Ebook pdf industrial maintenance 2nd edition by michael e brumbach

(eBook PDF) Industrial Maintenance 2nd Edition by Michael E. Brumbach Visit to download the full and correct content document: https://ebookmass.com/product/ebook-pdf-industrial-maintenance-2nd-edition-by-mic hael-e-brumbach/

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

CONTENTS

PREFACE

XIII

INDUSTRIAL MAINTENANCE SYLLABUS

XXI

ABOUT THE AUTHORS

XXV

ACKNOWLEDGMENTS

XXVII

SECTION 1

GENERAL KNOWLEDGE

1

1. Safety

3

Objectives 1 -1 Workplace Safety 1 - 2 Hazardous Material Handling 1 - 3 Ladders and Scaffolds Summary Review Questions

2. Tools Objectives 2-1 Hand Tools 2- 2 Measuring Devices 2- 3 Power Tools Summary Review Questions

3. Fasteners Objectives 3-1 Threads 3- 2 Taps and Dies 3 - 3 Fastener Types

3 4 12 19 23 23

25 25 26 40 43 47 48

49 49 50 54 57

3- 4 Fastener Grades 3-5 Torque Specifications 3- 6 Retaining Ring Fasteners Summary Review Questions

58 59 62 64 65

4. Industrial Print Reading Objectives

67

Mechanical Drawings Piping Symbols and Drawings Hydraulic / Pneumatic Symbols and Drawings 4- 4 Electrical Symbols and Drawings 4-5 Welding Symbols and Drawings Summary Review Questions 4-1 4- 2 4- 3

5. Rigging and Mechanical Installations Objectives 5-1 Formulae and Weight Estimations 5- 2 Load Balancing 5- 3 Synthetic Slings 5- 4 Fiber Rope and Securing 5-5 Wire Rope and Wire Rope Slings 5- 6 Chain and Chain Slings 5- 7 Prelift Planning Summary Review Questions

67 68 70

72 76 85 88 89

91 91 92 99 101 108

114 121 126 127 127

vii Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

viii

Contents

SECTION 2

MECHANICAL KNOWLEDGE 129 6. Mechanical Power

Transmission

131

Objectives 6-1 Belts and Sheaves 6-2 Chains and Sprockets 6- 3 Gears and Gearboxes 6-4 Speed Calculations Summary Review Questions

131 132 142 144 149 153 154

7. Bearings

155

155 Objectives 156 7-1 Bearing Loads 156 7-2 Bearing Construction 157 7- 3 Series of Bearings 7-4 Bearing Types 158 7-5 Bearing Installation and Removal 162 165 7-6 Bearing Failures 166 Summary Review Questions 166

8. Coupled Shaft Alignment Objectives 8-1 Shaft Alignment 8-2 Dial Indicator Method 8- 3 Reverse Dial Indicator Method 8-4 Feeler Gauge Method 8-5 Laser Shaft Alignment Summary Review Questions

9. Lubrication Objectives General Terms Types of Lubricants Methods of Application Lubrication Schedules Summary Review Questions 9-1 9 -2 9- 3 9 -4

167 167 168 175 180 181 185 186 187

10- 3 Radial Lip Seals Summary Review Questions

11. Pumps and Compressors Objectives 11 -1 Hydraulic Pumps 11 -2 Pump Specifications 11 - 3 Pump Troubleshooting 11 -4 Air Compression 11 -5 Compressor Types 11 -6 Compressor Troubleshooting Summary Review Questions

12. Fluid Power Objectives 12-1 Fluid Power Fundamentals 12-2 Hydraulics 12- 3 Pneumatics 12-4 Valves 12-5 Linear Actuators Summary Review Questions

13. Piping Systems Objectives 13 -1 Piping Tools 13 -2 Piping Systems 13 - 3 Fittings 13 -4 Fitting Allowances 13 -5 Pipe Connection Methods Summary Review Questions

