Foundation Skills for
Machine Operations
in AgriFood Skills Australia Qualifications
This resource was produced by AgriFood Skills Australia and funded by the Commonwealth through the Department of
Education, Employment and Workplace Relations.
© AgriFood Skills Australia Ltd 2013
CC BY-SA
This work is licensed under a Creative Commons Attribution -Share Alike 3.0 Australia Licence
(http://creativecommons.org/licenses/by-sa/3.0/au/).
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AgriFood Skills Australia and the original developer do not accept any liability for any damage or loss (including indirect and
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First published: November 2013
Developed by Precision Consultancy for AgriFood Skills Australia.
The development team gratefully acknowledge:


Sheridan van Asch, Project Manager
Wing-Yin Chan-Lee, TafeSA, Quality Assurance Consultant


Businesses and organisations that accommodated site visits to collect source material, including: Inghams Enterprises
Pty Limited, Tinaberries, Austchilli Pty Ltd, Windhum Farm, SSS Strawberries, Tassal Group Limited, Racing Victoria,
National Centre for Equine Education, Pipeclay Oysters, Tasmanian Seafood Industry Council, Seafood Training
Tasmania
Workshop participants who generously gave time and useful feedback on the resources

Review panel members.
AgriFood Skills Australia
General inquiries:
Phone: 02 6163 7200
Fax: 02 6162 0610
Email: [email protected]
Web: www.agrifoodskills.net.au
Location:
Level 3, 10-12 Brisbane Avenue
Barton
ACT 2600
Postal address:
PO Box 5450
Kingston
ACT 2604
Contents page
Introduction ............................................................................................................................................ 1
Machine operations ................................................................................................................................ 1
What’s included in this resource?........................................................................................................... 2
The sample activities............................................................................................................................... 2
Adapting sample activities ...................................................................................................................... 2
Know about the dangers ......................................................................................................................... 4
Sample activity: Deaths on farms ....................................................................................................... 5
Plan to use a vehicle ............................................................................................................................... 6
Sample activity: Plan to use a vehicle ................................................................................................. 7
Vehicle safety signs ................................................................................................................................. 8
Sample activity: Vehicle safety signs .................................................................................................. 9
Complete checklists .............................................................................................................................. 10
Sample activity: Complete a pre-start checklist ............................................................................... 11
Locating information in an operator manual........................................................................................ 12
Sample activity: Find information in an operator manual ................................................................ 13
Understanding maintenance schedules ............................................................................................... 14
Sample activity: Maintenance schedules .......................................................................................... 15
Notes ................................................................................................................................................. 17
Quad bike safety ................................................................................................................................... 18
Sample activity: Safe riding ............................................................................................................... 19
Sample activity: Ride a quad bike safely ........................................................................................... 20
Notes ................................................................................................................................................. 21
Ensuring balance and counterbalance with a forklift ........................................................................... 22
Sample activity: Forklift balance and counterbalance ...................................................................... 23
Forklift – reaction times ........................................................................................................................ 24
Sample activity: Forklift – reaction times ......................................................................................... 25
Vocational word lists ............................................................................................................................. 26
Scenario: Vocational word lists ......................................................................................................... 26
Sample activity: Vocational word list ................................................................................................ 27
Reading symbols ................................................................................................................................... 28
© AgriFood Skills Australia Ltd 2013
Sample activity: Reading tractor symbols ......................................................................................... 29
Reading gauges ..................................................................................................................................... 30
Sample activity: Reading gauges ....................................................................................................... 31
Estimating ............................................................................................................................................. 32
Sample activity: Estimating time....................................................................................................... 33
Sample activity: Estimating ............................................................................................................... 34
Notes ................................................................................................................................................. 35
Loads and attachments ......................................................................................................................... 36
Sample activity: Loads and attachments .......................................................................................... 37
Using the correct attachment ............................................................................................................... 38
Sample activity: Using the right attachment .................................................................................... 39
Relay a message in writing .................................................................................................................... 40
Scenario: Write a note ...................................................................................................................... 41
Sample activity: Write a note............................................................................................................ 41
Foundation Skills for Machine Operations in AgriFood Qualifications
Introduction
This guide is part of a suite of resources developed for vocational trainers delivering units and
qualifications from AgriFood Skills Australia Training Packages.
The suite includes five resources.
Overview
Workplace
health and
safety
Compliance
Chemical
handling
Machine
operations
The Overview Guide includes background information about foundation skills, the Foundation Skills
Training Package and how units and qualifications from the Foundation Skills Training Package can
be used to support the development of skills for jobs in the agrifood industries.
The four guides that complete the suite focus on four areas identified as crucial to agrifood work –
areas that utilise foundation skills in different ways at different levels. These guides include
information about foundation skills that trainers can incorporate into their delivery through various
topics and typical tasks that are carried out in agrifood industries.
Machine operations
Machines are used across several agrifood sectors; for example: quad bikes and tractors are used on
farms; and forklifts are used to move stock around in food processing plants. The foundation skills
that relate to operating machines safely are mostly related to: reading safety information; following
standard operating procedures; reading signs; and writing maintenance logs. Addressing these
foundation skills in this topic provides an opportunity to address the safe operation of machinery
and understanding the possible consequences of unsafe work practices, which is the ACSF skill of
Learning.
