2010 Prince Edward Island Department of Education and Early Childhood Development P.O. Box 2000, Charlottetown Prince Edward Island Canada, C1A 7N8

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2 2010 Prince Edward Island Department of Education and Early Childhood Development P.O. Box 2000, Charlottetown Prince Edward Island Canada, C1A 7N8 Tel. (902) Fax. (902)

3 Welding Technology Oxyfuel Process (WEL801C) Course Description The Oxyfuel Process is commonly used in industry to perform a variety of cutting, gouging, and fusion tasks. Welders are expected to have a high skill level and knowledge of oxyfuel equipment and processes. Students will learn to set up and troubleshoot oxyfuel outfits; perform accurate cutting and piercing operations; execute acceptable fusion welds, braze welds and brazing operations; and describe and perform various thermal cutting and gouging processes. Classroom Component Suggested time: 26 hours This component of the curriculum is required to teach the knowledge and skills associated with the learning outcomes of the curriculum. Skill Development Component Suggested time: 84 hours This component of the curriculum is required by the student to apply the knowledge and develop the skills related to the learning outcomes of the curriculum. SCO - Identifies the Specific Curriculum Outcome (SCO) Column 1 SCO - Delineations Describes what the students are expected to know, be able to do, and value in order to achieve the SCO. The teacher is responsible for the planning and facilitation of learning as well as the assessment of each SCO - Delineation. Column 3 Teacher Lessons / Demonstrations Provides suggestions for developing and delivering the content for student learning. Student Activities / Assessments Provides suggestions for creating meaningful activities to allow the student to achieve the SCO. Column 2 Student Knowledge, Abilities, and Competencies Provides clarity to the SCO by describing the knowledge, abilities, and competencies that the students develop. This column is designed to indicate the depth and breadth of the SCO. It is not necessary to use all of these suggestions or that all of the students be engaged in the same learning activity. Column 4 Resources Lists a variety of resources that support the teaching and learning related to the SCO. These resources are suggested to support the teacher in developing an effective instructional package for delivery to the students. 1

4 CURRICULUM OUTCOMES Module 1: Oxyfuel Equipment (~4 hours Classroom Component) 18. Students will be able to assemble oxyfuel equipment describe the characteristics and handling procedures for oxygen and fuel gases 18.2 describe the functions of oxyfuel equipment components 18.3 describe the use, care, and maintenance of oxyfuel equipment components 18.4 explain the recommended procedured for placement, set-up, and shut down of oxyfuel equipment 18.5 identify causes and preventative measures for backfires, fl ashbacks, and burn backs 18.6 describe pressure and fl ame adjustments Module 2: Oxyfuel Welding, Brazing and Brazing Equipment (~8 of 84 hours Skill Development Component) 19. Students will be able to perform oxyfuel welding, braze welding, and brazing describe filler rods and fl uxes 19.2 demonstrate the ability to run lines of fusion with and without filler rods in the fl at and vertical positions 19.3 demonstrate the ability to weld lap joints on 10 gauge or 11 gauge ( mm) mild steel in the horizontal (2F) and the vertical (3F) positions using a comparable filler material 19.4 demonstrate the ability to weld butt joints on 10 gauge ( mm) mild steel in the fl at (1G) and the vertical (3G) positions using a comparable filler material 19.5 demonstrate the ability to weld lap joints on 10 gauge ( mm) mild steel in the vertical position using a braze welding filler material Module 3: Arc Cutting and Gouging (~3 of 84 hours Skill Development Component) 20. Students will be able to gouge and cut using carbon arc cutting with air process, and will observe plasma arc cutting describe the carbon arc cutting process 20.2 observe air carbon arc cutting 20.3 describe the plasma arc cutting process 20.4 observe plasma arc cutting 2

5 CURRICULUM OUTCOMES Module 4: Geometric Formulas (~12 hours Classroom Component) 21. Students will be able to solve problems involving geometric formulas identify key terms and concepts used in working with formulas 21.2 identify common formulas and solve problems for perimeter 21.3 identify common formulas and solve problems for area 21.4 identify common formulas and solve problems for volume 21.5 calculate the weight of a solid 21.6 calculate the capacity of a container in gallons Module 5: Welding Symbols (~10 hours Classroom Component) 22. Students will be able to interpret welding symbols explain the purpose of welding symbols 22.2 define weld symbol, welding symbol, and supplementary symbols 22.3 draw and interpret basic weld symbols and welding symbols 22.4 identify the dimensioning of welding symbols 22.5 identify non-destructive testing symbols 3

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7 Oxyfuel Equipment (~4 hours Classroom Component) WEL801C - OXYFUEL PROCESS Introduction Oxyfuel processes are an industry standard for heating, welding, brazing, and cutting. An apprentice must be familiar with the safe handling and care of equipment, operating procedures, and gases used during the oxyfuel process. Specific Curriculum Outcome SCO - Delineations 18. Students will be able to assemble oxyfuel equipment describe the characteristics and handling procedures for oxygen and fuel gases 18.2 describe the functions of oxyfuel equipment components 18.3 describe the use, care, and maintenance of oxyfuel equipment components 18.4 explain the recommended procedures for placement, set-up, and shutdown of oxyfuel equipment 18.5 identify causes and preventative measures for backfires, fl ashbacks, and burn backs 18.6 describe pressure and fl ame adjustments Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module g, Oxyfuel Equipment National Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - Welder Wall Mountain Company Video Series: Torch Cutting, Oxyacetylene Welding StudentsAchieve ( 5

