Handbook of Heavy Construction Equipment Mechanic ED038503

DOCUMENT RESUME

ED 038 503 VT 010 326

TITLE Heavy Construction Equipment Mechanic; A SuggestedGuide for a Training Course.

INSTITUTION Office of Education (DHEW) , Washington, D.C. Div. ofManpower Development and Training.

REPORT NO 0E-87044PUB DATE 69NOTE 50p.AVAILABLE FROM Superintendent of Documents, U.S. Government

Printing Office, Washington, D.C. 20402(FS5.287:87044, $.50)

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

EDRS Price MF-$0.25 HC-$2.60Curriculum Guides, *Equipment Maintenance, *MachineRepairmen, Mechanics (Process) , *Program Guides,Skilled Occupations, *Teaching Guides, *Trade andIndustrial Education*Heavy Construction Equipment Mechanic

Prepared by a technical writer for the Division ofManpower Development and Training, this guide is intended to aidinstructors, supervisors, and administrators of vocational educationand manpower training programs in establishing training programs formechanics and technicians entering the occupation of servicing heavyconstruction equipment. The content provides suggested courseoutlines, teacher qualifications, student prerequisites, timeallocation, instructional material, teaching suggestions, andmethodology, as well as information regarding employmentopportunities and career progression. The 26 course units outlinedinclude: (1) Hand and Power Tool Orientation, (2) Engines and EngineSystems, (3) Principles of Hydraulics, (4) Automatic Transmissions,(5) Batteries and Fundamentals of Electricity, (6) WeldingFundamentals, (7) Air Conditioning, (8) Industrial Air Compressors,(9) Industrial and Labor Relations, and (10) Shop Economics and WorkRelationships. A bibliography, references, films, glossary of terms,suggested shop layout, and suggested lint of equipment, tools, andtraining aids also are given. (AW)

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DISCRIMINATION PROHIBITEDTitle VI of the Civil RightsAct of 1964 states: "No person in the United States shall, on the groundof race, color, or national origin, be excluded from participation in, bedenied the benefits of, or be subjected to discrimination under any pro-gram or activity receiving Federal financial assistance." Therefore, the;Vocational and Technical EdUcation and the Manpower Develop *tientand Training programs, like all other programs or activities receivingfinancial assistance from the Department of Health, Education, andWelfare, must be operated in compliance with this law.

0E-87044

HEAVY CONSTRUCTIONEQUIPMENT MECHANIC

(D.O.T. Occupational Code 620.281)

A Suggested Guide for a Training Course

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIG;NATING IT, POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

.POSITION OR POLICY.

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREOFFICE OF EDUCATION

ROBERT H. FINCH, SecretaryJAMES E. ALLEN, JR., Assistant Secretary and Commissioner eif Education

BUREAU OF ADULT, VOCATIONAL, AND LIBRARY PROGRAMSGrant Venn, Associate Commissioner

Manpower Development and Training Program

Superintendent of Documents Catalog No. FS 5.287:87044

U.S. GOVERNMENT PRINTING OFFICEWASHINGTON : 1969

For sale by the Superintendent of Documents, U.S. Government Printing OfficeWashington, D.C. 20402 - Price 50 cents

ForewordThis guide has been developed to be of assistance to instructors, supervisors, and

administrators of vocational education and manpower training programs. It offerssuggested course outlines, shop layouts, and lists of equipment, tools, training aids,and their cost. The contents of this guide may be changed and adapted to meet thelocal needs of any vocational or manpower training program.

This guide is, in part, the summation of contributions from:George 0. Anderson, Nebraska Vocational and Technical InstituteEarl M. Bowler, U.S. Office of EducationJ. W. Duncan, International Harvester CompanyRobert H. Engstrom, Darr Equipment CompanyMichael J. Matanich, Staples Area Vocational-Technical SchoolE. M. McKevitt, John Deere and CompanyJulian J. Smith, Caterpillar Tractor CompanyLee White, Darr Equipment Company

This guide was developed under the direction of F. J. Konecny, Assistant Directorof James Connally Technical Institute, for the Division of Manpower Developmentand Training. The course material was prepared by Charles E. McCoy, technicalwriter for the above-mentioned school.

Recognition and appreciation is also extended to the many participating manu-facturers, associations, equipment dealers, vocational and technical schools, and amilitary service school for the assistance they provided.HOWARD A. MATTHEWS GRANT VENNDirector, Division of Manpower Development Associate Commissioner for Adult, Vocational,

and Training and Library Programs

iii

ContentsPage

FOREWORD 111PURPOSE 1OCCUPATIONAL INFORMATION 2ORGANIZING AND TEACHING THE COURSE 3COURSE UNITS

I. Orientation 4II. Hand and Power Tool Orientation 5

III. Shop Equipment and Mechanical Measuring Devices 6IV. Engines and Engine Systems 6V. Friction Clutches and Torque Conversion 8

VI. Principles of Mechanical Linkage, Levers, and Gears 8VII. Sliding Gear Transmissions 10

VIII. Differential and Final Drives (Mechanical) 11IX. Principles of Hydraulics 12X. Hydraulic Systems 12

XI. Fluid Couplings and Torque Convertors 14XII. Automatic Transmissions 17

XIII. Brake and Booster Systems 18XIV. Accessory Case Engine Driven Air Compressors 19XV. Machinery Deck-Booms and Attachments 19

XVI. Fundamentals of Piston Pumps and Pump Systems 21XVII. Batteries and Fundamentals of Electricity 22

XVIII. Fundamentals of Electric Starting Motors and Generators 23XIX. Electrical Regulators and Controls 24XX. Welding Fundamentals 25

XXI. Undercarriage and Wheeled Vehicles 26XXII. Lubrication 27

XXIII. Air Conditioning 28XXIV. Industrial Air Compressors 29XXV. Industrial and Ltbor Relations 29

XXVI. Shop Economics and Work Relationships 30BIBLIOGRAPHY 32REFERENCES 32FILMS 33GLOSSARY 34APPENDIXES 41

A. Suggested Training Facility 41B. Suggested Equipment, Tools, and Training Aids 43

PurposeThe purpose of this guide is to augment information

available through the Office of Education of theU.S. Department of Health, Education, and Welfarefor schools or institutions and manpower trainingcenters and to aid in the establishment of a trainingprogram for mechanics and technicians entering theoccupation of servicing heavy construction equipment.Existing schools and manpower projects can profitfrom this guide because it will provide informationfor reviewing and updating their programs.

The guide is designed to assist school administrators,supervisors, and teachers who will be planning anddeveloping new programs or evaluating existingprograms in training heavy construction equipmentmechanics. Although the indicated level of instructionis post high school, the instruction can be adapted tostart at any level.

This guide establishes suggested boundaries forteacher qualifications, student prerequisites, timeallocation, instructional material, and methodology.

Information gathered regarding employment op-portunities and career progression is also included.

This program is designed to train school studentsand manpower project trainees to enter the labormarket with technical knowledge of pertinent equip-ment and general information in subjects relevantto the occupation. The training program encom-passes applied mathematics, physics, and othercourses directly related and designed to increase thestudent's ability to succeed in this ever-increasingcomplex occupation. A student completing thisprogram will advance much faster than one learningon the job without prior training. As the equipmentbecomes more versatile and automatic, more skill isrequired to service it.

Another training guide, more specialized in theindustrial engine area, is available and will supple-ment this guide as an aid to administrators, super-visors, and teachers. It is prepared in more detail todevelop skills in engine overhaul.

Occupational InformationThe following job description is quoted from The

Dictionary of Occupational Titles:

EngineeringEquipment Mechanic620.231. Heavy equipment mechanic. Analyzesmalfunctions and rebuilds, repairs, and adjustsheavy construction equipment other than in-ternal combustion engines, such as cranes, powershovels, scrapers, paving machines, conveyors,and bulldozers; dismantles machine, using hoists,hand and power wrenches, screwdrivers, andpliers. Inspects parts for damage or excessivewear. Verifies that clearance and dimensions ofparts, such as shafts, bearings, bushings, pins,gears, and rollers meet factory specifications, usinggauges, such as calipers and micrometers. Directsassistant engaged in disassembly and assembly ofmachines and cleaning of parts. May specializein making field repairs to equip' vent sufficient toresume operation but not involving major over-haul or rebuilding and be designated as FieldMechanic.

Employment OpportunitiesThe heavy construction equipment industry is an

excellent field for youths interested in a career inmechanics. The demand for mechanics in this areafar exceeds the supply. Production of heavy construc-tion equipment has increased an average of 20 percentannually for the past 6 years and estimates for yearsto come are even greater.

One manufacturer, producing 20 percent of themachines manufactured of one type, did research todetermine how serious the mechanic shortage in theirfield service is. * He found that there was an immediatedemand for 2,334 mechanics in their dealerships ifthey were available. Based on his figures, there wouldbe an estimated demand for 11,670 mechanics im-mediately in the dealership area. In addition to this,the need for mechanics in contractors' shops makes iteasy to realize that there is a critical shortage ofmechanics to service heavy construction equipment.

The advanced technology of modern machinesrequires mechanics with knowledge directly related tothe industry of heavy construction, such as blueprint

*Survey conducted by Fred Hileman of John Deere &Company.

2

reading, working from schematics to troubleshoot, andthe ability to use service manuals and parts references.Automatic controls and drives being installed onmodern equipment have expanded the use of elec-tricity, air, and hydraulics until mechanics have to becapable of more than simple mechanical functions. Agraduate from a heavy construction equipment schoolor manpower training course would have an advantageover untrained applicants getting started in themechanical field, and an ad(cd advantage of havinghad such adequate training is that his knowledge willincrease his advancement opportunities as experiencedevelops his skill.