This guide includes a range of activities that cover the foundation skills that underpin the operation
of machines and the importance of working safely, particularly when using tractors, forklifts and
quad bikes. It offers tips and sample activities that you can adapt to suit your learners in the context
in which you work.
© AgriFood Skills Australia Ltd 2013
1
What’s included in this resource?
After this general introduction, the resource is divided into topics which are usually introduced on
the left page, followed by a sample activity on a right page. See the following diagram.
Topic area, which in
this example, is
‘Reading labels’
Sample activity,
available in Word
format that can be
changed and
adapted for your
delivery to your
learners
Foundation skill
covered in the
sample activity,
including the
relevant FSK unit
and the ACSF level
Tips for delivering
the sample activity
Reason for
addressing this skill
Suggestions for
adapting the activity
to different contexts
or skills
Some of the topic areas also include scenarios or case studies with ideas about what has worked for
different trainers in different contexts. The scenarios are included as ideas for trainers to draw on for
their own delivery.
Look through the resource to identify which ideas or activities could be used in your vocational delivery.
The sample activities
Each of the sample activities addresses one or more foundation skills that have been identified in the
introduction to the activity. The sample activities also address vocational units of competency. The
activities have not been mapped to the vocational units because there is a lot of overlap with many
units, and the lists would be cumbersome. Vocational trainers will easily be able to identify the
activities relevant to the qualifications they deliver by the topics in each guide.
Adapting sample activities
You should adapt the sample activities to fit into your vocational training program. The activities are
presented in a Word format, so that you can copy and paste them into a new Word document, and
change to suit your needs. For example, you might adapt the activity titled Sample activity: Forklift
balance and counter balance to incorporate details about a tractor.
The sample activities are meant to be used as a prompt for you to create your own training materials
that encourage learners to develop foundation skills for the job.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
This page has been left intentionally blank.
© AgriFood Skills Australia Ltd 2013
3
Know about the dangers
Operating machinery can be very dangerous. Every year, workers are injured or die in accidents
operating vehicles. This sample activity highlights some of the statistics of deaths in the agriculture
sector. It is intended to provide some alarming statistics about how dangerous working with
machinery can be (to encourage workers to work safely) and also includes reading numerical
information in graphs.
Foundation skill
This sample activity addresses ACSF Numeracy Level 2 and supports FSKNUM12 Identify and
interpret information in familiar tables, graphs and charts for work. The activity also supports
FSKOCM02 Engage in basic spoken exchanges at work.
Tips for delivery
This activity is primarily to promote awareness about how many people are injured or die through
operating machinery on farms. You will need to explain how to read a bar graph – the labelling,
numbers and items on each axis, the colour coding on the first graph. To make the graphs easier to
read on the sample activity sheet, make the graphs larger before printing.
Ask learners to reflect on the statistics. What do the numbers say about working with machinery?
And particularly about working with tractors and quad bikes?
Extend this activity by asking learners to locate the source document on the internet, and then ask
them to locate particular information, such as: find three examples of bystander injuries on farms for
the period covered by the report; or how many people were injured on farms in the period from July
2008 to June 2009? The number is alarming!
It’s also interesting to note the language used in reports about workplace deaths – they are often
referred to as ‘fatalities’, or ‘fatal accidents’, avoiding more direct words and phrases such as
‘deaths’, ‘was killed’, or ‘died at work’.
Conclude the session by asking learners how they can avoid being included in these statistics.
Reason for addressing this skill
It’s important that learners know how to interpret information in graphs, and very important that
they know how dangerous working with machinery can be.
Adapt this activity
The detail in this activity comes from a report published by Safe Work
Australia in March 2013, available at
www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Document
s/759/Work-related-injuries-fatalitiesfarms.pdf.
You could change the detail of the activity using
different details from the report, or similar
reports produced by state or territory
workplace safety authorities.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Deaths on farms
Safe Work Australia has collated data about the types and frequency of work-related injuries and
deaths that occur on Australian farms.
In the eight years from 1 July 2003 to 30 June 2011, 356 workers died while working on a farm. The
graphs on this page cover that timeframe.
The first bar graph shows details of the type of incident that caused deaths on farms, for different
age groups.
What is the most common way that people die on farms?
___________________________________________________
What is the age group most affected by vehicle incident
deaths? ____________________________________________
The following graph gives details of the types of deaths from vehicle incidents.
What vehicle is most commonly involved in a death on a farm?
___________________________________________________
Approximately how many people died from quad bike incidents
in this time period? ___________________________________
The next graph shows detail of tractor-related deaths.
What is the most common type of tractor-related death?
________________________________________________
Approximately how many people were killed by being hit by
their own tractor during this period? _________________
This final graph shows the detail of deaths involving quad bikes on farms.
What type of incident most commonly causes a death using a
quad bike? _______________________________________
How many people died in quad bike injuries in this period?
_________________________________________________
What can you do to ensure your safety, and the safety of others, when operating machinery?
_________________________________________________________________________________
_________________________________________________________________________________
Source: www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/759/Work-related-injuries-fatalities-farms.pdf
© AgriFood Skills Australia Ltd 2013
5
Plan to use a vehicle
Keeping safe around vehicles and machines requires workers to use the right machine for the job.
This activity takes a step by step approach to thinking about the requirements of a task using a
vehicle, or machine, the conditions, the risks involved, and how the risks can be controlled.
