Manufacturing Safety in Engineering PDF

REPORTERS: ALEX GAPASIN JR FROILAN BIEN PUZON BENCH NEMENIO  WHY SAFETY MATTERS IN ENGINEERING? Prevents Environmental Damage: Avoids harm to ecosystems. Avoids Legal Issues: Reduces the risk of fines and lawsuits. Maintains Reputation: Builds trust and credibility. Protec...

REPORTERS: ALEX GAPASIN JR FROILAN BIEN PUZON BENCH NEMENIO  WHY SAFETY MATTERS IN ENGINEERING? Prevents Environmental Damage: Avoids harm to ecosystems. Avoids Legal Issues: Reduces the risk of fines and lawsuits. Maintains Reputation: Builds trust and credibility. Protects Lives: Prevents accidents and injuries. Saves Costs: Prevents expensive accidents and repairs.  REFERENCE HSWA HEALTH AND SAFETY ORGANISATION SAFETY POLICE Key Aims: 1.Protect Workers: Ensure health, safety, and welfare at work. 2.Protect the Public: Safeguard others from work-related risks. 3.Regulate Hazardous Substances: Control dangerous materials. 4.Control Emissions: Manage harmful substance releases into the atmosphere. HSE Functions: Enforcement Actions by Inspectors: 1.Informal advice: for minor breaches. 1.Propose new and updated laws and 2.Improvement notices: for serious breaches. standards. 3.Prohibition notices: for activities involving serious 2.Conduct research. injury risks. 3.Provide information and advice. 4.Prosecution: for non-compliance, leading to fines or 4.Enforce health and safety laws. imprisonment. Employers must ensure, as far as reasonably practicable, the health, safety, and welfare of their employees. Key responsibilities include: 1.Safe Machinery and Systems of Work Maintain safe equipment and organize work to minimize risks. 2.Safe Handling of Articles and Substances Ensure safe usage, storage, and transportation of machinery and chemicals. 3.Provision of Information, Instruction, Training, and Supervision Provide necessary knowledge, demonstrations, hands-on training, and oversight. 4.Maintaining a Safe Work Environment Keep workspaces, including entry and exit points, in safe condition. 5.Ensuring Health and Safety Standards Provide proper heating, lighting, ventilation, and adequate welfare facilities.  Employers with 5 or more employees must have a written safety policy. The policy must outline the employer's aims and objectives for health and safety. Purpose: Identify and Reduce Hazards: Ensure workplace safety and health. Employee Awareness: Inform employees of safety arrangements. Review and Update Regularly: Involve both employers and employee representatives. Employer's Duty to Consult on: Rights and Functions of Safety Representatives: 1.Introduction of measures affecting health and safety. Investigate workplace hazards and complaints. 2.Arrangements for compliance with health and safety laws. Conduct workplace inspections after changes or incidents. 3.Information on workplace risks and safety measures. Represent employees in health and safety consultations. 4.Health and safety training planning and organization. Attend safety committee meetings. 5.Impact of new technology on health and safety. HEALTH AND SAFETY REGULATIONS 1996 When These Regulations Apply: No recognized trade union. Non-union employees not represented by recognized unions. Employee Representation: Employees can elect one or more representatives of employee safety. Functions of elected representatives should be equivalent to union-appointed ones. Safety Committees: Required if requested by two or more union-appointed representatives. Optional but good practice for non-union representatives. Main Objectives: Promote cooperation between employers and employees for workplace health and safety. HEALTH AND SAFETY REGULATIONS 1996 Committee Discussion Topics: Benefits of Consultation: Accident and sickness statistics. Healthier and safer workplace. Better health and safety decisions. Accident investigations. Stronger commitment to safety measures. Workplace inspections. Greater cooperation and trust. Risk assessments. Joint problem-solving. Health and safety training. Emergency procedures. Workplace changes affecting health and safety. Business Benefits: Increased productivity. Improved efficiency and quality. Higher workforce motivation.  Cooperate with Employers Report dangerous situations immediately. Take Reasonable Care Notify any shortcomings in health and safety arrangements. Protect your own health and safety and that of others. Do Not Interfere with Safety Measures Avoid reckless behavior. Do not misuse items provided for health, safety, and welfare Understand hazards and follow safety rules and (e.g., fire extinguishers, safety guards). procedures. Use work items correctly as per training and Adopt a Positive Attitude instructions. Be proactive in avoiding, preventing, and reducing risks. Engage in training to support a strong health and safety culture NEW REGULATIONS FOR HEALTH AND SAFETY AT WORK The Six Key Regulations: 1.Management of Health and Safety at Work Regulations 1999 Focus on employer responsibilities for managing health and safety risks. 2.Provision and Use of Work Equipment Regulations 1998 Ensure work equipment is safe and properly maintained. 3.Workplace (Health, Safety and Welfare) Regulations 1992 Address general workplace conditions, including maintenance, ventilation, and cleanliness. 4.Personal Protective Equipment at Work Regulations 1992 Require employers to provide and enforce the use of appropriate personal protective equipment (PPE). 5.Health and Safety (Display Screen Equipment) Regulations 1992 Focus on the health and safety of employees using display screens, such as computers. 6.Manual Handling Operations Regulations 1992 Aim to reduce injuries from manual handling activities. Importance: Electricity is commonly used in factories but can be dangerous. Electrical hazards can cause death, serious injury, or significant property damage. Major risks include shock, burns, fires, and explosions due to faulty equipment or wiring. Regulations: Electricity at Work Regulations 1989: Enforces precautions against death or injury from electrical hazards at work. BS 7671 (IEE Wiring Regulations): Provides guidelines for the design, selection, installation, inspection, and testing of electrical systems. Compliance with BS 7671 is not mandatory but is widely accepted as a best practice in the UK. Major Hazards from Electrical Equipment: 1. Electrical Shock: Direct contact with live electrical components. Body's response to electric current, potentially fatal. Increased risk in wet/damp conditions or near conductors. Hot environments and sweating reduce the insulation protection offered by clothing. 2. Electric Burns: Contact with live wires, leading to severe burns. Caused by the heating effect of electric current through body tissue. Most common at the point of contact with the electrical source. 3. Fires: Caused by faulty wiring, short circuits, or overheating. Overheating of cables/equipment due to overloading. Poor or inadequate insulation leading to leakage currents. Ignition of nearby flammable materials by sparks or overheated equipment 4. Arcing: Overloaded circuits and faulty appliances or sloppy wiring Generates ultraviolet radiation, causing burns (similar to severe sunburn). Molten metal from arcing can cause severe burns and eye injuries (e.g., arc eye in welding). 