Salaries of mechanics in heavy equipment. servicesare above that of average mechanics working in gen-eral repair shops throughout the country. Outstandingmechanics in heavy construction equipment shopsenjoy better opportunities for advancement to betterpositions within the industry.

A iurvey of many successful corporations was madeto determine what they think a student's qualificationsshould be for entering a training program. Thesefour qualifications were considered essential :

Age: 18 years old by graduation date. Mature,with a capability of making intelligent decisionsbecause of the safety and economy factors essen-tial to construction equipment service shops.Education: High school or equivalent; capable oflearning technical subjects made necessary by theautomatic and remote control systems used onmodern construction equipment.Physical Condition: Students should have normalor corrected vision. They should have no physicalhandicaps that would impair coordination orprevent their doing strenuous work for extendedperiods under adverse conditions, as is sometimesrequired. The student should be capable of liftingheavy parts, and using mechanics' tools andequipment.Personal Attributes: Students should be alert,courteous, cooperative, and dependable as evi-denced by school records or previous employ-ment. The student should show aptitude (deter-mined by tests) for working successfully as amechanic.

Organizing and Teaching the CourseTeacher Qualifications

Teachers of vocational-technical programs shallhave a minimum of 3 years a uccessful occupationalexperience beyond apprenticeship, post high school,plus 60 clock hours of teacher training before em-ployment, and have graduated from appropriatetrade schools or, if military, from appropriate serviceschools.

The teacher should have a pleasant personalityand should be in good health. He should be adeptat presenting technical matter and demonstratingoperations the students will be expected to performin the occupation.

Teaching Procedures

Organized lectures are necessary for introducingmost subjects, but the emphasis should be on shopexperience with as much student participation aspossible.

The resourceful teacher can use this guide toprovide students with the maximum learning possiblein preparing them to enter the occupation of heavyconstruction equipment mechanic, which includesworking with many different pieces of equipment.

The suggested times for instruction will vary withthe collective background of the students. The in-structional topics in each unit are suggested to betaught in blocks, with specific suggestions includedwith each unit along with suggested student assign-ments for that phase of instruction.

Lesson planning is the responsibility of the in-structor, with the guide furnishing a suggestedsequence for presenting the subject items included.A teacher in each area of training should evaluatethe students' progress to determine if they haveadvanced sufficiently to permit the introduction ofnew material. Included in the manual is a sampletest which might be used as a pattern for testing thestudents. The teacher should also devise practicalmeans of evaluating students' progress as they per-form assignments.

851-940 0 69-2

Training Facility

Suggestions are included to assist in establishing aprogram along with a list of tools, equipment, andsupplies essential to a heavy construction equipmentmechanic training facility.

A qualified teacher should be able to set up acomplete program and teach the course effectivelywith these units as a guide.

Unit Title

Class-room Shop

Hours HoursI. Orientation 3 3

II. Hand and Power Tool Orientation . . . . 3 9III. Shop Equipment and Mechanical

Measuring Devices 3 3IV. Engines an I Engine Systems 50 110V. Friction Clutches and Torque Conver-

sion 35 25VI. Principles of Mechanical Linkage,

Levers, and Gears 18 12VII. Sliding Gear Transmissions 30 46

VIII. Differential and Final Drives (Mechani-cal) 40 50

IX. Principles of Hydraulics 20 10X. Hydraulic Systems 30 30

XL Fluid Couplings and Torque Conver-tors 20 40

XII. Automatic Transmissions 30 60XIII. Brake and Booster Systems 30 60XIV. Accessory Case Engine Driven Air

Compressors 10 20XV. Machinery Deck-Booms and Attach-

ments 20 40XVI. Fundamentals of Piston Pumps and

Pump Systems 20 40XVII. Batteries and Fundamentals of Elec-

tricity 18 6XVIII. Fundamentals of Electric Starting

Motors and Generators 15 45XIX. Electrical Regulators and Controls 15 45XX. Welding Fundamentals 15 45

XXI. Undercarriage and Wheeled Vehicles. . . 30 60XXII. Lubrication 10 20

XXIII. Air Conditioning 20 45XXIV. Industrial Air Compressors . 20 15XXV. Industrial and Labor Relations 3 0

XXVI. Shop Economics and Public Relations . 3 0

Subtotals 511 839511

Total111111IMMINIMM.11..11

1, 350

3

Course UnitsUnit 1

ORIENTATION

Training TimeClassroom, 3 hours; shop, 3 hours

ObjectivesTo introduce students to the heavy construction equip-

ment mechanic occupation, type of working con-ditions that might be expected, and the rewards ofsuccessful training.

To develop working procedures for preventing injuryto self or others, as well as preventing damage tomachines and equipment.

To explain shop rules governing student behavior,and reporting procedures for hazardous conditionsdetected, or accidents, if any.

To establish policies and procedures for students inthe class and shop.

Unit OutlineA. Introduction to occupation

1. Guest speaker to outline, "A Career in theHeavy Equipment Industry"

2. Industry background film, "Use of Machinesin Our Industrial Life"

B. Personal safety1. Student responsibility in individual and

group activities2. Student behavior and safe attitudes3. Handling heavy or bulky items

a. Manual lifting techniquesb. Lifting techniques with hoisting devicesc. Hand signals for hoisting or moving

equipment4. Protective measures

a. Appropriate attireb. Protective devices, such as safety glassesc. Qualifications to operate machines and

equipmentC. Shop precautions

1. General operating procedure for each pieceof equipment

4

2. General procedures for assigned jobsa. Preferred shop proceduresb. Safety precautions to be observedc. Use of hoists, welding equipment, and

grinders in a manner safe for self andothers

3. Fire precautionsa. Housekeepingb. Oil rag containersc. Fuel and oil storage

(1) Color code(2) Marking

d. Fuel and oil handling for jobs4. Firefighting equipment

a. Locationb. Operation

D. Accident prevention1. Reporting hazards and accidents2. Safety inspections

E. Occupational practices in training1. Classroom policiesassignments, tests, note-

books, guest speakers, and field trips2. Shop procedures

a. Equipmentuse and careb. Job assignments

Teaching Suggestions

Invite a guest speaker who has attained success inthe heavy construction equipment industry togreet the students, and show a film on the manu-facture or servicing of the equipment.

Show safety film to illustrate how hazards can disablefor life and how accidents happen. Practice orconduct drills to make certain the students aredeveloping good safety habits.

Demonstrate how to use stands under vehicles whenworking under them and have the students prac-tice putting a vehicle on stands.

Show a film or demonstrate the proper use of thefirefighting equipment installed in the shop and ofthe types of fires that are related to heavy construc-tion equipment repair shops.

Student AssignmentsGive the students a written and practical examina-

tion, requiring they pass it with a satisfactorymark; file results in their records. Make the testcomplete and comprehensive to show proof ofnonnegligence that might result in legal actionfrom an accident.

ReferencesKates. Diesel and High Compression Gas Engines.Williams. Accident Prevention Manual for Shop Teachers.

FilmsBasic Shop Safety. Jam Handy Organization.Roll of Drums. Caterpillar Dealer.Senior Safety Series. McGraw-Hill.Use of Machines in Our Industrial Life Series. McGraw-

Hill.

Unit II

HAND AND POWER TOOL ORIENTATION


ObjectivesTo teach the student tool nomenclature and how to

select, use, and maintain such tools.To acquaint students with power tools common to

heavy construction equipment service shops, anddevelop the students' ability to use them safely andproperly.

Unit OutlineA. Safety factors

1. Mushroom heads on chisels, punches, andother impact tools

2. Screwdriver hazards3. Tools in poor condition

a. Hammer handles looseb. Defective tools

4. Eye protectionB. Application and maintenance of tools

1. Wrenchesa. Ratchets, sockets, and extensionsb. Torque and torque multipliersc. Adjustabled. Boxe. Open-endf. Spanner

2. Pullersa. Handb. Power

3. Taps, dies, reamers, and extractors4. Tube cutting and flaring sets5. Pliers and lock-ring tools6. Screwdrivers, chisels, and punches

a. Grinding mushroom headsb. Grinding working edges

7. Hammers, all types8. Hacksaw frames and blades

C. Power tools1. Safety precautions for operating2. Electrical grounds3. Power drill

a. Drilling operationsb. Reaming operationsc. Honing operations

4. Portable sanders, grinders, and buffers5. Pedestal and bench grinders6. Impact and vibrator tools7. Clamping or securing jobs for power tool

operations

Teaching SuggestionsDisplay and name each tool and explain uses for each.

Discuss quality, maintenance, and storage eachtime a new tool is introduced.

Demonstrate proper application of hand tools andexplain how torque should be applied, forinstance, in using the adjustable open-end wrench.

Explain systematic procedure for inspecting powertools. Have students participate in oral discussionsof all power tools and stress the importance ofsuch points as air hose fittings and the danger of aloose air hose, or an electrical arc in an ungroundedtool.

Demonstrate grinding mushroom head from a chiselor punch, and how to grind working edges of chisels,drills, and punches.

Student AssignmentsPlace a variety of tools on a work bench and have

each student identify the tool, including its size,where appropriate.

Have each student practice with a hammer and chiselby splitting a nut off a bolt in a prepared mock-up.

Have each student check an electric drill, clamp ax 132" round stock in a vise, center punch one

end, and drill a hole through it lengthwise to seehow near the center of the stock he can come outthe opposite end.

