory. For many years this type of training hasbeen known as "competency-based training".
Generic in nature. The training materials may then be customized by thetrainer, for any given training situation based on the training needs.
Modular in design, to allow trainers to select lessons which are applicable totheir training needs.
Comprehensive, include training for advanced and emerging, highly-specializedmanufacturing technologies.
Self-contained, including all the components which might be needed by anexperienced trainer. These components might include any or all of thefollowing:- a standardized lesson plan;
an assessment instrument;a listing of commercially available resources (e.g., recommendedtextbooks, instructor guides, student manuals, and videos); and,
123
new training materials, when suitable existing materials are notavailable (e.g., classroom handouts, transparency masters, andlaboratory exercises).
The matrix and modules for each of the eleven (11) occupational areas are shown onthe following pages.
Training DeliveryIt is the intent of the MASTER Project that the delivery of instruction be flexible toallow industry to work with local educational institutions. An industry may choose todeliver all instruction for an occupational area, e.g., deliver all modules. On the otherextreme, all instruction could be outsourced. This instruction could be provided by alocal community college/technical institute. Training could be a combination of deliverymethods and sites. Industry could provide training they deem necessary (e.g., specifictechnical training). A community college/technical institute could provide training inmodules identified by the industry training department. This training could be on-siteor at the college.
Ala
rat
0516
93
AU
TO
MA
TE
D E
QU
IPM
EN
T R
EPA
IR T
EC
HN
ICIA
N...
ope
rate
s, p
rogr
ams,
mai
ntai
ns, a
nd r
epai
rs a
utom
ated
mac
hine
tool
s an
d au
tom
ated
man
ufac
turi
ng p
roce
sses
.D
utie
s4
Tas
ks
App
ly S
cien
ce to
Solv
e In
dust
rial
Prob
lem
s
Use
Dra
win
gsto
Ana
lyze
and
Rep
air
Syst
ems
Use
Cal
ibra
ted
Mea
suri
ngIn
stru
men
ts to
Tes
t/Cal
ibra
teC
ompo
nent
s
Res
olve
Sys
tePa
llure
with
Cri
tical
Thi
nkin
g,T
roub
lesh
ootin
g,T
heor
y, a
ndM
etro
!
Use
Tec
hniq
ues
to I
sola
teM
atfl
met
Ion
s of
Ele
ctri
cal/
Ele
ctro
nic
Syst
ems
Mea
sur
efls
olat
eM
alA
mct
ions
of
Mec
hani
cal/F
luid
Pow
er S
yste
ms
App
ly C
ompu
ter
Scie
nce
to C
ompu
ter
Con
trol
led
Indu
stri
alE
quip
men
t
Cor
rect
Mal
fUnc
t ion
s in
PLC
Con
trol
led
Indu
stri
alE
quip
men
t
Res
olve
Mal
func
tions
Foun
d in
Com
pute
r Sy
stem
eC
ontr
ollin
gM
anuf
actu
ring
Proc
esse
s
Ass
embl
e/D
Is-
asse
mbl
e M
echa
ni-
cal E
lect
rica
l, Fl
ee-
tron
ic,a
nd C
om-
pute
r Sy
stem
s
125
A-1
App
ly w
ien-
title
not
atio
n an
den
gine
erin
g no
-ta
ttoo
to s
olve
tech
nica
l pro
b.In
ns
A-2
App
ly a
lge-
brai
c fo
rmul
as to
solv
e te
chni
cal
prob
lem
s
A-3
Use
van
.ab
les
in a
lgeb
raic
form
ulas
to p
re-
din
beha
vior
of
indu
stri
al s
ys.
tem
s
A-4
Man
ipul
ate
vari
able
s in
alge
brai
c fo
rmul
asto
ana
lyze
indu
stri
al s
yste
ms
A-5
Mea
sure
,ca
lcul
ate,
and
conv
ert q
uant
i-tie
s in
Eng
lish
and
met
ric
(SI,
mks
) st
ems
ofys
mea
sure
men
t
A-6
Use
me-
chan
ical
phy
sics
to a
naly
ze m
e-ch
emic
al I
ndus
-M
al s
yste
ms
A-7
Use
me-
chan
ical
phy
sics
to a
naly
rze
me-
chan
ical
and
us.
tria
l sys
tem
s
A43
Use
mat
han
d m
echa
nica
lph
ysic
s to
ana
lyze
prob
lem
s fo
und
inhy
drau
lic a
ndpn
eum
atic
sys
-te
ms
A-9
Use
mat
han
d th
erm
s..
dyna
mic
s to
ana
-ly
ze p
robl
ems
foun
d in
indu
s.tr
ial h
eat t
reat
ing
syst
ems
A-1
0 U
se m
ath,
the
phys
ics
ofel
ectr
omag
ne.
tism
and
opt
ics
toan
alyz
e In
dus-
Mel
sys
tem
s
A-1
1 U
se c
hem
i-ca
l pri
ncip
les
and
form
ulas
todi
et a
nd a
naly
zere
actio
ns in
chem
ical
indu
s-tr
ial p
roce
sses
A-I
2 A
pply
the
know
ledg
e of
elec
troc
hem
ical
effe
cta
to a
na-
l ys
chem
ical
in-
tria
l pro
-ce
sses
A-I
3 A
pply
pro
p-er
ties
of w
ater
toan
alyz
e in
dus.
tria
l wat
er tr
eat-
men
t pro
cess
es
B-I
Use
sym
bols
,or
gani
zabo
n, a
nd
velli
u:eo
rinn
gm
echa
nica
ldr
awin
gs
B-2
Use
sym
bols
,or
gani
zatio
n, a
nd
vera
reT
eori
nng
elec
tric
aldr
awin
gs
B-3
Use
sym
-bo
la, o
rgan
ize.
tiona
nd e
ngi.
neen
ng v
alue
.on
ele
ctro
nic
draw
ings
84 U
se s
ymbo
ls,
orga
niza
tion,
and
enpn
eetin
gva
lues
on
Rum
!po
wer
dra
win
gs
13.8
Use
sym
bols
,or
gani
zatio
n, a
nden
wne
erin
gva
rues
co
digi
tal
draw
ings
C-1
App
ly m
a-ch
ine
tool
met
rol
ogy
and
mea
sure
men
t ins
tru-
men
ts to
alig
nm
achi
ne to
ols
C-2
App
ly e
lec.
Mea
l mea
sure
-m
ent k
now
ledg
ean
d in
stru
men
tsto
test
kalib
rate
elec
tric
al c
ircu
its
C-3
App
ly e
lec-
Iron
ic m
easu
re-
men
t kno
wle
dge
and
inst
rum
ents
to te
stka
libra
teel
ectr
onic
cir
cuits
C-4
App
ly f
luid
pow
er m
easu
re-
men
t and
inst
ru.
men
ts to
test
kali-
brat
e hy
drau
lican
d pn
eum
atic
syst
ems
C-6
App
ly d
igita
lel
ectr
onic
mea
.su
rem
ent
know
ledg
e an
din
stru
men
ts to
test
kalib
rate
digi
tal e
lect
roni
cci
rcui
tsD
-I A
pply
the
trou
bles
hoot
ing
proc
ess
to th
ere
solu
tion
of m
al,
func
tions
fou
ndin
indu
stri
al m
a-ch
ine
tool
s an
dau
tom
ated
equ
ip-
men
tE
-1 C
alcu
late
,pr
edic
t, an
dm
easu
re th
ere
spon
se o
fqu
antit
ies
in D
Cci
rcui
ts
E.2
Cal
cula
te,
pred
ict,
and
mea
sure
the
resp
onse
of
quan
titie
s in
AC
circ
uits
E-3
Cal
cula
te,
pred
ict,
and
mea
-su
re im
peda
nce
and
phas
e an
gle
M A
C d
ictu
m
E.4
Cal
cula
te,
pred
ict,
and
mea
sure
quan
titie
s in
pol
y-ph
ase
AC
cir
cuits
E-6
Pro
perl
y se
tup
,cal
ibra
te, a
ndus
e m
eter
s an
dos
cillo
scop
es
ER
Use
com
pre
nent
s su
ch a
s re
-si
stor
s, in
duc-
tors
, and
cap
aci-
tors
; con
stru
ctci
rcui
ts a
nd te
stco
mpo
nent
s
E.7
Use
met
ers/
osci
llosc
opes
tom
easu
re p
hase
shif
t or
angl
e in
seri
es r
esis
tive.
capa
citiv
e/re
sts-
tive-
mdu
ctiv
eA
C c
ircu
its
E8
App
ly e
lect
ro-
mag
netis
m th
eory
to d
eter
min
e op
-er
atio
nal c
hara
c.te
nstic
s of
rel
ays,
sole
noid
s, tr
ans-
form
ers,
and
ele
c.tr
ical
mot
ors
for
DC
and
AC
dr.
nits
E-9
App
ly p
rin-
cipl
es o
f op
erat
ion
of e
lect
rica
l mo-
tors
to id
entif
yva
riou
s ty
pes
ofm
otor
s
E.1
0 A
pply
sem
ico
nduc
tor
theo
ryan
d m
easu
re.
men
t tec
hniq
ues
to d
eter
min
e op
-er
atio
nal c
hara
c.te
rist
ics
of d
iode
str
ansi
stor
s, a
ndpo
wer
con
trol
sem
icon
duct
ors
E.I
1 A
ppl3
rsem
i-co
nduc
tor
theo
ryan
d m
easu
re.
men
t tec
hniq
ues
to d
eter
min
e op
-er
atio
nal c
hase
s-te
rist
ics
of r
ecta
l.er
s/fi
ltetin
g ci
s.su
its f
or s
inee
and
thre
e ph
ase
DC
pow
er s
up-
IA"
5-12
App
lyse
mic
ondu
ctor
theo
ry a
nd m
ea-
sure
men
t tec
h-ni
ques
to d
eter
-m
ine
oper
a-tio
nal C
hara
cter
-is
tics
of a
mpl
ifi-
en a
nd s
enso
rs
5-13
Use
sch
e.m
ade
diag
ram
s,m
eter
s, a
nd o
s-ci
llosc
opes
toid
entif
y, tr
oubl
e-sh
oot a
nd r
epai
ror
rep
lace
van
-ou
s ty
pes
ofel
ectr
onic
mot
orco
ntro
l cir
cuits
F-I
Iden
tify
and
expl
ain
the
theo
ry a
nd u
se o
fm
ajor
sys
tem
.th
at c
ompr
ise
ahy
drau
lic o
rpn
eum
atic
imp
tern
F-2
App
ly p
us-
pose
and
we
ofva
lves
in a
by.
drau
lic o
r pn
eu-
mat
= s
yste
m to
trou
bles
hoot
com
pone
nts
orsy
stem
s
F.3
Iden
tify,
as-
sem
ble,
mea
sure
,an
d ap
ply
know
l-ed
ge o
f op
erat
ing
char
acte
rist
ics
ofhy
drau
lic a
ndpn
eum
atic
act
ua-
UM
F-4
App
ly h
ydra
s-lie
, pne
umat
ic, a
ndhi
gh v
acuu
m s
ys-
tem
s kn
owle
dge
to te
st, t
roub
le-
shoo
t, an
d re
pair
spec
ial c
ompo
nent
s/de
vice
s
F-6
Iden
tify,
as.
sem
ble,
mea
-su
re, a
nd a
pply
know
ledg
e of
op-
erat
ing
char
ac-
teri
stic
s of
se-
lect
ed, s
peci
alis
ed f
luid
pow
erci
rcui
ts
F-6
Iden
tify,
as-
sem
ble,
mea
sure
.an
d ap
ply
know
l.ed
ge o
f op
erat
ing
char
acte
rist
ics
ofel
ectr
ical
ly o
pen
ated
, spe
cial
ized
flui
d po
wer
dr-
cuits
F.7
Use
law
s of
sim
ple
mac
hine
san
d ph
ysic
s to
iden
tify
and
trou
bles
hoot
com
plex
ma-
chin
es
F-8
App
ly b
y-dr
aulic
, pne
u.m
atic
, and
hig
hva
cuum
sys
tem
skn
owle
dge
tote
st, t
rmib
lesh
oot.
and
repa
ir h
igh
puri
ty, h
igh
vacu
um s
yste
ms
0.1
Perf
orm
diet
tal o
pera
tions
in d
igita
l num
-tie
ring
sys
tem
s
0-2
Perf
orm
Boo
lean
Fip
era-
Min
s in
dig
ital
equi
pmen
t
C-3
. Sol
ve d
igita
llo
pc c
ircu
its a
ndla
dder
dia
gram
sin
ele
ctri
cal a
ndpr
ogra
mm
able
lope
con
trol
dr.
nuts
; exp
ress
aco
mpl
ex lo
pepr
oble
m in
-Boo
l-ea
n an
d co
nver
tit
into
ladd
erR
ine
0-4
Prog
ram
com
pute
rs a
ndco
mpu
ter
con.
Vei
led
indu
stri
aleq
uipm
ent
H-1
Per
form
op-
erat
ions
on
PLC
(pro
gram
mab
lelo
gic
cont
rolle
r)or
PIC
(p
mab
len.
i nte
rogr
ace
cont
rolle
r) s
ys.
lein
tse
ness
e-m
ent m
anua
ls.
man
ufac
-tur
eis
sped
licat
ions
,an
d da
ta e
ntry
/m
onito
ring
de-
vice
s to
con
fig-
ure,
test
and
trou
bles
hoot
set
up o
f a
com
pute
rsy
stem
and
sol
veco
ntro
l pro
blem
.J-
I Sa
fely
as-
sem
ble,
dis
as-
sem
ble,
and
ad-
just
mec
hani
cal
grIt
ems
such
"
shaf
ts, c
oupl
ings
.au
llevs
. bel
ts
J-2
Safe
ly a
s-se
mbl
e, d
ims-
sem
ble
and
ad-
just
sub
.y...
.,.or
com
pone
nts
offl
uid
pow
er s
ys.
tem
s
J-3
Safe
ly a
s.se
mbl
e, d
ims-
sem
ble,
or
adju
stel
ectr
ical
sys
tem
sor
com
pone
nts
J.4
Safe
ly a
s-se
mbl
e, d
ues:
sem
ble,
or
adju
stel
ectr
onic
sys
tem
sor
com
pone
nts
J-5
Safe
ly a
s-se
mbl
e or
dis
.as
sem
ble
digi
tal
syst
ems
or c
orn-
pone
nts
such
as
PLC
4, C
NC
s. o
rco
mpu
ters BE
ST C
OPY
AV
AIL
AB
LE
1 2
CA
D 3
116
0103
0198
CO
MPU
TE
R-A
IDE
D D
RA
FTIN
G A
ND
DE
SIG
N T
EC
HN
ICIA
N.,
plan
s, la
ys o
ut, a
ndpr
epar
es e
ngin
eeri
ng d
raw
ings
par
ts li
sts,
dia
gram
s, a
ndre
late
d do
cum
ents
for
layo
uts,
ske
tche
s, a
nd n
otes
usi
ng m
anua
l or
com
pute
r-ai
ded
tech
niqu
es f
ollo
win
g cu
rren
tin
dust
ry a
nd c
ompa
ny s
tand
ards
.D
utie
s
A
Dem
onst
rate
Fund
amen
tal
Dra
ftin
gSk
ills
4
F'U
se C
om p
uler
-A
ided
Dra
ftin
gSy
stem
127
Tas
ksA
.I P
erfo
rmba
sic
arith
met
icop
erat
ions
A-2
Com
pute
unit
conv
ersi
ons
A-3
Per
form
basi
ctr
igon
omet
ric
oper
atio
ns
A.4
Use
the
Car
tesi
anco
ordi
nate
syst
em
A-6
Use
the
Pola
rco
ordi
nate
syst
em
B-1
Use
draw
ing
med
iaan
d re
late
ddr
aftin
gm
ater
ials
B-2
Use
mea
suri
ngsc
ales
B-3
Ide
ntif
ydr
aftin
g lin
est
yles
and
wei
ghts
B-4
Pre
pare
title
blo
cks
and
othe
rdr
aftin
gfo
rmat
s
B-5
Cre
ate
tech
nica
lsk
etch
es
C.1
Det
erm
ine
scop
e of
draf
ting
assi
gnm
ent
C-2
Sel
ect
appr
opri
ate
draf
ting
tech
niqu
es f
ordr
awin
gs
C-3
Mai
ntai
nsu
ppor
t ing
docu
men
ts
D-1
Und
er-
stan
d an
dsl
yly
alm
echa
nic
draw
ing
met
hods
D-2
Cre
ate
deta
ildr
awin
gs
D.3
Cre
ate
asse
mbl
ydr
awin
gs
D-4
Per
form
tech
nica
lle
tteri
ng
D.5
Cre
ate
bill
ofm
ater
ials
/pa
rts
list
D-6
App
lydi
men
sion
san
d no
tes
D-7
App
lydi
men
sion
allim
its a
ndto
lera
nces
D-8
App
lycu
rren
tdr
aftin
gst
anda
rds
todr
awin
gs
D.9
Per
form
draw
ing
revi
sion
s
D-1
0 U
seco
mm
erci
alan
d ve
ndor
data
E.I
Und
er-
stan
d ba
sic
desi
gnpr
oced
ures
E -
2 U
tiliz
efa
sten
ers
for
mec
hani
cal
appl
icat
ions
E -
3 U
tiliz
ePo
wer
tran
smis
sion
elem
ents
for
mec
hani
cal
appl
icat
ions
E -
4 U
tiliz
ebe
arin
gs f
orm
echa
nica
lap
plic
atio
ns
E.5
Und
er-
stan
d ba
sic
man
ufac
turi
ngm
etho
ds
E -
6 U
tiliz
ebr
akes
and
clut
ches
for
mec
hani
cal
appl
icat
ions
E.7
Des
ign
shaf
ts f
or u
sein
mec
hani
cal
appl
icat
ions
F-1
Star
tan
d ex
it a
soft
war
epr
ogra
m
F.2
Dem
on.
at r
ate
prop
erfi
le m
anag
e-m
ent t
ech-
niqu
es
F-3
Use
dire
ctor
yst
ruct
ure
F-4
Ope
n,sa
ve, a
nd e
xit
a dr
awin
g fi
le
F-5
Util
ize
draw
ing
setu
ppr
oced
ures
F-6
Use
geom
etri
cob
ject
s (e
.g.,
lines
, spl
ices
,ci
rcle
s, e
tc.)