202 203 204

205 205 206 212 214 215 217 219 219 221

223 223 224 224 228 231 240 249 250

251 251 252 254 256 258 262 266 267

189 189 190 190 191 194 195 195

10. Seals and Packing

197

Objectives 10-1 Packing Seals 10-2 Mechanical Seals

197 198 200

SECTION 3

ELECTRICAL KNOWLEDGE

269

14. Electrical Fundamentals

271

Objectives 14-1 14-2 14- 3 14-4 14-5

Atomic Structure Current

Voltage Resistance Resistor Wattage Ratings and Power

271 272 274 274 276 280

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Contents

14-6 Scientific Notation 14- 7 Engineering Notation 14-8 Ohm's Law 14-9 Power Law 14-10 Magnetism Summary Review Questions

15. Test Equipment

282 282 283 286 290 290 290

291

Objectives 15 -1 Digital Multimeter 15 -2 Clamp-On Ammeter 15 - 3 Megohmmeter 15 -4 Oscilloscope Summary Review Questions

291 292 296 297 300 309 309

16. Basic Resistive Electrical Circuits

311

Objectives 16-1 Series Circuits 16-2 Parallel Circuits 16- 3 Combination Circuits Summary Review Questions

311 312 317 323 335 335

17. Reactive Circuits and Power Factor Objectives

337

337 338 17-1 Inductance and R - L Circuits 348 17-2 Capacitance and R-C Circuits 17- 3 R -L- C Series and Parallel Circuits 360 369 17-4 Power Factor Correction 373 17-5 Three- Phase Circuits 17-6 Three- Phase Power Factor 374 Correction 377 Summary 378 Review Questions

18. Wiring Methods Objectives 18-1 Conductor Selection and Sizing 18-2 Conductor Color Code 18- 3 Raceway Selection 18-4 Raceway Sizing Summary Review Questions

379 379 380 383 385 386 388 389

19. Transformers Objectives 19-1 Basic Transformers 19- 2 Autotransformers 19- 3 Current Transformers 19- 4 Three-Phase Transformers 19-5 Primary Distribution Systems 19- 6 Consumer Distribution System 19- 7 Grounding System Summary Review Questions

20. Electrical Machinery Objectives

391 391 392 401 405 406 424 425 425 428 428

431 431 432 436 441 441 446 452

20-1 DC Generators 20- 2 DC Motors 20- 3 Alternators 20- 4 Three-Phase Motors 20-5 Single-Phase Motors 20- 6 Motor Maintenance Summary Review Questions

454 454

21. Control and Controlled Devices

455

Objectives 21 -1 Pushbuttons 21 - 2 Rotary Switches 21 - 3 Limit Switches 21 - 4 Proximity Switches 21 -5 Photoelectric Switches 21 - 6 Relays 21 - 7 Motor Starters 21 - 8 Annunciators Summary Review Questions

455 456 458 460 460 462 468 471 472 474 474

22. Motor Control Circuits

475

Objectives 22-1 Two-Wire Controls 22- 2 Three-Wire Controls 22- 3 Multiple Start/ Stop Controls 22-4 Forward/ Reverse Controls 22-5 Speed Control 22- 6 Jog Control 22- 7 Miscellaneous Control

475 476 476 478 481 484 486 487

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

ix

x

Contents

22-8 Multiple Motor Starter Control 22-9 Sequential Starting Control 22-10 Various Starting Methods 22-11 Braking Summary Review Questions

23. Basic Industrial Electronics Objectives 23 -1 Diodes 23 -2 Transistors 23 - 3 Thyristors 23 -4 555 Timer 23 -5 Operational Amplifiers 23 -6 Digital Logic 23 - 7 Replacing Solid-State Devices Summary Review Questions

24. Electronic Variable- Speed Drives

488 489 492 498 500 501

503 503 504 511 519 525 530 536 543 544 544

545

Objectives

545

24-1 DC Drives 24-2 Troubleshooting DC Drives 24- 3 AC (Inverter) Drives 24-4 Troubleshooting Inverter Drives Summary Review Questions

