Mark Off Out

LG-MEMCOR0081A MARK OFF/OUT (GENERAL ENGINEERING)
LEARNER GUIDE
MARK OFF/OUT (GENERAL ENGINEERING)
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from the
HEART Trust/NTA.
*** 2003***
Version 1 LRDU – OCT. - 03

TABLE OF CONTENTS
PAGE
Introduction ................................................................................................................................. 1
Welcome ................................................................................................................... 1
This Competency Unit.................................................................................................... 1
Before You Start ............................................................................................................. 2
Planning Your Learning Programme ............................................................................. 2
Self-Assessment Checklist ............................................................................................. 3
How To Use This Learner Guide ................................................................................... 4
Using the Computer and other Resources...................................................................... 5
Method of Assessment.................................................................................................... 6
Element 1: Determine Job Requirements .......................................................................... 7
Self-Assessment Checklist ........................................................................................... 15
Element 2: Transfer Dimension ........................................................................................... 16
Element 3: Make Templates as Required ........................................................................... 30
Version 1 LRDU – OCT. - 03

LG-MEMCOR0081A:
MARK OFF/OUT
(GENERAL ENGINEERING)
INTRODUCTION
Welcome
Welcome to the Learner Guide for Unit of Competency “Mark Off/Out (General Engineering)”.
This is just one of a number of Learner Guides produced for the General Engineering Skills stream
of the Metal Engineering and Maintenance Industry, and it is designed to guide you, the learner,
through a series of learning processes and activities that will enable you to achieve the specified
learning outcomes for the competency unit.
The content of this guide was developed from the Competency Standard MEMCOR0081A, which
is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQ-J)
certification within the industry. Please refer to your Learner Handbook for a thorough explanation
of standards and competencies, and how these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and assessment instrument for a better
understanding of what is required to master the competency.
This Competency Unit
“Mark Off/Out (General Engineering)” addresses the knowledge and skills requirements for
effectively marking off/out (general engineering). There are three main areas or elements:
Element 1: Determine job requirements
Element 2: Transfer dimension
Element 3: Make templates as required
As you go through each element, you will find critical information relating to each one. You are
advised to study them carefully so that you will be able to develop the necessary knowledge,
skills and attitudes for marking off/out (general engineering).
Version 1 LRDU – JULY 03 1

Before you start
Before you start this Learner Guide, you need to:
a. Obtain a Learner Logbook. You will use it to record evidence of your new skills/competence.
As you demonstrate your new skills, record your activities and have your learning facilitator
sign off on them. This will allow you to provide evidence of your competence when you are
being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
c. Ensure that your learning resources are available.
d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the
correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learner Guide (see below)
Planning your learning programme
The self-assessment checklist on the following page will assist you in planning your training
programme and it will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through the checklist you will be able to find out what
elements you have already mastered and which ones you will need to pay more attention to as
you go through the learning process.
To complete the self-assessment checklist, simply read the statements and tick the ‘Yes’ or ‘No’
box. You should do this exercise now.

Self-Assessment Checklist
Mark Off/Out (General Engineering)
Element 1 Determine job requirements Yes No
1. I can interpret drawings, job instructions and specifications ( ) ( )
2. I can select appropriate methods and sequencing consistent

with proposed fabricating process using standard operating
procedures ( ) ( )
Element 2 Transfer dimension Yes No
1. I can use appropriate tools and equipment in marking out/off

to specifications ( ) ( )
2. I can establish datum points correctly ( ) ( )
3. I can transfer and correct dimensions and use appropriate

calculations where required ( ) ( )
Element 3 Make templates as required Yes No
1. I can select appropriate template material ( ) ( )
2. I can produce templates to specifications and appropriate

to desired use ( ) ( )
3. I can follow correct storage procedures including labeling

and identification to standard operating procedures ( ) ( )

How did you do?
If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the entire guide.
Ask your learning facilitator to assist you in determining the most appropriate action you should
take.
If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of the guide,
even though some of the material may be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.
How to use this Learner Guide
This Learner Guide is designed to assist you in working and learning at your own pace.
We suggest that you:
• Go through the sections/elements as they are presented (starting at Section 1)
• Check your progress at each checkpoint to ensure that you have understood the material
• Observe the icons and special graphics used throughout this guide to remind you of what you
have to do and to enhance your learning. The icons and their meanings are as follows:
Complete Assessment Exercise

This exercise requires you to think about the knowledge and skills
that you have or will develop in this competency unit.
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.