5

ReferencesCrouse. Automotive Mechanics, chapter 2, pp. 1-21.

General Motors. ABC of Tools.Snap-On-Tools Corporation. How's Tour 'SafetyRating'.

Unit III

SHOP EQUIPMENT AND MECHANICALMEASURING DEVICES


ObjectivesTo develop the student's ability to use repair equip-

ment common to heavy construction equipmentshops safely and effectively, without endangeringhimself or the equipment.

To develop an understanding of the application ofmeasuring devices used to service or repair con-struction equipment.

Unit OutlineA. Safety factorsguest speaker : "Typical Accidents

Causing Time Loss"B. Shop equipment applications

1. Jack nomenclaturea. Mechanicalb. Hydraulicc. Air, and air-over hydraulic

2. Practical application of jacksa. For placing equipment on standsb. For positioning and aligning com-

ponents3. Hoist nomenclature

a. Overhead installations, fixed and railb. Floor, installed and mobile

4. Press nomenclaturea. Hydraulicb. Mechanical

5. Press applicationsa. Positioning for assorted job sizesb. Clamps and jigs for assorted job types

6. Parts cleaning equipmenta. Solvent unitsb. Steam systems

C. Mechanical measuring devices1. Scales or common rule

a. Decimals and fractionsb. Machinist's square and protractor

6

2. Calipersa. Inside and outsideb. Transferring readings with calipers

3. How to use and read micrometersa. Outside micrometerb. Inside micrometerc. Depth micrometer

4. Use of gaugesa. Feeler gaugeb. Thread gaugec. Radius gauge

5. How to use the dial indicator

Teaching SuggestionsInvite a guest speaker professionally employed in

accident prevention.Demonstrate to the class, in the shop, the proper

method for using each piece of equipment. Promoteclass participation as demonstrations progress.

Use the various measuring devices on actual equip-ment to demonstrate their purposes. Then introducethe principles of each measuring device, how toread each accurately, and how to care for each.

Student AssignmentsHave student team practice putting a vehicle on

stands, as though they would work under it; thenhave them lower it back to the floor.

Have a team demonstrate use of a hoist and practicehand signal drill.

Have a team demonstrate use of a press.

ReferencesCaterpillar Dealer. Proper Use of slacks, Cranes, Presses,

Pullers and Chains.Crouse. Automotive Mechanics, chapter 1, pp. 22-26.Nichols. Heavy Equipment Repair, chapter 11, pp.

289-317.Williams. Accident Prevention Manual for Shop Teachers.

Unit IV

ENGINES AND ENGINE SYSTEMS


ObjectivesTo develop the student's understanding of the princi-

ples of two- and four-cycle engine operation. To

acquaint him with the nomenclature of each type,and applications for each design.

To develop an understanding of those systems neces-sary to make the engine perform as designed, suchas: cooling, fuel, ignition, and how to trouble-shoot and correct malfunctions.


1. Precautions to keep self or clothing clear of arunning engine

2. Hazards of accidentally grounding electricalcircuits by tools or jewelry

B. Four-cycle gasoline engines1. Operating principles of the four-stroke cycle2. Engine nomenclature

a. Stationary partsb. Moving parts

C. Two-cycle gasoline engines1. Operating principles of the two-stroke firing

cycle2. Engine nomenclature

a. Stationary partsb. Moving parts

D. Two- and four-cycle diesel engines1. Similarity of gasoline and diesel engines2. Operating principles of four-cycle diesel

enginesa. Natural scavengingb. Mechanical scavenging and super-

charging3. Operating principles of two-cycle diesel en-

ginesa. Two-cycle engine blowers and super-.

chargersb. Comparison of two- and four-cycle

enginesE. Engine systems

1. Ignitiona. Principles of battery ignition circuitsb. Distributor nomenclature; fundamen-

tals and timingc. Fundamentals of spark plugs, ignition

wiring, and ignition switches(1) Heat ranges and construction(2) Two- and four-cycle engine plugs

d. Definition of a magnetoe. Principles of creating the sparkf. Magneto nomenclature and timingg. Magneto servicing and troubleshooting

2. Carburetiona. Principles of one-, two-, and four-

barrel carburetionb. Identification and operation of carbu-

retor circuitsc. Service adjustments and specifications

3. Diesel fuel injection systemsa. Fuel injection pumps; nomenclature

and operating principlesb. Fuel filtersc. Injection nozzlesd. Unit-type injectorse. Governor operating principles and fuel

injector timingf. Servicing and troubleshooting proce-

dures4. Turbochargers and blowers

a. Nomenclature and operating principlesof turbochargers

b. Nomenclature and operating principlesof blowers

c. Synchronization and lubrication princi-ples

d. Failure analysis and testing procedures5. Liquid engine cooling

a. Fundamentals of cooling systems(1) Conduction(2) Convection(3) Radiation(4) Temperaturepressure relation-

shipb. Components of cooling systemsc. Coolants and precautions to protect

water jackets, radiators, and pumpsd. Principles of air coolinge. Heat dissipating fins, shrouds, and

bafflesf. Service procedures and troubleshooting

Teaching SuggestionsExplain the precautionary procedures when working

on engines that are running, such as how an auto-matic transmission might accidentally get intodrive positions, tools, wiping rags, or clothingcaught in moving parts. Also caution students tokeep fingers clear of moving belts.

Prepare a checklist for types of equipment, and traineach student to use it prior to starting work;to precheck, prior to cranking any engine; andto put a piece of equipment in motion.

When teaching principles of engine systems, use thecomponents of actual equipment in your shop,augmented by material from the manufacturers.

7

Student AssignmentsTest each student as he completes a checklist for

cranking and moving a piece of equipment and forworking on the engine.

Have student team take compression readingson a gasoline and a diesel engine, respectively, andexplain what can be determined from thesereadings.

Remove the ignition wires from an engine and haveeach student team properly reinstall them.

Have student team remove, reinstall, and test acarburetor of a functioning engine.

ReferencesCaterpillar Dealer. Cooling SystemTemperature and

Pressure.Caterpillar Dealer. Pneumatic Pressure Ratio Control.Crouse. Automotive Mechanics, chapters 5 and

pp. 84-146.Nichols. Heavy Equipment Repair, chapter 4,

104 and 109-135.

Unit V

C. Friction clutches1. Definition and requirements of a clutch2. Principle parts of a clutch

a. The driving membersb. The driven membersc. The operating members

3. Types of clutchesa. Dry single-plate clutchb. Dry multiple-disc clutchc. Wet- and dry-band clutches, and plane-

tary applicationsd. Wet single-plate and multiple-disc

clutchese. Dog or finger clutches

Teaching SuggestionsEmphasize the importance of making sure an engine

cannot start when moving the flywheel and turning6, the engine.

Use mockups or cutaway models to illustrate theprinciples of the various types of clutches mentionedin this unit.

Demonstrate disassembly and reassembly of clutcheswith actual assemblies of equipment, emphasizingprecautions to practice as each step is demonstrated,and adjustment.

PP. 93

FRICTION CLUTCHES AND TORQUECONVERSION


ObjectivesTo develop the student's understanding of clutch

principles and their application to heavy construc-tion equipment.

To develop the student's skill with the various clutchtypes, their components, and power transmission orinterruption, from a constant rotating input.

Unit OutlineA. Observe safety factors

1. When rotating the flywheel, in removal, or inreplacement of pressure plate bolts

2. When removing or replacing clutch assem-bly to prevent damage to self or to theequipmen.

B. Principles of torque conversion1. Mechanical principles2. Fluid principles

8

Student AssignmentsObserve each student team as it disassembles and

reassembles a clutch pack for a practical evaluationscore.

ReferencesCrouse. Automotive Mechanics, chapter 19, pp. 426-442.Nichols. Heavy Equipment Repair, chapter 6, pp.

175-198.

Unit VI

PRINCIPLES OF MECHANICAL LINKAGE,LEVERS, AND GEARS


ObjectivesTo develop student understanding of the principles

of mechanical linkage, leverage, and gears, as used

throughout heavy construction equipmentfromthe smallest components to the most powerfulbooms.


1. Precautions to take for personal safetya. Procedures to protect hands and fingersb. Removal of rings, watches, etc.

2. Precautions to protect equipmenta. Clean working habitsb. Filters and strainers

B. Levers and gears1. Energy, work, and mechanical advantage2. Rocker arms and bell cranks3. Gear ratio for power and for speed4. Related math for lever and gear applications

(see figures 1 and 2)C. Mechanical linkage

1. Relationship of cams and eccentrics topushrods and rocker arms, as exemplifiedin an overhead valve system

2. Pedal to link, to crossover bar, to leverprinciples, as utilized in a clutch assembly

3. Principle of gearshift shaft, to lever, tolinkage, to lever; back to shaft

4. Principles of linkage and levers to controlother components, such as:

a. Boom arrangementsb. Steering systemsc. Fuel controls to diesel and gasoline

enginesd. Positioning control valves in power

shift transmissions, and other hy-draulic systems

5. Gear failure analysis

34

Teaching SuggestionsStress the tremendous forces exerted by using gears

and levers, and how these forces can exceed thelimits of the equipment, thus causing failures. Pointout the personal dangers, as well as costly damageto the equipment, that could occur.

Teach students the various applications of gears,levers, and linkages for practical utilization, so thatthey will more readily comprehend the purpose forthese devices in more complex components through-out the machines. Develop mockups or use cutawaymodels.

Measure the leverage of gear ratio and teach, frombasic math, functions of simple applications, andthen advance to the complexities of compoundapplications.