8 WEL801C - OXYFUEL PROCESS - MODULE 1 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. SCO - Delineations 18.1 describe the characteristics and handling procedures for oxygen and fuel gases Student Knowledge, Abilities, and Competencies Topic: Handling Procedures Describe the physical characteristics of oxygen. Describe the air liquefaction process. Identify potential hazards associated with pure oxygen. Define oxidation. Describe the characteristics of acetylene and explain why it makes a good fuel gas. State the chemical symbol for acetylene (C 2 H 2 ). Describe the combustion characteristics of acetylene. State requirements a fuel gas must possess in order to be suitable for welding operations. State the function of an acetylene generator. Describe the unstable properties of acetylene. List alternative fuel gases: - natural gas - propane - methylacetylene-propadiene stabilized (MPS) - propylene Describe the characteristics and benefits of each of the above fuel gases. 6

9 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. WEL801C - OXYFUEL PROCESS - MODULE 1 Teacher Lessons / Demonstrations Topic: Handling Procedures Create a slideshow using graphics from the ILM graphics CD. Show Torch Cutting (video). Literacy Anticipation Guide: Use as a pre-reading strategy to assist in the reading of the ILM. Student Activities / Assessments Literacy Free Writing: Use as a pre-reading strategy to activate students prior knowledge of oxyfuel equipment. Resources Texts / Teacher Resources Alberta Module g Oxyfuel Equipment pp. 2-5 Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Alberta ILM Graphics CD Welding Period 1 7

10 WEL801C - OXYFUEL PROCESS - MODULE 1 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. SCO - Delineations 18.2 describe the functions of oxyfuel equipment components Student Knowledge, Abilities, and Competencies Topic: Equipment Identify and describe the components of a liquid oxygen storage tank. Explain the advantages of liquid oxygen. Identify and describe the components of an oxygen cylinder. Describe handling and operating procedures specific to oxygen cylinders. Explain the effect of temperature on pressure readings. Describe components of and the function of the cylinder valve safety device. Identify and describe the components of an acetylene cylinder. Explain the purpose of the porous material inside an acetylene cylinder. Explain the function of the acetone in an acetylene cylinder. Identify the two types of acetylene cylinder valves: - key type valve (1 to 1½ turns) - wheel type valve (1½ to 2 turns) Explain how acetylene is sold and how to calculate the volume of acetylene in a cylinder. Describe the location and function of the fusible metal plugs on an acetylene cylinder. Define draw limit. Describe the maximum rate at which an acetylene cylinder may be drawn off (1/7 of it volumetric pressure/hour). Describe the purpose, function, and operation of manifold systems. Describe the safety precautions to take when working with acetylene gas manifold systems. Explain the danger of using copper or red brass fittings for acetylene pipeline systems. Identify the proper type of fittings to use in an acetylene pipeline system. Identify and demonstrate rules for the safe handling of compressed gas cylinders (p. 18 ILM g). Describe the proper method of identifying the gases in a cylinder. Explain why noting the colour of the tank is not a recommended method of cylinder identification. Read and explain WHMIS labels on gas cylinders. Identify the components of an oxyacetylene outfit. (continued on p. 10) 8

11 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. WEL801C - OXYFUEL PROCESS - MODULE 1 Teacher Lessons / Demonstrations Topic: Equipment Demonstrate proper tank handling procedures. Create a slideshow using graphics from the ILM to identify tank and valve components. Review the WHMIS labels and MSDSs. While discussing their functions, have examples of each component on hand to circulate throughout the class. Make visuals (overheads or slideshow) of the components for display. Demonstrate proper handling and storage of each component. Describe the function and operation of a regulator, using a disassembled regulator as an example. Student Activities / Assessments Label diagrams of oxygen tanks and valves. Label diagrams of acetylene tanks and valves. Practise rolling empty tanks. Label a diagram of an oxyfuel outfit. Resources Texts / Teacher Resources Alberta Module g Oxyfuel Equipment pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Weldingv Alberta ILM Graphics CD Welding Period 1 9

12 WEL801C - OXYFUEL PROCESS - MODULE 1 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. SCO - Delineations 18.2 describe the functions of oxyfuel equipment components Student Knowledge, Abilities, and Competencies (...continued from p. 8) Topic: Equipment Describe the function and principal operation of a regulator. Identify the three main working parts of a regulator. Explain the classification of regulators. Identify the components and explain the operation of a single stage regulator. Identify the components and explain the operation of a two stage regulator. Compare the advantages and disadvantages of single stage and two stage regulators. Explain the function of the Bourdon tube in gauges. Describe ways in which the Bourdon tube may be damaged. Identify the scales on the regulator gauge face. Describe how to properly store an out-of-service regulator. Explain the construction and function of oxyfuel hoses. State the purpose of a whip line. Identify fuel gas hoses (grooved fitting, left hand thread). Identify oxygen hoses (smooth fitting, right hand thread). Describe the function and operation of a welding torch. Describe the function and operation of a cutting torch. Compare the function and use of the three main types of cutting torches. - combination torch - standard or heavy duty hand torch - machine torch Explain the function of the mixer. Describe the two basic types of mixers: - positive pressure - injector type Describe the construction of welding tips. Explain the numbering system found on welding tips. Identify the type of flame produced by swedge tips. Identify the type of flame produced by straight bore tips. Identify a dirty or worn tip by the quality of the flame produced. Demonstrate the ability to properly clean tips. Describe the construction of cutting tips. Describe the function of reverse flow check valves. Describe the purpose and function of flashback arrestors. 10