5. Explosion: sudden release of energy due to a short circuit between power phases or a phase to ground. Electrical equipment (like switchgear or motors) can explode. Sparks or high temperatures can ignite flammable vapors, gases, or dust. Double Insulation Earthing Use of Safe Voltage. Double Insulation Double insulation involves enclosing live conductors with two separate layers of insulation. Each layer is capable of preventing electric shock on its own, but together they offer enhanced safety. This method is particularly useful for portable electrical equipment, such as power drills, where an earth wire isn't practical. For double insulation to remain effective, regular checks and maintenance are necessary. The insulation can deteriorate over time, especially in harsh environments, or due to improper handling and usage. Cables are often the most vulnerable part of portable equipment, subject to wear from flexing, environmental conditions, or mechanical damage. Regular inspections are crucial to ensure that the  Earthing In an earthed electrical system, if a fault occurs, the current will flow through the earth connection, triggering a fuse or circuit breaker to cut off the power supply. This prevents the risk of electric shock and potential fire hazards. Earthing does not entirely eliminate the risk of electric shock. To enhance safety, Residual Current Devices (RCDs) are used. RCDs detect minor leakage currents that could be harmful and disconnect the power supply quickly to prevent injury. While RCDs provide valuable protection, they should be regarded as a secondary safety measure. It is essential to test RCDs regularly using the test trip button to confirm they are working correctly and ready to provide  Use of Safety Voltage In certain environments, especially where the risk of electrical shock is higher, using reduced voltage systems (like 110 volts) is advisable. These systems are commonly used on construction sites and in areas with high conductivity, such as metal tanks or tunnels. For maximum safety, battery-operated tools are preferred. They eliminate the direct risk of electrical shock from mains electricity, making them ideal for environments where traditional electrical safety precautions may be compromised. In particularly hazardous conditions, consider using non-electrical tools, such as those powered by air or hydraulic systems. This approach completely eliminates the electrical risk and is especially beneficial in wet or chemically reactive environments.  Use properly wired plugs for all portable electrical equipment: Brown wire: live conductor Blue wire: neutral conductor Green/yellow wire: earth conductor Avoid improvisation with wires; never use nails, matches, or other objects to jam wires into sockets. Prefer moulded rubber plugs over brittle plastic ones, as they are less likely to be damaged.  All electrical connections must be secure, loose wires or connections can arc. A fuse of the correct rating must be fitted – this is your safeguard if a fault develops – never use makeshift fuses such as pieces of wire. use an RCD where appropriate to provide additional safety. Any external metal parts must be earthed so that if a fault develops, the fuse will blow and interrupt the supply. Never run power tools from lamp sockets. Connection between the plug and  Old or damaged cable should never be used. Equipment should always be disconnected from the mains supply before making any adjustment, even when changing a lamp. Do not, under any circumstances, interfere with any electrical equipment or attempt to repair it yourself. All electrical work should be done by a qualified electrician. A little knowledge is often sufficient to make electrical equipment function but a much higher level of knowledge and expertise is usually needed to ensure safety. 1.9 Purpose: Improve health and safety management by requiring employers to 4. Health Surveillance conduct risk assessments and implement preventive measures. Provide health checks as required by specific regulations (e.g., COSHH). 5. Competent Assistance Key Requirements for Employers: Appoint competent individuals to help ensure compliance with health and safety laws. 1. Risk Assessment 6. Emergency Procedures Assess health and safety risks to employees and Establish procedures for serious and imminent dangers. others. 7. External Contacts Record significant findings, excluding trivial risks. Arrange for necessary external services (first aid, emergency care). 2. Preventive Measures Implement measures to control identified risks. 8. Information and Training 3.Health and Safety Management System Inform and train employees about health and safety matters. Organize, plan, monitor, audit, and review health Ensure employees are competent to avoid risks. and safety policies. 9. Special Considerations Address the needs of temporary workers and young employees. 10. Employee Responsibility Employees must follow health and safety instructions and training. 1.10 Purpose: Prevent or control health and safety risks from equipment used at work. Work Equipment Covered: Machines: Circular saws, drilling machines, tractors. Hand tools: Screwdrivers, hammers. Lifting equipment: Forklifts, hoists. Other equipment: Ladders, water pressure cleaners. Installations: Connected machinery, scaffolding. Specific Considerations under PUWER Hazard Prevention: Protect against moving parts, sharp edges, temperature extremes, and electrical risks. Use guards, protective devices, and clear warnings. Additional Requirements: Controls & Isolation: Equipment must have proper controls and be safely isolated from energy sources when necessary. Stability & Lighting: Ensure equipment stability and adequate lighting. Markings & Warnings: Use clear markings and warnings to indicate hazards and safety procedures. 1.11 Purpose: Ensure workplace meet the health, safety and welfare needs of 2. Safety all workers, including those with disabilities. 1. Maintenance: Regular checks on equipment to prevent risks. Applicability: 2. Floor Condition: Keep floors sound, non-slip, and free Covers a wide range of workplaces: factories, offices, schools, of obstructions. hospitals, hotels, and more. 3. Prevention of Falls: Secure fencing and handrails on Applies to private roads and paths on industrial estates and dangerous areas and stairs. business parks. 4. Transparent Surfaces: Safety materials and clear Key Areas of Focus: markings on glass. 1.Health 5. Windows: Safe operation and cleaning protocols. 1. Ventilation: Adequate to provide fresh air. 6. Traffic Routes: Clear, wide, and marked routes for 2. Temperature: Maintain reasonable indoor temperature. pedestrian and vehicle movement. 3. Lighting: Sufficient for safe working and movement. 7. Doors and Gates: Fitted with safety devices; 4. Cleanliness: Regular cleaning to prevent accumulation transparent panels for two-way doors. of dirt and refuse. 3. Welfare 5. Room Dimensions: Adequate space for safe movement 1. Toilets: Sufficient facilities, well-ventilated, and clean. and comfortable working conditions. 2. Washing Facilities: Access to hot and cold water; 6. Workstations: Arranged to ensure safety, comfort, and showers if necessary. accessibility. 3. Drinking Water: Adequate supply of potable water. 4. Accommodation for Clothing: Separate facilities for work and personal clothing. 5. Rest and Eating Facilities: Suitable areas for breaks, equipped for meal preparation and hygiene. 1.12 Purpose: Prevent deaths and injuries caused by falls from heights Definition of Work at Height: Work above ground/floor level. Risk of falling from an edge, through an opening, or onto a fragile surface. Risk of falling into an opening or hole in the ground. Types of Working Platforms: Roofs, floors, machinery with fixed guardrails, scaffoldings, mobile elevating work platforms, ladders, and stepladders. Ladders and Stepladders: Can be used when a risk assessment deems higher-level protection unnecessary for low-risk, short-duration tasks. 1.13 Purpose: To ensure employers understand their legal duty to protect employees by providing appropriate PPE as a last resort after other safety measures have been considered. Employer Duties: Provide suitable PPE to protect employees from health and safety risks. PPE must be used as a last resort after implementing other control measures (engineering controls, safe systems of work). PPE must be provided free of charge, properly fitting, and suitable for the risks. Additional Duties: Assess, maintain, and replace PPE. Ensure proper use of PPE through training and instruction. Provide storage for PPE when not in use. Types of PPE and Protection Eye Protection: Guards against impact, chemical splashes, dust, and welding arcs. Head Protection: Protects from falling objects, impact, and entanglement. Foot Protection: Guards against slipping, cuts, chemicals, and falling objects. Hand and Arm Protection: Protects from cuts, chemicals, temperatures, and electric shocks. Body Protection: Includes overalls, aprons, and specialist clothing (flame retardant, high visibility). 