546 571 578 599 611 611

25. Programmable Logic Controllers Objectives 25 -1 25 -2 25 - 3

PLC Components I/ O Wiring

Programming Summary Review Questions

26. Lighting Objectives 26-1 Types of Lamps 26-2 Luminaires 26- 3 Ballasts 26-4 Relamping

Summary Review Questions

SECTION 4

WELDING KNOWLEDGE

643

27. Gas Welding

645

Objectives 27 A Gas Welding Safety 27-2 Setup Procedures 27- 3 Shutdown Procedures 27-4 Types of Flames 27-5 Puddling and Running a Bead 27-6 Types of Welds 27- 7 Types of Joints 27-8 Welding Positions Summary Review Questions

28. Arc Welding Objectives 28-1 Arc Welding safety 28-2 Arc Welding Components 28- 3 Striking the Arc 28-4 Running a Bead 28-5 Types of Welds 28-6 Types of Joints 28- 7 Common Problems of Arc Welding Summary Review Questions

645 646 648 649 649 650 650 651 652 653 654

655 655 656 657 658 659 660 660 661 662 663

613 613 614 616 618 630 631

633 633 634 637 638 638 641 641

SECTION 5

PREVENTIVE MAINTENANCE 665 29. Preventive Maintenance—

Developing and Implementing Objectives 29-1 History 29-2 Planning and Coordinating 29- 3 Hazardous and Confined Locations 29-4 Executing the PM Summary Review Questions

667 667 668 668

670 671 672 673

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Contents

30. Mechanical PM

675

Objectives 30-1 Bearings

675 676 676 676 677 678 678 679 680

30-2 Gearboxes 30- 3 Seals 30-4 Belts 30-5 Chains and Sprockets 30-6 Couplings Summary Review Questions

31. Electrical PM Objectives 31 -1 General Requirements 31 -2 Inspection Records 31 - 3 Four Rules of Electrical Maintenance 31 -4 Maintenance Responsibility Summary Review Questions

Appendix A

681 681 682 682

NEC Table 310.15( B)(2)(b)

Appendix C NEC Tables Cl through Cl 2

Appendix D NEC Table 5

NEC Table 8

747 748

The following appendices F through K can be found on the student companion website at www.cengagebrain.com.

Follow the instructions in the Supplements section of the Preface for access information.

Appendix F NEC Table 4

Appendix G Weights & Measures Conversion Tables

Appendix H Weight Estimation Tables

683 684 684 684

685

NEC Tables 310.15(B)(16), 310.15(B)(17), 310.15(B)(18), and 310.15(B)(19) 686

Appendix B

Appendix E

691 692

695

Appendix I Web Sling - Load Capacity Tables

Appendix J Wire Rope Sling - Load Capacities and Safety Factors

Appendix K Chain Property Tables, Chain Sling - Load Capacities, & Temperature Derating Factors

696

743

GLOSSARY

749

INDEX

773

744

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

xi

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

PREFACE

For several years, we have been hearing how there was a need for multicrafted maintenance technicians in the industry. Instead of an electrician or mechanic or welder, there was a need for a multicraft technician who could perform these duties and more.

To answer this need, we developed an Industrial Electricity program, an Industrial Mechanics program, and a Welding program. We taught our students the traditional way. We presented them with hand tools, piping systems, safety, print reading, fluid power, power transmission, electrical fundamentals, motor controls, electronics, PLCs, drives, gas welding, arc welding, and more. Each of these subjects was taught as an individual course. Each of these courses required separate texts.

Then one day, an idea formed. What if we could combine these programs into one?

We then created an Associate Degree in Industrial Maintenance. The student could now combine courses from all three programs and leave with a multicraft degree. However, this created a challenge. We did not want to continue using separate texts for this program, and the economic burden on our students became great. So, we decided to produce a text that would satisfy the requirements for a vast majority of the courses taught. Industrial Maintenance was created to meet this need. For our program, Indus trial Maintenance replaces approximately 20 texts that were previously required to complete the courses in the areas of Industrial Electricity, Industrial Mechanics, and Welding.

