Topic 4 Production and Tool Safety
(detailed objectives) (available resources)
Goal: Students learn safe practices for tools that will be used in their project.
[standards: NM-MEA.6-12.2]
Curriculum for our EST Pipeline
(to review the detailed content, download the low resolution pdf of available teacher presentation)
Summary
All tools must be respected for their ability to cause damage and injury if not used properly in a safe environment.  Establishing a safe environment is more than posting a set of safety rules.  All participants should seek to establish a "culture of safety" where every team member is actively assuming ownership of safety for themselves and others around them.  Knowing the proper use of each tool is an important part of preventing injury.

Background
We have developed the technologies to shape our environment and the raw materials within it.  Manufacturing processes are similar whether on the grand industrial scale or building prototypes in one's garage.  There are drilling, cutting, bending, joining, assembly, and polishing operations. We use tools to apply forces to manipulate components and reshape workpieces. We input energy to break and reshape molecular bonds. Tools do our bidding. The potential problem is that these tools cannot distinguish between the intended workpiece and the operator. Tool designers do what they can to minimize the chances of injury. But, in the end, it is up to the tool operators to protect everyone in the workplace. Knowing how to use a tool means knowing how to use it safely.

Knowing the intended purpose and capabilities of each tool in the workshop is foundational to establishing a safe work environment.  Trying to use the wrong tool for a job (or using the correct tool incorrectly) is a recipe for failure, frustration, and injury. Users need to comprehend each of the basic manufacturing operations and recognize big and little jobs of each type. Big jobs require big tools, small jobs require small tools. 

The possibility of contacting a moving tool is NOT the only hazard in a workplace. Workers should always be aware of dangers from material being removed during an operation and the noise generated by an operation. Workers and shop managers must diligently work to keep the workplace organized and free from miscellaneous hazards.

Our best chance at being safe is to equip ourselves with the knowledge of how to avoid creating dangerous circumstances and how to respond if dangerous circumstances do arise. If designed properly, and the marketplace demands that they are, tools are not un-safe.  There are only un-safe operators. If a tool is inherently un-safe, then it should be retired and replaced with a well designed tool. Many guidelines and "rules" have been enumerated in this topic to facilitate a safe work environment. Each team should recruit a local safety expert to inspect their classroom shop and tools for potential hazards. Ask the expert to review and modify the guidelines and rules to keep your team as safe as possible considering the tools that you will be using. Ask the expert to train both teacher and students to use the tools safely.

Teacher Preparation
  1. Gather pictorials to lead discussions about tools, and their safety concerns, that will be used in the course.
  2. Compile shop safety rules and guidelines based on your school's policies.
  3. Prepare assessments based on the rules and guidelines.
  4. Make arrangements for local experts to interact with the class to demonstrate safe tool practices.
Classroom Activities
Give the students an overview of the tools that relate to their class project.  Lead class discussion about tool features and the purpose of each tool.  Lead class discussions about safety rules and the responsiblities of tool users.  Have the students prove competency in basic safety practices before they have any access to tools.  Use comparisons to industiral manufacturing operations to stress the relevancy of this information to the real-world.  Have an expert demonstrate the safe usage of each tool.  Then assess the students' understand of each tool's features and usage.

Objectives
4.1 Basic Tool Descriptions
  • Identify typical shop tools and their use
  • Identify basic features of typical shop tools
Activities


Student discuss previous experience with tools.
Engage students with teacher presentation.
4.2 Shop Safety
  • Know that dangerous conditions can arise even from common every-day items
  • Comprehend four basic safety guidelines
  • Comprehend all shop rules
  • Comprehend basic prerequisites before beginning any tool work
  • Identify general shop conditions that are dangerous


Students discuss difference between dangerous "things" and dangerous "conditions."
Engage students with teacher presentation.
Students complete basic tool worksheet.

4.3 Written Safety Test
  • Assess students' competency in basic shop safety
  • Comprehend operational procedures for typical shop tools


Students take written safety test.
Students read basic operational instructions for shop tools.
Engage students with tool demonstrations (part 1).
4.4 Common Manufacturing Processes
  • Describe common industrial manufacturing operations
  • Compare and contrast shop tools to common industrial tools
  • Comprehend operational procedures for typical shop tools


Students individually review safety rules.
Teacher guides students through handout.
Class discusses similarities between industry and their shop.
Engage students with tool demonstrations (part 2).
4.5 Safety Practical
  • Assess students' knowledge of tool features and potential hazards
  • Assess students' knowledge of safe practices


Students visit various stations and individually complete practical safety worksheet.
Additional resources available to licensed users:
In addition to 42 animated PowerPoint customizable slides...
Student Resources
4-handout tool list.doc
4-handout-shop safety.doc



Supplemental reading materials (printable or web linked)
Practice and Assessment Templates
4-practice-production and safety.doc
4-practice specialties.doc
4-practice.doc

4-assessment safety.doc
4-assessment practical.doc
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