1.14 Overview of DSE Regulations (1992) Applies to employers with workers regularly using display screen equipment (DSE) for an hour or more daily. Common DSE includes computer screens, laptops, and touchscreens. Risks: fatigue, eye strain, upper limb disorders (arms, hands, neck), and backache due to improper DSE use. Employers must: Assess and reduce risks in workstations. Ensure controls are in place. Offer training and provide eye tests and spectacles as needed.  Workstation Requirements: Good lighting and minimal glare. Adequate legroom and adjustable equipment. Comfortable and stable chairs, screens, and keyboards. Regular breaks to prevent fatigue and discomfort. Training Must Cover: How to adjust furniture and equipment. Proper workstation setup to avoid strain. Reporting issues or symptoms early. 1.15 Reporting Requirements Fatalities and specified injuries (e.g., fractures, amputations) Occupational diseases (e.g., carpal tunnel syndrome, dermatitis) Dangerous occurrences (e.g., equipment collapse, explosions) Injury Types Hospitalization for more than 24 hours Over-seven-day injuries (worker off for more than 7 consecutive days) Reporting Deadlines Immediate notification for fatalities and serious injuries Report diseases and over-7-day injuries within 15 days  Reporting Methods Online report form or telephone for fatalities Record-Keeping Maintain records for at least 3 years Purpose Monitor incidents Ensure investigations Improve safety 1.16 Health Risks from Hazardous Substances Skin irritation or dermatitis Asthma from allergic reactions Loss of consciousness from toxic fumes Cancer from long-term exposure Types of Hazardous Substances Metalworking fluids Adhesives, paints, cleaning agents Fumes from soldering/welding Naturally occurring substances (e.g., wood dust) Key Measures Assess risks from hazardous substances Decide on and implement precautions Control exposure effectively Maintain and monitor control measures Conduct health surveillance when needed Prepare for emergencies Provide employee training and supervision Employee Responsibilities Use and report on PPE and control measures Follow safety instructions and disposal methods Understand hazard symbols and labels Labeling Hazard pictograms with red diamond borders Signal words: ‘Danger’ and ‘Warning’ 1.17 Control of Noise at Work Regulations 2005 Sound and noise are an important part of everyday life. In moderation they are harmless but if they are too loud, they can permanently damage your hearing. The danger depends on how loud the noise is and how long the person is exposed to the noise. Once the damage is done there is no cure. Noise at work can cause hearing damage that is permanent and disabling. This can be hearing loss that is gradual because of exposure to noise over time but also damage caused by sudden, extremely loud noises. The damage is disabling as it can stop people being able to understand speech, keep up with conversations or use the telephone. Hearing loss is not the only problem as people can develop tinnitus (ringing. humming or buzzing in the ear), a distressing condition which can lead to disturbed sleep. Hearing protection Hearing protectors should be issued to employees: where extra protection is needed above what has been achieved using noise control; as a short-term measure while other methods of controlling noise are being developed. The use of hearing protection should not be used as an alternative to controlling noise by technical and organisational means. Control of Noise at Work Regulations 2005 The Regulations require an employer to: provide employees with hearing protectors and ensure they are used fully and properly when their noise exposure exceeds the upper exposure action values; provide employees with hearing protectors if they ask for them and their noise exposure is between the lower and upper exposure action values; identify hearing protection zones - areas of the workplace where access is restricted, and where wearing hearing protection is compulsory. Employees also have a legal duty to: co-operate with the employer to do what is needed to protect their hearing, use any noise control devices properly and follow any working methods that are put in place; Earmuffs - which should totally cover your ears, fit tightly and have no gaps around the seals. Don't allow hair, jewellery, glasses or hats interfere with the seal. Keep the seals and insides clean and don't stretch the headband. Earplugs- go right in the ear canal. Practise fitting them and get help if you are having trouble. Clean your hands before you fit them and don't share them. Semi-inserts/canal caps - are held in or across the ear canal by a band usually plastic. Check for a good seal every time you put them on. 1.18 Control of Vibration at Work Regulations 2005 These Regulations are designed to protect persons from the risk to their health and safety of the effects of exposure to vibration. There are two types of vibration, hand-arm vibration (HAV) and whole-body vibration. Regular and frequent exposure to HAV can lead to permanent health effects. This is most likely when contact with a vibrating tool or work process is a regular part of a person's job. Too much exposure to HAV can cause hand-arm vibration syndrome (HAVS) and carpal tunnel syndrome (CTS). HAVS affects the nerves, blood vessels, muscles and joints of the hand, wrist and arm. Carpal tunnel syndrome is a nerve disorder which may involve pain, tingling, numbness and weakness in parts of the hand. The symptoms of HAV include any combination of: tingling and numbness in the fingers; not being able to feel things properly; loss of strength in the hands; the fingers going white (blanching) and becoming red and painful on recovery (particularly in the cold and wet, and probably only in the tips at first). Control of Vibration at Work Regulations 2005 HAV is vibration transmitted from work processes into workers' hands and arms. It can be caused by operating hand-held power tools such as: hammer drills; hand-held grinders; impact wrenches; jigsaws; pedestal grinders; power hammers and chisels 1.20 The Health and Safety (Safety Signs and Signals) Regulations 1996 These Regulations cover various means of communicating health and safety information. These include the use of illuminated signs, hand and acoustic signals (e.g. fire alarms), spoken communication and the marking of pipework containing dangerous substances. These are in addition to traditional signboards such as prohibition and warning signs. Fire safety signs are also covered. The Regulations require employers to provide specific safety signs where there is a significant risk to health and safety which has not been avoided or satisfactorily controlled by other means, e.g. by engineering controls and safe systems of work. Every employer must provide sufficient information, instruction and training in the meaning of safety signs and the measures to be taken in connection with safety signs. 1.21 Safety signs and colours Colours play an essential safety role in giving information for use in the prevention of accidents, for warning of health hazards, to identify contents of gas cylinders, pipeline and services, the identification and safe use of cables and components in electronic and electrical installations as well as the correct use of fire- fighting equipment. The purpose of a system of safety colours and safety signs is to draw attention to objects and situations which affect or could affect health and safety. The use of a system of safety colours and safety signs does not replace the need for appropriate accident prevention measures. 