INTENDED AUDIENCE Industrial Maintenance, 2E, serves as a vital resource for all individuals involved in the maintenance field. This text will best serve those individuals enrolled in high school vocational / trade programs, two-year technical college / community college programs, adult education programs, and corporate training / certification programs. However, Industrial Maintenance should also prove to be a valuable resource for those individu als already employed in the maintenance field where any maintenance technician can keep a copy of the book in his tool box, locker, or other handy location.

Industrial Maintenance, 2 E, addresses the needs of the multicrafted maintenance technician and presents an all -encompassing view of the field of industrial maintenance, which covers a variety of technical skill areas. These include, but are not limited to, mechanics ( mechanical installation, fluid power, piping systems, power transmission, print reading, and safety, to name a few), electrical (electrical theory, test equipment, electronics, the National Electrical Code® , control circuits, rotating machines, PLCs, and drives, for example), and welding (gas welding and arc welding). A multicrafted maintenance technician must have knowledge and skills in all these areas.

Industrial Maintenance, 2E, addresses these areas in a format designed with the technician in mind.

—

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

xiii

xiv

Preface

NEW TO THIS EDITION Chapter 1 All photos are now in color or have been reshot in color.

All graphics are now in color.

Additional information concerning lockout/ tagout.

New information concerning NFPA 70E. New symbol information for the Class D Fire classification.

The addition of a section on ladders and scaffolds.

Chapter 2 All photos are now in color or have been reshot in color.

Additional information concerning the bimetal hacksaw blade.

Chapter 3 All photos are now in color or have been reshot in color.

Additional explanation concerning torqueing of a fastener.

Chapter 4 A restructuring of Chapter 4 has occurred to include piping, hydraulics, and pneumatics.

• 4-1 Mechanical Drawings • 4-2 Piping Symbols and Drawing • 4-3 Hydraulic/ Pneumatic Symbols and Drawings • 4-4 Electrical Symbols and Drawings • 4-5 Welding Symbols and Drawings Some graphics have been changed and others are new.

There is new content concerning hydraulic and pneumatic symbols and drawings.

Errors concerning weld symbols have been corrected.

Chapter 5 New chapter concerning rigging and rigging equipment has been added.

New color graphics and color photos are included.

Chapter 5 includes: • 5-1 Formulae and Weight Estimations • 5-2 Load Balancing • 5-3 Synthetic Slings • 5-4 Fiber Rope and Securing • 5-5 Wire Rope and Wire Rope Slings • 5-6 Chain and Chain Slings • 5-7 Prelift Planning

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Preface

Chapter 6 All photos are now in color.

Some graphics have been redone in color to make the content that is stressed more easily recognizable.

Additional information concerning belt and pulley wear guides has been added.

Errors have been corrected.

Chapter 7 All photos are now in color.

Chapter 8 All photos are now in color.

Some graphics have been redone in color to make the content that is stressed more easily recognizable.

Content concerning bar sag has been added.

The dial caliper graphic has been revised to include more detail on how to read it.

New photo showing a laser alignment kit in use has been included.

Chapter 9 There is added content and graphics concerning automatic oilers.

Chapter 10 All photos are now in color.

Some graphics have been redone in color to make the content that is stressed more easily recognizable.

Chapter 11 All photos are now in color.

Chapter 12 There is a new photo showing a bladder-type accumulator.

Chapter 13 All photos are now in color.

Information on piping symbols and sketches has been moved to Chapter 4.

Chapter 14 Added color.

Fixed errors.

Added explanation of centripetal and centrifugal force.

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

xv

xvi

Preface

Chapter 15 Added color.

Fixed errors.

Chapter 16 Added color.

Fixed errors.

Chapter 17 Added color.

Fixed errors.

Chapter 18 Added color.

Fixed errors.

Updated content to the NEC 2011 standard.

Chapter 19 Added color.