F.7
Use
text
for
draw
ing
anno
tatio
n
F-8
Use
vie
w.
ing/
disp
lay
com
man
ds
F.9
Con
trol
obje
ctpr
oper
ties
F-10
Und
er.
stan
dpr
oced
ure
topr
intip
lot a
draw
ing
F-11
Use
stan
dard
laye
ring
tech
niqu
es
F.12
Cre
ate
mec
hani
cal
CA
Ddr
awin
gs
F-13
Cre
ate
3D mec
hani
cal
mod
els
F.14
Use
draw
ing
feat
ure
attr
ibut
es
F.15
Obt
ain
3D m
odel
prop
erty
dat
a
F-16
Use
CA
I)di
men
sion
ing
feat
ures
F-17
Per
form
CA
Dcu
stom
izat
ion
proc
edur
es
CN
C P
M,
01/0
948
CN
C M
AC
HIN
IST
.... p
rogr
ams,
edi
ts, s
ets
up, a
nd o
pera
tes
CN
C la
thes
, mill
s an
d gr
inde
rs to
per
form
mac
hini
ng o
pera
tions
nec
essa
ry to
prod
uce
wor
kpie
ces
to r
efer
ence
d en
gine
erin
g st
anda
rds.
Tas
ksD
utie
s
A
Inte
rpre
tE
ngin
eeri
ngD
raw
ings
and
Con
trol
Doc
ume
Rec
ogni
zeD
iffe
rent
Men
u fa
ctur
ing
Mat
eria
ls a
nd-
Perf
orm
Adv
ance
dM
achi
ning
A-1
Fol
low
safe
ty m
anua
ls.
and
all s
afet
yre
gula
tions
/re
quir
emen
ts
A-2
Use
prot
ectiv
eeq
uipm
ent
A-3
Fol
low
safe
cpe
ratin
gpr
oced
ures
for
hand
end
mac
hine
tcol
s
A-4
Mai
ntai
na
clea
n an
dsa
fe w
ork
en.
viro
nmen
t
A-5
MSD
S/co
ntro
lch
emic
alha
zard
s
B-1
Per
form
basi
car
ithm
etic
func
tions
B-2
Con
vert
frac
tion
deci
mal
s
B.3
Con
vert
Met
ric/
Eng
lish
mea
sure
men
ts
B.4
Per
form
basi
cal
gebr
aic
oper
atio
ns
B-5
Use
prac
tical
geom
etry
B-6
Und
er.
stan
d ba
sic
trig
onom
etry
B.7
Cal
cula
tesp
eeds
and
feed
s fo
rm
achi
ning
8-8
Use
coor
dina
tesy
stem
s
C-
I Id
entif
yba
sic
layo
ut o
fdr
awin
gs
C-2
Ide
ntif
yba
sic
type
s of
draw
ings
C-3
Rev
iew
blue
prin
tno
tes
and
dim
ensi
ons
C.4
Lis
t the
purp
ose
ofea
ch ty
pe o
fdr
awin
g
C-6
Ver
ify
draw
ing
elem
ents
C.6
Pra
ctic
eG
eom
etri
c D
i-m
e ns
ioni
ngan
dT
oler
anci
ng(O
D&
Tt
C.7
Ana
lyze
bill
ofm
ater
ials
(BO
ND
C-8
Des
crib
eth
e re
latio
n-sh
ip o
f en
gi-
neer
ing
draw
-in
gs to
pla
n.ni
ne
C-9
Und
er.
stan
d an
d us
equ
ality
syst
ems
C-1
0 V
erif
yst
anda
rdre
quir
emen
ts
D-1
Ide
ntif
ym
ate
ri e
lsw
ith d
esir
edpr
oper
ties
D-2
Ide
ntif
ym
ater
ials
and
proc
esse
s to
prod
uce
a pe
rt
D-3
Des
crib
eth
e he
attr
eatin
gpr
oces
s
D-4
Tes
tm
etal
sam
ples
for
hard
ness
D.5
Und
er.
stan
d w
eldi
ngop
erat
ions
E.I
Und
er.
stan
dm
etro
logy
term
s
E.2
Sel
ect
mea
sure
men
tto
ols
E.3
Mea
sure
with
han
dhe
ld in
stru
-m
ents
E-4
Elim
inat
em
easu
rem
ent
vari
able
s
E-5
Mea
sure
/in
spec
t usi
ngsu
rfac
e pl
ate
and
acce
ss°.
ries
E.6
Ins
pect
usin
gst
atio
nary
equi
pmen
t
F.1
Prep
are
and
plan
for
mac
hini
ngop
erat
ions
F-2
Use
han
dre
els
F-3
Ope
rate
pow
er s
aws
F-4
Ope
rate
drill
pre
sses
F-5
Ope
rate
vert
ical
mill
-in
g m
achi
nes
F.6
Ope
rate
hori
zont
alm
illin
gm
achi
nes
F-7
Ope
rate
met
al c
uttin
gla
thes
F-8
Ope
rate
grin
ding
/ab
rasi
vem
achi
nes
G-1
Und
er-
stan
d C
NC
basi
cs
0-2
Prog
ram
CN
Cm
achi
nes
0-3
Ope
rate
CN
Cm
achi
ning
cent
ers
(mill
s)
G-4
Ope
rate
CN
C tu
rnin
gce
nter
s(l
athe
s)
H-I
Use
pers
onal
com
pute
r
H.2
Use
vari
ous
oper
atin
gsy
stem
s
H.3
Use
ccm
pute
rca
nmun
icat
icns
syst
ems
H.4
Use
veri
fica
tion
syst
ems
H-5
Use
the
Inte
rnet
I-1
Und
er-
stan
d C
AD
/C
AM
prog
ram
s
1-2
Man
ipu.
late
CA
Dfu
nctio
ns
1-3
Proc
ess
sim
ple
tool
-pa
th d
ata
1-4
Cre
ate
adva
nced
surf
ace
mod
els
1.5
Proc
ess
com
plex
tool
-pa
th f
unct
ions
12 j
'36
BE
STC
Ori
MIN
LN
EV
LE
.
nay
PUS
0202
93
IND
UST
RIA
L M
AIN
TE
NA
NC
E M
EC
HA
NIC
....u
ses
mec
hani
cal,
pneu
mat
ic, h
ydra
ulic
, and
ele
ctri
cal s
kills
to m
aint
ain,
rep
air,
and
inst
all
equi
pmen
t and
mac
hine
ry u
sed
in in
dust
ry.
Tas
ksD
utie
s
A DU
seM
easu
ring
Too
ls
Perf
orm
Wel
ding
Ope
ratio
ns
Mai
ntai
Tro
uble
shoo
tE
quip
men
tand
Syst
ems
131
A-
I U
sepr
otec
tive
equi
pmen
t
A-2
Acc
iden
tpr
even
tion
A.3
Wor
king
alof
tA
.4 F
ire
safe
tyA
.6 L
iftin
gsa
fety
A.6
Loc
kout
/ta
gout
B. I
Per
form
basi
car
ithm
etic
func
tions
B-2
Con
vert
frac
tions
/de
cim
als
B.3
Con
vert
Met
ric/
Eng
lish
mea
sure
men
ts
B.4
Per
form
basi
cal
gebr
aic
oper
atio
ns
B-6
Per
form
basi
ctr
igon
omet
ric
func
tions
B-6
Per
form
basi
cge
omet
ric
calc
ulat
ions
C.1
Ide
ntif
yba
sic
type
s of
draw
ings
C.2
Ide
ntif
yba
sic
layo
ut o
fdr
awin
gs
C.3
Rev
iew
blue
prin
tno
tes
and
di-
men
sion
s
D-
I U
seno
n-pr
ecis
ion
mea
suri
ngto
ols
D-2
Use
prec
isio
nm
easu
ring
tool
s
E.1
Ide
ntif
yan
d us
em
aint
enan
cete
chni
cian
'sha
nd to
ols
E.2
Ide
ntif
yan
d us
e ha
ndhe
ld p
ower
tool
s
F-1
Use
and
care
of
mill
ing
mac
hine
s
F-2
Use
and
care
of
hori
zont
al a
ndve
rtic
al b
and
SIM
S
F-3
Use
and
care
of
pede
stal
grin
der
F-4
Use
and
care
of
surf
ace
grin
der
F-6
Ope
rate
lath
esF.
6 U
se a
ndca
re o
f dr
illpr
ess
0-1
Wel
dw
ith s
hiel
ded
met
al a
rcw
eldi
ng(S
MA
9i)
PPO
CE
SS
0-2
Wel
d/cu
tw
ith o
xyac
ety-
lene
0.3
Perf
orm
gas
sold
erin
g
H-1
Mai
ntai
nai
r co
nditi
on-
ing
syst
ems
11-2
Mai
ntai
npn
eum
atic
cont
rol
circ
uits
H-3
Tro
uble
-sh
oot
cent
rifu
gal
pum
ps
11.4
Tro
uble
-sh
oot p
ositi
vedi
mla
cem
ent
pum
ps
H-6
Mai
ntai
nga
te, g
lobe
,ba
ll, p
lug,
and
butte
rfly
valv
es
11-6
Mai
ntai
nch
eck
valv
esan
d re
lief
valv
es
11-7
Tro
uble
-sh
oot a
ndre
pair
blo
wer
s
H43
Tro
uble
-sh
oot,
mai
ntai
n, a
ndre
pair
hydr
aulic
syst
ems
11-9
Tro
uble
-sh
oot,
mai
ntai
n, a
ndre
pair
pneu
mat
icsy
stem
sI
1 M
aint
ain
and
trou
bles
hoot
belt
driv
esy
stem
s
1-2
Mai
ntai
nan
dtr
oubl
esho
otge
ar p
ower
tran
smis
sion
driv
es
1-3
Mai
ntai
nan
dtr
oubl
esho
otch
ain
pow
ertr
ansm
issi
ondr
ives
1.4
Mai
ntai
nan
dtr
oubl
esho
otcl
utch
es
J. I
Lay
out
shee
t met
alpa
rts
J.2
Form
and/
or b
end
shee
t met
alpa
rts
J-3
Fast
ensh
eet m
etal
part
s to
geth
er
BE
ST C
OPY
AM
IAB
LE
IND
UST
RIA
L M
AIN
TE
NA
NC
E M
EC
HA
NIC
....u
ses
mec
hani
cal,
pneu
mat
ic, h
ydra
ulic
, and
ele
ctri
cal s
kills
to m
aint
ain,
rep
air,
and
inst
all
equi
pmen
t and
mac
hine
ry u
sed
in in
dust
ry.
Tas
ksD
utie
s
LB
asic
Rig
gIng
Bea
ring
Mai
nten
ance
133
n111
i'M
O
0-X
293
4 K-1
Per
form
basi
cpi
pefi
tting
calc
ulat
ions
K-2
Cut
,th
read
, and
ream
pip
e
K-3
Pip
eas
sem
bly
K-4
Ins
tall
and
adju
stpi
pesu
ppor
t
K-5
Tub
ing
K-6
Fitt
ings
K-7
Pla
stic
ni P
e
L-1
Rig
ging
fund
amen
tals
L-2
Dem
on-
stra
te b
asic
rigg
ing
skill
s
M-1
Pla
inbe
arin
gsM
.2 R
ollin
gel
emen
tbe
arin
gs
N-1
Per
form
basi
c w
ord
proe
m:li
ng
N-2
Per
form
basi
csp
read
hsee
top
erat
ions
0-1
Prin
-ci
ples
of
alig
n-m
ent
0-2
Met
hods
of a
lignm
ent
P-1
Inst
all
elec
tric
alco
nnec
tions
P.2
Setti
ngan
d le
velin
gP-
3 G
rout
ing
P-4
Spec
ial
mou
ntin
gs
Q.1
Use
elec
tric
al te
steq
uipm
ent
Q-2
App
lyba
sic
term
s to
elec
tric
alci
rcui
ts
Q-3
Ana
lyze
seri
es,
para
llel a
ndco
mpl
ex A
C/
DC
cir
cuits
Q-4
Che
ck A
Can
d D
Cm
otor
s
Q.5
Tro
uble
-sh
oot
elec
tric
alde
vice
s
R-1
For
ceR
-2 W
ork
R-3
Mec
hani
-ca
l mot
ion
and
rate
R-4
Sim
ple
mac
hine
sR
-5 P
ower
S-1
Fast
ener
san
dno
men
clat
ure
S-2
App
lica-
tion
for
vari
ous
fast
ener
s
S-3
Tec
h-ni
ques
for
rem
ovin
gda
mag
edfa
sten
ers
S-4
Cle
anin
gan
d re
stor
ing
thre
aded
fast
ener
s
S-5
Tor
que/
prel
oad
theo
ryS-
6 E
ffec
tsof
lubr
icat
ing
thre
ads
prio
rto
torq
uing
S-7
Dem
on-
atra
teap
prop
riat
eto
rqui
ngte
chni
que
1 3
zi
ins
PL5
Of
1695
1
INST
RU
ME
NT
AT
ION
AN
D C
ON
TR
OL
TE
CH
NIC
IAN
... t
roub
lesh
oots
, rep
airs
, cal
ibra
tes,
spe
cifi
es, a
nd c
omm
issi
ons
as r
equi
red
all i
nstr
umen
tatio
nan
d co
ntro
l com
pone
nts
rela
ting
to p
lant
ope
ratio
ns, i
nclu
ding
dyn
amic
eva
luat
ion,
test
ing,
con
trol
ler
tuni
ng, a
nd to
tal s
yste
mpe
rfor
man
ce e
valu
atio
ns.