1.22 Fire Most fires can be prevented by taking responsibility for and adopting the correct behaviours and procedures. Fires need three things to start: 1. Sources of ignition (heat) 2. Sources of fuel (something that burns) 3. Sources of oxygen. For example: -Sources of ignition include heaters, lighting, naked flames, hot metals, electrical equipment, smoking materials (cigarettes, matches, lighters, etc.), and anything else that can get very hot or cause sparks. -Sources of fuel include wood, paper, plastics, rubber or foam, loose packaging materials, waste rubbish, oils and flammable liquids. -Sources of oxygen including the air around us. Fire prevention The best prevention is to stop a fire starting: where possible use materials which are less flammable; minimise the quantities of flammable materials kept in the workplace or store; store flammable material safely, well away from hazardous processes or materials, and where appropriate, from buildings; warn people of the fire risk by a conspicuous sign at each workplace, storage area and on each container; some items, like oil-soaked rags, may ignite spontaneously; keep them in a metal container away from other flammable material; before welding or similar work remove or insulate flammable material and have fire extinguishers to hand; control ignition sources, e.g. naked flames and sparks, and make sure that 'no smoking' rules are obeyed; Fire Regulatory Reform (Fire Safety) Order 2005 The Order requires: A fire risk assessment to be carried out which addresses the following: measures to reduce the risk of fire and the risk of the spread of fire on the premises; measures in relation to the means of escape from the premises; measures for securing that, at all material times, the means of escape can be safely and effectively used; measures in relation to the means for fighting fires on the premises; >measures in relation to the means for detecting fire on the premises and giving warning in the case of fire on the premises; >measures in relation to the arrangements for action to be taken in the event of fire on the premises, including: measures relating to the instruction and training of employees, measures to mitigate the effects of the fire. For these reasons the use of a water hose reel in factories is common and is suitable for most fires except those involving flammable liquids or live electrical equipment. Types of fire are classified as follows while the corresponding icons which have been established to provide easy identification regardless of language are: Class A fires - freely burning fires fuelled by ordinary combustible materials such as cloth, wood, paper and fabric. Class B fires - fires fuelled by flammable liquids such as oils, spirits and petrol. Class C fires - fires fuelled by flammable gases such as propane, butane and North Sea gas. >Class D fires - fires involving flammable metals such as Magnesium, Lithium or Aluminium powders or swarf. Fires involving electrical hazards. Class F fires - fires fuelled by cooking oils and fats. Use of a wet chemical is the most effective way of extinguishing this type of fire. 1.23 Dangerous Substances and Explosive Atmospheres Regulations (DSEAR) 2002 This set of Regulations is concerned with protecting against risks from fire and explosion arising from dangerous substances used or present in the workplace. Dangerous substances are any substances used or present at work that could, if not properly controlled, cause harm to people as a result of a fire or explosion. They include such things as solvents, paints, varnishes, flammable gases such as liquid petroleum gas (LPG) and dusts from machining. The Regulations require employers to control the risks to safety from fire and explosions. Employers must: identify any dangerous substances in their workplace and the fire and explosion risks; >put control measures in place to either remove those risks or, where this is not possible, control them; put controls in place to reduce the effects of any incidents involving dangerous substances; prepare plans and procedures to deal with accidents, incidents and emergencies involving dangerous substances; ensure employees are provided with information and training to enable them to control or deal with risks arising from dangerous substances; identify and classify areas of the workplace where explosive atmospheres may occur and avoid ignition sources (e.g. from unprotected equipment) in those areas 1.24 First aid at work People at work can suffer injuries or become ill. It doesn't matter whether the injury or illness is caused by the work they do or not, what is important is that they receive immediate attention and that an ambulance is called in serious cases. The Health and Safety (First Aid) Regulations 1981 requires the employer to provide adequate and appropriate equipment, facilities and personnel to enable first aid to be given to employees if they are injured or become ill at work. It is important to remember that accidents can happen at any time and so first aid provision must be available at all times people are at work. The minimum first aid provision for any workplace is: a suitably stocked first aid box; an appointed person to take charge of first aid arrangements; >information for employees about first aid arrangements. An appointed person is someone the employer chooses to: take charge when someone is injured or becomes ill, including calling an ambulance if required; look after the first aid equipment, e.g. restocking the first aid box. Appointed persons do not need first aid training though emergency first aid courses are available. Depending on the category of risk and the number of people employed, it may be necessary to appoint a first-aider. A first-aider is someone who has undertaken training by a competent training provider, appropriate to the circumstances, and must hold a valid certificate of competence in one of the following: first aid at work (FAW); emergency first aid at work (EFAW); any other level of training or qualification that is appropriate to the circumstances. First aid at work The employer can use the findings of their first aid needs assessment to decide the appropriate level to which first aiders should be trained. EFAW training enables a first-aider to give emergency first aid to someone who is injured or becomes ill at work. FAW training includes the EFAW syllabus and also equips the first-aider to apply first aid to a range of specific injuries and illness. Additional training to deal with injuries caused by special hazards, e.g. chemicals. To help keep their basic skills up to date, it is strongly recommended that first-aiders undertake annual refresher training. 1.25 Causes of accidents Causes of accidents Workplace accidents can be prevented - you only need commitment, common sense and to follow the safety rules set out for your workplace. Safety doesn't just happen - you have to make it happen. er s d F e Most accidents are caused by carelessness, through failure to think ahead or as a result of fatigue. Fatigue may be brought on by working long hours without sufficient periods of rest or even through doing a second job in the evening. Taking medicines can affect people's ability to work safely, as can the effects of alcohol. Abuse of drugs or substances such as solvents can also cause accidents at work. Serious injury and even death have resulted from horseplay, practical jokes or silly tricks. There is no place for this type of behaviour in the workplace. Improper dress has led to serious injury: wearing trainers instead of safety footwear, and loose cuffs, torn overalls, floppy woollen jumpers, rings, chains, watch straps and long hair to get tangled up. Don't forget, quite apart from the danger to your own health and safety, you are breaking the law if you fail to wear the appropriate personal protective equipment. Unguarded or faulty machinery, and tools are other sources of accidents. Again within the health and safety law you must not use such equipment and furthermore it is your duty to report defective equipment immediately. Causes of accidents Accidents can occur as a result of the workplace environment, e.g. poor ventilation, temperature too high or too low, bad lighting, unsafe passages, doors, floors and dangers from falls and falling objects. They can also occur if the workplace, equipment and facilities are not maintained, are not clean and rubbish and waste materials are not removed. Many accidents befall new workers in an organisation, especially the young, and are the result of inexperience, lack of information, instruction, training or supervision all of which is the duty of the employer to provide. 