Activity
This denotes something for you to do either alone or with
the assistance of your learning facilitator.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
• Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability of resources.
• Complete each activity as you come to it. If the activity requires you perform an actual task,
be sure to tell your learning facilitator when you get to that activity so that he/she can make
any arrangements, if necessary.
• Get your learning facilitator to sign and date the Learner Logbook when you have completed an
activity.
• Complete the self-assessment checklist at the end of each section or element.
When you have worked through all elements of the guide, and when you can tick every ‘Yes’ box,
you are ready for assessment and should ask your learning facilitator to assist you in making the
arrangements to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and Internet resources, ask your learning
facilitator to assist you with locating these resources. If you are getting your training in an
institution, there may be a library and a computer laboratory. If this is not the case, visit the local
library and find out what resources are available.
If you are new to the computer and the Internet, someone in the computer room should be able to
show you how to use these resources.
Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advise you, however, that we cannot guarantee that all
the sites will be available when you need them. If this happens, ask your learning facilitator to
assist you with locating other sites that have the information you require.

Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency, this may be in a real workplace or a simulated situation that accurately relates to the
work situation. You are advised to consult the associated competency standard and assessment
instrument for further details relating to the assessment strategies.
You may now start your learning. Have fun while you work!

ELEMENT 1: DETERMINE JOB REQUIREMENTS
LEARNING OUTCOMES
As you go through this element, it will provide you with the knowledge, skills and attitudes required
to enable you to determine job requirements. Your learning facilitator is there to assist you with the
various activities, so on completion you should be able to:
1. Interpret and understand drawings, job instructions and specifications

2. Select the appropriate methods and sequencing relevant to the proposed fabrication
process using standard operating procedures
INTERPRET AND UNDERSTAND DRAWINGS, JOB INSTRUCTIONS AND

SPECIFICATIONS
Every task that is carried out in a recognized institution or on the job must follow some form of
instruction or guideline (verbal instructions from a supervisor or job drawing, blue print) in order to
ensure compliance with job specifications. Marking out is not limited to engineering components,
but is inclusive of:
• Templates
• Dies and tooling
• Castings
• Jigs and fixtures
Refer to: Learner Guide for competency MEMCOR0092A: Mark off/out Structural
Fabrications and Shapes (Ask your learning facilitator for assistance).
The mark off/out of metal is the process of measuring and marking material for cutting, drilling or
welding. Accuracy is essential in marking off/out work. Therefore using incorrect measurements
will result in a part being fabricated that does not fit the overall job. You must endeavor to analyze
the drawing thoroughly, and make sure you understand what is to be done before attempting to start
any work. You should look for terms such as:
• tolerances and limits

• chamfer
• Allowances
• surface finish
• material symbols
• abbreviations
• types of projection
• projection symbols
• cutting plane
• centre lines

ACTIVITY
Research and discuss terms, codes and symbols for drawings

with your learning facilitator.
Refer to: Learner Guide for competency MEMFAB0141A: Develop Geometric

Shapes (Ask your learning facilitator for assistance).
CHECKPOINT
Describe six codes/symbols that can assist you to interpret

drawings
Here is a chart you will find useful when interpreting drawings. It represents tolerances and
allowances used on drawings.
Types of Fit
The chart gives the three categories of fit that exist between mating parts for both hole and shaft
standard. They are:

• Clearance fit
• Transition fit
• Interference fit
ACTIVITY
Do research on the three types of fit, ask your learning facilitator

to assist you and discuss your findings.
Refer to: Degarmo, Paul E., Black, J.T., Kohsher, Ronald A., (1997), Materials and
Processes in Manufacturing, 8th Edition, Prentice Hall
Basic Size, Deviation and Tolerance
The diagram shows basic size, deviation, and tolerance in the ISO system. (System of limits and
fits, copyright 1962, American Standards Institute, New York.)

Here is an example of a job drawing showing the application of cutting plane XX and YY and
centre line. Note the angle of projection and the different views obtained from the cutting planes.
Examine in more detail with your learning facilitator who will explain the specifics.
Example of a 1st Angle Projection
Refer to: Learner Guide MEMCOR0091A: Draw and Interpret Sketches Technical
Drawings (Ask your learning facilitator for assistance)
ACTIVITY
Analyze drawings prepared for you by your learning facilitator

and interpret the instructions and specifications. Allow your
work to be assessed.