Tas
ksD
utie
s
A
Org
aniz
eW
ork
Rou
tines
Col
lect
and
File
Dat
a
Part
icip
ate
iC
ontin
uing
Edu
catio
nct
t
Mai
ntai
nan
d C
ontr
olIn
vent
ory
Tro
ubie
shI
nsta
ll, M
aint
ain,
& O
pera
te M
otor
Con
trol
Sys
tem
133
A-1
Use
prot
ectiv
eeq
uipm
ent
A-2
Acc
iden
tpr
even
tion
A-3
Wor
king
alof
tA
-4 F
ire
safe
tyA
-5 L
iftin
gsa
fety
A-6
Loc
kout
/ta
gout
A-7
Use
elec
tric
aleq
uipm
ent
B-1
Pro
per
stor
age
ofci
rcui
t boa
rds
B-2
Col
lect
and
reco
rdda
ta a
ccor
ding
to c
ompa
nyre
quin
snen
ts
B-3
Tes
t and
calib
rate
tran
sduc
ers
acco
rdin
g to
spec
s
B-4
Per
form
prev
entiv
em
aint
enan
cepr
oced
ures
for
oont
rold
evic
es
B-6
Tes
t and
/or
rep
lace
prin
ted
circ
uit
boar
ds
B-6
Fun
ctio
nch
eck
indi
vidu
alel
emen
tsw
ithin
loop
B-7
Tro
uble
-sh
ootd
iffe
rent
type
s of
syst
emm
odul
es
B-8
Tes
tdi
ffer
entty
pes
of s
yste
ms
mod
ules
B-9
Con
figu
reso
ftw
are
B-1
0 R
epai
rdi
ffer
ent t
ypes
of s
yste
mm
odul
es
B-1
1 In
stal
lco
ntro
l sys
tem
chee
k
B-1
2 Si
mu-
late
con
trol
syst
em c
heck
B-1
3 L
oop
chec
kcon
trol
syst
em
B-1
4 Pe
rfor
mon
-lin
e te
stin
g
C-1
Tes
t and
calib
rate
pro
s-su
re, l
evel
,fl
ow, a
nd te
m-
pera
ture
switc
hes
C-2
Tro
uble
-sh
oot a
nd r
e-pa
ir p
ress
ure,
leve
l, fl
ow, a
ndte
mpe
ratu
resw
itche
s
C-3
Adj
ust
dam
pers
and
posi
tione
rs
C-4
Tro
uble
-sh
oot c
ontr
oldr
ive
(dam
per)
C-5
Tes
t and
calib
rate
indi
cato
rs a
ndga
uges
C-6
Tro
uble
-sh
oot a
ndre
pair
indi
cato
rs
C-7
Tes
t and
calib
rate
tran
snitt
ers
C-8
Tes
t and
calib
rate
reco
rder
s
C-9
Tro
uble
-sh
cot a
ndre
pair
reco
rder
s
C-1
0 T
roub
le-
shoo
t lin
ear
vari
able
diff
eren
tial
tran
sfor
mer
s
C-1
1 T
roub
le-
shoo
t and
re-
pair
tran
smit-
ters
C-1
2 T
est d
if-
fere
nt f
ield
sens
ing
ele-
men
ts, f
low
,
pres
sure
, and
leve
l
C-1
3 In
stal
l/re
plac
e fi
eld
_ris
ing
s'` elem
ents
C-1
4 C
ali-
brat
e tr
ans-
mitt
ers
C-1
5 T
une
cont
rolle
rs:
pneu
mat
ican
d el
ectr
onic
C-1
6 T
roub
le-
shoo
t and
re-
pair
pla
nt c
om.
Putin
ill s
yste
ms
rela
ting
to p
ro-
cew
con
trol
s
C-1
7 T
roub
le-
shoo
t and
repa
ir s
olen
oid
valv
es
C-1
8 Pe
rfor
mpr
even
tive
mai
nten
ance
proc
edur
es f
orfi
eld
devi
ces
C-1
9 T
est a
ndre
plac
eth
erm
ocou
ples
C-2
0 C
heck
and
test
vibr
atio
nse
nsin
gel
emen
ts
C-2
1 In
spec
tan
dtr
oubl
esho
otpo
wer
supp
lies
and
conv
erte
rs
C-2
2 T
est a
ndca
libra
teco
ntro
l val
veac
tuat
ors
C-2
3 T
roub
le-
shoo
t and
repa
ir c
ontr
olva
lves
and
posi
tione
rs
C-2
4 T
est a
ndca
libra
teco
ntro
llers
C-2
5 T
roub
le-
shoc
t and
repa
ir lo
cal
cont
rolle
rs
C-2
6 T
roub
le-
shco
t and
re-
pair
ele
ctro
nic
canp
utin
gre
lays
C-2
7 T
est a
ndca
libra
te g
asan
alyz
ers
C-2
8 T
est
and
calib
rate
air
anal
yzer
s
C-2
9 T
est
and
calib
rate
wat
eran
alyz
ers
C-3
0 T
roub
le-
shoo
t ser
vova
lves
C-3
I C
alib
rate
serv
o va
lves
C-3
2 T
est
and
clea
nvi
deo
disp
lay
unit
C-3
3 C
heck
and
adju
stvi
deo
disp
lay
unit
C-3
4 D
esig
n,sp
ecif
y an
d co
nfi
gure
sm
art
fiel
d de
vice
s,i.e
., tr
ansm
it-te
rs a
nd v
alve
s
C-3
5 O
pera
teco
ntro
l sys
tem
sin
clud
ing
sing
leel
emen
t, ca
s-ce
de, r
atio
, and
feed
fare
war
d
C-3
6 T
roub
le-
shoo
t and
repa
iran
alyz
ers
D-1
Org
aniz
edo
cum
ents
and
draw
ings
requ
ired
on
the
job
D-2
Det
er-
min
e pr
oper
tool
s/eq
uip-
me
nt/m
ater
i-al
s to
per
form
the
job
D-3
Coo
rdi-
nate
wor
kac
tiviti
es w
ithot
her
craf
ts o
run
its
D-4
Coo
rdin
ate
prev
entiv
em
aint
enan
cesc
hedu
le w
ithpl
anni
ng g
roup
D-5
Ver
ify
equi
pmen
t iso
-la
tion
prio
r to
perf
oros
ince
of
wor
k fo
rsa
fety
rea
sons
D-6
Rep
ort
abno
rmal
equi
pmen
tpr
oble
ms
tosu
perv
isor
D-7
Wri
tene
w c
alib
re-
tion
pric
e-du
res
D-8
Fol
low
spec
ific
atio
nsan
d pr
oce-
duns
D-9
Per
form
alge
brai
c op
-e
ratio
ns
D-1
0 Pe
rfor
mba
sic
trig
onom
etri
cfu
nctio
ns
D-1
I P
erfo
rmba
sic
calc
ulus
oper
atio
ns
E-1
Rec
ord
test
ka li
bra
-tio
n da
ta
E-2
Rec
ord
prev
enta
tive
mai
nten
ance
data
E-3
Rec
ord
equi
pmen
tdi
scon
nect
data
E-4
Eva
luat
eco
llect
ed d
ata
E -
5 R
evie
w/
revi
se p
rom
-du
nes
E -
6 W
rite
repo
rts
requ
ired
by
com
pany
E-7
Spe
cify
equi
pmen
t for
cont
rol
syst
ems
E -
8 Pr
epar
ean
d up
date
spec
ific
atio
ns
E -
9 W
rite
wor
k or
ders
F- I
Rea
d/in
terp
ret
di an7c
rIrm
ings
F-2
Sket
chdi
agra
ms
F-3
Stud
yte
chni
cal
equi
pmen
tin
form
atio
n
F-4
App
lica-
tion
of I
SA
MIC
stan
dard
s
F-5
Und
er-
stan
d pr
oper
use
of te
steq
uipm
ent
and
tool
s
F-6
Lea
rn to
wri
tete
chni
cal
repo
rts
F-7
Acq
uire
safe
pra
ctic
esfo
r ha
ndlin
ghy
drau
lic a
ndsp
ecia
l too
ls
F-8
Util
ize
tech
nica
lm
anua
ls
F-9
Und
er-
stan
d pe
rson
alco
mpu
ters
F-10
Atte
ndon
-goi
ngsa
fety
trai
ning
cour
ses
F-11
Par
tici-
pate
in p
lant
rela
ted
trai
n-in
g
F-12
Atte
ndPL
C tr
aini
ngF-
13 A
ttend
DC
S tr
aini
ng
0-1
Lea
rn to
revi
ew a
ndfo
reca
st s
pare
part
ain
vent
ory
0-2
Prep
are
part
s re
ques
t0-
3 V
erif
ypa
rts
rece
ived
0-4
Res
earc
h/ve
rify
subs
titut
esp
ecif
icat
ions
H-1
Tro
uble
-sh
oot,
inst
all,
mai
ntai
n, a
ndop
erat
e m
otor
star
ters
11 -
2 T
roub
le-
shoo
t, in
stal
l,m
aint
ain,
and
oper
ate
rela
ys
H-3
Tro
uble
-sh
oot,
inst
all,
mai
ntai
n, a
ndop
erat
epu
shbu
ttons
11-4
Tro
uble
-sh
oot,
inst
all,
mai
ntai
n, a
ndop
erat
esw
itche
s
H-6
Tro
uble
-sh
oot,
inst
all,
mai
ntai
n, a
ndop
erat
e D
CS
netw
orks
H-6
Pre
pare
and
upda
tela
dder
and
/or
logi
c di
agra
ms
H-7
Pro
gram
PLC
sH
-8 T
roub
le-
shoo
t, in
stal
l,m
aint
ain
and
cper
ate
PLC
s
t-;
Las
er M
achi
nist
....
appl
y th
e pr
inci
ples
of
elec
tron
ics,
lase
rs, o
ptic
s, m
ater
ials
, eng
inee
ring
doc
umen
tatio
n, C
AD
/CA
M, a
ndsy
stem
s in
tegr
atio
nto
man
ufac
ture
pro
duct
s fo
llow
ing
curr
ent i
ndus
try
and
com
pany
sta
ndar
ds.
Tas
ksD
utie
s
A
PUIS
0406
93
Perf
orm
Mea
sure
men
tan
d I
nspe
ctio
Tro
uble
shoo
I nd
ustr
ial
Ele
ctro
nics
and
Con
trol
137
A-1
Dis
cuss
lase
r sa
fety
stan
dard
s
A-2
Dis
cuss
basi
c la
ser
prin
cipl
es
A.3
Dis
cuss
lase
r ha
zard
sA
-4 D
iscu
ssco
ntro
lm
easu
res
B-1
Per
form
basi
cm
athe
mat
ical
func
tions
B-2
Per
form
alge
brai
cfu
nctio
ns
13-3
Stu
dyex
pone
nts
and
righ
t tri
angl
ege
omet
ry
B.4
Stu
dyel
emen
ts o
fpl
ane
and
solid
geom
etry
B-5
Per
form
data
eva
lua-
tion
and
sta.
tistic
alan
alys
is
8-6
Perf
orm
prep
ortio
ning
and
inte
rpol
atio
n
B-7
Per
form
basi
ctr
igon
omet
ric
calc
ulat
ions
B-8
Inv
esti-
gate
vec
tors
and
vect
orsy
stem
s
B.9
Inv
esti-
gate
the
Car
tesi
anC
oord
iant
eSy
stem
C-
I St
udy
basi
cs o
fm
etro
logy
C-2
Sel
ect
inst
rum
ents
used
for
mea
sure
men
t
C-3
Stu
dyda
tum
s an
dth
e th
ree
plan
e co
ncep
t
C-4
Sel
ect
gaug
ing
tool
sC
.5 U
seC
MM
for
loca
tion
offe
atur
es
C.6
Per
form
mea
sure
men
tsfo
r or
ient
atio
nto
lera
nces
C-7
Per
form
mea
surm
ent
by o
ptic
alco
mpa
riso
n
C.8
Per
form
mea
sure
men
tsfo
r ci
rcul
spty
-co
ncen
tnci
ty,
runo
ut, a
ndst
raig
htne
ssto
lera
nces
C-9
Inv
esti.
gate
adv
ance
dm
etro
logy
topi
cs
D-1
Per
form
DC
vol
tage
,cu
rren
t, an
dpo
wer
mea
sure
men
ts
D.2
Per
form
AC
vol
tage
,cu
rren
t, an
dpo
wer
mea
sure
men
ts
D-3
Inv
esti.
gate
d ig
ital
logi
c sy
stem
s
D-4
Inv
esti.
gate
dio
deap
plic
atio
ns
D-5
Inv
esti-
gate
tran
s is
-to
m a
ndth
yris
tors
D-6
Inv
esti.
gate
ope
ra-
tiona
l am
plif
i -er
s
D-7
Inv
esti.
gate
pow
ersu
pply
circ
uits
E-
I St
udy
refl
ectio
n an
dre
frac
tion
atpl
ane
surf
aces
E.2
Per
form
imag
ing
with
a si
ngle
lens
E -
3 Pe
rfor
mim
agin
g w
ithm
ultip
lele
nses
E-4
Stu
dy F
-st
ops
and
aper
ture
s
E.5
Use
lase
rbe
am-
expa
ndin
gco
llim
ator
s
E .6
Stu
dyin
terf
eren
ceE
-7
Stud
ydi
ffra
ctio
nE
.8 S
tudy
pola
riza
tion
E.9
Inv
esti-
gate
rad
iam
-et
ry a
ndph
otom
etry
F-1
App
lym
achi
ne a
pe-
cifi
c na
nen-
clat
ure
and
term
inol
ogy
F-2
Inve
sti-
gate
the
Car
.-te
sten
coo
t&na
te s
yste
mas
app
hed
to a
CN
C m
ill o
rla
ser
F-3
App
lyC
NC
pro
-gr
amm
ing
Lan
guag
e
F-4
Perf
orm
star
t up,
tool
chan
ging
, and
endi
ng o
fpr
cgra
ms
F-6
Perf
orm
posi
tioni
ngan
d ba
sic
drill
ing
F-6
Cre
ate
asu
b-pr
cgra
mF-
7 Pe
rfor
mco
ntou
ring
F.8
App
ly to
olra
dius
com
pens
atio
n
F-9
Perf
orm
prcg
ram
prep
arat
ion
F-10
App
lysp
ecia
l las
erco
ding
para
met
ers
0.1
Rev
iew
char
acte
rist
ics
of li
ght
0-2
Inve
sti.
gate
em
issi
onan
d ab
sorp
-tio
n of
ligh
t
0-3
Dis
cuss
optic
al c
avi.
ties
and
lase
rm
odes
0-4
Dis
cuss
tem
pora
lch
arac
teri
s-tic
s of
lase
rs
0-5
Inve
sti.
gate
spa
tial
char
acte
ris-
tics
of la
sers
0-6
Dis
cuss
lase
rcl
essi
fle
et io
nsan
dch
arac
teri
stic
sH
-1
Dis
cuss
and
unde
r-st
and
PC b
a-si
cs
H-2
Dis
cuss
CA
D b
asic
san
d fi
lem
anag
emen
t
H -
3 U
sedr
awin
gm
tting
s
H-4
Per
form
basi
c ed
iting
com
man
ds
11.5
Cre
ate
draw
ings
with
acc
urac
y
11.6
Org
aniz
edr
awin
gin
form
atio
n
H-7
Con
trol
the
disp
lay
ofdr
awin
gs
11-8
Use
inte
rmed
iate
draw
ing
com
man
ds
H -
9 Pe
rfor
min
term
edia
teed
iting
com
man
ds
11-1
0 C
reat
em
ulti
view
draw
ings
H-1
1 C
reat
ese
ctio
ned
draw
ings
II -
12 I
nves
ti.ga
te b
asic
dim
ensi
onin
g
11-1
3 Pe
rfor
mad
vanc
eddi
men
sion
ing
H.1
4 U
se a
ndm
anip
ulat
ebl
ocks
H-1
5 U
sebl
ocks
to a
uto.
mat
e th
edr
awin
g pr
o-ce
ss1.
1 R
evie
wla
ser
safe
tyst
anda
rds
1-2
Dis
cuss
lase
rs u
sed
for
mat
eria
lspr
oces
sing
1-3
Dis
cuss
lase
r op
tics
and
beam
char
acte
rist
ics
1-4
Inve
stig
ate
abso
rptio
n of
lase
r en
ergy
1-5
Use
lase
rsfo
r w
eldi
ngan
d su
rfac
etr
eatm
ent
1.6
Use
lase
rsfo
r m
ater
ial
rem
oval
J-1
Dis
cuss
and
unde
r-st
and
the
basi
es o
f a
PC b
ased
CA
M s
yste
m
4-2
Dis
cuss
basi
c C
AM
oper
atio
ns
J.3
Set u
pcu
tting
tool
s4.
4 C
reat
es
impl
e p
art
prof
iles
4-5
Cre
ate
and
edit
com
plex
par
tpr
ofile
s
4-6
Perf
orm
roug
hing
,dr
illin
g, a
ndco
unte
rbor
ing
J.7
Adv
ance
ded
iting
of
part
pro
file
s
J-8
Edi
t too
lpa
ths
4-9
Use
cons
truc
tion
laye
rs in
Smar
tCA
M
J-10
Per
form
user
com
man
dsan
d m
achi
neev
ents
J-11
Cre
ate
fam
ilies
of
part
s
J-12
Per
form
CA
D/C
AM
inte
grat
ion
J. 1
3 Pe
rfor
mco
dege
nera
tion
BE
ST C
OPY
AV
AIL
AB
LE
1 0
a.