1.26 General health and safety precautions As already stated, you must adopt a positive attitude and approach to health and safety. Your training is an important way of achieving competence and helps to convert information into healthy and safe working practices. Remember to observe the following precautions. Horseplay work is not the place for horseplay, practical jokes, or silly tricks. Hygiene always wash your hands using suitable hand cleaners and warm water before meals, before and after going to the toilet, and at the end of each shift; dry your hands carefully on the clean towels or driers provided - don't wipe them on old rags; >paraffin, petrol or similar solvents should never be used for skin-cleaning purposes; use appropriate barrier cream to protect your skin; conditioning cream may be needed after washing to replace fatty matter and prevent dryness; take care working with metalworking fluids. General health and safety precautions Housekeeping >never throw rubbish on the floor; keep gangways and work area free of metal bars, components, etc.; if oil or grease is spilled, wipe it up immediately or someone might slip and fall; Personal protective equipment use all personal protective clothing and equipment, such as ear and eye protectors, dust masks, overalls, gloves, safety shoes and safety helmets; get replacements if damaged or worn. General health and safety precautions Machinery ensure you know how to stop a machine before you set it in motion; keep your concentration while the machine is in motion; never leave your machine unattended while it is in motion; take care not to distract other machine operators; never clean a machine while it is in motion always isolate it from the power supply first; never clean swarf away with your bare hands always use a suitable rake; keep your hair short or under a cap or hairnet - it can become tangled in drills or rotating shafts; >avoid loose clothing - wear a snug-fitting boiler suit, done up, and ensure that any neckwear is tucked in and secure; do not wear rings, chains or watches at work they have caused serious injury when caught accidentally on projections; do not allow unguarded bar to protrude beyond the end of a machine, e.g. in a centre lathe; >always ensure that all guards are correctly fitted and in position - remember, guards are fitted on machines to protect you and others from accidentally coming in contact with dangerous moving parts. WORKSHOP MEASURING INSTRUMETS  WHY IS IT ESSENTIAL TO SELECT THE APPROPRIATE MEASURING EQUIPMENT FOR WORKSHOP TASKS? Selecting the appropriate measuring equipment for workshop tasks is essential because it ensures accuracy and precision in your work. Using the right tools helps achieve the correct dimensions, maintain quality standards, and avoid errors that could lead to costly rework or defects. Accurate measurements are crucial for the proper fitting and functioning of parts and for achieving the desired results in any project. ANGLE PLATE An angle plate is a work holding device used as a fixture in metalworking. Angle plates are used to hold workpieces square to the table during marking out operations. Adjustable angle plates are also available for workpieces that need to be inclined, usually towards a milling cutter. PROFILOMETER A profilometer is a measuring instrument used to measure a surface's profile, in order to quantify its roughness. Critical dimensions as step, curvature, flatness are computed from the surface topography. OPTICAL OPERATOR An optical instrument is a device that processes light waves (or photons), either to enhance an image for viewing or to analyze and determine their characteristic properties.Commonexample s include periscopes, microscopes, telescopes, and cameras. COORDINATE MEASURING MACHINE A coordinate measuring machine, also known as a CMM, is a piece of equipment that measures the geometries of physical objects. CMMs using a probing system to detect discreet points on the surfaces of objects. The very first CMM made its appearance in the early 60s. WIGGLER A wiggler, also known as a wobbler, edge-finder, center- finder or laser-centering-device, is a tool used with a machine like a mill, to accurately align the machine head with the work prior to machining. THREAD PITCH GAUGES A thread gauge, also known as a screw gauge or pitch gauge, is used to measure the pitch or lead of a screw thread. CALIPER Calipers are also known as callipers, are a type of measuring instrument with a high degree of accuracy and little margin for error when measuring length, diameter, thickness or distances. HEIGHT GAUGE A height gauge is a measuring device used for determining the height of objects, and for marking of items to be worked on. RADIUS GAUGE A radius gauge is a measuring instrument for measuring the radius of a curved part. It is used to measure the dimensions of workpieces, dies and wooden patterns. The gauge is applied directly to the object and dimensions are read visually. CANTER GAUGE Center gauges and fishtail gauge are gauges used in lathe work for checking the angles when grinding the profiles of single point screw cutting tool bits and centers. SINE BAR A sine bar is used either to measure an angle very accurately or face locate any work to a given angle. Sine bars are made from a high chromium corrosion resistant steel, and is hardened, precision ground, and stabilized. Two cylinders of equal diameter are placed at the ends of the bar. SNAP GAUGE Snap gauges are among the oldest and simplest measuring instruments. They are used to measure the outside diameter of round parts such as shafts and the thickness of many other components. SQUARE TOOL A square is a tool used for marking and referencing a 90° angle, though mitre squares are used for 45° angles. Squares see common use in woodworking, metalworking, construction and technical drawing. Some squares incorporate a scale for measuring distances (a ruler) or for calculating angles. DRAWBAR FORCE GAUGE drawbar force gauge is a gauge designed to measure forces on a machine tool's drawbar. These types of machines are found in metalworking, woodworking, stone cutting, and carbon fiber fabricating shops. TAPE MEASURE A tape measure, or measuring tape is a type of hand tool typically used to measure distance or size. It is like a much longer flexible ruler consisting of a case, thumb lock, blade/tape, hook, and sometimes a belt clip. A tape measure will have imperial readings, metric readings or both MARKING GAUGE A marking gauge, also called a scratch gauge, is a tool used in woodworking and metalworking to mark lines for cutting or other tasks. Its main function is to scribe a line parallel to a reference edge or surface. It is commonly used in joinery and sheet metal work. COMBINATION SQUARE A combination square is a versatile tool used for measuring and marking in metalworking, woodworking, and stonemasonry. It consists of a ruler with one or more interchangeable heads that can be attached. This tool is also known as an adjustable square, combo square, or sliding square. DIAL INDICATOR Dial and dial test indicators are used for making precise comparisons or measurements of surfaces, machine parts, equipment tolerances, alignment of machine components, or determining the deviation of any object from a specified standard. MACHINEST SQUARE Machinist squares, these L- shaped metal tools come in a variety of sizes. Engineer's squares are used to precisely check and mark angles, as well as to ensure the squareness of straight edges and lines. BORE GAUGES Bore gauges are important instruments for measuring the internal diameters of bores, or holes. They are frequently used in regular equipment maintenance to monitor part wear, helping operators determine when parts need to be replaced. TACHOMETER A tachometer is a device that measures the rotational speed of a shaft or disk. It is specifically designed to determine the number of revolutions per minute (RPM) of a rotating object. PROTRACTOR A profilometer is a measuring instrument used to measure a surface's profile, in order to quantify its roughness. Critical dimensions as step, curvature, flatness are computed from the surface topography. THANK YOU FERROUS AND NON- FERROUS MATERIALS, PLASTICS AND CERAMICS FERROUS AND NON FERROUS Metals GROUP 4 LEARNING OBJECTIVES OBJECTIVES To determine I different can describe thetypes ofengineering steps of the materials process.used in Engineering I can identify a problem. I can describe the process of brainstorming and how it is To determine important qualities and uses to the engineering of these process. materials I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. To be able to differentiate Ferrous from Non- I can develop and use models to help design solutions to Ferrous, and Plastics problems or tofrom Ceramics represent structures or systems in nature.  