APPROPRIATE METHODS AND SEQUENCING
You must ensure to follow closely the methods and sequence that are appropriate for use in the
fabricating process. This means that your ability to read and work from blueprints and sketches is
paramount in marking off/out work. The proposed fabricating process must be done in compliance
with the requirements of quality control and fabrication procedure. Here is an example of a marking
out process.
Marking out a bracket
To you, it may seem confusing but the diagram is only showing the bracket in two views at the top
with all the necessary dimensions in a drawing. The bottom illustrations show the actual marking
out process using the drawing as a guide. An angle plate and a surface gauge are being used in the
process. The sequencing of the marking out process is important. It helps in avoiding the omission
of important detail and making sure lines are drawn correctly.
Sequencing takes into consideration:
• the instructions related to the job

• the specifications that are to be followed
• selection of appropriate marking out tools and equipment such as:
- marking out tables

- surface tables
- rotary tables
- dividing heads

- V blocks
- cylinder squares
- sine bars
- vernier height gauges
- protractors
- straight edge
- set squares
- marking out tools
-
Sequencing also involves:
• ensuring that the work piece is properly supported
• covering the work piece with marking out fluid or other means to highlight the transferred
dimensions
• establishing datum points from which other lines will follow
• the following of horizontal and vertical lines after datum points
• establishing parallel lines once reference lines are drawn
• establishing circles and geometric shapes once lines are present to support their formation
Take a look at another marking out process:
Marking out a bracket
Note how the bracket is supported to mark the surface correctly.

CHECKPOINT:
Why is sequencing important to the process of marking out?
CHECKPOINT:
What points should you consider for sequencing?
The figure below shows the setup to measure an angle on a part using a sine bar. The dial indicator
is used to determine when the part surface ‘X’ is parallel to the surface plate.
Surface plate

Laying out a centre location with a center head
ACTIVITY
Allow your learning facilitator to assist you in determining the

appropriate methods of sequencing when marking out a
fabrication.

ARE YOU READY TO PROVE YOUR COMPETENCE?
Now that you have completed this element, see if you have fully grasped all the components by
doing the following self-assessment:
Checklist 1 Yes No
1. I can interpret drawings, job instructions and specifications ( ) ( )
2. I know how to correctly select methods and sequences that

are consistent with fabrication processes ( ) ( )
Checklist 2 Yes No
1. Drawings, job instructions and specifications are understood

and interpreted correctly ( ) ( )
2. Methods and sequences are appropriate and are consistent

with fabrication processes and standard operating procedures ( ) ( )

ELEMENT 2: TRANSFER DIMENSION
LEARNING OUTCOMES
As you go through this element, it will provide you with the knowledge, skills and attitudes required
to enable you to transfer dimension. Your learning facilitator is there to assist you with the various
activities so on completion you should be able to:
1. Use appropriate tools and equipment in marking off/out to specifications

2. Establish datum points correctly
3. Transfer dimension and use correct and appropriate calculations
APPROPRIATE TOOLS AND EQUIPMENT IN MARKING OFF/OUT TO SPECIFICATIONS
Marking off/out is undertaken using the appropriate tools, equipment and templates and is produced
according to specifications. Tools and equipment include:
1. Scriber 11. Setsquares

2. Flat steel square 12. Templates
3. Combination square 13. Dividing head
4. Protractor 14. Surface table
5. Prick punch 15. Vee blocks
6. Dividers 16. Angle plates
7. Trammel points 17. Marking out table
8. Circumference rule 18. Straight edge
9. Jigs and fixtures 19. Sign bars
10. Angle plates
ACTIVITY
Discuss with your colleagues and/or learning

facilitator the use of these tools.
Here are some diagrams of tools and equipment used in marking out.

Dividers Trammels, with sleeve above
Dividers and trammel – are used for scribing circles, marking off length etc. Trammels are made to
extend beyond the range of dividers and those shown above have a bar 350 mm in length, but two
or more of these may be joined together with sleeves of the form shown. The bent legs enable the
trammels to be used in the same way as an inside caliper.

Vee blocks – are used for supporting shafts and bushes and are generally made in pairs. It is
important that a shaft, when resting in the vee blocks parallels with the surface table. This may be
checked by trying a dial indicator over the shaft at each end.
Angle plates - are used for supporting a surface at right-angle to the surface of the table. It is
provided with many holes and slots to accommodating the bolts necessary to secure articles to it.
An adjustable angle plate is useful for angular work.
CHECKPOINT
What are vee blocks and angle plates used for?