Also refer to the activity titled ‘Complete a Job Safety Analysis’ in the Workplace Health and Safety
resource that is part of this suite of materials.
Foundation skill
This activity addresses ACSF Learning Level 2 and supports the unit FSKFSKLRG05 Use strategies to
plan simple workplace tasks. It also incorporates ACSF Reading Level 2 and either ACSF Oral
communication Level 2 or Writing Level 2.
Tips for delivery
This activity requires learners to think about a vehicle they use for work and consider the operating
conditions and related safety issues. It could be completed individually or in pairs where learners are
encouraged to discuss the responses to the questions on the activity sheet.
Conclude the activity with a large group discussion about the various conditions and safety issues
related to the use of different vehicles.
Reason for addressing this skill
The ACSF skill of Learning incorporates planning and organising for workplace tasks. Consideration of
the issues related to operating a vehicle before starting a job task is an important part of using it
safely.
Adapt this activity
Modify the tables in the following handout to suit a particular item of machinery or particular
conditions related to the context in which you deliver training.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Plan to use a vehicle
Think about one of the vehicles you use at work and discuss the following questions.
Vehicle:
Tasks
What tasks will it be used for?
What do you need it to do?
Conditions
What are the most common conditions you will
be using it in? Rocky or hilly country? Mud? Sand?
Safety
Which vehicle provides you with the greatest
level of safety for each task?
What are the risks associated with using this
vehicle?
How can you control the risks?
Can you take a passenger on the vehicle for this
job?
Protective
equipment
What protective gear do you need to wear?
Potential
road use
Are there times when you need to drive the
vehicle on the road?
Loads
What will be carried and how much will it weigh?
Does this limit change how you do the job?
Towing
Will the vehicle be used to tow trailers or other
attachments?
What is the load or tow limit of the vehicle?
© AgriFood Skills Australia Ltd 2013
7
Vehicle safety signs
Farm vehicles usually have particular signage attached. This activity is designed to draw attention to
the signs found on vehicles.
Foundation skill
This activity addresses ACSF Reading Level 1 and supports the unit FSKRDG02 Read and respond to
basic workplace signs and symbols.
Tips for delivery
This activity could be completed as a group or in pairs, where participants have the opportunity to
discuss the signs with someone and perhaps make notes on a copy of the activity sheet.
Reason for addressing this skill
Many vehicles including forklifts, tractors and quad bikes have safety signs and it is important that
operators understand what the signs mean before using the vehicle for work.
Adapt this activity
Adapt this activity by taking photos of signs on vehicles used in the environment where you work.
The Overview Guide includes a small bank of signs that may be useful in adapting this activity.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Vehicle safety signs
Safety sign
What does this
sign mean?
What is the hazard
or risk?
What vehicle would
this sign be attached
to?
What are the signs on the vehicles you operate?
What are they intended to protect you from?
© AgriFood Skills Australia Ltd 2013
9
Complete checklists
Many workplaces use checklists to ensure that vehicles are safe and ready for operation. Taken
seriously, pre-start checks are an important step to ensuring a vehicle is safe to operate and over
time, checklists can show recurring issues that should be addressed, for example if the oil needs to
be topped up regularly, there could be a leak that hasn’t otherwise been noticed.
Foundation skill
This activity addresses ACSF Learning Level 2, Reading Level 2, Writing Level 1 and Numeracy Level 2
and primarily supports the unit FSKLRG05 Use strategies to plan simple workplace tasks.
Tips for delivery
Distribute a copy of the sample activity to each learner and ask them to carry out a check on a
vehicle they use for work.
Work through the checklist as a group and explain that all the items should be checked to ensure
they are safe for work. This will mean different measures for different items, for example, checking
fluid levels involves ensuring that fluids are at the appropriate level mark, checking wheels includes
checking tyre pressure. The task of checking tyre pressure will vary depending on the gauge available
– ensure that learners know how to use and read the appropriate gauge. The correct pressure of the
tyres should be located in the specifications section of the operator manual, and will depend on the
circumstances in which the vehicle will be used.
Ask learners to complete a pre-start check on the same vehicle for two weeks so that they can look
back over the checks to identify any trends that may require maintenance.
Reason for addressing this skill
Checklists are completed regularly in the workplace but are often dismissed as something that has to
be done for the sake of compliance. Taken seriously, they could prevent accidents or injuries.
Adapt this activity
Adapt the checklist to better match the vehicle it will be used for, or use a pre-start checklist from
the setting in which you work.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Complete a pre-start checklist
Fill out the pre-start check list for two weeks, by completing the date and providing your initials if
the check is ok. After two weeks, look back over the checks and identify any trends.
Date
and
initial
Visually
inspect
Check for damaged or loose parts
Check for fuel or oil leaks
Brakes
Check adjustment, pads, cables and
fluid levels
Date
and
initial
Date
and
initial
Date
and
initial
Date
and
initial
Date
and
initial
Date
and
initial
Auxiliary brake
Foot and hand levers adjusted
Check disk wear
Chassis and
suspension
Shock absorbers – for leaks and wear
Suspension operation
Safety guards – for looseness
Handlebars, foot decks and major
fasteners – use tension wrench
Throttle
operations
Test while moving handlebars fully to
the left and fully to the right
Fluid levels
Fluid levels
Transmission fluid
Engine oil
Battery fluid
Brake fluid
Fuel tank filled
Wheels
Axle bearings and wheel nuts are tight
Rims not dented or buckled
Tyres roadworthy, with adequate tread
Tyre type and pressure correct
Steering
Smooth movement from lock to lock
Linkages – for wear
Gear
selectors
Gear levers – no damage or excessive
slack
Splines on gear shaft
Cooling
systems
Fluid levels (if liquid cooled) correct
Thermostatic fan running
No leaks or damage
Running notes / Maintenance
For safe operation, any defects identified in a check of the quad bike must be fixed before it is put into
operation. This may mean you need a suitably qualified repairer.