LEARNING OBJECTIVES Engineering Materials METALS I can describe the steps of the engineering process. I can identify a problem. Ferrous and Nonferrous I can describe the process of brainstorming and how it is important to the engineering process. NONMETALS I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions Plastic and Ceramic to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES Metals and Alloys Metals are polycrystalline bodies consisting of a great number of fine crystals. Pure I can metals describe possess the steps low strength of the engineering process. and do not have the required I can identifyproperties. a problem. So, alloys are produced by melting or I cansintering describe thetwo orofmore process metals brainstorming andorhow it is metals andimportant a non-metal, together to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES Classification Of Metals And Alloys I can describe the steps of the engineering process. I can identify a problem. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES I can describe the steps of the engineering process. FERROUS METALS I can identify a problem. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature.  FERROUS LEARNING OBJECTIVES Ferrous metals are those which have iron as their main constituent. I can describe the steps of the engineering process. I can identify a problem. Ferrous metals are proneI can to describe rusting if the process of brainstorming and how it is exposed to moisture. important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions Ferrous metals can also be picked up by to problems. a magnet. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES Main Types of Iron 1. Pig Iron I can describe the steps of the engineering process. 2. CastI canIron I can identify a problem. describe the process of brainstorming and how it is 3. Wrought important to Iron the engineering process. I can describe how prioritizing, making trade-offs, and 4. Plainrevisiting/retesting CarbonareSteel important to developing solutions 5. AlloyI canSteel to problems. develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING Pig Iron OBJECTIVES Cast Iron Pig iron is also known Is a very strong metal as crude iron. when it is in I can describe the steps of the engineering process. It has a very high compression and is I can identify a problem. also very brittle. It carbon content of 3.5– 4.5 as it contains 90% of I can describe the processconsists of 93% of brainstorming andiron how it is iron. andprocess. important to the engineering 4% carbon plus other elements I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING Wrought OBJECTIVES Plain Carbon Iron Steel Wrought iron is a low-carbon I can describe the steps of the Plain engineering carbon steel isprocess. an alloy iron alloy that's soft, ductile, of iron and carbon. It has I can identify a problem. magnetic, and highly elastic. It I can describe the good of brainstorming process machinabilityand how andit is has good tensile strength and malleability. can be easily heated, reshaped,important to the engineering process. and worked into differentI can describe how prioritizing, making trade-offs, and forms. revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES Alloy Steel I can describe the steps of the engineering process. For improving the properties I can identify a problem. of ordinary steel, certain I can describe the process of brainstorming and how it is alloying elements are added in important to the engineering process. it in sufficient amounts. Each of the elements induces I can describe how prioritizing, making trade-offs, and certain qualities in steels to revisiting/retesting are important to developing solutions which it is added. to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING PROPERTIES OFOBJECTIVES FERROUS METALS Durable Magnetic I can describe the steps of the engineering process. I can identify a problem. Good Tensile Strength I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and Electrical Conductive revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to Recyclable problems or to represent structures or systems in nature. LEARNING OBJECTIVES USES OF FERROUS METALS Construction I can describe the steps of the engineering process. I can identify a problem. Electrical and Motor I can describe the process of brainstorming and how it is Applications important to the engineering process. I can describe how prioritizing, making trade-offs, and Automobiles revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to Tools problems or to represent structures or systems in nature. LEARNING OBJECTIVES I can describe the steps of the engineering process. NONFERROUS METALS I can identify a problem. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature.  NONFERROUS LEARNING OBJECTIVES Non-ferrous metals are metals that do not have any iron in them at all. I can describe the steps of the engineering process. I can identify a problem. Non-ferrous metals are not attracted I can describe the to process of brainstorming and how it is a magnet and they also do not rust important in to the engineering process. the same way when I can exposed describe howtoprioritizing, making trade-offs, and revisiting/retesting are important to developing solutions moisture. to problems. I can develop and use models to help design solutions to Nonferrous materials are malleable and problems or to represent structures or systems in nature. lighter compared to ferroous  LEARNING Examples OBJECTIVES of Nonferrous Materials 1. Aluminum I can describe the steps of the engineering process. 2. Copper I can identify a problem. I can describe the process of brainstorming and how it is 3. Tin important to the engineering process. I can describe how prioritizing, making trade-offs, and 4. Leadrevisiting/retesting are important to developing solutions 5. ZincI can develop and use models to help design solutions to to problems. problems or to represent structures or systems in nature. LEARNING Aluminum OBJECTIVES Copper It tends to be light in It is a ductile and color although malleable metal. It is I can describe the steps of the engineering process. it can be polished to a often red / brown in I can identify a problem. color. It is a very good mirror like appearance. It is very I can describe the processconductor of heat of brainstorming andand how it is light in weight electricity important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING Tin OBJECTIVES Lead recognized as brightly shining I can describe the steps hasoflow the engineering process. melting point and white metal. It does not corrode low I can identify a problem. tensile strength. in wet and dry conditions, I can describe the Typically process of used in electrical brainstorming and how it is commonly used as a protective power cables and batteries. coating material for iron andimportant to the engineering process. steel. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES Zinc I can describe the steps of the engineering process. It is very resistant to corrosion I can identify a problem. from moisture. However zinc I can describe the process of brainstorming and how it is is a very weak metal and is important to the engineering process. used mainly for coating steel. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature.  PROPERTIES OF NONFERROUS LEARNINGMETALS OBJECTIVES Light Weight Good Thermal and I can describe the steps of the engineering process. I can identify aElectrical problem. Conductivity High Resistance I can to describe the process of brainstorming and how it is important to the engineering process. Rusting I can describe how prioritizing, making trade-offs, and Malleable revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to Non-Magneticproblems or to represent structures or systems in nature. USES OF NONFERROUS METALS LEARNING OBJECTIVES Batteries I can describe the steps of the engineering process. I can identify a problem. Aircrafts I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and Cookwares revisiting/retesting are important to developing solutions to problems. Protective I can develop and use models to help design solutions to problems or to represent structures or systems in nature. coating LEARNING OBJECTIVES I can describe the steps of the engineering process. NONFERROUS METAL I can identify a problem. I can describe the process of brainstorming and how it is ALLOYS important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature.  NONFERROUS ALLOYS LEARNING OBJECTIVES Non-ferrous metal alloys are Nonferrous metals that are a mixture ofI can two or more describe the steps of the engineering process. metals. I can identify a problem. I can describe the process of brainstorming and how it is Examples important to the engineering process. I can describe how prioritizing, making trade-offs, and Brass revisiting/retesting are important to developing solutions Bronze to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES I can describe the steps of the engineering process. I can identify a problem. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES NONMETALS I can describe the steps of the engineering process. I can identify a problem. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES NONMETALS Nonmetallic materials have low thermal and electrical conductivity, making them good insulators as well I can describe the as offering steps high resistance of the engineering process. to chemicals and corrosions.I can Nonmetals are brittle and tend to have a identify a problem. low melting and boiling I can describe the processpoint. of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES I can describe the steps of the engineering process. TYPES OF NONMETALS I can identify a problem. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature.  PLASTICS LEARNING OBJECTIVES Plastics are light in weight and at the same time they possess good toughness I can describe the steps of the engineering process. strength and rigidity. I can identify a problem. I can describe the process of brainstorming and how it is They possesses good important deformability, to the engineering process. good resistance against weather I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions conditions, good colorability, good to problems. damping characteristics and good I can develop and use models to help design solutions to resistance to peeling. problems or to represent structures or systems in nature. LEARNING OBJECTIVES TYPES OF PLASTICS 1. Thermoplastic I can describe the steps of the engineering process. 2. Thermosetting I can identify a problem. I can describe the process of brainstorming and how it is Plastic important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING Thermo Plastic OBJECTIVES Thermosetting Plastic I can describe the steps of the engineering process. plastics which are hardened plastics which can be easilyI can identify a problem. by heat, effecting a non- softened again and again byI can describe the process of brainstorming and how it is heating are called thermoplastic. reversible chemical change, important to the engineering process. They can be reprocessed safely. are called thermo-setting. They retain their plasticity atI can describe how Alternatively prioritizing, making trade-offs, these and plastics high temperature, on coolingrevisiting/retestingmaterials acquire are important a permanent to developing solutions they become hard. to problems. shape when heated and pressed and thus cannot be I can develop and use models to help design solutions to easily softened by reheating problems or to represent structures or systems in nature. LEARNING Thermo Plastic OBJECTIVES Thermosetting Plastic I can describe the steps of the engineering process. I can identify a problem. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature.  PROPERTIES OF PLASTICS LEARNING OBJECTIVES Light Weight Can resist chemicals and I can describe the steps of the engineering process. I can identify a problem. corrosiopns Good Deformability I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and Strong and Ductile revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to Insulators problems or to represent structures or systems in nature.  USES OF PLASTICS LEARNING OBJECTIVES Furnitures I can describe the steps of the engineering process. I can identify a problem. Packaaging I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and Insulation revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to Construction problems or to represent structures or systems in nature.  CERAMICS LEARNING OBJECTIVES Ceramic materials are non-metallic solids made of inorganicI cancompounds describe the steps of the engineering process. such as oxides, nitrides, I can borides and identify a problem. carbides. I can describe the process of brainstorming and how it is important to the engineering process. Ceramics possesses electrical, magnetic, I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions chemical and thermal properties which to problems. are exceptionally good. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING OBJECTIVES TYPES OF CERAMICS 1. Crystalline I can describe the steps of the engineering process. 2. Non-Crystaalline I can identify a problem. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature. LEARNING Crystalline OBJECTIVES Non-Crystalline Crystalline ceramics are Noncrystalline materials defined by their ordered, I can describe the steps ofhave atoms process. the engineering with no repeating atomic I can identify a problem. periodic arrangement structure. I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature.  PROPERTIES OF CERAMICS LEARNING OBJECTIVES High Hardness Zero ductility I can describe the steps of the engineering process. I can identify a problem. Low Tensile Strenght I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and Thermal Insulator revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to High Melting Point problems or to represent structures or systems in nature.  USES OF CERAMICS LEARNING OBJECTIVES Space Industry I can describe the steps of the engineering process. I can identify a problem. Electrical I can describe the process of brainstorming and how it is Insulator important to the engineering process. I can describe how prioritizing, making trade-offs, and Cutting Tools revisiting/retesting are important to developing solutions to problems. Thermal I can develop and use models to help design solutions to problems or to represent structures or systems in nature. Insulator LEARNING OBJECTIVES I can describe the steps of the engineering process. I can identify a problem. END I can describe the process of brainstorming and how it is important to the engineering process. I can describe how prioritizing, making trade-offs, and revisiting/retesting are important to developing solutions to problems. I can develop and use models to help design solutions to problems or to represent structures or systems in nature.  