Parallel strips - are useful for supporting work on marking off table, and may be of cast iron
smoothly machined, scraped, or ground, or of steel which, when hardened and ground, make very
durable strips. The corresponding widths of a pair of strips must be of the exact dimension. The
strip may be perfectly parallel and all their faces square.
CHECKPOINT
Can you now describe parallel strips?
Main parts of a surface gauge

Surface gauge – is a layout and transfer measuring tool. Its main parts are shown in the diagram
above.
CHECKPOINT
What are the main parts of the surface gauge?
ACTIVITY
Mark off/out a work piece to specifications provided by your

learning facilitator using tools and equipment that you believe are
appropriate. Allow your work to be assessed.
Refer to: Refer to Learner Guide for competency MEMFAB0141A Develop

Geometric Shapes and MEMCOR0092A Mark/On Structural Fabrication
and Shapes
When undertaking a job in marking off/out, you should:
• Use shop drawings, sketches, and blueprints to obtain the measurements required to
fabricate the job being marked off/out.
• You must ensure that surfaces to be marked out are prepared so that scribed lines are visible.
For example; rough surfaces should be brushed over with a little white wash, which when
dry will indicate up a line scribed on it.
• For smooth surfaces, a little copper sulphate solution can be added, this leaves a thin film of
copper on the surface when dry.

CHECKPOINT
What are the tools and equipment used in marking off/out?
DATUM POINTS CORRECTLY ESTABLISHED
A datum is a feature or
group of features of a part,
selected for use as a base
from which other features
or points are located within
specified limits
Datum points are used to specify:

1. point loads for mesh generation
2. attach datum targets and notes in drawings
A datum point can be represented by any of the following symbols:
• cross
• circle
• triangle
• square
Ensure that you identify the datum points correctly from the drawings.
Before you start the marking out process, it is necessary to establish some form of datum point often
called reference line on the workpiece, and mark all lines and arcs based on this line. You can clamp
the work piece to an angle plate with at least one finished edge on a flat surface. The surface gauge
is used to mark the reference line and any other necessary lines. Other mark out tools are used as
deemed necessary to complete the process.
Reference Lines

Here are some examples of marking out using reference lines.
Using a divider to scribe a circle on Scribing a parallel line with a hermaphrodite

a reference line caliper from a reference surface
Adjusting the outside caliper using line of measurement and reference line.
CHECKPOINT
Can you identify the symbols used to establish datum points?
ACTIVITY
Establish datum points on a work piece that you have

prepared with the guidance of your learning facilitator.

TRANSFER OF DIMENSIONS AND APPROPRIATE CALCULATIONS
Where the transfer of dimensions is required, careful readings and correct calculations are
important to ensuring that you achieve the desired outcomes. Mark off/out techniques may apply
to a wide range of materials and shapes using tools such as flat steel-square, dividers, trammel
point etc. Safe practices in dimensional measurements include:
• removing burrs from a work piece that will cause both inaccuracies in measurement and
unsafe handling conditions
• rechecking all precision measurements
• considering the possibility of inaccurate measurement readings that may result from
parallax, manipulation and work bias errors
• developing a practice to check and clean measuring tools and the work piece before
taking a measurement
If you are using metric instruments and tools, ensure that units of dimension on drawings are
consistent with measuring tools being used. If not, conversion calculation is necessary.
ACTIVITY
Now that you are familiar with some of the tools used in marking
off/out, use them to transfer dimensions to a workpiece. Use the
illustrations below as your guide. Ask your learning facilitator to
assist you.
Here are some techniques you could use when transferring dimensions:
Spraying layout dye on a cleaned surface
Layout dyes are normally sprayed on surfaces to allow scribed lines to be clearly visible. If no
lay out dye is available then the surface can be chalked

Preparation for bench work - Precision layout lines are clearly visible on a coated work surface
ACTIVITY
Obtain a drawing, and check the system of measurement

used. Compare this with the units of measurement on your
tools. Discuss with your learning facilitator

ACTIVITY
Use layout dye to mark out a workpiece. Discuss with your

learning facilitator the effectiveness of this method.
Setting a surface gauge to a specified height Position of the surface gauge for scribing
parallel lines
It is important when laying out and taking measurements with a surface gauge that you:
• check the base to be sure it is free of burrs and is clean. The scriber point must be sharp
• Position the spindle and scriber. This should be as close to the work as possible for the
layout operation
• place the reference face of the combination square on a surface plate
• firmly hold down the square head, slide the blade down until the end touches the
surface plate
• hold the surface gauge lightly on the reference surface (surface plate)
• bring the surface gauge close to the square and roughly set the scriber
• turn the adjusting screw to move the scriber point to the required measurement
• hold the work piece securely. Position the surface gauge near the work.
• scribe the required line on the work piece