13 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. WEL801C - OXYFUEL PROCESS - MODULE 1 Teacher Lessons / Demonstrations Student Activities / Assessments Label a diagram of an oxyfuel outfit. Label diagrams of single and two stage regulators. Using diagrams, explain the function of a regulator. Using diagrams, explain the function of a reverse flow check valve. Complete an activity matching oxyfuel components with their functions. Literacy Free Writing: Use as a pre-reading strategy to activate prior knowledge of oxyfuel equipment (previously covered in WEL701A). Jigsaw: Form groups, with each group assigned one section from pp of the ILM. Each group must study, summarize, and report on that particular section. The summary must include a written overview as well as any relevant drawings or illustrations. Share this information with the other groups to create a study guide for this section of the ILM. (Students must be reminded that even though they are reporting on only one section, they are responsible for all of the information covered.) Resources Texts / Teacher Resources Alberta Module g Oxyfuel Equipment pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Alberta ILM Graphics CD Welding Period 1 11

14 WEL801C - OXYFUEL PROCESS - MODULE 1 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. SCO - Delineations 18.3 describe the use, care, and maintenance of oxyfuel equipment components 18.4 explain the recommended procedures for placement, setup, and shut-down of oxyfuel equipment Student Knowledge, Abilities, and Competencies Topic: Maintenance Define creep. Identify some of the symptoms of creep. Explain how to repair a creeping regulator. Explain the dangers associated with repairing a regulator. Demonstrate an ability to test hoses for leaks. Demonstrate an ability to repair damaged hoses. Describe proper maintenance procedures for torch and torch mixer assemblies. Demonstrate an understanding of the proper care, handling, and maintenance of welding tips. Topic: Set-up Identify all components of an oxyacetylene outfit. Demonstrate an understanding of the proper method for setting up an oxyacetylene outfit. Describe the difference between a flat-faced and bull-nosed fittings. Explain why an oxyfuel utility wrench is recommended for adjusting fittings. Demonstrate an ability to follow safety precautions when setting up an oxyacetylene outfit. Perform a leak detection test. Explain the importance of using an approved leak detection fluid. Demonstrate an ability to follow the proper procedure when shutting down an oxyacetylene outfit Identify causes and preventative measures for backfires, flashbacks, and burn backs Topic: Safety Define the three basic types of malfunctions related to oxyfuel equipment: - backfires - burn backs - flashbacks Describe possible causes of each of the above malfunctions. Describe how to avoid each of the above malfunctions. Describe the emergency shut-down procedure to follow in case of flashback. 12

15 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. WEL801C - OXYFUEL PROCESS - MODULE 1 Teacher Lessons / Demonstrations Topic: Maintenance Demonstrate safe and proper handling practices when using regulators. Demonstrate proper procedures to identify and remedy creep. Demonstrate proper tip cleaning procedures. Demonstrate how to perform a leak test. Topic: Set-up Demonstrate proper start up and shut-down procedures for the oxyfuel outfit. Topic: Safety Demonstrate emergency shut-down procedures in the event of flashback. Resources Texts / Teacher Resources Alberta Module g Oxyfuel Equipment pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Student Activities / Assessments Perform a procedure to check for and remedy creep. Properly clean and care for welding tips and torches. Perform leak tests. Properly set up an oxyfuel heating and cutting station. Properly shut down an oxyfuel heating and cutting station. Model emergency shut-down procedures. 13

16 WEL801C - OXYFUEL PROCESS - MODULE 1 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. SCO - Delineations 18.6 describe pressure and flame adjustments Student Knowledge, Abilities, and Competencies Topic: Flame Adjustments Follow the proper method for lighting the torch. Define gas speed and speed of flame propagation and explain the effect each has on an oxyfuel set-up. Describe how the above factors can contribute to backfire. Demonstrate an ability to follow the procedure for balancing pressures in an oxyfuel outfit. Identify and describe the three types of flames possible with a standard oxyacetylene welding or cutting torch: - carbonizing flame (reducing flame) - neutral flame - oxidizing flame Describe the effect each flame type has on mild steel. Explain the advantages to working on mild steel. Explain the x-system of carbonizing flames. Explain the following concepts in relation to each type of flame: - reaction to mild steel - visible reaction in the puddle - uses of a carbonizing flame Describe the three stages of combustion and the recommended application of each stage. 14

