2010
Prince Edward Island Department of Education
and Early Childhood Development
P.O. Box 2000, Charlottetown
Prince Edward Island
Canada, C1A 7N8
Tel. (902) 368-4600
Fax. (902) 368-4622
http://www.gov.pe.ca/eecd/
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
CURRICULUM OUTCOMES
Module 1: Oxyfuel Equipment (~4 hours Classroom Component)
18.
Students will be able to assemble oxyfuel equipment.
Students will be expected to
18.1
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, flashbacks, and burn backs
18.6
describe pressure and flame adjustments
Module 2: Oxyfuel Welding, Brazing and Brazing Equipment (~8 of 84 hours Skill Development
Component)
19.
Students will be able to perform oxyfuel welding, braze welding, and brazing.
Students will be expected to
19.1
describe filler rods and fluxes
19.2
demonstrate the ability to run lines of fusion with and without filler rods in the flat and vertical positions
19.3
demonstrate the ability to weld lap joints on 10 gauge or 11 gauge (3.00-3.25mm) mild steel in the
horizontal (2F) and the vertical (3F) positions using a comparable filler material
19.4
demonstrate the ability to weld butt joints on 10 gauge (3.00-3.25mm) 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 gauge (3.00-3.25mm) 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.
Students will be expected to
20.1
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
CAREER AND TECHNICAL EDUCATION CURRICULUM
CURRICULUM OUTCOMES
Module 4: Geometric Formulas (~12 hours Classroom Component)
21.
Students will be able to solve problems involving geometric formulas.
Students will be expected to
21.1
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.
Students will be expected to
22.1
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
CAREER AND TECHNICAL EDUCATION CURRICULUM
3
4
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS
Oxyfuel Equipment
(~4 hours Classroom Component)
Introduction
Oxyfuel processes are an industry standard for heating, welding, brazing, and cutting.
An apprentice must be familiar with the safe handling and care of equipment, operating
procedures, and gases used during the oxyfuel process.
Specific
Curriculum
Outcome
18.
Students will be able to assemble oxyfuel equipment.
SCO - Delineations Students will be expected to
18.1
18.2
18.3
18.4
18.5
18.6
describe the characteristics and handling procedures for oxygen and fuel gases
describe the functions of oxyfuel equipment components
describe the use, care, and maintenance of oxyfuel equipment components
explain the recommended procedures for placement, set-up, and shutdown of oxyfuel
equipment
identify causes and preventative measures for backfires, flashbacks, and burn backs
describe pressure and flame adjustments
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 120101g, 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 (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
5
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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 (C2H2).
• 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.
18.1
6
describe the characteristics
and handling procedures for
oxygen and fuel gases
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 1
Oxyfuel Equipment (~4 hours Classroom Component)
SCO 18. Students will be able to identify and assemble oxyfuel equipment.
Teacher Lessons / Demonstrations
Resources
Topic: Handling Procedures
Texts / Teacher Resources
Alberta Module 120101g
Oxyfuel Equipment
pp. 2-5
•
•
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.
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
CAREER AND TECHNICAL EDUCATION CURRICULUM
7
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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 120101g).
• Describe the proper method of identifying the gases in a cylinder.
• Explain why noting the colour of the tank is not a recommended
method of cylinder identification.
• Read and explain WHMIS labels on gas cylinders.
• Identify the components of an oxyacetylene outfit.
18.2
describe the functions of
oxyfuel equipment
components
(continued on p. 10)
8
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 1
Oxyfuel Equipment (~4 hours Classroom Component)
SCO 18. Students will be able to identify and assemble oxyfuel equipment.
Teacher Lessons / Demonstrations
Resources
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.
Texts / Teacher Resources
Alberta Module 120101g
Oxyfuel Equipment
pp. 6-32
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
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
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
Student Knowledge, Abilities, and Competencies
(...continued from p. 8)
Students will be expected to
18.2
10
describe the functions of
oxyfuel equipment
components
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 1
Oxyfuel Equipment (~4 hours Classroom Component)
SCO 18. Students will be able to identify and assemble oxyfuel equipment.