MA
C P
116
0508
47
MA
CH
INIS
T...
. pla
n, la
yout
, set
up,
and
ope
rate
han
d an
d m
achi
ne to
ols
to p
erfo
rm m
achi
ning
ope
ratio
ns n
eces
sary
to p
rodu
cea
wor
kpie
ce to
ref
eren
ced
engi
neer
ing
stan
dard
s.
Dut
ies
Inte
rpre
tE
ngin
eeri
ngD
raw
ings
and
Con
trol
Rec
ogni
zeD
iffe
rent
Man
ufac
turi
ngM
ater
ials
and
Proc
esse
s
Perf
orm
Adv
ance
dM
achi
ning
13j
Tas
ksA
- I
Follo
wsa
fety
man
uals
and
all s
afet
yre
gula
tion
requ
irem
ents
A-2
Use
prot
ectiv
eeq
uipm
ent
A-3
Fol
low
safe
ope
ratin
gpr
oced
ures
for
hand
and
mac
hine
tool
s
A-4
Mai
ntai
na
clea
n an
dsa
fe w
ork
envi
ronm
ent
A-5
Lif
tsa
fely
A-6
MSD
S/C
ontr
olch
emic
alha
zard
s
B-
I Pe
rfor
mba
sic
arith
met
icfu
nctio
ns
B.2
Con
vert
frac
tions
/de
cim
als
B-3
Con
vert
Met
ric/
Eng
lish
mea
sure
men
ts
8-4
Perf
orm
basi
c al
gebr
aic
oper
atio
ns
13-5
Use
prac
tical
geom
etry
B-6
Und
er-
stan
d ba
sic
trig
onom
etry
B-7
Cal
cula
tesp
eeds
and
feed
s fo
rm
achi
ning
B-8
Use
coor
dina
tesy
stem
s
B-9
Per
form
calc
ulet
ions
for
sine
bar
and
sine
pla
te
B. I
f/ C
alcu
late
for
dire
ct,
sim
ple.
and
angu
lar
inde
B-
I l P
erfo
rmca
lcul
atio
nsne
cess
ary
for
turn
ing
taPe
rs
B-
I2C
alcu
late
dept
h of
cut
for
roun
dsu
rfac
es
C-1
Ide
ntif
yba
sic
layo
ut o
fdr
awin
gs
C.2
Ide
ntif
yba
sic
type
s of
draw
ings
C.3
Rev
iew
blue
prin
tno
tes
and
dim
ensi
ons
C-4
Lis
t the
purp
cee
ofea
ch ty
pe o
fdr
awin
g
C-5
Ver
ify
draw
ing
elem
ents
C-6
Pra
ctic
ege
omet
ric
di-
men
sion
ing
and
tole
ranc
ing
(CID
&T
)
C-7
Ana
lyze
bill
ofm
ater
ials
(BO
N)
C-8
Des
crib
eth
e re
latio
nshi
pof
eng
inee
ring
draw
ings
topl
anni
ng
C-9
Und
er-
stan
d an
d us
equ
ality
syst
ems
C-
10 V
erif
yst
anda
rdre
quir
emen
ts
D-
l Ide
ntif
ym
ater
ials
with
des
ired
prop
ertie
s
D-2
Ide
ntif
ym
ater
ials
and
proc
esse
s to
prod
uces
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t
D-3
Des
crib
eth
e he
attr
eatin
gpr
oces
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D-4
Tes
tm
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sam
ples
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hard
ness
D-5
Und
er-
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eldi
ngop
erat
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E-1
Und
er-
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dm
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logy
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E -
2 Se
lect
mea
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men
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ols
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easu
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inst
rum
ents
E-4
Elim
inat
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ent
vari
able
s
E-5
Mea
sure
/in
spec
t usi
ngsu
rfac
e pl
ate
and
acce
ssor
ies
E-6
Ins
pect
usin
gst
atio
nary
equi
pmen
t
F- I
Pre
pare
and
plan
for
mac
hini
ngop
erat
ions
F-2
Use
han
dto
ols
F-3
Ope
rate
pow
er s
aws
F-9
Ope
rate
drill
pre
sses
F-5
Ope
rate
vert
ical
mill
ing
mac
hine
s
F-6
Ope
rate
hori
zont
alm
illin
gm
achi
nes
F-7
Ope
rate
met
al c
uttin
gla
thes
F-8
Ope
rate
grin
ding
/ab
rasi
vem
achi
nes
0- I
Pre
pare
and
plan
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CN
Cm
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atio
ns
0-2
Sele
ctan
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e C
NC
tool
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ems
0-3
Prog
ram
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0-9
Ope
rate
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Cm
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(mill
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0-5
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Prog
ram
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Fol
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l saf
ety
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enta
A-2
Use
prot
ectiv
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uipm
ent
A-3
Fol
low
safe
ope
ratin
gpr
oced
ures
for
hand
and
mac
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tool
s
A-4
Mai
ntai
na
dean
and
safe
wor
k en
-vi
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nent
A-5
Lif
tsa
fely
A.6
Con
trol
fire
haz
ards
A.7
MSD
S/C
ontr
olch
emic
alha
zard
s
B-1
Per
form
basi
car
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etic
func
tions
B.2
Con
vert
frac
tions
/de
cim
als
B.3
Con
vert
Met
ric/
Eng
lish
mea
sure
men
ts
B-4
Per
form
basi
cal
gebr
aic
oper
atio
ns
8-5
Use
prac
tical
gean
etry
B-6
Und
er-
stan
d ba
sic
trig
onom
etry
8-7
Cal
cula
tesp
eeds
and
feed
s fo
rm
achi
ning
B-8
Use
coor
dina
tesy
stem
s
B.9
Per
form
calc
ulat
ions
for
sine
bar
and
sine
pla
te
8-10
Cal
cu.
late
for
dir
ect,
sim
ple,
and
angu
lar
inde
B-1
1 Pe
rfor
mca
lcul
atio
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ary
for
turn
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tape
rs
8-12
Cal
cu-
late
dep
th o
fcu
t for
rou
ndsu
rfac
es
8.13
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all
func
tions
on
asc
ient
ific
calc
ulat
or
8.I4
Sol
vest
atic
syst
ems
for
resu
ltant
fate
B-1
5 D
eter
.m
ine
stre
ngth
of m
ater
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for
vari
ous
appl
icat
ions
C-1
Ide
ntif
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sic
layo
ut o
fdr
awin
gs
C.2
Ide
ntif
yba
sic
type
s of
draw
ings
C-3
Rev
iew
blue
prin
tno
tes
and
dim
ensi
ons
C-4
Lis
t the
purp
cse
ofea
ch ty
pe o
fdr
awin
g
C-5
Ver
ify
draw
ing
elem
ents
C-6
Pra
ctic
eG
eom
etri
c D
i-m
ensi
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oler
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lyze
bill
of m
ated
.al
s(B
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C.8
Des
crib
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e re
latio
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ip o
fen
gine
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awin
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plan
ning
C.0
Und
er-
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equ
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syst
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C-1
0 V
erif
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anda
rdre
quir
emen
ts
D.1
Ide
ntif
ym
ater
ials
with
des
ired
prop
ertie
s
D-2
Ide
ntif
ym
ater
ials
and
proo
esse
s to
prod
uce
a pa
rt
D-3
Des
crib
eth
e he
attr
eatin
gpr
oces
s
D-4
Tes
tm
etal
sam
ples
for
hard
ness
8-5
Und
er-
stan
d w
eldi
ngop
erat
ions
D-8
Eva
luat
ePl
astic
s, c
am-
posi
tes
and
othe
r m
anu-
fact
urin
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o-ce
sses
E-
I U
nder
.st
and
met
rolo
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rms
E-2
Sel
ect
mea
sure
men
tto
ols
E-3
Mea
sure
with
han
dhe
ld in
stru
.m
ents
E-4
Elim
inat
em
easu
rem
ent
vari
able
s
E-5
Mea
sure
/in
spec
t usi
ngsu
rfac
e pl
ate
and
acce
sso-
ries
E.6
Ins
pect
usin
gst
atio
nary
equi
pmen
t
F-1
Prep
are
and
plan
for
mac
hini
ngop
erat
ions
F-2
Use
han
dto
ols
F-3
Ope
rate
pow
er s
aws
F.4
Ope
rate
drill
pre
sses
F.5
Ope
rate
vert
ical
mill
ing
mac
hine
s
F-6
Ope
rate
hori
zont
alm
illin
gm
achi
nes
F-7
Ope
rate
met
al c
uttin
gla
thes
F.8
Ope
rate
grin
ding
/ab
rasi
vem
achi
nes
0.1
Prep
are
and
plan
for
CN
C m
achi
n-in
g op
erat
ions
0-2
Sele
ctan
d us
e C
NC
tool
ing
syst
ems
0.3
Prog
ram
CN
Cm
achi
nes
0-4
Ope
rate
CN
Cm
achi
ning
cent
ers
(mill
s)
0-5
Ope
rate
CN
C tu
rnin
gce
nter
s(l
athe
s)
0-6
Prog
ram
CN
Cm
achi
nes
usin
g a
CA
Msy
stem
0.7
Dow
nloa
dpr
ogra
ms
via
netw
ork
H-1
Und
er.
stan
d C
AD
/C
AM
prog
ram
s
11-2
Man
ipu-
late
CA
Dfu
nctio
ns
H-3
Pro
cess
sim
ple
tool
path
dat
a
14.4
Cre
ate
adva
nced
surf
ace
mod
els
H.5
Pro
cess
com
plex
tool
-pa
th f
unct
ions
1.1
Use
corn
pute
rop
erat
ing
syst
ems
1-2
Und
er-
stan
dco
mpu
ter
term
inol
ogy
1-3
Use
file
man
agem
ent
syst
ems
1-4
Inst
all a
ndus
e so
ftw
are
Pack
ages
i.1.1
Dis
cuss
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man
ufac
turi
ng
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Dem
on-
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te q
ualit
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tech
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on-
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te k
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f SP
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ncep
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Rec
og.
nize
ele
ctri
cal
com
pone
nts
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Use
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tric
al te
steq
uipm
ent
K.3
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uble
-sh
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lect
ri.
cal d
evic
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Tro
uble
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mat
ic s
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nec
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ds o
rm
aint
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ng/r
epai
ring
/mod
ifyi
ng e
xist
ing
mol
ds to
ref
eren
ced
desi
gn s
tand
ards
.
4T
asks
Dut
ies
A
IAL
D P
1111
0711
60
inte
rpre
tE
ngin
eeri
ngD
raw
ings
and
Con
tiol
oeu
Rec
ogni
zeD
iffe
rent
Man
ufac
turi
ngM
ater
ials
and
Perf
orm
Adv
ance
dM
achi
ning
Prog
ram
UsI
ngC
AM
Syst
em 143
A-1
Fol
low
safe
tym
anua
ls a
ndal
l saf
ety
regu
latio
ns/
requ
irem
ents
A-2
Use
prot
ectiv
eeq
uipm
ent
A.3
Fol
low
safe
oper
atin
gpr
oced
ures
for
hand
and
mac
hine
tool
s
A-4
Mai
ntai
na
clea
n an
dsa
fe w
ork
envi
ronm
ent
A-6
Lif
tsa
fely
A-6
Con
trol
fire
haz
ards
A-7
MSD
S/C
ontr
olch
emic
alha
zard
s
B-
I Pe
rfor
mba
sic
arith
met
icfu
nctio
ns
B.2
Con
vert
frac
tions
/de
cim
als
13-3
Con
vert
Met
ric/
Eng
lish
mea
sure
men
ts
8-4
Perf
orm
basi
cal
gebr
aic
oper
atio
ns
B.6
Use
prac
tical
geom
etry
B-6
Und
er-
stan
d ba
sic
trig
onom
etry
B-7
Cal
cula
tesp
eeds
and
feed
s fo
rm
achi
ning
B-8
Use
coor
dina
tesy
stem
s
8-9
Perf
orm
calc
ulat
ions
for
sine
bar
and
sine
pla
te
B-1
0 C
alcu
-la
te f
or d
irec
t,si
mpl
e, a
ndan
gula
rin
dexi
ng
B-
1 I
Perf
orm
calc
ulat
ions
nece
ssar
y fo
rtu
rnin
gta
pers
B-
12 U
se a
llfu
nctio
ns o
n a
scie
ntif
icca
lcul
ator
13-1
3 C
alcu
-la
te d
raft
angl
es
B-1
4 C
alcu
-la
te r
unne
rsi
ze f
or m
old-
ing
B. 1
5 A
pply
'shr
ink
rate
'fo
rmul
as
C. 1
Ide
ntif
yba
sic
layo
ut o
fdr
awin
gs
C-2
Ide
ntif
yba
sic
type
s of
draw
ings
C-3
Rev
iew
blue
prin
tno
tes
and
dim
ensi
ons
C-4
Lis
t the
purp
ose
ofea
ch ty
pe o
fdr
awin
g
C.6
Ver
ify
draw
ing
elem
ents
C-6
Pra
ctic
eG
eom
etri
c D
i-m
ensi
onin
gan
dT
oler
anci
ng(O
D&
T)
C-7
Ana
lyze
bill
ofm
ater
ials
030M
)
C-8
Des
crib
eth
e re
latio
n-sh
ip o
fen
gine
erin
gdr
awin
gs to
plan
ning
C.9
Und
er-
stan
d an
d us
equ
ality
syst
ems
C-
10 V
erif
yst
anda
rdre
quir
emen
ts
D-1
Ide
ntif
ym
ater
ials
with
des
ired
prop
ertie
s
D.2
Ide
ntif
ym
ater
ials
and
proc
esse
s to
prod
uce
a pa
rt
D-3
Des
crib
eth
e he
attr
eatin
gpr
oces
s
D.4
Tes
tm
etal
sam
ples
for
hard
ness
D.5
Und
er.
stan
d w
eldi
ngop
erat
ions
D.6
Eva
luat
eal
tern
ativ
em
anuf
actu
ring
proc
esse
s
D-7
Ide
ntif
yty
pes
ofpl
astic
mat
eria
ls
D-8
Ide
ntif
ypl
astic
mol
ding
proc
esse
s
E-
1 U
nder
-st
and
met
rolo
gyte
rms
E -
2 Se
lect
mea
sure
men
tto
ols
E.3
Mea
sure
with
han
dhe
ld in
stru
-m
ents
E-4
Elim
inat
em
easu
rem
ent
vari
able
s
E -
6 M
easu
re/
insp
ect u
sing
surf
ace
plat
ean
d ac
cess
o-ri
es
E -
6 In
spec
tus
ing
stat
iona
ryeq
uipm
ent
F- I
Pre
pare
and
plan
for
mac
hini
ngop
erat
ions
F-2
Use
han
dto
ols
F-3
Ope
rate
pow
er s
aws
F-4
Ope
rate
drill
pre
sses
F-5
Ope
rate
vert
ical
mill
-in
g m
achi
nes
F-6
Ope
rate
hori
zont
alm
illin
gm
achi
nes
F-7
Ope
rate
met
al c
uttin
gla
thes
F-8
Ope
rate
grin
ding
/ab
rasi
vem
achi
nes
0- 1
Pre
pare
and
plan
for
CN
C m
achi
n-in
g op
erat
ions
0.2
Sele
ctan
d us
e C
NC
tool
ing
syst
ems
0-3
Prog
ram
CN
Cm
achi
nes
0-4
Ope
rate
CN
Cm
achi
ning
cent
ers
(mill
s)
0.5
Ope
rate
CN
C tu
rnin
gce
nter
s(l
athe
s)
0.6
Prog
ram
CN
C m
a.ch
ines
usi
ng a
CA
M s
yste
m
0-7
Dow
nloa
dpr
ogra
ms
via
netw
ork
0-8
Ope
rate
elec
tric
aldi
scha
rge
mac
hine
s
11. I
Und
er-
stan
d C
AD
/C
AM
prog
ram
s
11 -
2 M
anip
u.la
te C
AD
func
tions
11 .3
Pro
cess
sim
ple
tool
.pa
th d
ata
II -
4 C
reat
ead
vanc
edsu
rfac
em
odel
s
11 -
5 Pr
oces
sco
mpl
ex to
ol-
path
fun
ctio
ns
I- I
Use
com
pute
rop
erat
ing
syst
ems
1-2
Und
er.
stan
dco
mpu
ter
term
inol
ogy
1.3
Use
file
man
agem
ent
syst
ems
1-4
Inst
all
and
use
soft
war
epa
ckag
es
J.I
Iden
tify
type
s of
mol
ds
J-2
Iden
tify
typi
cal m
old
com
pone
nts
J-3
Est
imat
eba
sic
mol
dco
st c
onsi
der.
atio
ns
J.4
APP
lyba
sic
mol
dde
sign
prin
cipl
es
J.6
Inst
all
mol
dte
mpe
ratu
reco
ntro
lde
vice
s
J-6
Ass
embl
e/di
sass
embl
em
olds
J-7
Iden
tify
'of
f th
e sh
elf
mol
dco
mpo
nent
s
J-8
Con
stru
cta
cavi
ty a
ndco
re f
or a
nin
ject
ion
mol
d
J-9
Bui
ld/
asse
mbl
e/ad
just
eje
ctor
plat
es a
ndpi
ns
J- 1
0 V
ent
mol
dsJ.