17 Oxyfuel Equipment (~4 hours Classroom Component) SCO 18. Students will be able to identify and assemble oxyfuel equipment. WEL801C - OXYFUEL PROCESS - MODULE 1 Teacher Lessons / Demonstrations Demonstrate how to properly balance a torch. Demonstrate how to set and identify the following flames: - carbonizing - neutral - oxidizing Demonstrate the effects of each type of flame by forming a puddle on a mild steel plate. Explain the sounds of various types of flames. Student Activities / Assessments Using diagrams, explain the characteristics of each flame type. - carbonizing - neutral - oxidizing Properly balance the torch. Properly set the torch to each type of flame and form a puddle on a piece of mild steel to explore the effects of each flame type. - carbonizing - neutral - oxidizing Resources Texts / Teacher Resources Alberta Module g Oxyfuel Equipment pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Self-Test pp

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19 WEL801C - OXYFUEL PROCESS Oxyfuel Welding, Brazing and Braze Welding (~8 of 84 hours Skill Development Component) Introduction Oxyfuel applications such as brazing, braze welding, and oxyfuel fusion, welding are used for many specialized jobs in the welding trade. This method of welding offers a wide range of applications and is a valuable skill for an apprentice to develop. Specific Curriculum Outcome SCO - Delineations Assessment Strategies 19. Students will be able to perform oxyfuel welding, brazing and braze welding describe filler rods and fl uxes 19.2 demonstrate the ability to run lines of fusion with and without filler rods in the fl at and vertical positions 19.3 demonstrate the ability to weld lap joints on 10 gauge or 11 gauge ( mm) mild steel in the horizontal (2F) and the vertical (3F) positions using a comparable filler material 19.4 demonstrate the ability to weld butt joints on 10 gauge or 11 gauge ( mm) mild steel in the fl at (1G) and the vertical (2G) positions using a comparable filler material 19.5 demonstrate the ability to weld lap joints on 10 gauge or 11 gauge ( mm) mild steel in the vertical position using a braze welding filler material Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module h, Oxyfuel Welding, Brazing and Braze Welding National Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - Welder Wall Mountain Company Video Series: Torch Cutting, Oxyacetylene Welding StudentsAchieve ( 17

20 WEL801C - OXYFUEL PROCESS - MODULE 2 Oxyfuel Welding, Brazing and Braze Welding (~8 of 84 hours Skill Development Component) SCO 19. Students will be able to perform oxyfuel welding, brazing and braze welding. SCO - Delineations 19.1 describe filler rods and fluxes Student Knowledge, Abilities, and Competencies Topic: Filler Rods and Fluxes Define terms related to filler rods and fluxes. Describe factors to consider when selecting a filler rod for any given job. Interpret the AWS filler metal specifications related to the oxyfuel process. Describe the four major classification details related to AWS A Describe the method of classification of AWS A specifications for filler metals used for brazing and braze welding. List the seven filler metal type categories. List the various forms of brazing filler metals available. Describe the six steps for a properly brazed joint. - good fit-up and proper clearances - cleaning metal - proper fluxing - assembly and support - heating and flowing the braze alloy - final cleaning Describe the characteristics and basic function of each of the seven types of filler metals used for brazing: - silver (BAg) - aluminum-silicon (BAlSi) - nickel (BNi) - copper, copper-zinc, copper-phosphorus (BCuP) - gold (BAu) - cobalt (BCo) - magnesium (Bmg) Demonstrate an understanding of the advantages and disadvantages of braze welding. Demonstrate an understanding of considerations to take into account when performing braze welding operations. Describe the function of the flux. List the various forms in which flux is available. 18

21 WEL801C - OXYFUEL PROCESS - MODULE 2 Oxyfuel Welding, Brazing and Braze Welding (~8 of 84 hours Skill Development Component) SCO 19. Students will be able to perform oxyfuel welding, brazing and braze welding. Teacher Lessons / Demonstrations Topic: Filler Rods and Fluxes Show Oxy Acetylene Welding (video). Develop a questionnaire/worksheet that students will fill out while watching the video. Have a selection of welding rods, filler metals, and fluxes on hand for display purposes. Literacy Anticipation Guide: Use as a pre-reading strategy. Use in conjunction with the SQ3R if students struggle with the survey and question component. Literacy SQ3R: Use as a pre-reading strategy. Put the class in groups and have them work through the survey and question stages of the strategy (pp. 2-18). Student Activities / Assessments Complete a situation worksheet table (example below). Resources Texts / Teacher Resources Alberta Module h Oxyfuel Welding, Brazing and Braze Welding pp Cross-Curricular Reading Tools SQ3R Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Welding Situation Rod Selection Filler Metal Flux Welds on Mild Steel no Repairing a Carbon R60 Steel Pipe Brazing Cast Iron RBCuZn-A yes Literacy SQ3R: Use as a during- and post-reading strategy for both of these topics. Working in groups, have each member read the text to answer the questions derived from the first step. Then work together to come to consensus on the answers. This will lead to a class discussion on filler metals and fluxes. Homework: Write a summary outlining the function/purpose of filler metals and fluxes. Vocabulary Development: Complete a matching assignment related to the terminology on p. 2 of the ILM. 19