Demonstrate wear patterns of gears when misalined,or mismatched, or foreign matter is present.

There are illustrations with this unit designed to helpthe instructor devise training aids. They can beused as guides to develop models for the demonstra-tion of ideas and principles; or transparencies canbe made from them to be used in the classroomwith an overhead projector.

Student AssignmentsHave students work in teams of two. With the fulcrum

at position A, have them calculate what Scale Dwill show when a 50-pound force is applied toScale E. Repeat the same exercise for fulcrum posi-tions B and C. It will be necessary to weigh the barand determine its weight per foot.

2

A

Scale DFigure I. Fulcrum.

Scale E

ScaleD

F_CScaleE

10 Teeth

100 Teeth

Figure 2. Leverage through gears.

Have students work in teams of two. Have the stu-dents calculate what Scale E will read when aforce of 20 pounds is applied to Scale D.

ReferenceNichols. Heavy Equipment Repair, chapter 1, pp. 1-22.

FilmsWork of Gears, Society for Visual Education.Work of the Lever, Society for Visual Education.Work of the Pulley, Society for Visual Education.

Unit VII

SLIDING GEAR TRANSMISSIONS


ObjectivesTo develop the student's ability to diagnose and re-

pair geared transmissions of heavy constructionequipment.


1. Show film demonstrating proper manuallifting techniques

2. Demonstrate safe procedure to position andservice heavy transmissions

3. Demonstrate safe use of transmission jacksB. Types of geared transmissions

1. Define transmission

10

2. Single speed or gear reduction type3. Two or more speed gear reduction type4. Auxiliary transmissions

C. Geared transmission nomenclature1. Input shaft (known as clutch, pilot, or jack

shaft)2. Transmission assembly3. Countershaft and countershaft assembly4. Pinion or main shaft and shaft assembly5. Reverse idler shaft and gear6. Synchromesh types7. Fixed clutch jaw and sliding splines8. Shifting forks and speed range selectors9. Free gears

10. Transmission lubrication system11. Bearings, retainers, and shims

D. Principles of gear transmission operation1. Power flow for low forward speed2. Power flow for intermediate forward speed

or speeds3. Power flow for high forward speeds4. Power flow for shifting to reverse

E. Gear transmission servicing techniques1. Removal and replacement of unit2. Disassembly procedures3. Inspection and servicing components4. Assembly procedures5. Gasket and oil seal techniques

Teaching SuggestionsDemonstrate and explain to the class the proper

procedure to disassemble, strip, clean, and checkthe parts, and reassemble a geared transmissionfrom a piece of heavy construction equipment.

Point out safety precautions to be practiced by thestudent as the job progresses.

After the transmission is assembled, break it downinto assemblies on workbenches in the shop andexplain again all the functions of the components.

Student AssignmentsHave the students work in teams under immediate

supervision. Have them troubleshoot, disassemble,and assemble the components of a transmissionuntil they become proficient.

Then have them assemble the entire transmission andbreak it back down into components for the nextteam of students to perform the same operationuntil all students have satisfactorily mastered theassignment.

ReferencesCrouse. Automotive Mechanics, chapter 23, pp. 201-212.Nichols. Heavy Equipment Repair, chapter 7, pp. 478-

484.

Unit VIII

DIFFERENTIAL AND FINAL DRIVES(MECHANICAL)


ObjectivesTo develop the student's comprehension of the differ-

ential and final drive principles of operation, andto acquaint him with the techniques of adjustingand servicing these devices.

To develop the student's skill in disassembly, failureanalysis, repair, and reassembly of mechanical finaldrive systems in heavy equipment.


1. Precautions for personal safety while repair-ing equipment

2. Precautions to prevent damage to equip-ment during repair

B. Differential principles1. Description of simple differential2. Principles of operation

a. Both drive wheels rotatingb. One drive wheel rotating

851-940 0-09.---3

3. Differential locksa. No-spinb. Limited slipc. Torque proportioning

4. Worm and gear drives5. Lubrication

C. Differential service and repair1. Steps to disassemble the differential2. Inspection of components to determine cause

of failurea. Misalinementb. Foreign matter

3. Steps to reassemble the differential4. Carrier bearings5. Adjustments, lockplates, and safety wire

D. Final drive principles1. Principles of wheeled vehicle final drives

a. Direct drivesb. Planetary drivesc. Control principles

2. Principles of crawler-type final drivesa. Direct drivesb. Planetary drivesc. Sprocket drivesd. Steering clutches and brakese. Chain drivesf. Control principles

E. Final drive service and repair1. Steps for servicing components

a. Minor adjustments and repair not re-quiring removal

b. Removal for major repairs2. Inspection of assemblies to determine cause

of failure3. Reassembly and installation procedures

Teaching SuggestionsEmphasize the care that should be exercised when

working in gearboxes, or with gears which may havedeveloped a wire edge caused from wear that caneasily lacerate or scrape the skin. Also, point outthe danger of mashing fingers, hands, or an arm, ifthe machine's gear train is caused to rotate.

Have the components being taught exposed in plainview of the student so he can see the movement ofthe parts. Cutaway components, or working models,as well as service manuals for the actual piece ofequipment being taught are essential.

Student AssignmentsHave each student adjust a steering clutch and brake

that have been misalined. Score him in practicalapplication.

11

Have each student disassemble, clean, inspect, re- E.assemble, and adjust backlash of a differential.

ReferencesCrouse. Automotive Mechanics, chapter 28, pp. 591-601.

Unit IX

PRINCIPLES OF HYDRAULICS


ObjectivesTo develop an understanding of hydraulic funda-

mentals of transmitting force to do work, and pro-vide practical exercises in computing pressure andforce.

To acquaint the students with techniques used, andadvantages gained, under certain applications ofhydraulics, plus the flexibility of the systems.

Unit OutlineA. Safety factorsinvite a guest speaker from

industry1. Advantages gained through hydraulics2. Increasing use of hydraulics

B. Basic hydraulic theory1. Fluid characteristics

a. Flexibilityb. Fluid in motion with no resistance to

flowc. Fluid in motion with resistance to flowd. Pascal's Law

2.. Fluid selectionsa. Flat viscosity oilsb. Temperature effects on oilc. Chemical reactions of heat and foreign

matterC. Basic hydraulic principles

1. Power transmission with fluids2. Design factors for job types

a. Simplex systemb. Reciprocating systemsc. Rotating systems

D. Cleanliness1. Strainers2. Filters3. Schedule of oil changes

12

Related physics for basic hydraulics1. Static pressure2. Hydraulic forces

a. Linear forceb. Rotary force or torquec. Principles to control speed and powerd. Total working forcee. Differential areaf. Effects of atmospheric pressure

Teaching SuggestionsPrinciples of hydraulics taught through the use of

working models as training aids, from the verysimple to the complex, give the student an under-standing he can appreciate when troubleshootingsystems of hydraulic units installed on heavyconstruction eqtipment.

Included with this unit are some illustrations fromwhich transparencies can be made for classroomuse with an overhead projector.

Use a hydraulic jack to develop an experiment bymeasuring the length of the jack handle to deter-mine foot-pounds of force applied to lift an ex-tremely heavy load. of known weight.

Student AssignmentsEstablish hypothetical situations, giving the fluid

pressure in pounds per square inch and pistons ofvarious diameter, for the student to determine thetotal working force developed at each piston (seeFigure 3B).

ReferencesNichols. Heavy Equipment Repair, chapter 9, pp. 255-

267.Oster. Basic Applied Fluid Power.

FilmsPrinciples of Fluids, Society for Visual Education.

Unit X

HYDRAULIC SYSTEMS


ObjectivesTo develop the student's understanding of the power

flow and action of components in hydraulic systems.

Piston Area1 Square Inch

10lb

. t

10-inchPistonTravel

Piston Area10 Square Inches

o 4:

S

"

'to'

e.

o. I.%

. oao

Figure 3. Hydraulic cylinder and differential area principles.

Will the Piston Move?

res! With a Force of 314 Pounds

100#/ Square Inch Pressure

.

.110

t a. a 'a -

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f .16*.

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e. 11

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Figure 4. Effect of atmospheric pressure on mercury.

To develop the student's ability to repair valves, andto understand the application of valve types and howthey function in heavy construction equipmenthydraulic systems.

To develop the student's ability to repair pumps,understand the application of pump types, andacquaint them with the principles of using pumpsand motors.


1. Precautions for handling slick or oily equip-ment components

A1 -inchPistonTravel

2. Precautionary measures to prevent equip-ment damage

B. Control valve fundamentals1. Valve types and applications

a. Gate and checkb. Globe and needlec. Rotary cockd. Spool

2. Special valvesa. Unit control valvesb. Control valve banks or manifoldsc. Open-and-closed center valves

C. Pump and motor fundamentals, failure analysis,and repair

1. Auxiliary pumpsa= Reciprocatingb. Centrifugalc. Diaphragm

2. Gear type pumpsa. External gearb. Internal gearc. Gerotor geard. Screw

3. Vane-type pumpsa. Fixed rotorb. Balanced rotorc. Variable delivery

4. Radial piston-type pumpsa. Fixed deliveryb. Variable delivery

D. Related science1. Effects of heat on fluids2. Heat exchangers3. Centrifugal forces4. Closed systems

E. Filters and strainers13

At sea level, if liquid is mercury

Atmospheric Pressure

I ; z !e 164'p .0 .Se' ,

.1

A

Liquid Seeks Its OwnLevel

ra

9.9

M*10.Vacuum PumpRemoves theAtmosphericPressure

Atmospheric Pressure

4.1 E

B

Pressure Changed on OneSurface

Figure 5. Control valve flow path.