Teacher Lessons / Demonstrations
Resources
Student Activities / Assessments
Texts / Teacher Resources
Alberta Module 120101g
Oxyfuel Equipment
pp. 6-32
•
•
•
•
•
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.
Software / Databases
NOA, HRSDC: Occupational
Analyses Series - Welder
Literacy
• Free Writing: Use as a pre-reading strategy to activate prior
knowledge of oxyfuel equipment (previously covered in WEL701A).
StudentsAchieve (SAS)
•
Visuals / Handouts / Tests
Wall Moutain Company Video Series:
Torch Cutting, Oxyacetylene Welding
Jigsaw: Form groups, with each group assigned one section from
pp. 6-32 of the ILM. Each group must study, summarize, and
report on that particular section. The summary must include a
written overview as well as any relevant drawings or illustrations.
Share this information with the other groups to create a
study guide for this section of the ILM. (Students must be reminded
that even though they are reporting on only one section, they are
responsible for all of the information covered.)
CAREER AND TECHNICAL EDUCATION CURRICULUM
Alberta ILM Graphics CD
Welding Period 1
11
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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.
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
18.5
Identify causes and
preventative measures for
backfires, flashbacks, and
burn backs
12
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.
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 1
Oxyfuel Equipment (~4 hours Classroom Component)
SCO 18. Students will be able to identify and assemble oxyfuel equipment.
Teacher Lessons / Demonstrations
Resources
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.
Texts / Teacher Resources
Alberta Module 120101g
Oxyfuel Equipment
pp. 33-40
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.
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
13
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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.
18.6
14
describe pressure and flame
adjustments
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 1
Oxyfuel Equipment (~4 hours Classroom Component)
SCO 18. Students will be able to identify and assemble oxyfuel equipment.
Teacher Lessons / Demonstrations
Resources
•
•
Texts / Teacher Resources
Alberta Module 120101g
Oxyfuel Equipment
pp. 41-47
•
•
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
CAREER AND TECHNICAL EDUCATION CURRICULUM
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. 48-55
15
WEL801C - OXYFUEL PROCESS
16
CAREER AND TECHNICAL EDUCATION CURRICULUM
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
19.
Students will be able to perform oxyfuel welding, brazing and braze welding.
SCO - Delineations Students will be expected to
19.1
19.2
19.3
19.4
19.5
describe filler rods and fluxes
demonstrate the ability to run lines of fusion with and without filler rods in the flat
and vertical positions
demonstrate the ability to weld lap joints on 10 gauge or 11 gauge (3.00-3.25mm)
mild steel in the horizontal (2F) and the vertical (3F) positions using a comparable
filler material
demonstrate the ability to weld butt joints on 10 gauge or 11 gauge (3.00-3.25mm)
mild steel in the flat (1G) and the vertical (2G) positions using a comparable filler
material
demonstrate the ability to weld lap joints on 10 gauge or 11 gauge (3.00-3.25mm)
mild steel in the vertical position using a braze welding filler material
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 120101h, 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 (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
17
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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
A5.2-92.
• Describe the method of classification of AWS A5.8-92
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.
19.1
18
describe filler rods and fluxes
CAREER AND TECHNICAL EDUCATION CURRICULUM
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
Resources
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.
Texts / Teacher Resources
Alberta Module 120101h
Oxyfuel Welding, Brazing and Braze
Welding
pp. 2-18
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
•
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
Complete a situation worksheet table (example below).
Welding Situation
Rod Selection
Welds on Mild Steel
Repairing a Carbon R60
Steel Pipe
Brazing Cast Iron
Filler Metal
Flux
no
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
19
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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
19.2
20
demonstrate the ability to
run lines of fusion with and
without filler rods in the flat
and vertical positions
CAREER AND TECHNICAL EDUCATION CURRICULUM
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
Resources
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.
Texts / Teacher Resources
Alberta Module 120101h
Oxyfuel Welding, Brazing and Braze
Welding
pp. 19-24
Student Activities / Assessments
Software / Databases
NOA, HRSDC: Occupational
Analyses Series - Welder
•
•
Complete exerciseson pp. 22-24 of ILM 120101h.