22 WEL801C - OXYFUEL PROCESS - MODULE 2 Oxyfuel Welding, Brazing and Braze Welding (~8 of 84 hours Skill Development Component) SCO 19. Students will be able to perform oxyfuel welding, brazing and braze welding. SCO - Delineations 19.2 demonstrate the ability to run lines of fusion with and without filler rods in the flat and vertical positions Student Knowledge, Abilities, and Competencies Topic: Lines of Fusion Describe the importance of properly preparing materials for welding. List various methods of joint cleaning. List various methods of removing carbon graphite flakes from the joint surface. Describe methods used to ensure that no member of the assembly moved during the welding process. Discuss the factors that control the size and shape of the weld bead: - tip size and torch setting - torch and/or rod angle - torch and/or rod inclination - torch-to-work distance - speed of travel - torch manipulation 20

23 WEL801C - OXYFUEL PROCESS - MODULE 2 Oxyfuel Welding, Brazing and Braze Welding (~8 of 84 hours Skill Development Component) SCO 19. Students will be able to perform oxyfuel welding, brazing and braze welding. Teacher Lessons / Demonstrations Topic: Lines of Fusion Demonstrate the proper set-up, preparation, and safety practices to follow when performing oxyfuel welding and brazing. Demonstrate how to run lines of fusion in the flat and vertical positions using a variety of flame types. Student Activities / Assessments Complete exerciseson pp of ILM h. Using a 3" x 6" x 1/8" flat bar, run three lines of fusion 3/16" - 1/4" wide in the flat and vertical positions. Resources Texts / Teacher Resources Alberta Module h Oxyfuel Welding, Brazing and Braze Welding pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding 21

24 WEL801C - OXYFUEL PROCESS - MODULE 2 Oxyfuel Welding, Brazing and Braze Welding (~8 of 84 hours Skill Development Component) SCO 19. Students will be able to perform oxyfuel welding, brazing and braze welding. SCO - Delineations 19.3 demonstrate the ability to weld lap joints on 10 gauge or 11 gauge ( mm) mild steel in the horizontal (2F) and the vertical (3F) positions using a comparable filler material Student Knowledge, Abilities, and Competencies Topic: Practical Exercises Complete the exercises on pp of ILM h demonstrate the ability to weld butt joints on 10 gauge or 11 gauge ( mm) mild steel in the flat (1G) and the vertical (3G) positions using a comparable filler material 19.5 demonstrate the ability to weld lap joints on 10 or 11Ga. ( mm) mild steel in the vertical position using a braze welding filler material 22

25 WEL801C - OXYFUEL PROCESS - MODULE 2 Oxyfuel Welding, Brazing and Braze Welding (~8 of 84 hours Skill Development Component) SCO 19. Students will be able to perform oxyfuel welding, brazing and braze welding. Teacher Lessons / Demonstrations Topic: Practical Exercises Demonstrate the exercises on pp Student Activities / Assessments Complete the exercises on pp of ILM h. Enrichment / Research Activities Participate in Skills Canada competitions. Resources Texts / Teacher Resources Alberta Module h Oxyfuel Welding, Brazing and Braze Welding pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding 23

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27 Arc Cutting and Gouging (~3 of 84 hours Skill Development Component) WEL801C - OXYFUEL PROCESS Introduction The ability to prepare metals to be used for welding projects is an essential skill of any welding apprentice. Being able to safely operate and perform cutting operations using a variety of methods from oxyfuel gas cutting, to arc cutting, to plasma cutting allows the apprentice to select the most appropriate, efficient, and cost-effective method for any given metal project. Specific Curriculum Outcome SCO - Delineations 20. Students will be able to gouge and cut using carbon arc cutting with air process, and will observe plasma arc cutting describe the carbon arc cutting process 20.2 observe air carbon arc cutting 20.3 describe the plasma arc cutting process 20.4 observe plasma arc cutting Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module e, Arc Cutting and Gouging National Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - Welder Wall Mountain Company Video Series: Torch Cutting, Oxyacetylene Welding StudentsAchieve ( 25

28 WEL801C - OXYFUEL PROCESS - MODULE 3 Arc Cutting and Gouging (~3 of 84 hours Skill Development Component) SCO 20. Students will be able to gouge and cut using carbon arc cutting with air process and observe plasma arc cutting. SCO - Delineations 20.1 describe the carbon arc cutting process Student Knowledge, Abilities, and Competencies Topic: Air Carbon Arc Define arc cutting. Describe how to select the appropriate arc cutting process for any given job in reference to - effectiveness - limitations of the process - type of power sources available - safety precautions. Topic: Air Carbon Arc Cutting (CAC-A) Explain the CAC-A process. Label a diagram of the CAC-A process. Describe the equipment used for CAC-A. Demonstrate an understanding of the safety precautions related to CAC-A. State a variety of applications for CAC-A. Name the metals on which CAC-A can effectively be applied. Describe the function and construction of electrodes used in CAC-A. Describe the function and minimum requirements of the air supply used for CAC-A. Describe the metallurgical effects of carbonizing and surface hardening, and explain how to prevent and recognize these problems observe air carbon arc cutting Topic: Plasma Arc Cutting (PAC) Demonstrate the ability to set up equipment to correctly perform CAC-A cutting operations. Describe the proper technique and set-up in reference to the following as they relate to obtaining a quality cut: - electrode stick-out - starting of the arc - electrode inclination - work angle Demonstrate an understanding of possible solutions to problems related to the CAC-A process. 26