Teaching SuggestionsDisplay the valve, pump, or motor that is being taught.

Start the instruction with the unit disassembled, ex-plaining nomenclature and relation of parts as re-assembly is completed. Then, with a working model,demonstrate the unit in operation.

Emphasize techniques required because of the closetolerances necessary for satisfactory performance ofthe hydraulic components used on heavy construc-tion equipment. Demonstrate the sequence fortorquing pump cases and side plates.

Student AssignmentsHave student team disassemble, describe the func-

tions of the parts, and reassemble each of the follow-ing: check valve, needle valve, gate valve, gearpump, vane pump, and a radial piston pump.

ReferencesNichols. Heavy Equipment Repair, chapter 9, pp.

255-267.Oster. Basic Applied Fluid Power.

FilmsPrinciples of Fluids. Society for Visual Education.

14

Unit XI

FLUID COUPLINGS AND TORQUECONVERTORS


ObjectivesTo develop student understanding of the principles

of operation of the fluid coupling and the hydraulicprinciples applied in torque convertors.

To acquaint students with the nomenclature of fluidcoupling and torque convertor components anddevelop their ability to repair them.


1. Personal safetya. Working under heavy equipmentb. Removing heavy components from

under equipment2. Equipment protective measures

a. Use of transmission jacksb. Use of stands under heavy equipment

B. Principles of fluid coupling operation1. Nomenclature2. Pump or driving member3. Driven member and components4. Fluid flow

a. Low and high vortexb. Zero vortex

5. Advantages of fluid couplinga. Sudden change of loadb. Engine performance

C. Principles of torque convertor operation, andfluid flow

1. Nomenclature2. Pump purpose3. Turbine operation4. Fluid flow through turbine and stator5. Principle of the hydraulic retarder

D. Troubleshooting1. Inspection and analysis2. Repair and replacement

Spool Positioned for

Forward Flow

A

Spool Rotated 90

for Reverse Flow

B

Figure 6. Gear pump.15

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E. Related science1. Definition of work2. Definition of torque3. Principles of torque reduction and multi-

plication4. Efficiency loss through heat

Teaching SuggestionsEmphasize the importance of a thorough knowledge

and understanding of the principles of operation ofthe fluid coupling and the torque convertor.

Demonstrate disassembly of the units as the presenta-tion is made to the class, defining each of thecomponents as discussion progresses. Repeat thepresentation of the components, encouraging classparticipation, then reassemble the unit as theinstructional phase is completed.

Student AssignmentsHave student team disassemble, name, and describe

the operation of each component; then have themreassemble a fluid coupling and a torque convertor.

ReferencesCrouse. Automotive Mechanics, chapter 24, pp. 486-574.International Harvester, Construction Equipment

Division. Torque Convertors CT-25.Nichols. Heavy Equipment Repair, chapter 6, pp. 184-

198.Oster. Basic Applied Fluid Power.Texaco Library of Technical Aids. Operation and Care

of Hydraulic Machinery.

Unit XH

AUTOMATIC TRANSMISSIONS


ObjectivesTo develop the student's understanding of the princi-

ples of automatic transmission control systems andpower flowtheir functions, operation, and hy-draulic actions throughout the power flow.

To develop the student's ability in troubleshooting,inspecting, adjusting and servicing heavy construc-tion equipment automatic transmissions.


1. Personala. Removing retaining ringsb. Opening spring loaded components

2. Equipmenta. Use of guide boltsb. Alinement of components

B. Nomenclature and operation of automatic trans-mission

1. Hydraulic operationa. Control valvesb. Fluid flow

2. Speed and direction flexibility3. Size and identification codes4. Components of the transmission5. Power flow6. Quadrant and position linkage

a. Reverse positionb. Speed range positionsc. Automatic shiftingd. Load factors for range selections

7. Governors8. Servo pumps

C. Troubleshooting1. Inspection and analysis2. Specifications and adjustments3. Testing

Teaching SuggestionsExplain need for close attention by students, because

transmissions are very complex, and yet not compli-cated if each component is understood. Explainsimilarity of transmissions, but point out differencesafter each type Las been taught.

Point out the need for strict adherence to the manu-facturer's service manual for servicing the specifictransmission being worked on. Provide students withdiagram of powerflow for the unit being taught.Note: See appropriate service manual for type transmissionavailable at training facility. Provide sufficient copies.

Student AssignmentsHave student team trace the powerflow of each trans-

mission taught, using appropriate service manual,and explain each operation.

Have each student team disassemble, inspect, clean,reassemble, and adjust an automatic transmission.

17


213-215.International Harvester, Construction Equipment Di-

vision. Power Shift Transmission CF-26.

Unit XIII

BRAKE AND BOOSTER SYSTEMS


ObjectivesTo develop the student's understanding of brake

systems used in heavy construction equipment.To develop the student's skill in analyzing brake

systems and making repairs and adjustments.


1. Safety chairman of Operation Engineersspeaks on "Brake System of ConstructionEquipment"

2. Safety film related to brakesa. Roll of drumsb. Film selected by guest speaker

B. Operating principles of friction brakes1. Definition of a brake2. Types of brakes

a. External contractingb. Internal expandingc. Disc

3. Wear limits, repair, and adjustmentsC. Nomenclature of external contracting brakes

1. Drum surfaces2. Contracting band assembly

a. Lining materialsb. Methods by which lining is secured to

band3. Arrangement of operating mechanisms

a. Winch arrangementsb. Boom equipment arrangementsc. Pedal and lever-operated arrangementsd. Final drive, axle mounted arrange-

mentsD. Nomenclature of internal expanding brakes

1. Drum surfaces

18

2. Expanding brake shoe assemblya. Brake shoe materialsb. Methods through which brake shoes

are secured to lining materialsc. Methods through which brake shoes

are mounted to back plate3. Arrangement of operating mechanisms

a. Shoe hingesb. Floating shoe linksc. Wheel cylindersd. Cam arrangements or mechanical

brakese. Hydraulic brake wheel cylindersf. Compressing, or return springs

E. Nomenclature of disc brakes1. Anchored and rotating plates2. Lined or unlined discs3. Operating mechanisms

F. Types of brake control stations1. Hydraulic master cylinders2. Vacuum and vacuum boosters3. Air over hydraulic systems4. Air brake systems5. Electric brake systems

G. Nomenclature of control stations1. Hydraulic brake master cylinders2. Vacuum brakes

a. Slave cylinder, piston, and valvesb. Vacuum cylinder, piston, and propor-

tioning chamber3. Air brakes

a. Reservoirsb. Brake chambersc. Brake valve or treadle valve

H. Electric brakes1. Solenoids2. Rheostat

I. Brake system schematics

Teaching SuggestionsStress working from service manuals and schematics to

tie units into a system.Use cutaways of units used in the systems, or, if using

actual equipment, then start the instruction withthe units disassembled. Teach nomenclature.Principles of operation will then be understoodmore readily.

Student AssignmentsHave the students draw a schematic of a basic brake

system, one which they have studied, of course; andhave them name the components of the system.

Have the students sketch and describe the operatingprinciples of an external contracting brake, an in-ternal expanding brake, and a disc brake; thenhave them name at least one application where eachtype is used.

Have student teams turn a scored brake drum, meas-ure it for amount of cut from standard, shim thebrake shoes to compensate, and reassemble andadjust the brake.

ReferencesCrouse. Automotive Mechanics, chapter 32, pp. 668-

691.Nichols. Heavy Equipment Repair, chapter 8, pp. 233-

248.

Unit XIV

ACCESSORY CASE ENGINE DRIVEN AIRCOMPRESSORS


ObjectivesTo develop the student's understanding of air com-

pressors used in heavy construction equipmentsystems.

To develop the student's ability to analyze failuresin the air compressor installations, and to removeand repair or replace faulty components.

Unit OutlineA. Safety factorspersonal

1. Eye protection2. Hazards of ruptured lines "flapping," or

being struck by air streamB. Principles of air compressors

1. Single-stage compressors, reciprocatinga. Intake air filtersb. Intake valvesc. Discharge valvesd. Unloader valves and air governorse. Lubrication principlesf. Compressor mounts and piping

2. Air reservoira. Bottom drain or blow-down procedureb. Gauges and pressure controls

C. Troubleshooting1. Failure analysis2. Repair and adjustment

351-940 0-69-4

Teaching SuggestionsMake the comparison of air compressors to the intake

and compression stroke of a four-cycle engine andto the intake and compression cycle of air com-pressors; then explain the principles of checkvalves used in air compressors.

Student AssignmentsHave student teams remove the suction and discharge

valves from a reciprocating air compressor, explainthe principles of their operation, and reinstallthem.

Have student team test the relief valve and draincondensate from the air reservoir.

ReferencesNichols. Heavy Equipment Repair, chapter 20, pp.

553-570.

Unit XV

MACHINERY DECK-BOOMS ANDATTACHMENTS


ObjectivesTo develop the student's knowledge of heavy construc-

tion equipment principles of operation coveringturntables, deck machinery, boom arrangementsfor cranes, clamshells, draglines, dipper shovels,and backhoes.

To develop the student's knowledge of the principlesof servicing and/or repairing winches, and of theequipment used in these machines; and of theproper method of reeving cables, or rigging hy-draulic units on winches.