1 1
Dia
gnce
ean
d re
pair
all
mol
d re
late
dpr
oble
ms
J.12
Pol
ish
mol
d ca
vitie
sJ-
13
Perf
orm
prev
enta
tive
mai
nten
ance
14,i
TO
OL
AN
D D
IE M
AK
ER
....
skill
ed w
orke
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ho p
rodu
ce to
ols,
die
s, a
nd s
peci
al g
uidi
ng a
nd h
oldi
ng d
evic
es th
at a
re u
sed
in m
achi
ning
.
4T
asks
Dut
ies
A
Dem
onst
raK
now
ledg
e of
Man
ufac
turin
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ater
ial
Dem
onst
raK
now
ledg
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Man
ufac
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roce
sse
TLD
PU
S
mea
l
Per
form
CA
CA
M a
nd C
NC
Pro
gran
unin
gT
asks
1 I
5
A-
1 F
ollo
wsa
fety
man
uals
and
all s
afet
yre
gula
tions
/re
duire
men
ts
A-2
Mai
ntai
nsa
feeq
uipm
ent
and
mac
hine
ry
A.3
Use
saf
eop
erat
ing
prcc
edur
es fo
rha
nd a
ndm
achi
ne to
ols
A-4
Mai
ntai
na
clea
n an
dsa
fe w
ork
envi
ronm
ent
A.b
Use
saf
em
ater
ial
hand
ling
prac
tices
A-6
Con
sult
and
appl
yM
SD
S fo
rha
zard
s of
vario
usm
ater
ials
B-
I Per
form
basi
car
ithm
etic
func
tions
B.2
Per
form
basi
cal
gebr
aic
oper
atio
ns
13.3
Use
bas
icge
omet
ricpr
inci
ples
13.4
Per
form
basi
ctr
igon
omet
ricfu
nctio
ns
13-5
Use
and
aPP
lyC
arte
sian
Cco
ndin
ate
Sys
tem
C-
1 In
terp
ret
and
unde
r-st
and
basi
cla
yout
/type
s of
draw
ings
C.2
Inte
rpre
t,re
view
, and
appl
y bl
ue.
prin
t not
es,
dim
ensi
ons.
and
tole
ranc
e.
C-3
Use
and
appl
y G
eom
et.
no D
imen
-si
onin
g an
dT
oler
anci
ngK
ID&
TI
C-4
Dem
on-
stra
te tr
adi-
tiona
l mec
hani
-ca
l dra
fting
and
sket
chin
g te
ch-
C.5
Und
er-
stan
d an
dus
e qu
ality
syst
ems
D-1
Iden
tify
mat
eria
lsw
ith d
esire
dpr
oper
ties
D-2
Iden
tify
mat
eria
ls a
ndpr
oces
ses
topr
oduc
es p
art
D.3
Dis
cuss
clas
sific
atio
nsy
stem
s fo
rm
etal
join
tw.
E-
1 U
nder
-st
and
met
ro].
ogy
term
s
E -
2 S
elec
tm
easu
rem
ent
tool
s
E-3
Mea
sure
with
han
dhe
ldin
stru
men
ts
E -
4 E
limin
ate
mea
sure
men
tva
riabl
es
E-5
Mea
-su
rehn
spec
tus
ing
surf
ace
plat
e an
dac
cess
orie
s
E.6
Insp
ect
usin
gst
atio
narj
equi
pmen
t
F.1
Dis
cuss
met
al c
uttin
gan
d m
etal
cutti
ng to
ols
F-2
Ope
rate
met
al s
aws
F.3
Ope
rate
drill
pre
sses
and
tool
ing
F-4
Ope
rate
engi
ne a
ndtu
rret
lath
esan
d to
olin
g
F.5
Ope
rate
vert
ical
and
horiz
onta
lm
ills
and
tool
ing
F-6
Ope
rate
prec
isio
ngr
inde
rs
F-7
Ope
rate
heat
trea
ting
equi
pmen
tan
d pr
oces
ses
F-8
Ope
rate
shee
t met
aleq
uipm
ent
F-9
Ope
rate
wel
ding
equi
pmen
tan
d pr
oces
ses
F-
lOE
stim
ate
time
requ
ired/
cost
topr
oduc
e a
Par
t
0. 1
Use
com
pute
rop
erat
ing
syst
ems
0-2
Und
er-
stan
dco
mpu
ter
term
inol
ogy
0-3
Use
file
man
agem
ent
syst
ems
0-4
Inst
all
and
use
softw
are
Pac
kage
s
H. I
Dis
cuss
fund
amen
-ta
ls o
f CN
Cm
achi
nes
and
cont
rols
13-2
Pro
gram
and
oper
ate
CN
C m
illin
gm
achi
ne a
ndm
achi
ning
cent
er
H-3
Pro
gram
and
oper
ate
CN
C la
the
13-4
Use
Com
pute
r-A
ided
Dra
fting
(CA
D)
syst
em
H.5
Cre
ate
3-D
sol
idm
odel
s
H.6
Use
Com
pute
r.A
ided
Man
ufac
turin
g(C
AM
) sy
stem
I- 1
Dis
cuss
basi
c ty
pes
and
func
tions
ofjig
s an
dfix
ture
s
1-2
Util
ize
conc
epts
of j
igan
d fix
ture
desi
gn
1-3
Dem
on-
stra
te u
nder
-st
andi
ng o
fdi
ffere
nt ty
pes
of in
dust
rial
dies
1-4
Util
ize
basi
c di
eth
eory
1.5
Util
ize
prin
cipl
es o
fdi
e de
sign
1-6
Per
form
tool
and
die
repa
ir
1-7
Dem
on-
stra
te to
olan
d di
em
akin
g sk
ills
J. 1
Dis
cuss
fund
amen
tals
of E
DM
J.2
Set
upan
d op
erat
eco
nven
tiona
lsi
nker
ED
M
J-3
Pro
gram
,se
tup,
and
oper
ate
CN
Csi
nker
E D
Man
d E
DM
drill
J-4
Pro
gram
,se
tup,
and
oper
ate
CN
Cw
i re
E D
M
-
1 4
WE
LD
ER
... t
hat p
erso
n w
ho is
res
pons
ible
for
the
plan
ning
, lay
out,
fit u
p of
mat
eria
ls, a
nd o
pera
tion
of w
eldi
ng e
quip
men
t to
prep
are
the
wor
kan
d pe
rfor
m w
eldi
ng o
pera
tions
nec
essa
ry to
pro
duce
a w
ork
piec
e to
pre
scri
bed
engi
neer
ing
stan
dard
s.T
asks
Dud
es
A
Wor
k E
thic
s
Com
mun
icat
ion
Skill
s
!Wel
d-R
elat
edR
equi
rem
ents
Biti
eral
ittin
g,St
ruct
ural
Lay
out e
ndPi
t-U
p
tl,:p
agg
Proe
ess(
Itt.f
re J
oint
>K
gzur
rigi
dW
eldi
ng
Ll
L2
M1
94.1
).1.
111
MO
OS
Shie
lded
Met
al A
rW
eldi
ng I
SMA
W)
(Bas
ic)
Gas
Met
alA
Wel
ding
((IM
AM
Mes
ta)
ro
A-I
Dem
onat
rate
unde
rsta
ndin
g af
safe
ty r
ile.
A-2
Apu
me
pers
onal
saf
ety
stan
dard
s fo
r se
llan
d ot
her,
AA
Des
crib
e th
epu
rpos
e an
d us
eof
pro
tect
ive
equi
pmen
t
A-4
Dem
onst
rate
prop
er h
andl
ing
atha
zard
ous
mat
ed-
a,
k6 D
emon
-st
rafe
kno
wle
dge
of f
irst
aid
end
CPR
A4
Prac
tice
eafe
ty p
ecan
-lio
ns w
hen
usin
gM
I.
A-7
Dem
on-
stra
ti. p
rope
rw
eari
ng a
nd u
seof
saf
ety
equi
p-m
eat
A4
Cre
ate
and
mai
ntai
noa
fsw
ork
stat
ion
A-9
Dem
onst
rate
refe
rs p
reca
utio
n.re
gard
ing
AR
Cfl
ash
A-W
Dem
on-
stra
ta e
ye s
afet
ypr
ecau
tions
A-1
1 Pe
rfan
ngr
indi
ng e
ndbr
ushi
ng te
ch-
piqu
e ud
ety
A-1
2 M
aint
ain
adeq
uete
ven
tila-
lion
A-1
8 M
ark
'hob
wor
k'
B-1
App
ly p
in-
elpl
es e
nd to
rte
of c
ontin
uous
qual
ity im
pute
-m
at
13-5
1 U
nder
stan
dth
e im
port
ance
of q
ualit
y in
the
man
ufac
turi
ngpr
oms
B-8
impl
emen
tco
ncep
ts o
f qu
a-ity
in th
e w
ork-
plac
e
B-4
Fol
low
the
qual
iq P
lan
and
reco
mm
end
im.
pros
em
enta
inw
ork
met
hods
or
=sp
lay
13-5
Est
ablis
hm
etho
ds, y
am,
and
proc
edur
esto
mai
ntai
n gn
at-
ity
-04
C-I
Be
prom
ptan
d on
the
Job
inac
cord
sm w
ithw
ork
sche
dule
0-2
Val
ue h
on.
est w
ork
ethi
cs,
dedi
catio
n, a
ndre
spon
sibi
lity
inth
a w
orkp
lace
0-8
Dem
onst
rate
high
mar
al v
elum
neat
mid
cle
anw
orkp
lace
C-6
Pra
ctic
eca
refu
l use
and
mai
nten
ance
of
tool
s an
d eq
uip-
min
t
B. o
ztam
it-ta
d to
am
elle
nce
and
gnat
/
C-I
Pre
sent
ago
od s
ompa
nyim
age
in a
ttire
and
attit
ude
C41
Sup
port
posi
tive
wor
k en
-vi
ronm
ent
C-9
Pra
ctic
epa
ritie
s at
titud
e
Di P
rect
ke b
e-la
g a
good
Us-
teno
r
0-11
Dem
on-
stra
ta g
ood
read
-M
g, c
ompm
hen-
don
and
wri
ting
atin
s
041
Doc
umen
tm
anuf
actu
ring
proc
0-4
Prep
are
reco
mm
enda
tion
for
cont
inuo
us f
in-
pave
men
t
0-5
Prep
are
asu
mm
atiz
ed p
ri.
mitt
list
of
wor
kre
epon
sibi
litie
s
0-6
Dis
play
shi
t-It
y to
fol
low
dl-
rect
ions
, giv
e di
-re
ctio
ns a
nd a
c-re
pt c
onst
ruot
ive
eriti
den1
'E4
0-7
Dem
on-
stra
tepo
sitiv
eco
mm
unic
atio
nsk
ills
with
m-
wor
kers
and
su.
Ian
42-1
1lf
-I U
nder
stan
dth
e ro
les
of c
o-w
orke
n5-
2 R
espe
ct p
eer
rela
tions
hips
114
Shar
e re
-m
ums
to m
om-
on&
nec
essa
ryta
ska
`F4
12-4
Fac
ilita
te th
ew
ork
ethi
c by
com
plet
ing
task
son
din
e an
dac
cura
tely
li-6
B. i
nvol
ved
with
pro
blem
solv
ing
App
lycr
eativ
e th
inld
ng-7
Sup
port
apo
sitiv
e at
titud
e54
&m
ourn
('go
ad f
eelin
gs a
ndm
oral
e
E-9
Und
erst
and
purp
ose
ande
oals
of th
e ar
gent
:a-
am
sg-1
0 Pl
an a
ndor
gani
se w
ork
aste
am
Be
will
ing
tole
ad in
are
as o
fkn
owle
dge
and
over
tire
5-12
Dem
on-
stm
t. w
illin
g-ne
ts to
lear
nne
w m
etho
dsan
d sk
ills
5-19
Dem
on-
stra
te g
ood
per-
sona
l rel
atio
nssk
ills
F-1
&M
kt u
n-de
rsta
ndin
g of
bask
ari
thm
etio
func
tions
F-2
Exh
ibit
un-
dere
tand
ing
ofco
nver
ting
frac
-do
ns a
nd d
ed-
mal
t
Dem
atut
rate
prac
tical
mat
h-sm
ith.'
in th
eus
* of
mea
sure
-m
eat t
ools
F-4
Inte
r-co
nver
tM
etri
c/E
nglis
hm
easu
rem
ent*
F-5
Perf
orm
prel
atic
al m
ath-
emat
ioal
"po
lka-
tione
rel
evan
t to
area
of
wor
k
1,4
We
appl
ied
stat
istic
s, g
raph
sen
d ch
arts
for
purp
me
of a
naly
-el
s an
d pr
oble
mso
lvin
g0-
1 R
ead
Job
met
hod
plan
03 V
erif
y an
dun
grad
e pa
per-
wor
k
04 I
nter
pret
draw
ings
and
blue
prin
ts
0-4
Rea
d w
elbr
sped
floa
llons
proc
edur
esH
-1 U
nder
stan
dpa
rte
of b
lue-
prin
t
14-2
Des
crib
eal
phab
et o
f lin
os)4
4 D
emon
stra
teta
pe r
eadi
ng a
ndm
esou
rem
ent
tech
niqu
e,
)4-4
Use
fra
min
gum
e to
squ
are
part
e
H-5
Use
leve
lan
d ot
her
de-
vice
s to
ver
ify
layo
ut
H-8
Und
erst
and
and
inte
rpre
tch
op d
raw
ing.
for
prec
ise
layo
ut
H-7
Dem
on-
stra
ta k
nout
-w
ho, o
f w
eldi
ngsy
mbo
ls.
He
Iden
tify
earl
-ow
str
uctu
ral
shap
e. a
nd th
eir
reep
eotiv
e pa
rts
H-0
Ide
al*
stru
ctur
al c
omp-
mar
ts a
nd s
up-
part
fra
mew
orks
of b
ulld
inP
and
thei
r co
mpo
nent
.
