Measuring with a vernier caliper (Instruction industrial mechanic, machine and system technology)

Inhaltsverzeichnis

1 Preliminary consideration for instruction
1.1 Classification of the topic in the training framework plan
1.2 Meaning and justification of the teaching topic
1.3 General conditions
1.4 Addressee analysis
1.4.1 Information about the trainee
1.4.1.1 Learning and performance
1.4.1.2 Social behaviour
1.4.1.3 Motivation
1.4.1.4 Preparatory training
1.5 Place of learning
1.6 Required work material

2 Didactic considerations
2.1 Initial situation and planning
2.2 Educational objective
2.2.1 Goal of directional learning
2.2.2 Rough learning goal
2.2.3 Fine learning goal
2.2.4 Control scale
2.2.5 Activity-related tasks
2.3 Learning areas
2.4 Extract from the training framework plan

3 Key qualifications / competences

4 Considerations
4.1 To the instruction method
4.2 The meaning and justification of the instruction method

5 Course of instruction

6 Exercise sheets
6.1 Worksheet
6.2 Worksheet
6.3 Worksheet

1 Preliminary consideration for instruction

1.1 Classification of the topic in the training framework plan

The topic can be found in the training framework plan under §10 Abs.1 Nr. 6, k (German training framework)

1.2 Meaning and justification of the teaching topic

In the profession of industrial mechanic, the use of a vernier caliper is absolutely necessary! You need the vernier caliper for dimensions to be determined – for example, after milling a workpiece or manual machining, e.g. filing or sawing. Due to its accuracy (for measurement results to be determined) and its quite easy handling, it is one of the most commonly used measurement methods in the metal industry. It can be used to carry out external, internal and depth measurements. The ability of the trainee to act is greatly enhanced by the safe handling of the vernier caliper.

1.3 Framework plan conditions

Our company is a medium-sized company with about 90 employees and three trainees, which specializes in the repair and repair of defective gearboxes of all designs. Due to the good order situation and the good sales, the company would like to train significantly more in the coming years in order to attract appropriate skilled workers with the necessary level of knowledge.

1.4 Addressee analysis

1.4.1 Information about the trainee

Mr. Karl Gasthuys is 17 years old and lives with his parents. Before his training, he attended the Werner-von-Siemens-Realschule and obtained his secondary school leaving certificate there. Mr. Gasthuys is in his first year of training and also attends the vocational school in Bocholt twice a week. In our company, the trainees are showered.

1.4.2 Learning and performance

Mr Gasthuys is interested in the work. He has an average comprehension and - through his craftsmanship - performs the tasks assigned to him very precisely.

1.4.3 Social behaviour

After a somewhat longer "warm-up phase", Mr. Gasthuys has now fitted in well with our company. At first, it was a bit difficult for him to establish contact with the other trainees and employees. However, this has now subsided and Mr. Gasthuys now also spends leisure activities with the other trainees. He can certainly be described as helpful and reliable.

1.4.4 Motivation

Mr. Gasthuys's grandfather was employed in our company until retirement and a valued employee, Mr. Gasthuys is strongly intrinsically motivated to follow in the "footsteps" of his grandfather. This can also be seen in many situations. He throws himself with joy and interest on new tasks. He often succeeds in linking what he has learned. This is certainly also according to Mr. Gasthuys ́s statement "[...] to the close contact with the grandfather [...]".

1.4.5 Preparatory training

With regard to the complete subject area of trade fairs, Mr. Gasthuys has already got to know the steel scale and the tear pin and has already been able to successfully carry out some practical exercises on the basis of the learning material taught to him. He is familiar with the term occupational safety and can already deburr workpieces independently.

1.5 Place of learning

In order to receive enough attention for the instruction, I decided to carry out the instruction in my office. Due to the calm given there, it is possible for me to explain the importance of the teaching topic on the following training. For this purpose, the phone is also forwarded to other colleagues so as not to be disturbed.

My office is equipped with a large window, which gives a good illumination of the office by natural light. In addition, the natural light is amplified by four fluorescent tubes under the ceiling. The office is sufficiently ventilated by the large, usually half-open window to obtain enough oxygen-rich air. There is enough space at my desk to be able to carry out a reasonable instruction there.

1.6 Required work equipment

Vernier calipers, workpieces, task and exercise sheets

2 Didactic considerations

2.1 Initial situation and planning

The instruction is scheduled for 09:30 in the morning, at which time the attention of Mr. Gasthuys is greater than in the early morning hours. For the duration of the instruction about 15 minutes are provided.

2.2 Educational objective

2.2.1 Goal of directional learning

Planning and organizing the work, evaluating the work results (§10 para. 1 no. 6 Ordinance on vocational training in industrial metal occupations)

2.2.2 Rough learning goal

Select and apply test methods and test equipment, determine the usability of test equipment (Training Framework Plan No.6, k)

2.2.3 Operational fine learning goal

At the end of the training, the trainee is able to measure external dimensions of workpieces of different sizes with the help of a vernier caliper.

2.2.4 Control scale

The goal is achieved if the trainee can name the external dimensions of the workpieces with the help of a measuring slider up to 0.05 mm without errors.

2.2.5 Activity-related tasks

(Comparison of performance requirements / performance requirements)

Abbildung in dieser Leseprobe nicht enthalten

2.2.6 Learning areas

Cognitive: The trainee learns how to read the Nonius and gets to know components of the vernier caliper

Psycho-motor: The trainee learns the professional handling of the vernier caliper and the workpieces

Affective: The trainee learns the necessary accuracy, cleanliness and care when measuring. In addition, he becomes more quality-conscious.

Focus: Holistic learning area

3 Key qualifications / competences

In this teaching, I would like to promote the following key qualifications:

(1) Individual competence
- Concentration
- Conversion of theoretical foundations into practical action

(2) Methodological competence.
- Quality
- Care / Accuracy
- Decision-making ability

4 Considerations

4.1 To the instruction method

The instruction is carried out in the form of the four-step method.

4.2 Meaning and justification of the instruction method

In the first stage, you can explain the basics of measuring (structure of the vernier caliper, explanation of the nonius, working rules, areas of application, occupational safety, etc.) and then ask the trainee to actively participate. In the four-step method, great importance is attached to the early, active cooperation of the trainee. As a result, the retention value, in terms of handling and handling the vernier caliper, of the learning material to be taught is significantly higher.

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