Fixed errors.

Added content on Current Transformers ( CTs).

Chapter 20 Added color.

Fixed errors.

Added content on.

• Permanent Magnet motors • Brushless DC motors • Stepping motors • Motor Maintenance

Chapter 21 Added color.

Fixed errors.

Chapter 22 Added color.

Fixed errors.

Chapter 23 Added color.

Fixed errors.

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Preface xvii

Chapter 24 Added color.

Completely re-wrote chapter.

Chapter 25 Added color.

Completely re-wrote chapter.

Chapter 26 Added color.

Fixed errors.

Chapter 27 Added color photos to supplement content.

Some graphics are now in color.

Chapter 28 Color photos have been added to supplement new content or to support existing content.

Some graphics have been modified to supplement new content.

New content on auto- darkening welding hoods is included.

New content on arc-welding methods has been added.

Chapter 31 Added color.

Fixed errors.

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

xviii

Preface

TEXT LAYOUT In order for the student to be able to navigate with ease through the various technical skills required to train multiskilled technicians, Industrial Maintenance is divided into five sections.

Section 1: General Knowledge This section presents the following topics: Safety, Tools, Fasteners, and Industrial Print Reading, and Safety and Installation.

Section 2: Mechanical Knowledge This section introduces Mechanical Power Transmission, Bearings, Coupled Shaft Alignment, Lubrication, Seals and Packing, Pumps and Compressors, Fluid Power, and Piping Systems.

Section 3: Electrical Knowledge The third section provides information on Electrical Fundamentals, Test Equipment, Basic Resistive Electrical Circuits, Reactive Circuits and Power Factor Correction, Wiring Methods, Transformers and Power Distribution, Electrical Machinery, Control and Controlled Devices, Motor Control Circuits, Basic Industrial Electronics, Electronic Variable-Speed Drives, Programmable Logic Controllers, and Lighting.

Section 4: Welding Knowledge This section introduces the essentials of welding and specifically covers Gas Welding and Arc Welding.

Section 5: Preventive Maintenance This section discusses Developing and Implementing Preventive Maintenance, Mechanical PMs, and Electrical PMs. Note: Need help organizing an Industrial Maintenance course? Please see our course syllabus, appearing after the Preface on page xvii and also available in electronic format on the Instructor Companion Web site that accompanies the text.

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Preface

SECTION AND CHAPTER FEATURES

—

A Typical Day in Maintenance Each of the five sections opens with an on -going situation that a tech nician may face during the course of a typical day on SECTION the job. Beginning with Section 1 on General Knowledge and following through to Section 5 on Preven tive Maintenance, the author walks readers through the components of a faulty machine, and they are encouraged to Check It Out and discover the situation at hand.

The explanation of the scenario is then followed up by a series of questions, where readers must *•*»* Work It Out and attempt to diagCouP ,, nose and troubleshoot the problem. ‘“ ^' Hon Power ATYPK*LDAY W machine presents prob The faulty MAIN T ANQE ^ lems along the way that relate to each numbrr " * «* ,,, section that follows, and the goal is to encourage critical thinking skills among aspiring technicians.

I

GENERAL

KNOWLEDGE Salcty

Toon fasteners din lndustrf »lMn *« 9

‘

A TYPICAL DAY Check It Out It is 7:00 *.u. , o

and fc b ome

IN

MAINTENANCE

«*

"

reports that

not run.

through Yoomenta orn

^

Work It Out what might be

ed;

the causc o the

'

Ph'rm

o« drawings or phnts

.

2 What types you need?

3 What PPE do

took would you corn 4 Which hand of equipment would be 5 . what test

1

}

»o

.

1 it#

' ii

^

motor?

129

, SECTION

—

1 Cener al

Safety/ Caution Notes Although safety issues are addressed at the beginning of the text in a separate chapter, special attention has been given to integrate safety and caution notes into the text whenever a situation requires the mention of a safety concern. Equipping readers with this proper knowledge helps to warn technicians of dangerous situations on the job that could lead to injury or death.