29 WEL801C - OXYFUEL PROCESS - MODULE 3 Arc Cutting and Gouging (~3 of 84 hours Skill Development Component) SCO 20. Students will be able to gouge and cut using carbon arc cutting with air process and observe plasma arc cutting. Teacher Lessons / Demonstrations Topic: Air Carbon Arc Create visuals of CAC-A (overheads or slideshow) to explain the process. Use graphics from the ILM. Demonstrate the set-up and operation of a CAC-A outfit. Discuss troubleshooting techniques for use with CAC-A. Demonstrate exercises on p. 13 of the ILM. Student Activities / Assessments Label a diagram of the CAC-A process. Label a diagram of an electrode holder. Using diagrams, explain the CAC-A process. Complete an activity matching CAC-A components with their function. Complete the exercises on p. 13 of the ILM. Literacy Free Write: Use as a pre-reading strategy to activate prior knowledge on cutting and piercing metal. Resources Texts / Teacher Resources Alberta Module e Arc Cutting and Gouging pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Alberta ILM Graphics CD Welding Period 1 Summarizing: Use as a post-reading strategy after you have read the exercises. (continued on p. 29) 27

30 WEL801C - OXYFUEL PROCESS - MODULE 3 Arc Cutting and Gouging (~3 of 84 hours Skill Development Component) SCO 20. Students will be able to gouge and cut using carbon arc cutting with air process and observe plasma arc cutting. SCO - Delineations 20.3 describe the plasma arc cutting process Student Knowledge, Abilities, and Competencies Topic: Plasma Arc and Plasma Arc Cutting (PAC) Explain the PAC process. Define terminology related to PAC. Label a diagram of the PAC process. Demonstrate an understanding of the safety precautions related to PAC. Describe the equipment used for PAC. Explain the construction and components of a plasma cutting torch. Describe the metallurgical effects that may occur as a result of PAC observe plasma arc cutting Topic: Air Carbon Arc Cutting (CAC-A) 20.1 Demonstrate the ability to set up equipment to correctly perform PAC cutting operations. Describe the proper technique and set-up in reference to the following as they relate to obtaining a quality cut: - travel speed - standoff distance - gases and flow rates Demonstrate an understanding of possible solutions to problems related to the PAC process. List other arc cutting processes: - shielded metal arc cutting - carbon arc cutting - oxygen arc cutting 28

31 WEL801C - OXYFUEL PROCESS - MODULE 3 Arc Cutting and Gouging (~3 of 84 hours Skill Development Component) SCO 20. Students will be able to gouge and cut using carbon arc cutting with air process and observe plasma arc cutting. Teacher Lessons / Demonstrations Topic: Plasma Arc Create visuals of PAC (overheads or slideshow) to explain the process. Use graphics from the ILM. Demonstrate the set-up and operation of a PAC outfit. Discuss troubleshooting techniques for use with PAC. Demonstrate exercises on p. 26 of the ILM Student Activities / Assessments Label a diagram of the PAC process. Label a diagram of a plasma torch. Using diagrams, explain the PAC process. Complete a matching activity with PAC components and their function. Complete the exercises on p. 26 of ILM. Literacy Free Writing: Use as a pre-reading strategy to activate students prior knowledge of cutting and piercing metal. Summarizing: Use a post-reading strategy after you have read the exercise. Resources Texts / Teacher Resources Alberta Module e Arc Cutting and Gouging pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Compare and Contrast: Use as a post-reading strategy. Complete a diagram similar to the example below, mapping the similarities and differences between the CAC-A and PAC cutting operations. 29

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33 Geometric Formulas (~12 hours Classroom Component) WEL801C - OXYFUEL PROCESS Introduction Geometric formulas are used in almost all welding situations, and will be continually used during the welding program for measuring materials and working out areas and/or weights of materials for billing purposes. Specific Curriculum Outcome SCO - Delineations 21. Students will be able to solve problems involving geometric formulas identify key terms and concepts used in working with formulas 21.2 identify common formulas and solve problems for perimeter 21.3 identify common formulas and solve problems for area 21.4 identify common formulas and solve problems for volume 21.5 calculate the weight of a solid 21.6 calculate the capacity of a container in gallons Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module d, Geometric Formulas National Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - Welder Wall Mountain Company Video Series: Torch Cutting, Oxyacetylene Welding StudentsAchieve ( 31

34 WEL801C - OXYFUEL PROCESS - MODULE 4 Geometric Formulas (~12 hours Classroom Component) SCO 21. Students will be able to solve problems involving geometric formulas. SCO - Delineations 21.1 identify key terms and concepts used in working with formulas 21.2 identify common formulas and solve problems for perimeter Student Knowledge, Abilities, and Competencies Topic: Terminology Define the following terms: - equation - formula - constant - variable - term - solution Explain the order of operations. Identify the variables in an equation. Topic: Perimeter Define perimeter. Define terms related to triangles: - hypotenuse - right triangle - equilateral triangle - scalene triangle - isosceles triangle Define terms related to circles: - circumference - diameter - radius - pi (π) Calculate the perimeters of common and combined geometric shapes: - squares - rectangles - triangles - circles 32