When scribing lines parallel to an edge you should:
• lower the guide pins

• hold the surface gauge base against the reference surface
• adjust the scriber to the required dimension
• position and lightly hold the surface gauge
• guide it with the pins and move it along
• apply a little force to scribe the required parallel line.
When taking a measurement you should ensure that you:
• position the surface gauge and scriber with a minimum of overhang

• adjust the scriber to the approximate measured point
• turn the adjusting screw to position the scriber point exactly on the
• measure point
• determine the measurement
• read the surface gauge measurement with a line graduated rule
• compare the measurement against a gauge or other part
CHECKPOINT
How do you use a surface gauge to transfer dimensions?
Positioning a layout work piece with a surface gauge

Using pins in scribing block base to set surface parallel to edge of table.
Using a square to draw perpendicular lines Testing a square for accuracy
Using a square to construct perpendicular lines Transferring dimensions using a

divider.

Scribing an arc with a divider Using a trammel to transfer dimensions
Finding shaft center with vee blocks and scribing block
ACTIVITY
a. Perform the operation of finding the centre of a shaft, then

discuss this with your learning facilitator.
b. Transfer dimensions to a template that has been prepared by
your learning facilitator, and allow it to be checked to ensure
that they are correct and appropriate.

ARE YOU READY TO PROVE YOUR COMPETENC?
Checklist 1 Yes No
1. I know how to correctly use the appropriate tools and

equipment to mark off/out specifications ( ) ( )
2. I understand how to correctly establish datum points ( ) ( )
3. I know how to correctly transfer dimensions using the

appropriate calculations ( ) ( )
Checklist 2 Yes No
1. The appropriate tools and equipment are used to mark

off/out specifications ( ) ( )
2. Datum points are correctly established ( ) ( )
3. Dimensions have been transferred correctly and the

appropriate calculations have been used ( ) ( )

ELEMENT 3: MAKE TEMPLATES AS REQUIRED
LEARNING OUTCOMES
As you go through this element it will provide you with the knowledge, skills and attitudes required
to enable you to make templates as required. Your learning facilitator is there to assist you with the
various activities, so on completion you should be able to:
1. Select the appropriate template material

2. Produce templates according to specifications and desired use
3. Follow the correct storage procedures including labeling requirements
SELECTING THE APPROPRIATE TEMPLATE MATERIAL
A template is a pattern for marking the shape of a workpiece, or for marking holes or other features;
it is useful when many duplicate pieces have to be made. Some templates are required for multiuse;
therefore, it is essential that the material selected for making the template adhere to certain standards
and quality. You must check with job drawings or specifications for an idea of the best material to
be used for making templates.
Template materials include:
• Wood
• Firm paper
• Plastics
• Sheet metal
• Aluminum
In order for you to choose the correct material for making the template you must know the
following:
• The length of the finished work piece

• The thickness
• The width
• The type of surface finish required
• The edges
You then choose a material that closely resembles the outline of the workpiece with additional
length or thickness. You must ensure that at least one side is perfectly flat and at least two sides are
ninety degrees to each other. After shaping, this will be your template.

CHECKPOINT
List five (5) appropriate materials used for making templates
ACTIVITY
Obtain and study a drawing showing specifications from your

learning facilitator. Based on your interpretation choose an
appropriate template material and have your selection assessed
PRODUCING TEMPLATES TO SPECIFICATION
Marking off/out is done effectively to specifications using the appropriate marking out tools and
equipment. When you are producing templates, you must ensure that the marking off/out
techniques used for transferring the dimensions from the drawings, prints or plans are in accordance
with job requirements.
Whenever you engage in any type of project there are some key points that should be noted:
• The work is produced in accordance with drawings and specifications

• Follow guidelines while working
• Ensure that the finished product is consistent with desired use
• Ensure that safety requirements are carried out
After you have selected and squared up the template material, you must use the appropriate marking
out tools to transfer dimensions. Reference lines are drawn first. Work is sometimes clamped to an
angle plate on a marking out table in order to transfer reference lines (see diagram below).

Using a surface gauge to scribe lines

Above, you can see illustrations of the marking out process:
• The first drawing shows the reference lines were drawn with semicircular lines.
• The second illustration shows how the semicircular lines are drawn using a divider.
• The third shows the final outlay of the work piece.
Reference lines
Using a divider to scribe circles in developing template.
After you have finished marking out your template material you should then choose the appropriate
forming process, machining, shaping, filing etc., to achieve your template.