Knowledge

* isss" . ^ SSSSSS 4 2

A

sr "Ss£aSS

When

yon ON

c*in»cw

gnelearic*1

Motors

uneepetw®?

-

-

itC£

—---

ot M

a ass s s s"“Ssixst ^ '“ '

«

Wtgl« touting

machine *»

« andluNiolioo i ^ De cleanup 'whents

sSSSs

s SsferS '

dlin .

*

Tort Equipment When »

<l

e

5s s

fcol

B»

*

—

S

SSsSSssSs

m*ny

-. = 5^& rX *

’*

3 fte«»

»

1“ ,“

equipmem olleweguipin uw the light pieee

'1® •’SSSS"*"'"”

=

Baggagr

.Ss S

-- -

a.~c: - * = SK s ? . «s ssgs sSr.ggfSJ! Cr 53g a «5 55?« .555

-

®

'

= =

-

.

Modular Chapters Each of the chapters is written in a modular format, allowing readers who are already familiar with the content to study particular areas of interest or weakness, while also serving as a handy on-thejob reference manual.

== .

££8535*8

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

xix

xx

Preface

TEXT SUPPLEMENT PACKAGE An extensive Workbook provides additional practice questions and activities for each chapter in the text. Matching and identification questions, as well as labeling questions for circuits, diagrams, tools and schematics, and other activities provide hands- on applications for important concepts.

To aid the instructor, an Instructor’s Guide is available, containing answers to all review questions from the text, as well as solutions to all activities from the workbook.

An Instructor Web site is also available and contains the following resources to help the instructor prepare for classroom lectures: • PowerPoint presentations broken down chapter by chapter, each individual presentation highlights important learning objectives, outlines important concepts, and provides art from the text to visually reinforce the content.

• Test Bank providing over 500 questions in the user-friendly ExamView format and Word documents, this bank of questions allows instructors to significandy cut down on exam prep time and lets them edit and add questions to fit their needs.

—

—

• Image Library— contains all the artwork from the text, allowing instructors to edit the Pow-

erPoint presentations or create their own visual presentations for the classroom.

• Sample Course Syllabus provides a course outline, including an explanation of competencies for each section of the text, as well as the suggested time allotment for individual chapters. It is available in Word format to allow instructors to add their own course notes to the syllabus and to tailor it to individual programs.

—

Student Companion Website This free website contains PDF files of text Appendices F through K. Accessing a Student Companion Website site from CengageBrain: 1. GO TO: http://www.cengagebrain.com

2. ENTER author, title or ISBN in the search window (Example: enter 1133131190 as the ISBN for this text.)

3. WHEN YOU ARRIVE AT THE PRODUCT PAGE, CLICK ON THE ACCESS NOW TAB.

4. CLICK on the resources listed under Book Resources in the left navigation pane to access the project files.

INSTRUCTOR SITE An Instruction Companion Web site containing supplementary material is available. This site contains an Instructor Guide, testbank, image gallery of text figures, and chapter presentations done in PowerPoint. Contact Delmar Cengage Learning or your local sales representative to obtain an instructor account.

Accessing an Instructor Companion Web site site from SSO Front Door 1. GOTO: http://login.cengage.com and login using the Instructor e-mail address and password.

2. ENTER author, title, or ISBN in the Add a title to your bookshelf search box, CLICK on Search button 3. CLICK Add to My Bookshelf to add Instructor Resources 4. At the Product page click on the Instructor Companion site link

New Users Ifyou'renewto Cengage.com and do not have a password, contact your sales representative.

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Industrial Maintenance, 2E, was written to assist in the education and training of the multicrafted maintenance technician. As a result, the text is very broad in scope. When developing a course or courses to teach industrial maintenance, the textbook, workbook, PowerPoint, and test bank can be invaluable. This document serves as a guide to using Industrial Maintenance, 2E, and the ancillary materials.