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.
StudentsAchieve (SAS)
Visuals / Handouts / Tests
Wall Moutain Company Video Series:
Torch Cutting, Oxyacetylene Welding
CAREER AND TECHNICAL EDUCATION CURRICULUM
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.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Practical Exercises
• Complete the exercises on pp. 25-31 of ILM 120101h.
19.3
demonstrate the ability to
weld lap joints on 10 gauge or
11 gauge (3.00-3.25mm) mild
steel in the horizontal (2F)
and the vertical (3F) positions
using a comparable filler
material
19.4
demonstrate the ability to weld
butt joints on 10 gauge or
11 gauge (3.00-3.25mm) 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.
(3.00-3.25mm) mild steel
in the vertical position using a
braze welding filler material
22
CAREER AND TECHNICAL EDUCATION CURRICULUM
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
Resources
Topic: Practical Exercises
• Demonstrate the exercises on pp. 25-31.
Texts / Teacher Resources
Alberta Module 120101h
Oxyfuel Welding, Brazing and Braze
Welding
pp. 25-31
Student Activities / Assessments
•
Complete the exercises on pp. 25-31 of ILM 120101h.
Enrichment / Research Activities
•
Participate in Skills Canada competitions.
Software / Databases
NOA, HRSDC: Occupational
Analyses Series - Welder
StudentsAchieve (SAS)
Visuals / Handouts / Tests
Wall Moutain Company Video Series:
Torch Cutting, Oxyacetylene Welding
CAREER AND TECHNICAL EDUCATION CURRICULUM
23
WEL801C - OXYFUEL PROCESS
24
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS
Arc Cutting and Gouging
(~3 of 84 hours Skill Development Component)
Introduction
The ability to prepare metals to be used for welding projects is an essential skill of any
welding apprentice. Being able to safely operate and perform cutting operations using a
variety of methods—from oxyfuel gas cutting, to arc cutting, to plasma cutting—allows
the apprentice to select the most appropriate, efficient, and cost-effective method for any
given metal project.
Specific
Curriculum
Outcome
20.
Students will be able to gouge and cut using carbon arc cutting with air
process, and will observe plasma arc cutting.
SCO - Delineations Students will be expected to
20.1
20.2
20.3
20.4
describe the carbon arc cutting process
observe air carbon arc cutting
describe the plasma arc cutting process
observe plasma arc cutting
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 120102e, 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 (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
25
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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.
20.1
describe the carbon arc
cutting process
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.
20.2
26
observe air carbon arc cutting
Topic: Plasma Arc Cutting (PAC) - 20.3
• Demonstrate the ability to set up equipment to correctly perform
CAC-A cutting operations.
• Describe the proper technique and set-up in reference to the
following as they relate to obtaining a quality cut:
- electrode stick-out
- starting of the arc
- electrode inclination
- work angle
• Demonstrate an understanding of possible solutions to problems
related to the CAC-A process.
CAREER AND TECHNICAL EDUCATION CURRICULUM
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 120102e
Arc Cutting and Gouging
pp. 2-14
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)
CAREER AND TECHNICAL EDUCATION CURRICULUM
27
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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.
20.3
describe the plasma arc
cutting process
20.4
observe plasma arc cutting
28
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
CAREER AND TECHNICAL EDUCATION CURRICULUM
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.
•
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
Resources
Texts / Teacher Resources
Alberta Module 120102e
Arc Cutting and Gouging
pp. 15-26
Software / Databases
NOA, HRSDC: Occupational
Analyses Series - Welder
StudentsAchieve (SAS)
Visuals / Handouts / Tests
Wall Moutain Company Video Series:
Torch Cutting, Oxyacetylene Welding
29
WEL801C - OXYFUEL PROCESS
30
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS
Geometric Formulas
(~12 hours Classroom Component)
Introduction
Geometric formulas are used in almost all welding situations, and will be continually
used during the welding program for measuring materials and working out areas and/or
weights of materials for billing purposes.
Specific
Curriculum
Outcome
21.
Students will be able to solve problems involving geometric formulas.