H-I
0 D
escr
ibe
prop
er p
lace
men
tof
stif
fene
re a
ndsu
ppor
t, w
hen
mod
lIng
mis
t-in
g ef
ruot
uree
H-1
1 Id
entif
y fi
l-le
t wel
d si
zes
for
wid
ow th
ick-
meo
w, o
f M
em
etal
s
11-1
2 D
escr
ibe
prop
er s
eque
nce
whe
n M
ang
vari
ous
shap
e. to
stru
ctur
al M
aw-
Mg
epee
s
li-18
Des
crib
em
etho
ds f
or la
y.ou
t slo
p. a
ndm
ains
tote
r-sn
ots
H-I
4 D
escr
ibe
the
use
of li
pan
d fi
xtur
es tn
layo
ut a
nd f
it-up
H-1
6 L
ist t
hest
eps
to b
e fo
l-lo
wed
whe
npl
anni
ng &
Job
H-1
5 In
terp
ret
!Mix
ture
! de
tail
shee
ts
H-1
7 D
escr
ibe
met
hods
for
stra
ight
enin
g an
dre
mov
ing
dam
-ag
ed s
truc
tura
lan
d m
achi
nery
part
e,
1-1
Gat
her
mat
eria
ls f
oe th
eJo
b
1-2
Gat
her
wel
d-M
g eq
uipm
ent
and
teol
e
14 C
heck
wel
d-in
g eq
uipm
ent f
orsa
fety
1-4
Set-
up e
quip
-m
eat
1-5
Mak
e te
e,-
wel
d to
ver
ify
para
met
ers
J-I
Peep
er/1
1MM
glin
=11
134
Mc
met
hod
J.2
Cle
an m
aid
area
J-3
Int-
upfo
lot
J-4
veri
fy J
oint
prep
arat
ion
K-1
Ide
ntif
y an
dde
scri
be th
efu
nctio
n of
eac
hpi
ece
ofeq
uipm
ent
K-9
Ide
ntilY
the
safe
ty h
azar
dsK
-8 D
mor
ibe
prev
entiv
e an
d/or
pro
tect
ive
mea
sure
s
K4
Lis
t the
wel
d-in
gear
iabl
ee a
ndde
scri
be W
O e
l.fe
at"
on w
eld
%W
RY
KO
Des
crib
e th
eA
WS
met
al g
asw
eldi
ng r
od d
u-M
b:ra
tion
eutte
m
K-8
Des
crib
ete
chni
ques
for
mim
rela
tedw
dist
tgan
K.7
Wel
d m
ildst
eel s
heet
met
alus
ing
tech
niqu
esth
etw
ill m
ini-
mim
e th
e ef
fect
sof
dis
tort
ion
K4
Lis
t the
sar
i-W
es a
ssoc
iate
dw
ith g
uttin
g
Kg
Out
mild
stee
l pla
te in
asa
fe m
anne
r
1.-1
Pre
heat
ioin
t1.
-2 I
nitia
tew
eldi
ng p
roce
ss1,
44 P
erfO
rM w
eld
emin
ence
1.-4
Con
trol
wel
dte
chni
que
1.-1
5 M
aint
ain
preh
eat a
ndpe
rfor
mm
tapm
e
1/4
Use
the
carb
on 4
1
Priu
otel
p,,M
irga
t 1 i
W -
-
1.7
App
lyw
elde
rsid
entil
katio
n
1.4
Con
tra
post
-w
eld
tem
pera
ture
awar
ding
topr
eced
wes
1..-
9 Po
st c
lean
wel
d1.
-10
Post
MIL
&w
eld
1.-1
1 Pa
ss is
par
turn
ery'
qua
li-fi
catio
n te
st w
-la
g (M
AW
au
carb
on s
teel
inth
e 60
poe
ition
1-11
1 Pa
ss e
per
fonn
ence
qua
nti-
natio
n ta
ct w
ing
(MA
W o
n M
ain-
lee.
ste
el p
ipe
inth
e 60
pos
ition
bt-l
l Ide
ntif
y()
MA
W e
quip
-m
ent
M-2
Ide
ntif
y th
esa
fer/
has
eria
M4
Des
crib
e th
epr
even
tive
and
prot
ectiv
em
easu
res
14-4
Ide
ntif
yw
eldi
ng v
aria
bles
and
thei
r ef
fect
sup
on w
eld
qual
ity
M-5
Tro
uble
-sh
oot e
quip
men
tM
43 D
escr
ibe
AW
S el
ectr
ode
atla
ilem
lific
atiO
n ey
e-i-
L,r
ocrI
be1.
5442
13.,
num
ffl
om
M-5
Ues
crib
e
invi
t2B
.ar
e,vi
rCV
AD
er &
Ye
MitA
fpV
ILIC
IV
-,4,
Wal
l
ki-1
0 D
emon
-ci
trat
e al
mni
num
GN
AW
fla
t hod
-so
ntal
, ver
tical
and
over
head
hi-1
1 D
eem
be(M
AW
fill
erw
ire*
14-1
2 D
emon
-at
m°
abili
ty to
repa
ir w
elds
WE
LD
ER
... t
hat p
erso
n w
ho is
res
pons
ible
for
the
plan
ning
, lay
out,
fit u
p of
mat
eria
ls, a
nd o
pera
tion
of w
eldi
ng e
quip
men
t to
prep
are
the
wor
kan
d pe
rfor
m w
eldi
ng o
pera
tions
nec
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ResourcesThe MASTER Training Modules are available in printed form, on CD-ROM and on theInternet at http://machinetool.tstc.edu.
The MASTER consortium of member colleges that have developed the TrainingModules covers the major geographic regions of the nation. Each member is availableto provide additional information and resource as might be required.
Augusta Technical InstituteCenter for Advanced Technology (CAT)3116 Deans Bridge RoadAugusta, GA 30906
Mr. Ray Center - Director, CATPhone: 706-771-4089E-Mail: [email protected]
San Diego City CollegeCenter for Applied Competitive Technologies (CACT)1313 Twelfth AvenueSan Diego, CA 92101
Dr. Joan A. Stepsis - Dean/Director, CACTPhone: 619-230-2080E-Mail: [email protected]
Itawamba Community CollegeThe Tupelo Campus653 Eason BoulevardTupelo, MS 38801-5999
Dr. Charles V. Chrestman - Dean of Career Education and CommunityServices
Phone: 601-680-8423E-Mail: [email protected]
Moraine Valley Community CollegeCenter for Contemporary Technology10900 South 88th AvenuePalos Hills, IL 60465-0937
Dr. Richard Hinckley - Dean of Instruction, Workforce Development &Community Service
Phone: 708-974-5733E-Mail: [email protected]
Springfield Technical Community CollegeP. 0. Box 9000Springfield, MA 01101-9000
Dr. Thomas E. Holland - Vice President, Center for Business & TechnologyPhone: 413-781-1314E-Mail: [email protected]
Texas State Technical College3801 Campus DriveWaco, TX 76705
Wallace Pe lton - Project CoordinatorPhone: 254-867-3509E-Mail: [email protected]
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MACHINE TOOL ADVANCED SKILLS TECHNOLOGY EDUCATIONAL RESOURCES
consortium of educators and industry
EDUCATIONAL RESOURCESFOR THE
MACHINE TOOL INDUSTRY
Machining SeriesINSTRUCTOR'S HANDBOOK
Supported hy the Notional Science 1:oinulatitni.. 1.:(Inewion Pogam
15u
MAC-G3
MACHINIST SERIESMASTER Technical Module No. MAC-G3
Subject: Conventional Machining
Duty: Perform Advanced MachiningTask: Program CNC Machines
Time: 30 Hrs.
Objective(s):
Upon completion of this unit the student will be able to:a. Identify and describe essentials and safety of CNC systems;b. Identify and describe types of CNC hardware and software;c. Identify and describe machine axes and coordinate systems;d. Identify and describe coordinate systems;e. Plan and write programs for CNC mills; and,f. Plan and write programs for CNC lathes.
Instructional Materials:
MASTER Handout (MAC-G3-H0)MASTER Laboratory Exercise (MAC-G3-LE)MASTER Laboratory Aid (MAC-G3-LA)MASTER Self-Assessments (two)
References:
Computer Numerical Control, From Programming to Networking, S.C. Jonathan Lin, Delmar Publishers Inc., Latest Edition
Student Preparation:
Students should have previously completed the following Technical Modules:MAC-G1 "Prepare and Plan for CNC Machining Operations"MAC-G2 "Select and Use CNC Tooling Systems"
Introduction:
In the modern world of machining more and more companies are relying heavily onCNC machinery. This is a trend that is expected to continue into the future of MachineTechnology. Many students are highly motivated to learn how to program and operatethis type of equipment. It is wise to have a basic understanding of how the equipment
functions so we can have a better understanding of how to program the machine tooloperations. Many of the procedures can be compared directly to their conventionalmachine counterparts. Most people will progress further along if they establish a solidfoundation in the basic principles.
Presentation Outline:
I. Identify and Describe Essentials and Safety of CNC SystemsA. Identify and explain essentials
1. Define numerical control2. Explain history and future of CNC technology3. Identify basic elements of CNC system4. Define Computer Numerical Control (CNC)5. Explain advantages and limitations of CNC6. Identify applications of CNC technology
B. Compare types of CNC systems1. Identify and describe modes on numerical control systems2. Explain difference between the following:
a. Point-to-pointb. Axial pathc. 45° line typed. Linear Pathe. Continuous path
3. Describe CNC interpolation4. Identify types of CNC interpolations5. Explain difference between open loop and closed loop systems6. List benefits and problems of open and closed loop systems
C. Demonstrate safety practices related to CNC systems1. Demonstrate safety practices, including:
a. Safety guard/door interlocksb. Power box interlocksc. Tool loading and unloadingd. Loading and unloading work holding devicese. Machine coolant disposal
2. Describe/identify personal safety equipmentII. Identify and Describe Types of CNC Hardware and Software
A. Identify and describe CNC hardware1. Compare NC and CNC systems2. Identify components of CNC machine control unit (MCIJ)3. Define applications of operator control panel4. Explain functions of operator control panel5. Define utilities found on typical control panel6. Select appropriate CNC controls
B. Describe CNC software
1 5 /
1. Describe software related to machine tool2. Describe applications of operation, interface and application
software3. Describe interface of software and hardware
C. Explain feed back drive system1. Describe feed cfrive system2. Explain feed back mechanisms3. Compare direct and indirect measurement systems
III. Identify and Describe Machine Axes and Coordinate SystemsA. Identify and describe machine axes
1. Define and identify machine axes X, Y and Z2. Identify and describe linear axes using right hand rule3. Identify and define primary rotary axes a, b and c
B. Describe coordinate systems1. Describe Cartesian coordinate system as used in NC program2. Define relationship of Cartesian coordinate system with
machine axesC. Define characteristics of positioning systems
1. Define application of absolute positioning systems2. Define application of incremental positioning systems
D. Define reference systems1. Describe characteristics of:
a. Machine reference coordinatesb. Work reference coordinatesc. Program reference coordinatesd. Fixtures offset coordinates
IV. Describe and Interpret CNC Coding SystemsA. Interpret number bases
1. Interpret decimal and binary bases2. Interpret octal and hexadecimal bases
B. Describe NC program storage media1. Describe the media2. Describe advantages and disadvantages of each media
C. Describe EIA and ASCII formatted tapes1. Describe EIA format on tapes2. Describe ASCII format on tapes3. Describe differences in EIA and ASCII formats
V. Write NC ProgramsA. Create NC words
1. Define NC characters, blocks and words2. Identify and describe commonly used NC codes3. Describe and create safe start blocks4. Combine NC codes to create part program
B. Create NC programs1. Use absolute (G90) and incremental (G91) positioning
158
2. Use rapid positioning (GOO) and linear interpolation (G01)3. Use circular interpolation (G02) and (G03)4. Identify plane selections (G17, G18, G19)5. Apply proper plane selection to circular interpolation6. Define and desciibe axis modifiers (I, J, K) and apply to circular
interpolation (absolute and incremental type)C. Calculate and program cutter speed and cutter compensation
1. Describe cutter compensation commands (G40, G41, G42)2. Describe relationships associated with G41 and climb milling3. Describe relationship associated with G42 and conventional
milling4. Evaluate reference documentation to establish machinability
factors for RPM equation5. Apply RPM calculations to identify proper spindle speed "S"
wordD. Calculate and program cutter feed and depth ofcut
1. Evaluate reference documentation to establish feed rate factors2. Apply depth of cut calculations for programming efficiency3. Apply feed equation to establish correct feed "F" word
E. Program tool selection and unit input systems1. Describe and apply unit input code (G70 and G71) correctly2. Describe tool function "T" word and its use3. Describe retract quill to Z machine home "MG"5. Describe and apply "T" word with "MG" to create tool change6. Apply "M" codes to program7. Describe and list common "M" words and their applications8. Describe "MOO" program stop and "M01" optional stop
applications9. Describe "M02" end of program and "M30" end of tape
F. Program spindle operation1. Identify spindle commands2. Describe "M03" spindle on clockwise and "M04" spindle on
counterclockwise3. Describe "M05" stop spindle4. Identify and describe coolant commands "M07", "M08" and
"M09"5. Apply "M" codes to program
G. Program fixed cycles1. Identify and describe fixed cycles "G81 - G89"2. Describe benefits and time saving by using fixed cycles in
programming3. Explain different fixed cycle formats for different controllers4. Apply fixed cycles to programs
H. Program operator messages1. Identify and describe non-machine code "operator messages"
1 5 3
2. Describe symbols to isolate operator messages from programa.b.
3. Apply operator messages to NC part program as neededVI. Student Practice - Plan and Write Programs for CNC MillsVII. Student Practice - Plan and Write Programs for CNC Lathes
ale),
Practical Application:
Students should complete CNC programming exercises for the CNC mill and theCNC lathe.
Evaluation and/or Verification:
Students should successfully complete the Self-Assessment found at the end of thislesson.
Summary:
Review the main lesson points and answer student questions.
Next Lesson Assignment:
MASTER Technical Module (MAC-G4) dealing with operating CNC machiningcenters (mills).
MAC-G3-HOProgram CNC Machines
Attachment 1: MASTER Handout
Objective(s):
Upon completion of this unit the student will be able to:a. Identify and describe essentials and safety of CNC systems;b. Identify and describe types of CNC hardware and software;c. Identify and describe machine axes and coordinate systems;d. Identify and describe coordinate systems;e. Plan and write programs for CNC mills; and,f. Plan and write programs for CNC lathes.
Module Outline:
Identify and Describe Essentials and Safety of CNC SystemsA. Identify and explain essentials
1. Define numerical control2. Explain history and future of CNC technology3. Identify basic elements of CNC system4. Define Computer Numerical Control (CNC)5. Explain advantages and limitations of CNC6. Identify applications of CNC technology
B. Compare types of CNC systems1. Identify and describe modes on numerical control systems2. Explain difference between the following:
a. Point-to-pointb. Axial pathc. 450 line typed. Linear Pathe. Continuous path
3. Describe CNC interpolation4. Identify types of CNC interpolations5. Explain difference between open loop and closed loop systems6. List benefits and problems of open and closed loop systems
C. Demonstrate safety practices related to CNC systems1. Demonstrate safety practices, including:
a. Safety guard/door interlocksb. Power box interlocksc. Tool loading and unloadingd. Loading and unloading work holding devicese. Machine coolant disposal
2. Describe/identify personal safety equipment
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II. Identify and Describe Types of CNC Hardware and SoftwareA. Identify and describe CNC hardware
1. Compare NC and CNC systems2. Identify components of CNC machine control unit (MCU)3. Define applications of operator control panel4. Explain functions of operator control panel5. Define utilities found on typical control panel6. Select appropriate CNC controls
B. Describe CNC software1. Describe software related to machine tool2. Describe applications of operation, interface and application
software3. Describe interface of software and hardware
C. Explain feed back drive system1. Describe feed drive system2. Explain feed back mechanisms3. Compare direct and indirect measurement systems
III. Identify and Describe Machine Axes and Coordinate SystemsA. Identify and describe machine axes
1. Define and identify machine axes X, Y and Z2. Identify and describe linear axes using right hand rule3. Identify and define primary rotary axes a, b and c
B. Describe coordinate systems1. Describe Cartesian coordinate system as used in NC program2. Define relationship of Cartesian coordinate system with
machine axesC. Define characteristics of positioning systems
1. Define application of absolute positioning systems2. Define application of incremental positioning systems
D. Define reference systems1. Describe characteristics of:
a. Machine reference coordinatesb. Work reference coordinatesc. Program reference coordinatesd. Fixtures offset coordinates
IV. Describe and Interpret CNC Coding SystemsA. Interpret number bases
1. Interpret decimal and binary bases2. Interpret octal and hexadecimal bases
B. Describe NC program storage media1. Describe the media2. Describe advantages and disadvantages of each media
C. Describe EIA and ASCII formatted tapes1. Describe EIA format on tapes2. Describe ASCII format on tapes
3. Describe differences in EIA and ASCII formatsV. Write NC Programs
A. Create NC words1. Define NC characters, blocks and words2. Identify and describe commonly used NC codes3. Describe and create safe start blocks4. Combine NC codes to create part program
B. Create NC programs1. Use absolute (G90) and incremental (G91) positioning2. Use rapid positioning (GOO) and linear interpolation (G01)3. Use circular interpolation (G02) and (G03)4. Identify plane selections (G17, G18, G19)5. Apply proper plane selection to circular interpolation6. Define and describe axis modifiers (I, J, K) and apply to circular
interpolation (absolute and incremental type)C. Calculate and program cutter speed and cutter compensation
1. Describe cutter compensation commands (G40, G41, G42)2. Describe relationships associated with G41 and climb milling3. Describe relationship associated with G42 and conventional
milling4. Evaluate reference documentation to establish machinability
factors for RPM equation5. Apply RPM calculations to identify proper spindle speed "S"
wordD. Calculate and program cutter feed and depth of cut
1. Evaluate reference documentation to establish feed rate factors2. Apply depth of cut calculations for programming efficiency3. Apply feed equation to establish correct feed "F" word
E. Program tool selection and unit input systems1. Describe and apply unit input code (G70 and G71) correctly2. Describe tool function "T" word and its use3. Describe retract quill to Z machine home "MG"5. Describe and apply "T" word with "MG" to create tool change6. Apply "lVI" codes to program7. Describe and list common "M" words and their applications8. Describe "MOO" program stop and "M01" optional stop
applications9. Describe "M02" end of program and "M30" end of tape
F. Program spindle operation1. Identify spindle commands2. Describe "M03" spindle on clockwise and "M04" spindle on
counterclockwise3. Describe "M05" stop spindle4. Identify and describe coolant commands "M07", "M08" and
"M09"
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5. Apply "M" codes to programG. Program fixed cycles
1. Identify and describe fixed cycles "G81 - G89"2. Describe benefits and time saving by using fixed cycles in
programming3. Explain different fixed cycle formats for different controllers4. Apply fixed cycles to programs
H. Program operator messages1. Identify and describe non-machine code "operator messages"2. Describe symbols to isolate operator messages from program
a.b.