Note: Would you like to add your own notes to the syllabus printed here? Please see the Instructor Resource Web site that accompanies this textbook for the electronic

version.

COMPETENCIES Industrial maintenance technicians must be multiskilled (or multicrafted) in order to perform their required job duties. As a result, these individuals must possess knowledge in three key areas: mechanical, electrical, and welding. To facilitate learning in these areas, Industrial Maintenance, 2E, is divided into five sections: General Knowledge, Mechanical Knowledge, Electrical Knowledge, Welding Knowledge, and Preventive Maintenance. Mastery of the required competencies in these areas is demonstrated by the completion of assignments in the accompanying workbook and by passing related tests created from the accompanying test bank.

Section 1: General Knowledge All aspects of industrial maintenance share some common areas of knowledge, such as safety, tools, fasteners, and print reading. Whether working on mechanical, electrical, or welding projects, the maintenance technician must have knowledge of all of these areas. Industrial Maintenance, 2E, addresses these areas in Section 1: General Knowledge. By using the textbook and associated PowerPoint presentation, the instructor provides the student with the material necessary to master these topics. Because maintenance requires a hands- on approach to problem solving, using the accompanying workbook allows the student to demonstrate mastery of the competencies of these topics to the instructor. Because it may not be possible to use plant or laboratory facilities to demonstrate mastery of these competencies, the workbook has been designed to provide exercises that simulate the actual equipment and procedures used. The accompanying test bank is used to create tests for assessment and verification of knowledge gained.

Suggested time: Chapter 1 Safety

two classes

Chapter 2

Tools

two classes

Chapter 3

Fasteners

two classes

xxi Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

xxii

Industrial Maintenance Syllabus

Chapter 4

Industrial Print Reading

two classes

Chapter 5

Rigging and Installation

six classes

Section 2: Mechanical Knowledge A large part of what a multicrafted industrial maintenance technician does revolves around mechanical skills. Industrial Maintenance, 2E, addresses mechanical knowledge in Section 2.

By using the textbook and associated PowerPoint presentation, the instructor provides the student with the material necessary to master mechanical power transmission, bearings, coupled shaft alignment, lubrication, seals and packing, pumps and compressors, fluid power, and piping systems. Because maintenance requires a hands- on approach to problem solving, using the accompanying workbook allows the student to demonstrate mastery of the competencies of these topics to the instructor. Because it may not be possible to use plant or laboratory facilities to demonstrate mastery of these competencies, the workbook has been designed to provide exercises that simulate the actual equipment and procedures used. The accompanying test bank is used to create tests for assessment and verification of knowledge gained.

Mechanical Power Transmission

two classes

Chapter 7

Bearings

two classes

Chapter 8

Coupled Shaft Alignment

two classes

Chapter 9

Lubrication

one class

Suggested time: Chapter 6

Chapter 10 Seals and Packing

one class

Chapter 11 Pumps and Compressors

two classes

Chapter 12 Fluid Power

two classes

Chapter 13 Piping Systems

two classes

Section 3: Electrical Knowledge An equally large part of what a multicrafted industrial maintenance technician does includes electrical skills. Industrial Maintenance, 2E, addresses electrical knowledge in Section 3. By using the textbook and associated PowerPoint presentation, the instructor provides the student with the material necessary to master electrical fundamentals, test equipment, resistive circuits, reactive circuits, wiring methods, transformers and power distribution, electrical machinery, control and controlled devices, motor control circuits, basic industrial electronics, electronic variable speed drives, programmable logic controllers, and lighting. Because maintenance requires a hands- on approach to problem solving, using the accompanying workbook allows the student to demonstrate mastery of the competencies of these topics to the instructor.

Because it may not be possible to use plant or laboratory facilities to demonstrate mastery of these competencies, the workbook has been designed to provide exercises that simulate the actual equipment and procedures used. The accompanying test bank is used to create tests for assessment and verification of knowledge gained.