SCO - Delineations Students will be expected to
21.1
21.2
21.3
21.4
21.5
21.6
identify key terms and concepts used in working with formulas
identify common formulas and solve problems for perimeter
identify common formulas and solve problems for area
identify common formulas and solve problems for volume
calculate the weight of a solid
calculate the capacity of a container in gallons
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 120104d, 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 (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
31
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Terminology
• Define the following terms:
- equation
- formula
- constant
- variable
- term
- solution
• Explain the order of operations.
• Identify the variables in an equation.
21.1
identify key terms and
concepts used in working with
formulas
21.2
identify common formulas
and solve problems for
perimeter
32
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
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 4
Geometric Formulas (~12 hours Classroom Component)
SCO 21. Students will be able to solve problems involving geometric formulas.
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 120104d
Geometric Formulas
pp. 2-18
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
33
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
Students will be expected to
21.3
34
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 radius2)
- trapezoid (area = height x [base1 + base2])
2
- parallelogram (area = base x height)
- lateral surface area of a cylinder (LSA = π x diameter x height)
- total surface area of a closed cylinder
(TSA = π x diameter x height + 2[π x radius2])
- lateral surface area of a rectangular solid
(LSA = 2[length x height] + 2[width x height])
- total surface area of a rectangular solid
(LSA = 2[length x height] + 2[width x height] + 2[length x
width])
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 4
Geometric Formulas (~12 hours Classroom Component)
SCO 21. Students will be able to solve problems involving geometric formulas.
Teacher Lessons / Demonstrations
Resources
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.
Texts / Teacher Resources
Alberta Module 120104d
Geometric Formulas
pp. 19-32
PEI Department of Education and
Early Childhood Development—
Applied Mathematics (MAT801A)
Software / Databases
NOA, HRSDC: Occupational
Analyses Series - Welder
StudentsAchieve (SAS)
Student Activities / Assessments
•
Compete exercises on pp. 29-32 of the Geometric Formulas ILM.
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
35
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
Student Knowledge, Abilities, and Competencies
Students will be expected to
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 radius2 x height).
• Calculate the volume of any regular shaped object.
• Describe the relationship between the area of a cross-section of
any regular shaped object and the height of that object.
21.4
21.5
21.6
36
identify common formulas
and solve problems for volume
calculate the weight of a solid
calculate the capacity of a
container in gallons
Topic: Weight
• Define “weight”.
• Define “mass”.
• Explain how to calculate the weight of a solid.
• Explain when to round answers.
Topic: Capacity
• Describe the relationship between capacity and volume.
• Convert from cubic measure to gallons.
• State the following basic relationships:
- 1 imperial gallon = 277 in3 (approximate)
- 1 ft3 = 6.239 imperial gallons (approximate)
- 1 ft3 = 1728 in3
- 1 yd3 = 27 ft3
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 4
Geometric Formulas (~12 hours Classroom Component)
SCO 21. Students will be able to solve problems involving geometric formulas.
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.
Resources
Texts / Teacher Resources
Alberta Module 120104d
Geometric Formulas
pp. 33-51
PEI Department of Education and
Early Childhood Development—
Applied Mathematics (MAT801A)
Software / Databases
NOA, HRSDC: Occupational
Analyses Series - Welder
Student Activities / Assessments
StudentsAchieve (SAS)
•
Visuals / Handouts / Tests
Wall Moutain Company Video Series:
Torch Cutting, Oxyacetylene Welding
Compete exercises on pp. 29-32 of the Geometric Formulas ILM.
Literacy
• Free Writing: Use as a pre-reading strategy to help activate prior
knowledge of volume, weight, and capacity.
CAREER AND TECHNICAL EDUCATION CURRICULUM
37
WEL801C - OXYFUEL PROCESS
38
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS
Welding Symbols
(~10 hours Classroom Component)
Introduction
Apprentices are expected to be able to communicate using trade-related terms and
references. Welding symbols are used in the trade to provide an 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
22.
Students will be able to interpret welding symbols.