3. Apply operator messages to NC part program as neededVI. Student Practice - Plan and Write Programs for CNC MillsVII. Student Practice - Plan and Write Programs for CNC Lathes
MAC-G3-LEProgram CNC Machines
Attachment 2: MASTER Laboratory Exercise
The students shall:a. Plan and write programs for CNC mills; and,b. Plan and write programs for CNC lathes.
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MAC-G3-LAProgram CNC Machines
Attachment 3: MASTER Laboratory Aid
Rules of Conduct1. Absolutely no horseplay or practical joking will be tolerated.2. Do not talk to anyone who is operating a machine.3. Walk only in the designated traffic lanes.4. Dress appropriately; at the absolute minimum, you must have:
a. No loose clothing, including ties;b. Long hair properly stowed;c. No jewelry;d. Hard, closed-toe shoes;e. Eye protection (safety glasses); and,f. Ear protection (plugs or headset).
5. Follow all institutional safety rules.
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Name: Date:
MAC-G3Program CNC Machines
Self-Assessment No. 1
Circle the letter preceding the correct answer.
1. The definition "a system in which actions are controlled by the insertion ofnumerical data at some point" refers to?a. Direct Numerical Controlb. Distributive Numerical Controlc. Numerical Controld. Computerized Numerical Control
2. Which company is given credit for creating the first numerical control millingmachine?a. Rohr Industriesb. Massachusetts Institute of Technologyc. Parsons corporationsd. General Electric
3. The term CNC stands for?a. Continuous Numerical Controlb. Centerline Numerical Controlc. Computerized Numerical Controld. Computerized Numerical Counter
4. The term DNC has multiple definitions one is:a. Distinct numerical controlb. Desired numerical controlc. Direct numerical controld. Destination numerical control
5. The term DNC has multiple definitions another one is:a. District numerical controlb. Distributive numerical controlc. Distinctive numerical controld. Desired numerical control
6. Examples of basic elements of a CNC system would include;a. Center drillb. Milling cuttersc. Moused. Part program
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7. Examples of basic elements of a CNC system would include;a. Anilamb. Program input devicec. Pocket calculatord. Coolant
8. Examples of basic elements of a CNC system would include;a. Machine control unitb. Outside micrometerc. Pencil and paperd. Basic understanding of mathematics
9. Examples of basic elements of a CNC system would include;a. Barcoding systemb. Inside micrometerc. Drive systemsd. Basic understanding of engineering drawings
10. Examples of basic elements of a CNC system would include;a. Machine Toolb. Basic theory of metal removalc. Dial calipersd. Windows operating system
11. Examples of basic elements of a CNC system would include;a. Clamping devicesb. Depth micrometersc. Feedback systemsd. Fine surface finishes
12. NC Systems are often referred to as:a. Primary memoryb. Softwiredc. Hardwiredd. Secondary memory
13. CNC Systems are often referred to as:a. Primary memoryb. Softwiredc. Hardwiredd. Secondary memory
ia
14. Examples of advantages of CNC would include:a. High cost of cutting toolsb. Increased productivityc. Highly attractive machinesd. More interesting for maintenance workers
15. Examples of advantages of CNC would include:a. Lower number of pallets neededb. Increased electronicsc. Inch and metric calibrationsd. High accuracy and repeatability
16. Examples of advantages of CNC would include:a. Reduced production costsb. Systems require less attentionc. Cost effective for small production runsd. Lower maintenance requirements
17. Examples of advantages of CNC would include:a. Reduced initial investmentb. Reduced indirect operating costsc. Cost effective for small production runsd. Lower maintenance requirements
18. CNC operators have to have a higher skill level then a precision tool maker.a. Trueb. False
19. Examples of disadvantages (limitations) of CNC would include:a. High cost of cutting toolsb. Higher productivityc. High initial investmentd. High probability of human error
20. Examples of disadvantages (limitations) of CNC would include:a. Higher scrap ratesb. Higher Maintenance requirementsc. Higher machine utilizationd. High probability of human error
21. Examples of disadvantages (limitations) of CNC would include:a. Not cost effective for precision partsb. Not cost effective for alloysc. Not cost effective for low production levelsd. Not cost effective for non ferrous metals
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22. CNC can only be applied to applications of chip removal.a. Trueb. False
23. The addition of CNC Machines guarantees increased productivity.a. Trueb. False
24. CNC programming has been dramatically changed by the advent of:a. Fiber opticsb. CAD/CAMc. Space age coolantsd. Special applications
25. The point to point control system is most often used inoperations.a. Rough machiningb. Pocket machiningc. Drillingd. Contouring
26. The continuous-path control system is often calledsystem.a. Rough machiningb. Pocket machiningc. Drillingd. Contouring
27. The continuous-path control system is limited since it can only move one axisat a time.a. Trueb. False
28. An example of a function of the CNC interpolator would include:a. Generates spindle speed calculations for efficient material removalb. Generates intermediate coordinate positions along the program pathc. Generates the proper feed rate in programd. Generates a complete list of "G" codes as needed by the machine
29. An example of a function of the CNC interpolator would include:a. Computes coolant selections for machine tool as neededb. Computes separate tool changes as neededc. Computes individual axis velocities as neededd. Computes material finish requirements as needed
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30. One example of a common interpolation would be:a. Metabolicb. Bi cubic approximationc. Lineard. Helical cubic NURB
31. One example of a common interpolation would be:a. Eliptoidinalb. Bi nurdic eliptoidinalc. Radiusd. Circular
32. One significant feature of the control system is that there isno feedback signal for checking whether the programmed position has beenreached.a. Closed loopb. Open loopc. NCd. CNC
33. One significant feature of the control system is that thereare feedback signals that check whether the programmed position has beenreached.a. Closed loopb. Open loopc. NCd. CNC
34. The control system is usually used with the point to pointsystems.a. Closed loopb. Open loopc. NCd. CNC
35. The control system is usually used with continuous pathsystems.a. Closed loopb. Open loopc. NCd. CNC
36. The acronym MCU stands for:a. Machine Companies Unificationb. Machine control unitc. Machine control universityd. Machine control union
37. An example of primary memory would include:a. Floppy disksb. Hard drivesc. RAMd. Paper tape
38. An example of primary memory would include:a. Greco systemb. DNCc. ROMd. Punch cards
39. An example of secondary memory would include:a. Greco systemb. DNCc. ROMd. Hard drives
40. An example of secondary memory would include:a. Floppy disksb. Greco systemc. RAMd. Paper tape
41. Machine is what allows us to reach a exact desired pointcoordinate.a. Controllerb. Repeatabilityc. Accuracyd. Programming
42. Machine is what allows us to come back to an exact pointcoordinate time after time.a. Controllerb. Repeatabilityc. Accuracyd. Programming
43. Theof machine backlash.a. Indirectb. Directc. Closed loopd. Open loop
44. Thebacklash.a. Indirectb. Directc. Closed loopd. Open loop
45. Thea. Indirectb. Directc. Closed loopd. Open loop
measurement feedback system is free from the effects
measurement feedback system is affected by machine
measurement feedback system is more accurate.
46. The machine axis designation by X, Y, and Z are themachine axis.a. Tertiary linearb. Primary linearc. Secondary lineard. Primary rotary
47. The machine axis designation by A, B and C are themachine axis.a. Tertiary linearb. Primary linearc. Secondary lineard. Primary rotary
48. The Cartesian coordinate system is often referred to as thecoordinate system.a. Polarb. Secondaryc. Rectangulard. Primary
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49. The data point X -1.0, Y -2.0 is located in the numberquadrant.a. 1
b. 2c. 3d. 4
50. The data point X 1.0, Y 2.0 is located in the numberquadrant.a. 1
b. 2c. 3d. 4
51. The data point X 1.0, Y -2.0 is located in the numberquadrant.a. 1
b. 2c. 3d. 4
52. The data point X -1.0, Y 2.0 is located in the numberquadrant.a. 1
b. 2c. 3d. 4
53. The coordinate system defines the position of a point byits radius and an angle of rotation.a. Polarb. Secondaryc. Rectangulard. Primary
54. If a data point was rotated 100 degrees from 0 it would be in the numberquadrant.
a. 1
b. 2C. 3d. 4
55. If a data point was rotated 295 degrees from 0 it would be in the numberquadrant.
a. 1
b. 2c. 3d. 4
56. If a data point was rotated 40 degrees from 0 it would be in the numberquadrant.
a. 1
b. 2C. 3d. 4
57. If a data point was rotated 195 degrees from 0 it would be in the numberquadrant.
a. 1
b. 2C. 3d. 4
58. In the positioning system all positions are measured from asingle fixed point.a. Incrementalb. Polarc. Rectangulard. Absolute
59. In the positioning system, the reference point is not fixedand moves from data point to data point.a. Incrementalb. Polarc. Rectangulard. Absolute
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MAC-G3Program CNC Machines
Self-Assessment No. 1 Answer Key
1. D 31. D2. C 32. B3. C 33. A4. C 34. B5. B 35. A6. D 36. B7. B 37. C8. A 38. C9. C 39. D10. A 40. A11. C 41. C12. C 42. B13. B 43. B14. B 44. A15. D 45. B16. A 46. B17. B 47. B18. B 48. C19. C 49. C20. B 50. A21. C 51. D22. B 52. B23. B 53. A24. B 54. B25. C 55. B26. D 56. A27. B 57. C28. B 58. D29. C 59. A30. C
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MAC-G3Program CNC Machines
Self-Assessment No. 2
1. The command "G01" is an example of a NCa. Addressb. Wordc. Blockd. Program
2. In the command "G01" the G is an example of a NCa. Addressb. Wordc. Blockd. Program
3. "NO1 G90 G80 G17" would be an example of a NCa. Addressb. Wordc. Blockd. Program
4. A complete set of codes that would make a part would be called a(n)
a. Addressb. Wordc. Blockd. Program
CNC PROGRAMMINGCommonly used "G" and "M" Codes and Miscellaneous Codes
5. G91:a. Height (tool length offset)b. X, Y plane selectionc. Set X, Y, Z values, reset valuesd. Incremental programminge. Drill with dwell at end of "z" travel
6. G81:a. Fast rapid positioning moveb. Optional stop, acts as MOO or disappearsc. Common drill cycled. Reaming cycle, stops spindle at "z" depthe. Drill with dwell at end of "z" travel
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7. G71:a. Incremental programmingb. Metric programmingc. Set X, Y, Z values, reset valuesd. Reaming cycle, stops spindle at "z" depthe. Drill with dwell at end of "z" travel
8. M06:a. Spindle on clockwiseb. Spindle on counter clockc. Machine stop, stops everythingd. Retract spindle to home positione. Kills canned cycles
9. G02:a. Counter clockwise arc requires axis modifiersb. Straight line move requires feed ratec. Set X, Y, Z values, reset valuesd. Cutter compensation lefte. Clockwise arc requires axis modifiers
10. "S":a. Fast rapid positioning moveb. Straight line move requires feed ratec. X axis modifierd. Spindle stope. Speed
11. MOO:a. Kill coolantb. Set X, Y, Z values, reset valuesc. Optional stop, acts as MOO or disappearsd. Machine stop, stops everythinge. Spindle stop
12. G04:a. X, Y axis movementb. Dwellc. Set X, Y, Z values, reset valuesd. Spindle stope. Commonly stands for tool
17a
13. G19:a. X, Y axis movementb. X, Y plane selectionc. X, Z plane selectiond. X, Z axis movemente. Y, Z plane selection
14. GOO:
a. Fast rapid positioning moveb. Bore in and outc. Machine stop, stops everythingd. Cutter compensation lefte. Cancels cutter compensation
15. "I":a. Incremental programmingb. Z axis modifierc. X axis modifierd. Mist coolante. Y, Z plane selection
16. G40:a. Counter clockwise arc requires axis modifiersb. Spindle on counter clockc. Kill coolantd. Kills cutter compensatione. Kills canned cycles
17. MO1:a. Incremental programmingb. Optional stop, acts as MOO or disappearsc. End of program, stopd. Mist coolante. Cutter compensation right
18. M08:a. Spindle on clockwiseb. Mist coolantc. Peck cycle, deep hole drillingd. Flood coolante. Clockwise arc requires axis modifiers
17 :.=')
19. G03:a. Straight line move requires feed rateb. Common drill cyclec. Clockwise arc requires axis modifiersd. Cutter compensation righte. Counter clockwise arc requires axis modifiers
20. G41:a. Height (tool length offset)b. Z axis modifierc. End of program, stopd. Cutter compensation lefte. Cutter compensation right
21. M04:a. Spindle on clockwiseb. Dwellc. Machine stop, stops everythingd. Spindle on counter clockwisee. Spindle stop
22. G42:a. Counter clockwise arc requires axis modifiersb. Optional stop, acts as MOO or disappearsc. Peck cycle, deep hole drillingd. Cutter compensation lefte. Cutter compensation right
23. M09:a. Counter clockwise arc requires axis modifiersb. Spindle on counter clockc. Kill coolantd. Kills cutter compensatione. Kills canned cycles
24. G70:a. Incremental programmingb. Metric programmingc. Set X, Y, Z values, reset valuesd. Inch programminge. Drill with dwell at end of "z" travel
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25. "F":a. Fast rapid positioning moveb. Feedc. Common drill cycled. Flood coolante. Offset number (tool diameter)
26. M02:a. Spindle on clockwiseb. Spindle on counter clockwisec. End of program, stopd. End of program, return to beginning of program and waite. Cutter compensation right
27. G80:a. Counter clockwise arc requires axis modifiersb. Spindle on counter clockc. Kill coolantd. Kills cutter compensatione. Kills canned cycles
28. G82:a. Common mill cycleb. Bore in and outc. Peck cycle, deep hole drillingd. Reaming cycle, stops spindle at "z" depthe. Drill with dwell at end of "z" travel
29. G01:a. Fast rapid positioning moveb. Straight line move requires feed ratec. Set X, Y, Z values, reset valuesd. Reaming cycle, stops spindle at "z" depthe. X, Z axis movement
30. G83:a. Common drill cycleb. Reaming cycle, stops spindle at "z" depthc. Peck cycle, deep hole drillingd. Reaming cycle, stops spindle at "z" depthe. Drill with dwell at end of "z" travel
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31. G17:a. X, Y axis movementb. X, Y plane selectionc. X, Z plane selectiond. X, Z axis movemente. Y, Z plane selection
32. "J":a. Height (tool length offset)b. Z axis modifierc. Y axis modifierd. Z axis modifiere. Y, Z plane selection
33. M03:a. Spindle on clockwiseb. Dwellc. End of program, stopd. Spindle stope. Clockwise arc requires axis modifiers
34. G90:a. Incremental programmingb. Metric programmingc. X, Z plane selectiond. Absolute programminge. Cancels cutter compensation
35. M05:a. Spindle on clockwiseb. Dwellc. Machine stop, stops everythingd. Spindle stope. Cancels cutter compensation
36. M07:a. Spindle on clockwiseb. Mist coolantc. Peck cycle, deep hole drillingd. Flood coolante. Clockwise arc requires axis modifiers
37. M30:a. Spindle on clockwiseb. Spindle on counter clockwisec. End of program, stopd. End of program, return to beginning of program and waite. Cutter compensation right
38. "T":a. Height (tool length offset)b. Feedc. End of program, stopd. Mist coolante. Commonly stands for tool
39. G18:a. X, Z plane movementb. X, Z plane selectionc. Y, Z plane selectiond. Y, Z axis movemente. X, Z axis movement
40. "K":a. X axis modifierb. Z axis modifierc. Y axis modifierd. X, Z plane selectione. Y, Z plane selection
41. "H":a. Height (tool length offset)b. Feedc. Y axis modifierd. Retract spindle to home positione. Speed
42.-43. In the (answer to #42) positioning system, all points are
measured from a fixed point or origin, and it's "G" code is (answerto #43).