© AgriFood Skills Australia Ltd 2013
11
Locating information in an operator manual
Vehicles and items of machinery always come with an operator manual, sometimes called an
owner’s manual. The operator manual is an important source of information about how to use the
vehicle safely and effectively, and maintenance routines.
This activity is designed to explain how an operator manual is laid out and the type of information
that it includes.
Foundation skill
This activity addresses ACSF Reading Level 3 and supports the unit FSKRDG10 Read and respond to
routine workplace information. The activity also incorporates ACSF Writing Level 2.
Tips for delivery
Locate at least one operator manual for an item of machinery that the learner will use in their job.
Operator manuals often include a number of languages and can be paper-based or electronic. This
activity has been designed using a paper-based manual (or a print out of a PDF) for a quad bike.
Explain the manual has a contents page that includes the main headings in the manual. Sections of
operator manuals are often numbered for quick reference.
Look through the manual as a group and explain the text features, including graphics to explain parts
and procedures, and warnings. Also note the specifications section and the type of information that
is included. Make sure that learners get to know how to navigate the information, for example, look
up a key word in the index and then go to the noted page.
Encourage learners to ask questions about any terminology they are unsure of and suggest they
keep a list of terms for a personal reference file.
Ask learners to complete the activity in pairs.
Reason for addressing this skill
Learning how to locate information in an operator manual is an important part of being an operator,
and using a machine safely, efficiently and effectively. Operator manuals include lots of answers that
operators have about machinery and it is important that they be accessed and used.
Adapt this activity
This activity could be adapted for manuals that cover any items of equipment relevant to the
learner’s workplace. Change the text in the activity to match the areas covered in the operator
manual.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Find information in an operator manual
The operator’s manual includes important information that describes:



the purpose of the machine
identified safety risks associated with operating the machine
measures to be taken to manage safety risks.
Locate an operator manual for a machine used in your workplace. What does the manual say about
safety in the areas listed below? Jot down notes beside each area listed.
Carrying of passengers
Operator age and skill
requirements
Personal protective
equipment requirements
Pre-operation checks
Maintenance requirements
Loading and towing
specifications
Operation on high risk
terrains
© AgriFood Skills Australia Ltd 2013
13
Understanding maintenance schedules
Workplaces often have checklists that list all the tasks that need to be carried out for a regular
maintenance check, noting what needs to be checked at set times of the machine’s life. Sometimes
this information is included in an operator manual.
Maintenance schedules will vary depending on the type of machinery.
Foundation skill
This activity addresses ACSF Numeracy Level 3 and supports the unit FSKNUM19 Interpret routine
tables, graphs and charts for work.
Tips for delivery
Explain that the purpose of a maintenance schedule is about ensuring that a machine is correctly
maintained so that it works effectively and safely.
Show examples of maintenance schedules and explain the layout of the information. Don’t assume
that learners will intuitively understand how to read a table or a chart – many are very complex and
take time to interpret. Some have headings across the top, some down the side, sometimes
particular information is included at the point where a column and a row meet.
In this sample activity, the items to be maintained are listed in the left column and the right columns
list the mileage and times recommended for attention. There is also a key at the bottom of the table
– you will need to explain what a key is and how the letters in the table link to the words in the key.
Also note the purpose of the asterisk.
Reason for addressing this skill
Many maintenance tasks can be carried out by operators, and knowing what needs to be carried out
when is an important step in the direction of having the machine maintained appropriately. This
information is documented in operator manuals, often in charts and tables that need to be
interpreted correctly. Not everyone intuitively knows how to read a table or a chart.
Adapt this activity
You could adapt this activity to use a maintenance schedule from a particular workplace, or
substitute a different table and ask questions about the information in the table, to ensure that
learners build skills to access tables and charts.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Maintenance schedules
It is important to keep vehicles in good working order and to undertake minor maintenance when
required. Below is a maintenance schedule for a quad bike, showing what items should be checked
and when. Read over the schedule and answer the questions that follow.