1. Faulty brake or clutch2. Engaging of safety locks3. Proper use of jack frames4. Cable handling

B. Machinery deck1. Turntable

a. Swing rollersb. Hook rollers

19

c. Ring geard. Swing shaft and gear

2. Deck base structuresa. Boom foot bracketsb. Engine basec. Winch basesd. Operator's statione. Roller bracketsf. Counterweights

C. Winches and control principles1. Planetary winch

a. Ring gear and brakeb. Planetary brakec. Principles of spooling in, and paying

out, winch equipment2. Winch equipment and arrangements

Swing and propel power flowPower flow for

(1) Boom hoist(2) Hoist(3) Crowd-retract(4) Digging, drag, or closing

c. Driving sprocketsd. Idler sprocketse. Bevel gearsf. Angle or silent chain drivesg. Operator's station

(1) Linkage controls(2). Hydraulic controls(3) Electrical controls

h. Drum laggingi. Fairleads and fairlead brackets

D. Boom and attachment principles1. Cranes

a. Types of booms used and base mountsb. Sheaves, blocks, and traveling blocksc. Hooks

(1) Safety snap(2) Swivel hook(3) Eye-hook and reversed eye-hook

d. Jib boom and gantry2. Clamshell

a. Types of booms and base mountsb. Cable arrangements

(1) Boom line(2) Hoist line(3) Digging line(4) Tag line

c. Clamshell operation(1) Center pull bucket(2) Lever arm bucket(3) Tong grapples

d. Capacity rating

a.

20

3. Dipper shovela. Types of booms used and base mountsb. Dipper stickc. Saddle blockd. Cable arrangements

(1) Boom hoist cable(2) Hoist line(3) Dump line(4) Crowd chain

e. Bucket operation(1) Pitch brace(2) Bucket sheave(3) Lip, socket, and teeth of buckets

4, Backhoe or pull shovela. Types of booms used and base mountsb. Jack-boom and gantryc. Hoe stickd. Hoe bucket

(1) Pitch brace(2) Hydraulic ram control

5. Draglinea. Types of booms used and base mountsb. Cable arrangements

(1) Boom cable(2) Hoist cable(3) Drag cable and chains(4) Dump cable

6. Changing boomsa. Removing boomb. Walking the machine with boom re-

moved, but with counterweight stillmounted

c. Cable reevingd. Drum lagging changes to make rigging

changes7. Principles of fluid couplings or torque con-

vertors on engine drives

Teaching SuggestionsDevelop a working model to demonstrate booms,

cable reeving, and the principles of winch operationin heavy construction boom equipment. Rig todemonstrate the principles of jib booms and gantry.

Remove fairings and demonstrate on the actualmachine the principles of operation of each com-ponent and the power flow for each drum.

Demonstrate adjustments and procedures on the con-trols; also, how to follow the manufacturers' in-structions as given in service or operator's manuals.

Student AssignmentsHave each student reeve the working model for each

type attachment.

1.

Misaline the controls on a piece of equipment andhave each student readjust them.

Have each student remove a clutch or a brake, replaceit, and make the proper adjustments.

ReferencesNichols. Heavy Equipment Repair, chapter 19, pp. 493-

550.

Unit XVI

FUNDAMENTALS OF PISTON PUMPS ANDPUMP SYSTEMS


ObjectivesTo develop the student's understanding of axial piston

hydraulic systemstheir application, operation,how to analyze malfunctions, and how to servicethem properly.

To acquaint students with high pressure hydraulicpropel systems, the infinite speed selections of whichthey are capable, and the nomenclature of the com-ponents used to achieve these functions.


1. Personal safetya. Precautions for working around high

pressure hydraulic liquidsb. First aid

2. Equipment safetya. Clean working habitsb. Filters and strainers

B. Axial piston pump principles1. Pump nomenclature

a. Stationary barrel, swash plate driveb. Rotating barrel, in line, and angle to

drive shaft2. Pump principles

a. Body designs(1) Valve plate arrangements(2) Double, inverse relief valve(3) Transmission line arrangements

between pump, and a similarpump used as a hydraulicmotor

b. Principles of moving parts(1) Fixed and variable angle swash

plates(2) Pistons, connecting rods, and

methods of securing the endsof each

(3) Double universal joints, andtheir application

(4) Means of securing moving partsto rotate together; and thepurpose for having them rotatesimultaneously

c. Principles of stroking mechanisms(1) Mechanical principles(2) Servo pressures and hydraulic

principles(3) Governor controls and hydro-

mechanical principlesC. Operating pressure ranges

1. Charging pressure and its purposea. Static oilb. Free-flow oil

2. High pressure oila. In neutral positionb. In forward motion positionc. In reverse motion position

3. Expansion tank, or reservoir4. Filters5. Coolersliquid and air

Teaching SuggestionsUse a cutaway of the variable delivery pump to show

how the pump can rotate at constant speed, yetpump liquids in either direction from maximumoutput to zero output, simply by the amount ofangle put on the swash plate. Have the valve plateand ports exposed to the class during demonstra-tion, and refer to it when explaining fluid flowwithout changing the direction of input shaftrotation.

Show students that the fixed angle of pumps, or ofmotors, is the only major difference between con-stant speed, variable delivery, axial piston pumps,and fixed delivery pumps, or motors.

Explain the principle of why relief valves are neededto relieve excessive pressure from either transmis-sion line, inasmuch as either of the lines can be thehigh pressure line under forward or reverse operat-ing conditions.

21

Student AssignmentsHave student teams explain the flow of fluid through

the constant speed, variable delivery, axial pistonpump in the forward and reverse flow.

Have student teams disassemble the components ofthe constant speed, variable delivery, axial pistonpump and reassemble them.

Have student teams disassemble the valve plate reliefvalves and reassemble them.

ReferencesInternational Harvester, Construction Equipment Di-

vision. Basic Hydraulics TE-6.Oster. Basic Applied Fluid Power.

Unit XVII

BATTERIES AND FUNDAMENTALS OFELECTRICITY


ObjectivesTo acquaint the student with the characteristics of

wet cell batteries and to develop his ability to worksafely with them.

To develop the student's understanding of the theoriesand principles of magnetism and magnetic induc-tion associated with electrical equipment commonto heavy construction equipment.


1. Personal safetya. First aid for acid on skin or in eyesb. First aid for burns, flash or acid

2. Equipment protectiona. Steps to take before checking batteriesb. Precautions prior to installing or re-

moving batteryB. Wet cell storage battery

1. Definition of a storage battery2. Principles of a wet cell battery

a. Basic constructionb. Dry charged batteryc. Adding electrolyte to batteryd. Temperature effects on battery effi-

ciency

22

e. Battery tests to be made(1) Gravity check(2) Cell check(3) Load and light tests(4) Checks for loose connections

f. Charging batteries(1) Types and use of chargers(2) Single unit(3) Charging two or more batteries

simultaneouslyg. Battery specificationsh. Battery polarityi. Booster cables

C. Fundamentals ofelectricitymagnetism and mag-netic induction

1. Natural magnets2. Magnetic lines of force around a bar

magnet3. Electromagnets4. Ignition coils and polarity effects5. Conductor sizes6. Ohm's law7. Current inductionDC generators8. Current inductionalternators9. Variable rheostats

10. Electrical circuits

Teaching SuggestionsExplain that current pasging through electrolyte

generates hydrogen, an explosive gas, which ifignited would blow electrolyte on anyone near.Teach first aid for this and warn students to becareful.

Develop breadboard training aids to instruct elec-trical circuits, hook the components of typicalsystems into the circuit, and then let the studentspractice assignments on them.

Cut open a good quality battery and a poor qualitybattery, and explain the differences to the students.

Student AssignmentsHave student teams take gravity readings from all

the cells of a battery and correct them for tempera-ture to determine the condition of the battery.

Have student teams remove a battery from a piece ofequipment, charge it with one or more batteries onthe same charger, and reinstall it.

Have student teams build a series, a parallel, and acompound circuit on breadboards.


149-167.

FilmsElectrical Magnets. Society for Visual Education.Permanent Magnets. Society for Visual Education.

Unit XVIII

FUNDAMENTALS OF ELECTRIC STARTINGMOTORS AND GENERATORS

Training TimeClassroom, 15 hours; shop, 4" hours

ObjectivesTo acquaint the student with the principles of using

energy from the storage battery to create magnetictorque in the starting motor to provide mechanicalforce for the starting of the engine, and develop hisunderstanding of current induction.

To develop the students' ability in failure analysis ofheavy construction equipment electrical systems andmake repairs or replacement of parts, and adjust-ments using electrical measuring devices.


1. Personal safetya. First aid for electrical burnsb. Eye first aid for electrical flash

2. Equipment protectiona. Improper connectionsb. Accidental grounding with metal tools

B. Starting motors and generators1. Nomenclature and operating principles

a. Drive or bendix(1) Types of bendix(2) Applications

b. Case(1) Types of starters(2) Field coil arrangements

c. Armature and commutators(1) Types of armatures(2) Principles of magnetic torque

d. Brushes and end frames(1) Starters(2) Generators

e. Solenoids(1) Types of solenoids(2) Linear force

2. Operating principles of DC generatorsa. Induction of current in loop or arma-

ture coil, rotated in a magnetic fieldb. Brush and commutator relationshipc. Rate of armature rotation and field coil

strengthd. Generator pulley, fan, and air circula-

tione. Polarizing the generatorf. External and internal grounded gen-

eratorsg. Third brush generators

3. Operating principles of alternatorsa. Front housing, fan, and pulleyb. Rear housing and terminal locationsc. Stator core and coil assemblyd. Stator winding

(1) Types of windings(2) Diodes and diode construction

e. Rotor core and coil assemblyf. Brushes and brush holdersg. Rectifier assembly

(1) Field excitation(2) Internal circuitry

4. Trouble shootinga. Starting motorsb. DC generatorsc. Alternators

Teaching SuggestionsUse charts or slide projections to teach theory of

magnetism. Explain that magnetism is the connect-ing link between electrical and mechanical energy.