42. a. absolute 43. a. G91b. incremental b. G92c. fast rapid position move c. G90d. set X,Y,Z values, reset values. d. GOO
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44.-45. In the (answer to # 44) positioning system, the reference point
from which the dimensions are measured is not fixed. Instead, it moves tothe immediate preceding point from operation to operation. It's "G" code is
(answer to #45).44. a. absolute 45. a. G91
b. incremental b. G92c. fast rapid position move c. G90d. set X,Y,Z values, reset values. d. GOO
46. What is the formula for calculating spindle speeds for CNC machining inrevolutions per minute?a. RPM = Pi x D divided by CS x 12b. RPM = CS x 12 divided by Pi x Dc. RPM = CS x 4 divided by Pid. None; automatically set with MDI on the CNC machine.
47. What is the formula for calculating feeds for CNC machining in inches perminute?a. IPM = Pi x D divided by CS x 12b. IPM = number of teeth on cutter x chip load per toothc. None; geometry set with MDI on the CNC machine.d. IPM = RPM x number of teeth on cutter x chip load per tooth
48. If we saw the command G41D1 in a CNC program, we would know to checkthea. Cutter diameter in offset number 41b. Cutter diameter in offset number G41Dc. Cutter diameter in offset number 1d. Cutter diameter in offset number s1,1
Calculate the following RPM's and feed rates. Use your calculator and set for 3decimal places.
CS
49. 250
50. 300
51. 325
52. 25
53. 100
DIA. RPM IPM = CPT # of Teeth
.125 .002 4
1.250 .0125 15
.875 .003 2
.500 .006 3
.187 .001 6
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Answer selection for the above questions. (RPM's / IPM's)
49. a. 8000.000 / 64.000b. 7639.437 / 61.115c. 119.366 / 0.955
50. a. 916.732 / 171.887b. 1432.394 / 268.574c. 960.000 / 180.000
51. a. 1418.753 / 8.513b. 2.749 / 0.016c. 1485.714 / 8.914
52. a. 2000.000 / 3.600b. 190.986 / 3.438c. 1884.956 / 33.929
53. a. 20159.953 / 120.960b. 2139.037 / 12.834c. 2042.630 / 12.256
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ProgramSelf-Assessment
MAC-G3CNC Machines
No. 2 Answer Key
1. B 31. B2. A 32. C3. C 33. A4. D 34. D5. D 35. D6. C 36. B7. B 37. D8. D 38. E9. E 39. B10. E 40. B11. D 41. A12. B 42. A13. E 43. C14. A 44. B15. C 45. A16. D 46. B17. B 47. D18. D 48. C19. E 49. B20. D 50. A21. D 51. A22. E 52. B23. C 53. C24. D25. B26. C27. E28. E29. B30. C
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MACHINE TOOL ADVANCED SKILLS TECHNOLOGY EDUCATIONAL RESOURCES
a consortium of educators and industry
EDUCATIONAL RESOURCESFOR THE
MACHINE TOOL INDUSTRY
Machining SerieoSTUDENT LABORATORY MANUAL
Supported by the National ScienceFoundation's Advanced Teclundogical Education PtyNrant
187
MAC-G3-HOProgram CNC Machines
Attachment 1: MASTER Handout
Objective(s):
Upon completion of this unit the student will be able to:a. Identify and describe essentials and safety of CNC systems;b. Identify and describe types of CNC hardware and software;c. Identify and describe machine axes and coordinate systems;d. Identify and describe coordinate systems;e. Plan and write programs for CNC mills; and,f. Plan and write programs for CNC lathes.
Module Outline:
I. Identify and Describe Essentials and Safety of CNC SystemsA. Identify and explain essentials
1. Define numerical control2. Explain history and future of CNC technology3. Identify basic elements of CNC system4. Define Computer Numerical Control (CNC)5. Explain advantages and limitations of CNC6. Identify applications of CNC technology
B. Compare types of CNC systems1. Identify and describe modes on numerical control systems2. Explain difference between the following:
a. Point-to-pointb. Axial pathc. 45° line typed. Linear Pathe. Continuous path
3. Describe CNC interpolation4. Identify types of CNC interpolations5. Explain difference between open loop and closed loop systems6. List benefits and problems of open and closed loop systems
C. Demonstrate safety practices related to CNC systems1. Demonstrate safety practices, including:
a. Safety guard/door interlocksb. Power box interlocksc. Tool loading and unloadingd. Loading and unloading work holding devicese. Machine coolant disposal
2. Describe/identify personal safety equipment
18J.1
II. Identify and Describe Types of CNC Hardware and SoftwareA. Identify and describe CNC hardware
1. Compare NC and CNC systems2. Identify components of CNC machine control unit (MCU)3. Define applications of operator control panel4. Explain functions of operator control panel5. Define utilities found on typical control panel6. Select appropriate CNC controls
B. Describe CNC software1. Describe software related to machine tool2. Describe applications of operation, interface and application
software3. Describe interface of software and hardware
C. Explain feed back drive system1. Describe feed drive system2. Explain feed back mechanisms3. Compare direct and indirect measurement systems
III. Identify and Describe Machine Axes and Coordinate SystemsA. Identify and describe machine axes
1. Define and identify machine axes X, Y and' Z2. Identify and describe linear axes using right hand rule3. Identify and define primary rotary axes a, b and c
B. Describe coordinate systems1. Describe Cartesian coordinate system as used in NC program2. Define relationship of Cartesian coordinate system with
machine axesC. Define characteristics of positioning systems
1. Define application of absolute positioning systems2. Define application of incremental positioning systems
D. Define reference systems1. Describe characteristics of:
a. Machine reference coordinatesb. Work reference coordinatesc. Program reference coordinatesd. Fixtures offset coordinates
IV. Describe and Interpret CNC Coding SystemsA. Interpret number bases
1. Interpret decimal and binary bases2. Interpret octal and hexadecimal bases
B. Describe NC program storage media1. Describe the media2. Describe advantages and disadvantages of each media
C. Describe EIA and ASCII formatted tapes1. Describe EIA format on tapes2. Describe ASCII format on tapes
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3. Describe differences in EIA and ASCII formatsV. Write NC Programs
A. Create NC words1. Define NC characters, blocks and words2. Identify and describe commonly used NC codes3. Describe and create safe start blocks4. Combine NC codes to create part program
B. Create NC programs1. Use absolute (G90) and incremental (G91) positioning2. Use rapid positioning (GOO) and linear interpolation (G01)3. Use circular interpolation (G02) and (G03)4. Identify plane selections (G17, G18, G19)5. Apply proper plane selection to circular interpolation6. Define and describe axis modifiers (I, J, K) and apply to circular
interpolation (absolute and incremental type)C. Calculate and program cutter speed and cutter compensation
1. Describe cutter compensation commands (G40, G41, G42)2. Describe relationships associated with G41 and climb milling3. Describe relationship associated with G42 and conventional
milling4. Evaluate reference documentation to establish machinability
factors for RPM equation5. Apply RPM calculations to identify proper spindle speed "S"
wordD. Calculate and program cutter feed and depth of cut
1. Evaluate reference documentation to establish feed rate factors2. Apply depth of cut calculations for programming efficiency3. Apply feed equation to establish correct feed "F" word
E. Program tool selection and unit input systems1. Describe and apply unit input code (G70 and G71) correctly2. Describe tool function "T" word and its use3. Describe retract quill to Z machine home "MG"5. Describe and apply "T" word with "MG" to create tool change6. Apply "M" codes to program7. Describe and list common "M" words and their applications8. Describe "MOO" program stop and "M01" optional stop
applications9. Describe "M02" end of program and "M30" end of tape
F. Program spindle operation1. Identify spindle commands2. Describe "M03" spindle on clockwise and "M04" spindle on
counterclockwise3. Describe "M05" stop spindle4. Identify and describe coolant commands "M07", "M08" and
"M09"
5. Apply "Yr codes to programG. Program fixed cycles
1. Identify and describe fixed cycles "G81 - G89"2. Describe benefits and time saving by using fixed cycles in
programming3. Explain different fixed cycle formats for different controllers4. Apply fixed cycles to programs
H. Program operator messages1. Identify and describe non-machine code "operator messages"2. Describe symbols to isolate operator messages from program"*a.
b.3. Apply operator messages to NC part program as needed
VI. Student Practice - Plan and Write Programs for CNC MillsVII. Student Practice - Plan and Write Programs for CNC Lathes
1 j
MAC-G3-LEProgram CNC Machines
Attachment 2: MASTER Laboratory Exercise
The students shall:a. Plan and write programs for CNC mills; and,b. Plan and write programs for CNC lathes.
192
MAC-G3-LAProgram CNC Machines
Attachment 3: MASTER Laboratory Aid
Rules of Conduct1. Absolutely no horseplay or practical joking will be tolerated.2. Do not talk to anyone who is operating a machine.3. Walk only in the designated traffic lanes.4. Dress appropriately; at the absolute minimum, you must have:
a. No loose clothing, including ties;b. Long hair properly stowed;c. No jewelry;d. Hard, closed-toe shoes;e. Eye protection (safety glasses); and,f. Ear protection (plugs or headset).
5. Follow all institutional safety rules.
193
To
The
Em
ploy
erT
his
prog
ram
req
uire
s th
at a
ll st
uden
ts s
hare
in th
e re
spon
sibi
lity
for
thei
r ow
n vo
catio
nal
deve
lopm
ent O
ur o
bjec
tive
is to
hel
p le
arne
rs a
ssum
e re
spon
sibi
lity
whi
le a
cqui
ring
the
skill
sne
eded
to e
nter
pro
duct
ive
wag
e-ea
rnin
g em
ploy
men
t Ins
truc
tion
is c
ompe
tenc
y-ba
sed,
and
stud
ents
are
eva
luat
ed o
n ho
w w
ell t
hey
can
perf
orm
spe
cific
ski
lls.
The
com
pete
ncie
s an
d sp
ecifi
c sk
ills
wer
e pr
epar
ed b
y a
grou
p of
exp
ert w
orke
rs fr
om th
eoc
cupa
tiona
l fie
ld. A
'5 r
atin
g re
flect
s th
e de
gree
of c
ompe
tenc
e no
rmal
ly a
ssoc
iate
d w
ith a
skill
ed p
erso
n w
ith tw
o or
mor
e ye
ars
of e
xper
ienc
e. T
he s
tude
nt c
ompl
etin
g th
is p
rogr
am o
fin
stru
ctio
n is
exp
ecte
d to
hav
e th
e m
ajor
ity o
f rat
ings
at t
he '4
' and
"3'
leve
ls. S
kills
with
out
ratin
gs in
dica
te th
at th
e st
uden
t cho
se n
ot to
stu
dy th
e sk
ill o
r th
at th
e oc
cupa
tiona
l are
a of
spec
ializ
atio
n di
d no
t req
uire
that
ski
ll. O
nly
skill
s m
aste
red
by th
e st
uden
t will
be
rate
d by
the
inst
ruct
or.
Em
ploy
ers
are
aske
d to
rev
iew
thes
e sk
ill r
atin
gs p
erio
dica
lly s
o th
at b
oth
the
empl
oyer
and
the
empl
oyee
will
hav
e an
ong
oing
aw
aren
ess
of th
e em
ploy
ees
deve
lopm
ent n
eeds
.E
mpl
oyer
s m
ay fi
nd th
e R
ecor
d O
f Ach
ieve
men
t use
ful i
n pl
anni
ng fo
r pr
omot
ions
, ass
ign-
men
ts, a
nd a
dditi
onal
trai
ning
.
Pro
gram
Dire
ctor
Dat
e
To
The
Inst
ruct
or
Inst
ruct
ors
are
requ
este
d to
aut
hent
icat
e th
e de
gree
of m
aste
ry a
chie
ved
by th
e st
uden
t by
writ
ing
the
num
ber
of th
e le
vel o
f ach
ieve
men
t in
the
oval
in th
e ta
sk b
ox a
nd in
itial
ling
in th
ere
ctan
gle
in th
e ta
sk b
ox e
very
tim
e th
e st
uden
t mas
ters
a c
ompe
tenc
y. L
ater
, if a
stu
dent
achi
eves
a h
ighe
r de
gree
of m
aste
ry th
ere
may
be
a se
cond
, and
pos
sibl
y a
third
, aut
hent
icat
ion
by th
e in
stru
ctor
.In
stru
ctor
s ar
e al
so r
eque
sted
to in
dica
te b
elow
thei
r fu
ll na
me
and
scho
ol a
ddre
ss.
Aut
hent
icat
ion
Sig
natu
reO
vgan
izat
ion
Initi
th
Ala
halic
abon
Sig
natu
reO
rgan
izat
ion
Iriti
als
Aut
hent
icat
ion
Sig
natu
reO
rgar
szah
onN
eils
Aut
hent
icat
ion
&F
ehr.
Org
aniz
atio
nfr
ied,
Aut
hent
icat
ion
Sig
natu
reO
rgan
izat
ion
Idea
ls
Aut
hent
icat
ion
Sig
natu
reO
rgan
izat
ion
Mat
s q
AST
ER
Mac
hine
Too
l Adv
ance
d S
kills
Tec
hnol
ogy
Edu
catio
nal R
esou
rces
Pro
gram
Cer
tific
ate
of C
ompe
tenc
y
Thi
s is
to c
ertif
y th
at
has
satis
fact
orily
com
plet
ed th
ere
quire
d co
mpe
tenc
ies
ackn
owle
dged
on
the
reve
rse
side
for
the
prog
ram
of
CO
NV
EN
TIO
NA
L M
AC
HIN
ING
and
is h
ereb
y gr
ante
d th
is c
ertif
icat
e
Thi
sda
y of
19
Dire
ctor
Inst
ruct
or
BE
ST C
OPY
AV
AIL
AB
LE
19 5
CO
NV
EN
TIO
NA
LMA
CH
ININ
G
Per
form
ance
Lev
els
Cen
per
fom
s M
s sk
ill w
ithou
t5
uper
visl
on a
nd w
ills
Initi
ativ
e an
dd
.....
Ility
to p
robl
em s
ituat
ions
.
Cs
a pe
rfor
m th
ls W
M4
sails
BR
OM
), w
ithou
t ass
ista
nce
orsu
perv
isio
n.
Con
per
form
Ude
ski
ll3
seth
feet
orily
but
req
uire
, toR
leas
sist
ance
and
/or
uper
vhio
n.
Can
ppp
Pp
rm p
arts
of t
his
MIll
2sa
tisfe
etor
Uy
but r
equi
re.
eons
Ider
oble
msI
sten
te s
ad/o
rsu
perv
hlon
.
IC
anno
t per
form
this
ski
ll.
INS
TR
UC
TO
R W
ILL
INIT
IAL
LEV
EL
AC
HIE
VE
D F
OR
EA
CH
CO
MP
ET
EN
CY
Rat
ings
on
the
than
are
bas
ed o
n in
dust
rial
perf
orm
ance
sta
rcla
rds.
The
y vr
e co
rnm
ed b
yan
imtn
icta
(a
silte
d an
d em
aier
ced
;ars
onla
nais
occ
Hsa
tion)
ohov
iew
s an
t eva
luat
espe
rfor
man
ce a
s he
Wou
ld in
the
role
of a
nm
vloy
er.
or s
zuen
rsor
.
A le
ttero
trel
lere
nce
atte
stin
g to
lhe
iniv
idra
fsat
tend
ance
. pun
ctua
lity.
and
won
t hab
its. H
aval
able
tan
the
cert
ifyin
g or
gariz
atIo
n.
134,
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