Maintenance schedule
km
miles
months
Initial 200
Every 1000
Every 2000
Initial 100
Every 600
Every 1200
1
3
6
-C
C
T
T
T
I
-I
--I
Replace every 6000 km (4000 miles)
-I
I
* Replace every 4 years
R
-R
--I
Item
Air cleaner element
* Exhaust pipe bolts and muffler bolts
* Valve clearance
Spark plug
Fuel hose
Engine oil and oil filter
Final gear oil/
Front differential gear oil (LT-F400F)
Replace every 2 years
Drive shaft boots (front and rear)
Idle speed
Throttle cable play
* Clutch
Spark arrester
* Brake
Brake hose
I
I
I
--I
--
Brake fluid
--
Tyres
* Steering system
* Suspensions
* Chassis bolts and nuts
* General lubrication
I= Inspect and clean, adjust, lubricate or replace, if necessary
C = Clean, T = Tighten, R = Replace, L = Lubricate
-I
-T
--
I
I
I
--I
-* Replace every 4 years
I
* Replace every 2 years
I
I
-T
L
I
I
I
I
C
I
I
I
I
I
I
T
L
*Qualified mechanic should do the maintenance items marked with an asterisk (*)
From page 5-2 Suzuki LT-F400/F owner’s manual
Use the table above to answer the following questions:
1. What item needs to be cleaned every 1000 and 2000 km?
 Air cleaner element
 Spark arrester
 Suspensions
2. After how many kms should the brake hose be inspected?
 200 km
© AgriFood Skills Australia Ltd 2013
 1000 km
 2000 km
15
3. When should the brake hose be replaced?
 Every 2 years
 Every 4 years
 Never
4. What items should be replaced after the initial 200 kms?
 Engine oil and oil filter
 Tyres
 Steering system
5. What items should a qualified mechanic attend to?
 Air cleaner element
 Tyres
 Clutch
6. What items need to be replaced every 4 years?
 Fuel hose
 Drive shaft boots
 Spark arrester
7. What do the following letters stand for in the table?
C ______________________
T ______________________
R ______________________
L ______________________
8. The table shows both miles and kilometres (kms)
How many miles are equal to 2000 km?
______________________ miles
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Notes
© AgriFood Skills Australia Ltd 2013
17
Quad bike safety
Safety in the workplace is always a high priority. Many
accidents occur on farms from the incorrect use of quad
bikes, where the quad bike tips over and crushes the rider.
The video in this sample activity shows the critical skill of
being able to balance and transfer body weight correctly
while riding a quad bike. The emphasis is on keeping all
four wheels stable on the ground regardless of terrain.
Foundation skill
This activity addresses ACSF Learning Level 2, Reading Level 3 (reading a graphic text), Oral
communication Level 2 and supports the unit FSKLRG05 Use strategies to plan simple workplace
tasks and FSKRDG08 Read and respond to routine visual and graphic texts.
Tips for delivery
Begin by explaining that the group will watch a video about quad bike safety. Ask learners to note
any words that they don’t understand and let them know they will be discussed afterwards.
Hand out a copy of the first part of the activity. After watching the video, discuss the questions in the
activity as a group. Encourage learners to demonstrate the riding techniques.
Hand out a copy of the second part of the activity and ask learners to visualise the activity and
demonstrate the techniques, to help answer the questions. Reinforce that the riding techniques are
about staying safe.
Reason for addressing this skill
It is important for the learner to understand the concept of gravity, combined with shifting body
weight according to the terrain, to increase the stability of the quad bike. This will contribute to safe
riding practices.
Too many people die in situations where bikes become unstable and roll over.
Adapt this activity
This activity could be changed to address safety related to tractors or forklifts. There are many useful
resources that can be accessed from state or national workplace safety websites. Start at the
national site at www.safeworkaustralia.gov.au/sites/SWA and investigate resources produced in
your state or territory.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Safe riding
Watch the video at http://youtu.be/hYJFfP9UX9c, and be ready to talk about the questions below.
You may like to take some notes during the discussion.
1. As you drive around a sharp corner on a quad bike, why do you need to lean your body into the
corner?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. When you go up hill on a quad bike, what do you do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. When you go downhill on a quad bike, what do you do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
19
Sample activity: Ride a quad bike safely
1. Today your boss has asked you to round up the sheep in the north paddock which is
reasonably flat. The path that you take is marked out below.
At each of the curve points that are marked with an X draw an arrow to show whether you
should lean to the left or the right on the quad bike to maintain stability.
2. On the diagrams below, show what position the rider should be in.
Going down hill
Going up hill
3. What safety gear should you wear when riding a quad bike?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Notes
© AgriFood Skills Australia Ltd 2013
21
Ensuring balance and counterbalance with a forklift
Forklifts are a major cause of serious injury in workplaces. They are powerful, heavy and if not used
correctly they can be unstable pieces of equipment. This sample activity is similar to the previous
activities that focus on stability and safe use of a machine – this time the focus is on forklifts.
Foundation skill
This activity addresses ACSF Learning Level 2, Reading Level 3 (reading a graphic text), Oral
communication Level 2 and supports the unit FSKLRG05 Use strategies to plan simple workplace
tasks and FSKRDG08 Read and respond to routine visual and graphic texts.
Tips for delivery
Begin by explaining that the group will watch a video about forklift safety. Ask learners to note any
words that they don’t understand and let them know they will be discussed afterwards.
Hand out a copy of the first part of the sample activity. After watching the video, discuss the
questions in the activity as a group and lead on to a general discussion about balance and
counterbalance, and how important it is to get the weights right when using a forklift.
This activity could be followed by watching the video at http://youtu.be/7jt_4PAEh5k, which
demonstrates the triangle of stability in three dimensions.
Reason for addressing this skill
It is important for learners to understand the concepts of balance and counterbalance to use a
forklift safely. Too many people die in situations where forklifts are overloaded and tip over.
Adapt this activity
This activity could be adapted to cover the triangle of stability of a tractor, rather than a forklift.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Forklift balance and counterbalance
Watch the video at http://youtu.be/95kb-PcPYsM.