Start demonstrating with a solenoid, compare it to theelectromagnet. Then advance into the principles ofmagnetic torque in motors as being the same, exceptas a rotary force.

Begin generator instruction by calling attention to thesimilarity of inducing current into the conductors.Point out that the loop, or coil, is the conductorinterrupting the magnetic lines of force.

Explain the diode, or rectifier, and compare the dif-ferences between the DC generator and the alter-nator.

Student AssignmentsHave student team disassemble, make tests of the

armature, field coils, brush holders, and bearings;then reassemble and check the generator.

Have student team repeat the same steps with analternator, plus removing and replacing one negative and one positive diode.

References

Crouse. Automotive Mechanics, chapter 7, pp. 141-169.Nichols. Heavy Equipment Repair, chapter 5, pp. 155-

166.

Unit XIX

ELECTRICAL REGULATORS ANDCONTROLS


ObjectivesTo acquaint the student with the theories of cur-

rent and voltage regulators in DC and alternatorsystems. To develop the student's ability to makethe proper connections with instrumentstest,adjust, and service the systems as installed on heavyconstruction equipment.

To develop the student's understanding of the operat-ing principles of relays, switches, and other compo-nents in electrical generating, starting, and lightingcircuits; develop his ability to analyze failures andcorrect them.


1. Personal safety2. Precautions to protect the equipment

B. Components of the DC charging system1. Generator2. Regulatorcontaining the relay, voltage

regulator, and current regulator3. Ammeter4, Battery

C. Electrical system schematics1. Component symbols2. How to read circuits3. How to make schematics

D. Principles of DC generator regulation1. Effects of battery condition

a. Current regulator operationb. Spced of DC generator

24

is

2. Cut-out relay principles of operationa. Location and the part it plays in a

regulatorb. When battery voltage is greater than

generator voltagec. When generator voltage is greater than

battery voltage3. Principles of the voltage limiter

a. Relation of voltage limiter to thegenerator field

b. Location of the voltage limiter in theregulator

c. Principles of voltage limiter operation(1) With no load(2) With a very light load(3) With a heavy load

d. Voltage limiter circuit4. Principles of the current limiter

a. Relation of the current limiter to thebattery and load demand fromlights, etc.

b. Location of the current limiter in theregulator

c. Principles of current limiter operation(1) With no load and with battery

fully charged(2) With battery low and no load(3) With battery charged and a light

load5. Current limiter circuit

E. Principles of alternator regulation1. Effects of battery condition

a. With a dead batteryb. With a low batteryc. With a fully charged battery

2. Components of alternator regulators3. Principles of alternator field relay in three-

unit regulators49. Principles of voltage regulation5. Principles of current regulation

F. Failure analysis1. Schematic reading2. Component control reactions

Teaching SuggestionsTeach components of the entire charging systems,

defining their relation in the overall circuit. Then,with a regulator in an operating laboratory mock-up, demonstrate how the regulator componentsaffect the DC generator output. Repeat the sameteaching process with alternator circuits; thendevelop the student's ability to work with, and tounderstand, schematics.

Disassemble; explain the components of a DC genera-tor regulator; reassemble and operate in a chargingsystem, making proper adjustments and instrumenthookups. Repeat the process with an alternator.

Student AssignmentsHave student team test and adjust a DC generator

regulator, and explain each operation.Have student test and adjust ah alternator regulator,

and explain each operation.Have student team make a schematic of a complete

alternator charging system.

ReferenceCrouse. Automotive Mechanics, chapter 7, pp. 166-177.

FilmsElectrical Circuits. society for Visual Education.Principles of Electrical Motors and Generators. Society for

Visual Education.

Unit XX

WELDING FUNDAMENTALS


ObjectivesTo develop the student's ability to accomplish con-

venience applications of arc welding jobs in theperformance of his repair assignments. To developsufficient skill to set heat ranges, select the correctelectrodes, and make acceptable tack welds orbraces.

To develop the student's ability to properly light andadjust oxyacetylene torch equipment for burning,welding, soldering, brazing; to heat metals used inthe construction of heavy construction equipment;to bend, to free seized parts; to fit structural partstogether; or to perform other jobs required inservicing or repairing the equipment.


1. Personal safetya. First aid for burnsb. First aid for ultra-violet, flash burnsc. First aid for electric shock

2. Storage of equipment3. Laying out cables to the job

B. Electric arc welding1. Special rods and metals

a. For building up surfacesb. For holding strength

2. Universal rodsa. All purpose reds, ferrous metalsb. All purpose rods, nonferrous metals

3. Welding machine typesa. DC arc welding machines

(1) DC generators(2) Rectifier machines

b. AC arc welding machines(1) Transformers, welding(2) AC motor generators(3) Low frequency welders(4) High frequency welders

c. Resistance welding machines(1) Spot(2) Butt(3) Flash(4) Projection(5) Seam

C. Oxygen-acetylene equipment1. Welding, soldering, or brazing

a. Adjusting torch for applicationsb. Regulators and bottle storage

2. Oxyacetylene cuttinga. The cutting torchb. The cutting process

D. Inert gas arc weldinginert gas welding ma-chines

1. Types of electrode applications2. Types of inert gas used and amounts

E. Principles of welding and cutting1. Oxyacetylene welding theory and practice2. Oxyacetylene cutting thew/ and practice3. DC welding theory and practice4. AC welding theory and practice5. Electric resistance welding theory and

practice

Teaching SuggestionsEmphasize safety in the operation of all welding

equipment, not only because it can cause fatalelectrical shock, but because there can be burnsand flashes harmful to the eyes. Teach safety inspaces where the equipment is usedspaces con-taining gas that can be ignited, spark ignitablerags, or other combustibles are also dangerous.

25

Demonstrate laying out, cutting, and welding to thestudents; then have them repeat each of the assign-ments for each type of welding until they becomeproficient. Devise a means of testing the weldspressure or break tests.

Student AssignmentsHave each student practice oxyacetylene brazing.Have each student practice flat and vertical arc

welds.

ReferenceNichols. Heavy Equipment Repair, chapter 12, pp. 319-

332.

Unit XXI

UNDERCARRIAGE AND WHEELEDVEHICLES


ObjectivesTo develop an understanding of the carriage assem-

blies of heavy construction equipment.To develop the student's ability to safely make

repairs to carriage assemblies.


1. Personal safetya. Accident preventionb. First aid for injuries associated with

this type of employment2. Equipment safety

a. Accident prevention filmb. Precautions for equipment disassembly

and reassemblyB. Wheeled vehicles

1. Self-propelled2. Mobile3. Scrapers

a. Frame design principlesb. Hydraulic attachment mounting princi-

plesc. Fixed pivots, pad eyes, and principles

of chassis operation

26

4. Off-the-road haulersa. Reversed tractorb. Twd-wheel tractorsc. Four-wheel drive tractor, dozer, and

loaderd. Pivot-steered tractor

C. Crawler carriages1. Draw equipment

a. Center section or chassisb. Track frames and rollersc. Dead axled. Drawbare. Tracks, track wheels, and track chain

sections2. Dozers and loaders

a. Tractor frameb. Push armc. Pitch arm and angle armsd. Loader frame, cross beam, dump arm,

and ramsD. Outriggers

1. Manual2. Hydraulic

E. Troubleshooting1. Wheel vehicles

a. Steeringb. Chassis

2. Crawlersa. Tracks and track rollersb. Alignment

3. Inspectidn points and wear limits4. Build up by welding, etc.

Teaching SuggestionsDefine the types of carriages to familiarize the stu-

dents with the heavy construction equipmentundercarriages used. Use pictorials, strip film,motion pictures, and overhead projectors to describeuniversal carriages, and then to show their specialpopular applications.

Student AssignmentsHave two-man teams work together. Have each

team work on opposite sides of a piece of equip-ment (wheeled and crawler), to disassemble andreassemble.

Reference

Nichols. Heavy Equipment Repair, chapter 17, pp.419-491.

Unit XXII

LUBRICATION


ObjectivesTo acquaint the student with techniques and princi-

ples of lubricating heavy construction equipment;and to develop his ability to properly schedule andperform preventative maintenance on theequipment.


1. Personal safetya. Precautions to take when dragging lines

where footing is precariousb. Precautions to practice when hand-

holds and equipment are madeslippery by oil and/or grease

c. Do not lubricate a machine in motion2. Equipment safety

a. Precautions to take to prevent machinesfrom getting into motion

b. Precautions to practice to avoid re-leasing winch brake, etc.

B. Lubricants specified1. Manufacturers' specified lubricants2. Lubrication programs

a. Scheduleb. Policies

C. Types of lubricants and their applications1. Heavy adhesive residual lubricants for open

gearsa. Straight mineral oilb. Compoundsc. Cut with solventsd. Extreme pressure

2. Universal lubricants for open and closedgears

3. Intermediate viscosity lubricants for closedgears

a. Straight mineral oilb. Mineral oil with polar additivesc. Theory of polar lubricationd. Extreme pressure oilsmild and activee. Theory of extreme pressure lubricationf. Extreme pressure additives

D. Methods of lubricant application1. Manual

a. Paddleb. Handc. Dripd. Brushe. Pouringf. Bath

2. Mechanicala. Idler gearb. Circulating systemc. Spray systemd. Centralized

Lubrication charts1. Schematic reading

a. Assembliesb. Piping shown on schematicsc. Hollow shaft passages shown

matics2. Manufacturer's operating manuals

a. How to follow service instructionsb. How one chart may apply to several

similar types of equipment, and meth-ods of depicting exceptions

E.

on sche-

F. Seals1. Types of seals2. Installation procedures3. Keeping oil in and dirt out

Teaching SuggestionsMake handouts covering types of lubricants and their

applications that correspond to heavy constructionequipment for students to use in the absence ofmanufacturer's instructions.