35 Geometric Formulas (~12 hours Classroom Component) SCO 21. Students will be able to solve problems involving geometric formulas. WEL801C - OXYFUEL PROCESS - MODULE 4 Teacher Lessons / Demonstrations Topic: Terminology Give examples of how the terms on p. 32 relate to area and perimeter. Review the order of operations and steps in solving an equation. Topic: Perimeter Numeracy Math-Enhanced Lesson using the 7-Step Process Introduce the concept of perimeter by providing students with an example from the shop (welding problem). Example: You have been contracted to build a wrought iron railing around a seating area at a local restaurant. Determine the total amount of metal required for the job. Assess students math awareness as related to the problem (formative assessment). Ask students what they need to know to solve this problem, and note whether they use the correct mathematical terms as they come up with a solution (perimeter, length, width). Work through the math problem. Work through related contextual examples (e.g., perimeter). Work through traditional math examples. Relate the concept of perimeter back to the context of welding. Complete a formal assessment. Resources Texts / Teacher Resources Alberta Module d Geometric Formulas pp PEI Department of Education and Early Childhood Development Applied Mathematics (MAT801A) Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding *** Alter the example above to include perimeter problems involving triangles and circles*** Student Activities / Assessments Complete exercises on pp. 6-7 of the Geometric Formulas ILM. Literacy Free Writing: Use as a pre-reading strategy to help activate prior knowledge related to perimeter. 33

36 WEL801C - OXYFUEL PROCESS - MODULE 4 Geometric Formulas (~12 hours Classroom Component) SCO 21. Students will be able to solve problems involving geometric formulas. SCO - Delineations 21.3 identify common formulas and solve problems for area Student Knowledge, Abilities, and Competencies Topic: Area Define area. Define surface area. Define terms related to rectangles and triangles: - length - width - base - height Calculate the areas of common and combined geometric shapes: - squares (area = length x width) - rectangles (area = length x width) - triangles (area = ½ base x height) - circles (area = π x radius 2 ) - trapezoid (area = height x [base 1 + base 2 ]) 2 - parallelogram (area = base x height) - lateral surface area of a cylinder (LSA = π x diameter x height) - total surface area of a closed cylinder (TSA = π x diameter x height + 2[π x radius 2 ]) - lateral surface area of a rectangular solid (LSA = 2[length x height] + 2[width x height]) - total surface area of a rectangular solid (LSA = 2[length x height] + 2[width x height] + 2[length x width]) 34

37 Geometric Formulas (~12 hours Classroom Component) SCO 21. Students will be able to solve problems involving geometric formulas. WEL801C - OXYFUEL PROCESS - MODULE 4 Teacher Lessons / Demonstrations Topic: Area Numeracy Introduce the concept of area by providing students with an example from a shop/welding problem. Assess students math awareness as related to the problem (formative assessment). Ask students what they need to know to solve this problem, and note whether they use the correct mathematical terms as they come up with a solution. Work through the math problem. Work through related contextual examples of area. Work through traditional math examples. Relate the concept of area back to the context of welding. Complete a formal assessment. Student Activities / Assessments Compete exercises on pp of the Geometric Formulas ILM. Resources Texts / Teacher Resources Alberta Module d Geometric Formulas pp PEI Department of Education and Early Childhood Development Applied Mathematics (MAT801A) Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Literacy Free Writing: Use as a pre-reading strategy to help activate prior knowledge related to area. 35

38 WEL801C - OXYFUEL PROCESS - MODULE 4 Geometric Formulas (~12 hours Classroom Component) SCO 21. Students will be able to solve problems involving geometric formulas. SCO - Delineations 21.4 identify common formulas and solve problems for volume Student Knowledge, Abilities, and Competencies Topic: Volume Define volume Calculate the volume of a rectangular solid (volume = length x width x height). Calculate the volume of a cylinder (volume = π x radius 2 x height). Calculate the volume of any regular shaped object. Describe the relationship between the area of a cross-section of any regular shaped object and the height of that object calculate the weight of a solid Topic: Weight Define weight. Define mass. Explain how to calculate the weight of a solid. Explain when to round answers calculate the capacity of a container in gallons Topic: Capacity Describe the relationship between capacity and volume. Convert from cubic measure to gallons. State the following basic relationships: - 1 imperial gallon = 277 in 3 (approximate) - 1 ft 3 = imperial gallons (approximate) - 1 ft 3 = 1728 in 3-1 yd 3 = 27 ft 3 36

39 Geometric Formulas (~12 hours Classroom Component) SCO 21. Students will be able to solve problems involving geometric formulas. WEL801C - OXYFUEL PROCESS - MODULE 4 Teacher Lessons / Demonstrations Topic: Volume Numeracy Introduce the concept of volume by providing students with an example from a shop/welding problem. Assess students math awareness related to the problem (formative assessment). Ask students what they need to know to solve this problem, and note whether they use the correct mathematical terms as they come up with a solution. * Work through the math problem. Work through related contextual example of volume. Work through traditional math examples. Relate the concept of volume back to the context of welding. Complete a formal assessment. Student Activities / Assessments Compete exercises on pp of the Geometric Formulas ILM. Literacy Free Writing: Use as a pre-reading strategy to help activate prior knowledge of volume, weight, and capacity. Resources Texts / Teacher Resources Alberta Module d Geometric Formulas pp PEI Department of Education and Early Childhood Development Applied Mathematics (MAT801A) Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding 37