Answer the following questions.
1. If the forklift counterweight weighs 80 kg
and the box weighs 85 kg, is it safe for the
forklift to lift the box?
2. Is it ok to stack the boxes this way? Why?
3. What could happen if the boxes are
stacked this high?
© AgriFood Skills Australia Ltd 2013
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Forklift – reaction times
Forklift stopping time and distances will depend on the weight of
the load and the speed of travel. Having a good understanding of
stopping distances can help an operator work safely.
Foundation skill
This activity addresses ACSF Numeracy Level 3 and supports the
unit FSKNUM19 Interpret routine tables, graphs and charts for
work.
Tips for delivery
Introduce this activity with a discussion about how important it is to be able to drive and stop a
forklift within limits. Distribute a copy of the activity and explain how to read the table. The stopping
distances may be surprising. Make sure learners understand the distances quoted – measure them
out and discuss whether the distances are what learners would expect.
Ask learners to complete the questions included in the activity and then promote a discussion about
safe operating principles of driving a forklift.
Reason for addressing this skill
This activity aims to get learners to think carefully about the time and distance it takes to stop a
laden forklift, aiming to promote safe machine operation.
Adapt this activity
This activity can be adapted for tractors and quad bikes.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Forklift – reaction times
The table below shows the reaction times and distances taken to stop a loaded forklift.
From http://www.worksafe.tas.gov.au/__data/assets/pdf_file/0003/168141/nhp001.pdf.
Use the information in the table to answer the following questions.
1.
What does the word ‘laden’ mean?
__________________________________________________________________________
2.
a. You are driving a fully laden forklift at 8 km/h. You need to stop immediately so you apply the
brake. What distance is required for you to bring the forklift to a stop?
__________________________________________________________________________
b. Would you always have that much room in front of you?
__________________________________________________________________________
c. What would you do if you didn’t have that much space to stop?
__________________________________________________________________________
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Vocational word lists
Every industry has its own vocational words – words that have particular meaning within that
industry. The words may be general words used in the industry, or specific words related to an item
of machinery.
Foundation skill
This sample activity addresses ACSF Reading Level 1 and supports the unit FSKRDG04 Read and
respond to basic workplace information.
Tips for delivery
This activity could be introduced by a discussion about the parts of a forklift and what the various
parts do. The names of the parts often relate to the function of the part, so the ‘overhead guard’
guards the head. The written sample activity is really a way to reinforce the language of the parts of
a forklift, as well as the spelling, to help learners remember what the parts are called. They may like
to keep the completed activity as a reference.
Encourage learners to use the correct terminology.
Reason for addressing this skill
Using the correct words or the correct terminology when talking about machinery, or for that
matter, anything specific to the industry, can to help ensure clarity.
Scenario: Vocational word lists
‘Yeah – I do some training with chainsaws, and it’s important that workers know what bits of the
chainsaw are actually called. It just helps to call parts as they are, rather than to talk about ‘the bit
under there’, or the ‘watchermcallit’! So I give out a couple of diagrams – one shows parts of the
machine, the other is more of a list of parts. Often workers shove them in their pockets and they
carry them around - it just helps them to learn the words they will need to know to be able to work
effectively with a chainsaw’, says Linda, an experienced machine operations trainer.
‘During the
training I refer
back to the
diagrams, and
sometimes people
pull them out of
their pockets. For
some people that’s
a good way to
remember.’
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Vocational word list
Use these words to correctly label the parts of the forklift.
Overhead guard
Mast
Hydraulic lift cylinder
Fuel tank
Counterweight or
counterbalance
Chassis
Steer wheels
Drive wheels
Forks
Carriage
Load backrest
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Reading symbols
Machine operation work often involves reading and interpreting symbols. Symbols can be complex
and some learners may need step by step assistance to build the skills to read and recognise them.
Once recognised, learners can respond to the symbol’s meaning
Foundation skill
This sample activity addresses ACSF Reading Level 1, Numeracy Level 1 and supports the unit
FSKRDG02 Read and respond to basic workplace symbols.
Tips for delivery
Encourage learners to identify what the parts of the symbol represent, to try and make a connection
with the meaning. For example, the first symbol in the sample activity is about oil pressure. The
symbol represents oil and the arrows pointing inwards represent pressure.
The following table lists the symbols that are included in the activity with their meaning. Use this
information to check your learner’s work, once completed.
Symbol
Meaning Engine oil
pressure
Transmission Fuel
oil
temperature
Parking
brake
Turn
signals
Hazard
warning
Head light Battery
charging
Air filter Transmission Differential
oil pressure lock
Extend the activity to a discussion about what actions workers should take around warning symbols
or alert symbols, such as low fuel.
Reason for addressing this skill
Understanding symbols on machines is important for optimal machine operation, to get the most
out of the machine for efficiency and cost purposes and also to keep people and the work site safe.
Adapt this activity
Use symbols from a machine or a vehicle that the learner typically uses in their workplace. You could
take a photo of a dash board or use the actual machine dash board and ask the learner explain to
you what the symbols mean.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Reading tractor symbols
Draw a line between the symbol and its meaning. The first one has been completed for you.