MEC131 Manufacturing Processes Group 5  FOUNDRY & METAL-CASTING Learning Outcomes Define what foundry is and explain the concept of metal-casting. List and explain functions of various types of equipment used in foundry operations. Differentiate between the types of metal-casting methods and understand their specific applications and advantages FOUNDRY a metal casting facility that creates metal objects by melting down metal, pouring molten metal into a mold, and letting it cool to solidify.  Different Tools &. Equipment Used in Foundry  Different Tools & Equipment Used in Foundry Hand Tools a. Shovel ▪ Used for mixing and moving sand from one place to another  Different Tools & Equipment Used in Foundry Hand Tools b. Riddle a.Shovel ▪ Used for ▪Used for mixing andand cleaning moving sand from removing one foreign place to another materials from the molding sand  Different Tools & Equipment Used in Foundry Hand Tools b. c. Riddle a.Shovel Rammer ▪▪ Used Used for ▪Used formixing for andand cleaning packing moving sand from andremoving ramming one foreign the place to another materials molding from the molding sand sand  Different Tools & Equipment Used in Foundry Hand Tools d. Slick Used for repairing and finishing the mold surface after the pattern is withdrawn  Different Tools & Equipment Used in Foundry Hand Tools e. d. Trowel Slick ▪ Used for forfinishing andand repairing repairing mould finishing thecavities mold as well after surface as for smoothing the pattern over the parting is withdrawn surface of the mold  Different Tools & Equipment Used in Foundry Hand Tools e. d. Trowel Slick f. Lifter ▪ Used for for finishing for andand repairing smoothingrepairing mould finishing and thecavities cleaning mold out as well after surface depressionsas infor the smoothing pattern the over the parting mold is withdrawn surface of the mold  Different Tools & Equipment Used in Foundry Hand Tools e. d. f. Trowel Slick g.Lifter Swab ▪ ▪ Used Used for for for finishing for andthe repairing smoothing moistening repairing and and sand mould finishing the cleaning around cavities the mold out edge as wellthe surface depressions before aspattern after for the in smoothing pattern the mold over the parting is withdrawn is removed surface of the mold  Different Tools & Equipment Used in Foundry Hand Tools e. d. f. Trowel Slick g.Lifter h. Bellow Swab ▪ ▪ Used Used forfor to for finishing for blow andparticle repairing smoothing loose moistening repairing and the and sand mould finishing the cleaning ofaround sand cavities from the mold out the edge as wellthe surface depressions cavities before aspattern after and for the in thesmoothing pattern surfacemold isof the removed over the parting is mold withdrawn surface of the mold  Different Tools & Equipment Used in Foundry Hand Tools i. Gaggers ▪ Used for reinforcing the sand in the top of the molding box and to support hanging bodies of sand  Different Tools & Equipment Used in Foundry Hand Tools i. Gaggers j. Gate cutter ▪ Used for cutting reinforcing the sand a shallow in the through thetop of mold the molding which acts as abox and to passage for support hanging the hot metal bodies of sand  Different Tools & Equipment Used in Foundry Moulding Boxes a. Sand molds are prepared in a specially constructed boxes called flasks, which are open at the top and bottom. Made in two parts held in alignment using dowel pins.  Different Tools & Equipment Used in Foundry Moulding Machine a. Jolt Machine ▪ Rams the sand harder at the pattern face with decreasing hardness towards the back of the mold  Different Tools & Equipment Used in Foundry Moulding Machine a. b. Jolt MachineMachine Squeezing ▪▪ Rams Rams the the sand sand harder harder at at the the pattern back of face with the mold decreasing hardness and softer on towards the pattern face the back of the mold  Different Tools & Equipment Used in Foundry Moulding Machine a. b. Jolt c. MachineMachine Jolt-Squeeze Squeezing Machine ▪ ▪ Rams Rams the Produces sand sand harder the uniform at at the hardness harder pattern theof the of back face sand theinwith the mold decreasing mold hardness and softer on towards the pattern face the back of the mold  Different Tools & Equipment Used in Foundry Moulding Machine a. d. Jolt c. b. MachineMachine Jolt-Squeeze Diaphragm Squeezing Machine Machine Moulding ▪ ▪ Rams the Produces Used for Rams sand sand harder uniform theuniform at at the hardness packing harder and the pattern of the of face sand hardness back in theofwith the mold decreasing mold sandsofter and hardness in theon mold towards the pattern face the back of the mold  Different Tools & Equipment Used in Foundry Moulding Machine a. c. b. Jolt MachineMachine Jolt-Squeeze d.e.Diaphragm Squeezing Stripping Machine Moulding Plate Machine Machine ▪ ▪ Rams Rams used the Produces Used to for the sand uniform uniform sand draw theharder at packing harder the hardness and at from pattern the pattern of face themold sand hardness back the of in theofwith the mold decreasing mold sandsofter and in theonhardness mold towards the pattern face the back of the mold  Different Tools & Equipment Used in Foundry Casting Furnaces - Used to melt metals for casting. METAL-CASTING a manufacturing process that involves pouring molten metal into a mold to create a 3D metal piece.  Different Types of Metal-Casting I. Expendable Mold Casting - Expendable mold casting refers to a process where the mold used for shaping molten metal is destroyed or discarded after a single use.  Different Types of Metal-Casting 1. Sand Casting - Sand casting is a versatile casting process that can be used to cast any metal alloy, ferrous or non-ferrous.  Different Types of Metal-Casting 1. 2. Sand CastingCasting (Low-Wax Casting) Investment Investment -- Sand casting, casting also known is a versatile as lost-wax casting processcasting, that is a process can be usedthat invests to cast anywax pattern metal with alloy, refractory ferrous or material and a binding agent to shape a disposable non-ferrous. ceramic mold, and then molten metal is poured into the mold to make metal castings.  Different Types of Metal-Casting 1. 3.Sand 2. ShellCasting Molding Investment Casting (Low-Wax Casting) Shell casting molding Investment -- Sand is isa versatile casting, aalso variant known ofassand casting. lost-wax casting process The casting, that is can a process sand usedthat beused is invests to finer cast wax than any pattern with thatalloy, metal utilizedrefractory in sand ferrous or material and it casting and non-ferrous. a binding is mixedagent withtoa shape resin soa disposable that it can ceramic be heatmold, and then treated andmolten metal into hardened is poured the into shell the moldthe around to make pattern. metal castings.  Different Types of Metal-Casting 4. Lost Foam Casting - Lost-foam casting method is similar to investment casting with the difference that it uses foam for the pattern instead of wax.  Different Types of Metal-Casting 4. 5. Lost Foam Plaster Casting Mold Casting Lost-foam - The plaster casting methodis similar casting process is similar to to sand investment casting, casting except thatwith the the molddifference is madethat of ita uses foam mixture for the called pattern ‘Plaster instead of wax. of Paris’.  Different Types of Metal-Casting II. Non-Expendable Mold Casting - Non-expendable mold casting refers to any casting process in which the mold is or can be reused. These molds are stronger and better suited to withstand the hot temperatures of molten metal than others, for example metals like steel or cast iron, because of their high strength, low porosity, and resistance to heat.  Different Types of Metal-Casting 1. Die Casting - a manufacturing process in which molten metal is poured or forced into steel molds. The molds—also known as tools or dies—are created using steel and are specially designed for each project.  Different Types of Metal-Casting 1. DieCasting ❖Die Casting Alloys -- aZinc, aluminum, process manufacturing and magnesium are themetal in which molten three ismain die casting poured alloys.into or forced Theysteel are normally molds. non- The ferrous and their molds—also knownmechanical as tools properties vary or dies—are greatly to created fit almost using every steel