CHECKPOINT
What are the four (4) key points to note when producing
templates
ACTIVITY
Now that you are familiar with templates and template materials,
select and design a simple template, then discuss this with your
learning facilitator
Refer to: Learner Guide for competency MEMCOR0092A Mark/Off Structural

Fabrications (Ask your learning facilitator to assist you in acquiring this)
Refer to: Learner Guide for competency MEMCOR0092A: Mark Off/On Structural
Fabrications and Shapes
FOLLOW STORAGE PROCEDURES INCLUDING LABELING
In every recognized institution there is a storage department that is responsible for holding raw
materials, finished goods and reusable goods. The efficiency of a storage department is a measure
of its ability to retrieve items stored. There are guidelines and procedures which will make the
storing and retrieval of templates a safe and easy task. Some guidelines are:
• Clean the templates after use

• Label the templates for identification and easy retrieval
• Group templates according to the materials that are used to produce them
• Store templates away from excessive heat which may cause warping
• Place templates in protective casings
• Adhere to safety guidelines set by the organization

CHECKPOINT
List some guidelines to follow when storing templates
ACTIVITY
Carry out storage procedures of templates you produced to

specifications, then discuss with your learning facilitator.

ARE YOU READY TO PROVE YOUR COMPETENCE?
Checklist 1 Yes No
1. I know how to correctly select the appropriate template material ( ) ( )
2. I know how to produce templates to specifications and the desired

use ( ) ( )
3. I can correctly label templates according to requirements ( ) ( )
Checklist 2 Yes No
1. The appropriate template materials are selected ( ) ( )
2. Templates are produced to specifications and the desired use ( ) ( )
3. The templates are labeled correctly and stored safely

according to requirements ( ) ( )

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LG-MEMCOR0081A MARK OFF/OUT (GENERAL ENGINEERING)

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

Version 1 LRDU – OCT. - 03

Element 1: Determine Job Requirements .......................................................................... 7

Self-Assessment Checklist ........................................................................................... 15

Element 2: Transfer Dimension ........................................................................................... 16

Self-Assessment Checklist ........................................................................................... 29

Element 3: Make Templates as Required ........................................................................... 30

Self-Assessment Checklist ........................................................................................... 36

Version 1 LRDU – OCT. - 03

This Competency Unit

Element 1: Determine job requirements

Element 2: Transfer dimension

Element 3: Make templates as required

Version 1 LRDU – JULY 03 1

Before you start

Before you start this Learner Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learner Guide (see below)

Planning your learning programme

Version 1 LRDU – JULY 03 2

Element 1 Determine job requirements Yes No

1. I can interpret drawings, job instructions and specifications ( ) ( )

2. I can select appropriate methods and sequencing consistent

Element 2 Transfer dimension Yes No

1. I can use appropriate tools and equipment in marking out/off

2. I can establish datum points correctly ( ) ( )

3. I can transfer and correct dimensions and use appropriate

Element 3 Make templates as required Yes No

1. I can select appropriate template material ( ) ( )

2. I can produce templates to specifications and appropriate

3. I can follow correct storage procedures including labeling

Version 1 LRDU – JULY 03 3

How did you do?

How to use this Learner Guide

We suggest that you:

• Go through the sections/elements as they are presented (starting at Section 1)

Complete Assessment Exercise

Version 1 LRDU – JULY 03 4

• Complete the self-assessment checklist at the end of each section or element.

Using the Computer and Other Resources

Version 1 LRDU – JULY 03 5

Version 1 LRDU – JULY 03 6

ELEMENT 1: DETERMINE JOB REQUIREMENTS

1. Interpret and understand drawings, job instructions and specifications

INTERPRET AND UNDERSTAND DRAWINGS, JOB INSTRUCTIONS AND

• tolerances and limits

Version 1 LRDU – JULY 03 7

Research and discuss terms, codes and symbols for drawings

Refer to: Learner Guide for competency MEMFAB0141A: Develop Geometric

Describe six codes/symbols that can assist you to interpret

Version 1 LRDU – JULY 03 8

Do research on the three types of fit, ask your learning facilitator

Basic Size, Deviation and Tolerance

Version 1 LRDU – JULY 03 9

Example of a 1st Angle Projection

Analyze drawings prepared for you by your learning facilitator

Version 1 LRDU – JULY 03 10

APPROPRIATE METHODS AND SEQUENCING

Marking out a bracket

Sequencing takes into consideration:

• the instructions related to the job