Air filter
Battery charging
Differential lock
Engine oil pressure
Fuel
Hazard warning
Head light
Parking brake
Transmission oil pressure
Transmission oil temperature
Turn signals
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Reading gauges
Reading gauges and being able to interpret their meaning is an important skill to learn in machine
operations. Gauges come in many different forms but many convey similar meanings.
Foundation skill
This sample activity addresses ACSF Reading Level 3 and supports the unit FSKRDG08 Read and
respond to routine visual and graphic texts.
Tips for delivery
The gauge used in this activity is typical of a fuel gauge in a car, marked in four increments, and the
marker points to ¼, ½, ¾ and ‘full’. It provides a great opportunity to discuss fractions – quarter full,
half full, three quarters full, full and empty. The gauge is read from left to right.
If a gauge like this is used for temperature, then left is cold and right is hot, and the marker points to
temperatures in between.
You may also need to break down the symbols to determine their meaning, as in the previous
activity.
is for water temperature.
is for oil pressure.
is for transmission oil temperature
is for fuel level.
The activity is about recognising when levels need to be acted on, and when they don’t. The readings
for different gauges will have different meanings and require different responses.
Reason for addressing this skill
By understanding the meaning of gauges the learner will be able to respond appropriately to the
indicators shown on the gauge. Reading gauges accurately and responding to messages can help to
ensure that machines are operated effectively, and can also save on wasted time carrying out tasks
that don’t need to happen, such as wasted time refuelling mid-task.
Adapt this activity
You may want to take photos of actual symbols from machinery the learner is
familiar with, and insert these into to the task. You could also vary the type of
gauge used, for example a vertical or horizontal gauge.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Reading gauges
Read the gauge in the left column, which is a measurement of what is represented in the middle
column. Then work out if the gauge reading requires action, and if it does, what should be done?
Gauge reading
For
© AgriFood Skills Australia Ltd 2013
Does this reading require action?
If so, what?
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Estimating
Estimating is a skill often required at work, such as estimating how long a job will take. Having a
good picture of how long tasks take can help to plan and organise work, a task important to efficient
(and cost effective) work. Then it’s a matter of getting an ‘in the head’ picture of how the
measurements apply in reality.
Foundation skill
This sample activity addresses ACSF Numeracy Level 2 and supports the unit FSKNUM09 Identify,
measure and estimate familiar quantities for work.
Tips for delivery
Estimation is a skill that is used in lots of different ways for work tasks. This next activity is really
about getting some estimation practise!
Complete the left column on the table as a group, identifying key tasks required in the learner’s
workplace.
Ask the learners to estimate the time it takes to complete the task, then carry out the task and
measure the time. Knowing actual measurements will help learners to understand if their
estimations are accurate, and if not, think about how they should change their estimations to be
more accurate. Estimating time accurately can help to plan an efficient working day.
Follow up this activity to ask what tasks could be completed in one day, thinking about which tasks
may need to be prioritised and carried out before others, and which may be pushed into the
following day.
The second activity focuses on estimating varied measurements. Complete the items in the left
column with measurements relevant to the workplace in which you deliver training.
Reason for addressing this skill
Accurately estimating the time it takes to complete a work task helps workers to
plan and organise their work, so they can work efficiently and effectively
whenever possible.
The reason for estimating other measurements will vary, but accurate
estimations usually lead to efficient and effective planning for work.
Adapt this activity
This activity is really about getting some estimation practise! It could
easily be adapted to apply to all kinds of measurement:
distances, weights, area and capacity, to name just a few.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Estimating time
Think of some typical tasks that you carry out at the property where you work in the coming week.
Estimate the amount of time it takes to carry out these tasks, then measure the time it actually takes
when you do these tasks.
Fill out the last column with how this information is useful for planning.
Typical tasks
Estimate how long
this will take
Actual time
How is this
information useful?
e.g. Move a mob of
sheep from paddock 4
to paddock 5.
e.g. Feed silage to a
herd of cows in a
particular location.
1. How close were your estimates?
____________________________________________________________________________
____________________________________________________________________________
2. How can this information be used to plan your work in the weeks ahead?
____________________________________________________________________________
____________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
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Sample activity: Estimating
Estimate the measurements of the items listed in the left column, using an appropriate unit of
measurement. Add three measurements of your own in the last three rows.
Unit of
measurement
Your estimation
Actual measurement
The number of hours of work
that can be done on the
tractor from a tank of fuel.
The width of the widest part
of the tractor.
(specify which part is
measured)
The width of the smallest
gate entrance on the
property.
Ground clearance for the
tractor.
Fuel capacity of a quad bike.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Notes
© AgriFood Skills Australia Ltd 2013
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Loads and attachments
Vehicles have very specific load limits and these need to be adhered to for the longevity of the
machine that will do the towing, for the safety of the machine operator and for those who are close
by the machine.
Foundation skill
This activity addresses ACSF Numeracy Level 2 and supports the unit FSKFSKNUM09 Identify,
measure and estimate familiar quantities for work.
Tips for delivery
Most machines that have a capacity to tow a load will have specifications about maximum weights
and limits that can be towed. Point out that this information will be included in an operator manual,
and often on a label on the machine.
Locate where that information is on a machine that is operated by your learners. Manufacturer’s
load and towing limitations usually include:
•
weight of the load
•
location of the load
•
attachment weight
•
operator weight.
Distribute copies of the activity and explain the meaning of key words, including: gross (and gross
weight), towing limit, maximum capacity, trailer tongue weight and gross trailer weight.