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41 Welding Symbols (~10 hours Classroom Component) WEL801C - OXYFUEL PROCESS Introduction Apprentices are expected to be able to communicate using trade-related terms and references. Welding symbols are used in the trade to provide an efficient means of placing complete welding information on plans and shop drawings. Ensuring that all people responsible for a given weld can communicate in a consistent manner to ensure that the weld meets all necessary specifications is an essential component of the welding trade. Specific Curriculum Outcome SCO - Delineations 22. Students will be able to interpret welding symbols explain the purpose of welding symbols 22.2 define weld symbol, welding symbol, and supplementary symbols 22.3 draw and interpret basic weld symbols and welding symbols 22.4 identify the dimensioning of welding symbols 22.5 identify non-destructive testing symbols Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module g, Welding Symbols National Occupational Analysis (NOA), Human Resources and Skills Development Canada (HRSDC): Occupational Analyses Series - Welder Wall Mountain Company Video Series: Torch Cutting, Oxyacetylene Welding StudentsAchieve ( 39

42 WEL801C - OXYFUEL PROCESS - MODULE 5 Welding Symbols (~10 hours Classroom Component) SCO 22. Students will be able to interpret welding symbols. SCO - Delineations 22.1 explain the purpose of welding symbols 22.2 define weld symbol, welding symbol, and supplementary symbols Student Knowledge, Abilities, and Competencies Topic: Symbols and Their Purpose State the purpose of welding symbols. Identify CSA modification to AWS symbols. Define schematic. Define weld symbol. Interpret basic weld symbols. Define supplementary weld symbol. Interpret supplementary symbols. Define welding symbols. State the two required elements of any given welding symbol. List the six additional elements that may be part of any given welding symbol. 40

43 WEL801C - OXYFUEL PROCESS - MODULE 5 Welding Symbols (~10 hours Classroom Component) SCO 22. Students will be able to interpret welding symbols. Teacher Lessons / Demonstrations Topic: Symbols and Their Purposes Create visuals from the ILM to help students identify weld symbols, welding symbols, and supplementary weld symbols. Literacy **This module may be difficult for students to read. Help students understand how to read the text by modelling these three reading strategies.** Think Aloud and Say Something: Use as during-reading strategies. Take time when doing the Think Aloud to reflect on how it is you yourself make meaning when reading challenging trade-related text. Also, reflect on how you relate the topic back to prior topics covered (basic joint and weld types, weld faults). Before assigning the Say Something, take time to model the strategy with a student or colleague and review the rules that will make for a successful Say Something. It is a good idea to post these rules so everyone can see them and be reminded of them during the activity: - With your partner decide who will say something first. - When you say something, you should make a prediction, ask a question, clarify something you had misunderstood, or make a connection. - If you cannot do one or more of the above things, then you need to reread. Resources Texts / Teacher Resources Alberta Module g Welding Symbols pp. 2-4 Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Alberta ILM Graphics CD Welding Period 1 Rereading: Use as a during-reading strategy. Rereading is probably the number one strategy independent readers use when something stumps them in a text. It s probably the last strategy dependent readers use. (Kylene Beers). Before asking students to reread a section of text, you must first set the activity up for success. - Prove to students that rereading is valuable to their learning. You can model this while doing a Think Aloud as you initially reread a section of text. - Provide the students with specific tasks to complete while they reread a section. Review the text as a group after everyone has reread it. Student Activities / Assessments Label a diagram showing the location of elements on a welding symbol. Draw and identify basic weld symbols. 41

44 WEL801C - OXYFUEL PROCESS - MODULE 5 Welding Symbols (~10 hours Classroom Component) SCO 22. Students will be able to interpret welding symbols. SCO - Delineations 22.3 draw and interpret basic weld symbols and welding symbols Student Knowledge, Abilities, and Competencies Topic: Drawing and Reading Describe the characteristics, function, and interpretation of - reference lines - arrow lines - basic weld symbols - supplementary symbols - finishing symbols - the tail symbol - specifications. Describe how to interpret combined and multiple reference line symbols. 42

45 WEL801C - OXYFUEL PROCESS - MODULE 5 Welding Symbols (~10 hours Classroom Component) SCO 22. Students will be able to interpret welding symbols. Teacher Lessons / Demonstrations Topic: Drawing and Reading Create visuals from the ILM to help students identify the weld symbols, welding symbols, and supplementary weld symbols. Student Activities / Assessments Construct welding symbols from drawings and welding sample bars. Draw welds and complete welding samples described in welding symbols. Construct a model of a welding symbol: - 1/2" flat bar for the reference line, tail, and arrow head - 1/4" round stock to build the basic weld symbols - a small rare earth magnet attached to the weld symbol allowing you to add or remove symbols from the reference line Complete a chart similar to the example below. Description Drawing Welding Symbol Double square groove weld with full penetration Resources Texts / Teacher Resources Alberta Module g Welding Symbols pp Software / Databases NOA, HRSDC: Occupational Analyses Series - Welder StudentsAchieve (SAS) Visuals / Handouts / Tests Wall Moutain Company Video Series: Torch Cutting, Oxyacetylene Welding Alberta ILM Graphics CD Welding Period 1 43