SCO - Delineations Students will be expected to
22.1
22.2
22.3
22.4
22.5
explain the purpose of welding symbols
define “weld symbol”, “welding symbol”, and “supplementary symbols”
draw and interpret basic weld symbols and welding symbols
identify the dimensioning of welding symbols
identify non-destructive testing symbols
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 120104g, 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 (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
39
WEL801C - OXYFUEL PROCESS - MODULE 5
Welding Symbols (~10 hours Classroom Component)
SCO 22. Students will be able to interpret welding symbols.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Symbols and Their Purpose
• State the purpose of welding symbols.
• Identify CSA modification to AWS symbols.
• Define “schematic”.
22.1
explain the purpose of
welding symbols
22.2
define “weld symbol”, “
welding symbol”, and
“supplementary symbols”
40
•
•
•
•
•
•
•
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 5
Welding Symbols (~10 hours Classroom Component)
SCO 22. Students will be able to interpret welding symbols.
Teacher Lessons / Demonstrations
Resources
Topic: Symbols and Their Purposes
• Create visuals from the ILM to help students identify weld symbols,
welding symbols, and supplementary weld symbols.
Texts / Teacher Resources
Alberta Module 120104g
Welding Symbols
pp. 2-4
Literacy
**This module may be difficult for students to read. Help students
understand how to read the text by modelling these three reading
strategies.**
Software / Databases
NOA, HRSDC: Occupational
Analyses Series - Welder
•
StudentsAchieve (SAS)
•
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.
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.
CAREER AND TECHNICAL EDUCATION CURRICULUM
41
WEL801C - OXYFUEL PROCESS - MODULE 5
Welding Symbols (~10 hours Classroom Component)
SCO 22. Students will be able to interpret welding symbols.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
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.
22.3
42
draw and interpret basic weld
symbols and welding symbols
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 5
Welding Symbols (~10 hours Classroom Component)
SCO 22. Students will be able to interpret welding symbols.
Teacher Lessons / Demonstrations
Resources
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
Double square groove
weld with full
penetration
CAREER AND TECHNICAL EDUCATION CURRICULUM
Welding Symbol
Texts / Teacher Resources
Alberta Module 120104g
Welding Symbols
pp. 5-18
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
WEL801C - OXYFUEL PROCESS - MODULE 5
Welding Symbols (~10 hours Classroom Component)
SCO 22. Students will be able to interpret welding symbols.
SCO - Delineations
Students will be expected to
22.4
identify the dimensioning of
welding symbols
22.5
identify non-destructive
testing symbols
44
Student Knowledge, Abilities, and Competencies
Topic: Dimensioning and Testing
• State basic rules for dimensioning.
• Describe general dimensioning rules for the following:
- surfacing welds
- plug or slot welds
- fillet welds
- groove welds
• Identify AWS non-destructive testing letter designations.
CAREER AND TECHNICAL EDUCATION CURRICULUM
WEL801C - OXYFUEL PROCESS - MODULE 5
Welding Symbols (~10 hours Classroom Component)
SCO 22. Students will be able to interpret welding symbols.
Teacher Lessons / Demonstrations
Resources
Topic: Dimensioning and Testing
• Create a slideshow from the images in the ILM.
• Have welding samples on hand to help describe the welding symbols.
• Review the key terminology associated with groove and fillet welds
(outcome 12.2, WEL801B, on basic joints and weld types
Texts / Teacher Resources
Alberta Module 120104g
Welding Symbols
pp. 19-33
Student Activities / Assessments
Software / Databases
NOA, HRSDC: Occupational
Analyses Series - Welder
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•
Complete a table similar to the example on the previous page
including dimensioning for welds.
Correctly interpret welding symbols on shop projects.
Literacy
• Think Aloud/Say Something: Use as during-reading strategies (see p. 41).
• Rereading: Use as a during-reading strategy (see p. 41).
StudentsAchieve (SAS)
Visuals / Handouts / Tests
Wall Moutain Company Video Series:
Torch Cutting, Oxyacetylene Welding
Alberta ILM Graphics CD
Welding Period 1
CAREER AND TECHNICAL EDUCATION CURRICULUM
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WEL801C - OXYFUEL PROCESS
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CAREER AND TECHNICAL EDUCATION CURRICULUM