This activity provides an opportunity to talk about percentages. Explain what 10% means. Also
explain 20%, 25%, 50% and 100%. Show learners how to go about working out 10% of a load weight
(divide by 10 – 1/10th = 10%).
Also note that the specifications for similar machines may vary, for example the towing
specifications for one tractor will be different to a tractor of another size and make.
Reason for addressing this skill
Explain to learners that it is very important these limits are not exceeded
to protect the machine and to ensure safety of the operator and those
nearby.
Adapt this activity
Adapt this activity for a different sign, for different attachments and for
loads more familiar to the workplace in which your learners operate.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Loads and attachments
Read the label below and answer the questions that follow.
WARNING
Exceeding vehicle towing limit could lead to an accident.
Reduce speed when towing a trailer. Read owner’s
manual for details.
Trailer Tongue Weight should be about 10% of the Gross
Trailer Weight, and should not exceed 45 kg (99 lbs).
MAXIMUM TOWING CAPACITY: 450 kg (992 lbs)
From page 10-5 Suzuki LT-F400/F owner’s manual
Note:
•
Trailer Tongue Weight is the downward force exerted on the hitch by the trailer coupler when
the trailer is fully loaded and the coupler is at its normal towing height.
•
Gross Trailer Weight is the weight of the trailer together with the cargo or load being carried.
Use the information in the sign to answer the following questions.
1. a) What is the maximum towing capacity of the vehicle? _____________________________
b) If the loaded trailer weighs 390 kg, what is the recommended maximum Trailer Tongue
Weight? ____________________________________________________________________
2. If a load of wood weighs 75 kg and the trailer weighs 350 kg, is this
more than the maximum towing capacity? How did you work this out?
__________________________________________________________
______________________________________________________________________________
3. What does kg and lbs stand for?
______________________________________________________________________________
4. Why shouldn’t you exceed the towing limit?
______________________________________________________________________________
© AgriFood Skills Australia Ltd 2013
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Using the correct attachment
In a workplace it is important to use the right tool for the right job. There are many different items of
equipment in a workplace and learners need to be aware of what attachments are available to use
for different tasks, and the risks associated with each.
Foundation skill
This activity addresses ACSF Learning Level 2 and supports the unit FSKLRG05 Use strategies to plan
simple workplace tasks.
Tips for delivery
This activity links to the activities about the risks and risk assessment included in the resource titled
Workplace Health and Safety in AgriFood Skills Australia Qualifications. That activity could be given
to learners as a scaffolding activity.
Distribute a copy of the sample activity for learners to work on in pairs. Ask learners to list the
attachments that they would use in their workplace for a particular machine, for example for a
tractor or a quad bike.
Ask learners to identify:
•
the purpose of the attachment
•
the risks associated with using the attachment
•
the controls that can be put in place to ensure safety.
Reason for addressing this skill
This activity is about ensuring that learners know about the attachments that are available to be
used for particular work, and the risks associated with using those attachments. It is intended to lead
on to efficient and safe work.
Adapt this activity
This activity could be adapted to incorporate different items of equipment or different tools,
particular to a workplace.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Sample activity: Using the right attachment
What are the attachments used on vehicles at your workplace?
Think about the vehicles at your workplace and list the attachments that you would use.
In each case write down:




the name of the attachment
what job you use it for
what the risks are of injury from the attachment
what controls you have in place to keep safe.
What is the
attachment?
What job would you use the
attachment for?
© AgriFood Skills Australia Ltd 2013
Risks
Controls
39
Relay a message in writing
It’s important to communicate clear messages at work. For many farm related deaths, the victim was
not noticed as missing for at least 24 hours, sometimes considerably longer. Some of these lives
could have been saved if the victim communicated where they were going and how long they
expected to be away. This activity is designed to get people to think about how they can make
others aware of their movements should something go wrong.
Foundation skill
This activity addresses ACSF Writing Level 2, Oral communication Level 2 and primarily supports the
unit FSKWTG04 Write simple informal workplace texts.
Tips for delivery
Introduce the activity by outlining why it is important for learners to communicate information
about where they will be if they are working alone. The activity is about communicating key
information on a written note and ensuring that the right details are noted.
You could extend the activity with a number of different scenarios or situations, typical of the
context in which your learners work.
Reason for addressing this skill
A lot of people work alone in agrifood sectors, carrying out tasks on farms or fishing alone on boats.
Communicating whereabouts is very important for safety.
Communicating a clear, succinct message in writing is also important for a whole range of purposes.
Adapt this activity
This activity could be adapted so that the message is sent as a text message (if there is coverage in
the area in which you deliver training), and to include a range of different scenarios to suit the
context of your learners.
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Foundation Skills for Machine Operations in AgriFood Skills Australia Qualifications
Scenario: Write a note
Read the following information to learners.
You are about to go and do some fence repairs in the Northgate paddock because a couple of sheep
got out on the road. You aren’t sure how long it will take but plan to be back for afternoon smoko.
You are taking your mobile phone with you and it will take you about 20 minutes drive on the quad
bike to get there.
Leave a note for your supervisor, letting them know:
•
what you will be doing
•
where you will be
•
when you expect to return.
Sample activity: Write a note
Listen to the information provided and write a note below.
© AgriFood Skills Australia Ltd 2013
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