Get multiple copies of a manufacturer's maintenancelubrication schedule, and reproduce it in quantityto pass a copy to each student; then teach that par-ticular schedule, preferably of a machine the stu-dents will be required to lubricate.

Student AssignmentsHave each student use the proper devices, charged

with the proper lubricant, and attach them to allof the points where the machine should be lubri-cated.

Have the student explain what type of lubricant he isusing, and why.

ReferencesCrouse. Automotive Mechanics, chapter 17, pp. 411-415.Nichols. Heavy Equipment Repair, chapter 2, pp. 40-70.

27

Unit XXIII

AIR CONDITIONING


ObjectivesTo acquaint the student with the theory and princi-

ples of air conditioning systems installed in heavyconstruction equipment.

To develop the student's ability to install, trouble-shoot, and service air conditioning systems, and touse the special tools and gauges required in suchservicing.


1. Personal safetya. Eye protection in the handling of

refrigerantsb. First aid for areas of body frozen as a

result of contact with refrigerants2. Equipment safety

a. New equipment checks to make priorto starting the compressor

b. Loss of compressor oilB. Theory and principles of air conditioning

1. Heata. Nature of heatb. Heat measurement

2. Air conditioning cyclea. Compressionb. Condensationc. Expansion

C. Components of air conditioning systems1. Compressors

a. Valves: charging, suction, discharge,and others associated with the com-pressor

b. Piston: rings, crankshaft, head, con-necting rods, etc., as related torefrigeration compressors

c. Seals, gaskets, and packing2. Types of compressors, including hermeti-

cally sealed compressors3. Condensers

a. Liquid cooledb. Air cooledc. Liquid receiversd. Dehydrators

28

4. Expansion valves and other control devices,such as thermostats

5. Evaporators or expansion coilsD. Installations of air conditioning systems on heavy

construction equipment1. Compressor mounting

a. Types of basesb. Electric clutchesc. Belt-drive arrangements

2. Condenser and liquid receiver locationsa. Methods of mounting and bracingb. Protection of coils from missiles

3. Evaporator and fan locations4. Tubing, hoses, and fittings5. Switches and wiring arrangements

E. Diagnosis procedures and repair1. Schematic reading2. Diagnosis sheet reading3. Electrical circuit diagnosis

F. Related physics1. Temperature/pressure relationship of refrig-

erants2. Problems of moisture in systems3. Condenser cleaning procedure and effects of

dust insulation on condensers4. Leak detecting5. Refrigeration oil

Teaching SuggestionsStress safety, issuing a special warning to students

not to rub their eyes if struck by freon or otherrefrigerants.

Prepare schematics of the refrigeration cycle to use ashandouts to students. Have them draw in theelectrical wiring and control valves as learningprogresses.

Use the actual equipment, when possible, for diag-nosis and repair, so that the students can becomefamiliar with the installations.

Student AssignmentsHave each student draw in the wiring and control

valves on a prepared block diagram handout.Have student teams go through the steps of pumping

down, charging, and servicing an air conditioningsystem.

ReferenceCrouse. Automotive Mechanics, chapter 35, pp. 722725.

Unit XXIV

INDUSTRIAL AIR COMPRESSORS

Training TimeClassroom, 20 hours: shop, 15 hours

ObjectivesTo develop the student's understanding of industrial

air compressors used in heavy constructionhowto operate, service, and repair them.


1. Personal safetya. Safety gogglesb. Keep jet stream clear of personnel

2. Precautions to takea. Air cleaners and filtersb. Diesel factor of dust laden air and

anti-explosion precautionsB. Operating principles and nomenclature of air

compressor system1. Single-stage, reciprocating

a. Intake and discharge valvesb. Piston, piston rings, and connecting rodc. Cylinder block, cylinder head, and

manifoldsd. Crankshaft, main and connecting rod

bearingse. Lubrication pump and oil passagesf. Compressor bases and mounts

2. Two or more stage, reciprocatinga. Intake and discharge valvesb. Inter-coolers and after-coolers

3. Single-stage air compressors, rotarya. Compressor case and air passageb. Rotors and vanesc. Oil pump and nozzlesd. Air accumulators and separators

4. Two-stage rotary air compressorsa. Compressor case and air passagesb. Rotors and vanesc. Oil pump, piping, and separatorsd. Air accumulator and separators

5. Controlsa. Electrical controlsb. Pneumatic controlsc. Compound controlsd. Schematic readinge. Manufacturers' instructions

B. 6. Piping systems in shopsa. Condensate trapsb. Accumulator tanksc. Types of quick connectorsd. Air lines and fittings

7. Prime power sourcesa. Electricb. Internal combustionc. Turbinesd. Couplings, reduction gears, and aline-

ment

Teaching SuggestionsIn the instruction include schematics', electrical

control circuits, and pneumatic controls.Stress the importance of a clean air supply to the

compressors and air coolers to keep compressionheat problems at a minimum; and the importanceof oil systems functioning properly since all ofthese factors contribute to diesel explosions incompressors.

Using the actual equipment, teach shaft alinement,all types of flexible couplings, and reduction geardrives common to industrial air compressors.

Student AssignmentsHave each student team remove, inspect, replace,

and adjust a compressor suction and dischargevalve.

Have each student team disassemble, reassemble, andset the relief pressure of a relief valve.

ReferenceNichols. Heavy Equipment Repair, chapter 20, pp.

553-572.Texaco Library of Technical Aids. Compressor Lubri-

cation.

Unit XXV

INDUSTRIAL AND LABOR RELATIONS

Training TimeClassroom, 3 hours

ObjectivesTo acquaint the student with the duties industry may

expect him to perform; obligations of employee toemployer and vice versa.

29

To prepare the student for the labor market, and toacquaint him with labor relations existing in variousgeographical areaslocal, national, and foreign.


1. Personal safetya. Careful work habitsb. Proper attirec. Personal cleanliness

2. Equipment carea. Well-organized tool habitsb. Clean tools and personal equipmentc. Work station cleanliness

B. Industry and the beginning mechanic1. Attitude

a. Toward learningb. Toward fellow employeesc. Toward supervisorsd. Toward the businesse. Toward shop and customer equipment

2. Common shop provisionsa. Special equipment and toolsb. Shop uniformsc. Safety glassesd. Washroom and dressing arease. Tool storage facilities

C. Labor relations1. Local

a. Organized shopsb. Open shops

2. National organizations

Teaching SuggestionsSecure guest speakers from some of the largest (and

most prominent) organizationsspeakers who canmake informative talks to the studentssome for anorganized shop and some for an open shop.

Instruct the student as to what he can expect fromhis profession; teach him how to make an applica-tion for employment and present it.

Student AssignmentsHave each student fill in an application blank to

present to you as though he was applying for a job;then interview each as though you were a prospec-tive employer.

ReferencesCrosby. Person-to-Person Management.Haimann. Professional Management.Hegarty. How To Build Job Enthusiasm.

30

Unit XXVI

SHOP ECONOMICS AND WORK RELATION-SHIPS

Training TimeClassroom, 3 hours

ObjectivesTo introduce the student to the fundamentals of eco-

nomics pertaining to shops in which he will beemployed. To acquaint him with the systems andprocedures normally used to account for the var-ious control functions.

To acquaint the student with the basic payroll prin-ciples so that he can understand deductions andmake sensible decisions concerning benefits manycompanies make available to their employeesthrough income deductions.

To encourage the student to improve his relation-ships with coworkers, when representing his em-ployer to the customer, and when meeting thepublic.

Unit OutlineA. Shop economics

1. Internal control systemsa. Stock controlb. Spare parts control

(1) Within the shop(2) Quick pickup local

c. Supply items(1) Cleaning agents(2) Wiping rags

d. Vouchers2. Job assignments

a. Time cardsb. Wagesc. Commission workd. Wages plus commissione. Salary

3. Normal income deductionsa. Federal income taxb. Form W-4, Employee's Withholding

Exemption Certificatec. F.I.C.A. or F.O.A.B.d. State taxes, if anye. City taxes, if anyf. Life, health, hospital, or accident in-

surance

g. Savings bonds

h. Supplementary retirement annuitiespensions

i. Charitable organizationsB. Work relationships

1. Within the shopa. Customer contactb. Seniority statusc. Customer's propertyd. Employer's property

2. Outside the shopa. Representing employerb. Public contact

(1) Wearing marked uniform(2) Operating marked vehicle

c. Operating customer's equipmentd. Hauling customer's equipment

or Invite a guest speaker who is an income tax account-ant, or one from a payroll office, or one who hasa working knowledge of payrolls and deductionsapplicable to heavy construction equipment serviceshop operation.

Encourage the student to take pride in his work, torespect his employer, to respect the customer, andto discipline himself toward creating the maximumfavorable impression in this environment.

Teaching SuggestionsReproduce sample forms relating to the various

topics, as each is discussed, to hand out to thestudent. Help the student to understand as muchabout the typical shop control systems as possible.(Much of this can be practiced as he is receivinghis training.)

Student AssignmentsHave each student fill in