Suggested time: Chapter 14 Electrical Fundamentals

two classes

Chapter 15 Test Equipment

two classes

Chapter 16 Basic Resistive Electrical Circuits

four classes

Chapter 17 Reactive Circuits and Power Factor

four classes

Chapter 18 Wiring Methods

two classes

Chapter 19 Transformers

four classes

Chapter 20 Electrical Machinery

two classes

Chapter 21 Control and Controlled Devices

two classes

Chapter 22 Motor Control Circuits

two classes

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Industrial Maintenance Syllabus xxiii

Chapter 23 Basic Industrial Electronics

two classes

Chapter 24 Electronic Variable-Speed Drives

four classes

Chapter 25 Programmable Logic Controllers

two classes

Chapter 26 Lighting

two classes

Section 4: Welding Knowledge An additional skill that is important for a multicrafted maintenance technician to possess is the ability to weld. Industrial Maintenance, 2E, addresses welding knowledge in Section 4. By using the textbook and associated PowerPoint presentation, the instructor provides the student with the material necessary to leam the fundamentals of gas welding and arc welding. Because welding is an art that requires a hands- on approach, using the accompanying workbook allows the student to demonstrate mastery of the competencies of these topics to the instructor. The accompanying test bank is used to create tests for assessment and verification of knowledge gained. Unlike other topics covered by this textbook, there is no substitute for performing an actual weld. Therefore, it is strongly suggested that arrangements be made to allow the student to perform a weld by using both gas and arc welding techniques.

Suggested time: Chapter 27 Gas Welding

two classes

Chapter 28 Arc Welding

two classes

Section 5: Preventive Maintenance With today's demands for maximum profitability, it has become increasingly important for plant machinery to operate at maximum efficiency and with minimum downtime.

To achieve this goal, many facilities implement a preventive maintenance program. Industrial Maintenance, 2E, introduces the preventive maintenance program in Section 5. The textbook and associated PowerPoint presentation can be used to help the student understand the importance of the program as well as ways to plan and implement a preventive maintenance program. The accompanying test bank is used to create tests for assessment and verification of knowledge gained.

Suggested time: Chapter 29 Preventive MaintenanceDeveloping and Implementing

one class

Chapter 30 Mechanical PM

one class

Chapter 31 Electrical PM

one class

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

ABOUT THE AUTHORS

With a combined total of over 25 years experience in the field and more than 40 years of teaching experience in the subject area, the authors share their knowledge and firsthand experiences with the learner.

MICHAEL E. BRUMBACH Mike is the Industrial Maintenance Department Chair as well as an instructor in the Industrial Maintenance program at York Technical College in Rock Hill, SC. He has been employed by York Technical College since 1986, having spent the previous 11 years working in industry. Mike possesses an AS degree.

You may e- mail Mike at mbrumbach@ comporium.net

JEFFREY (JC) CLADE JC is an instructor in the Industrial Maintenance program. He has been employed by York Technical College since 1997, having spent the previous 15 years serving with the U.S. Air Force and working in industry. JC possesses an AS degree and is a member of the International Association of Electrical Inspectors (IAEI) and the National Fire Protection Association ( NFPA).

You may e- mail JC at jclade@ comporium.net

XXV Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

ACKNOWLEDGMENTS

FROM MIKE BRUMBACH I would like to thank my wife, Kathy; my mother; and my daughter, Jennifer, and her husband, Jason. Working on a project such as this is so much easier when you have the support and love of a great family.

And the other factor that makes working on a project like this easier and fun is having a fantastic person such as Jeffrey ( JC) Clade with whom to work. The mechanical and welding portion of this text was written by JC. He impresses me greatly with his electrical, mechanical, and welding knowledge. He has a very bright and promising career ahead of him. I envy him his youth and energy. I also hope his wife, Ruth, will forgive me for planting the seed about writing textbooks in JC's mind. JC has the talent, personality, and people skills that make him an excellent instructor, a mentor, and a fine human being. I am proud and honored to call him my best friend and "little brother." A finer person you will never meet.

—

Mike

FROM JC CLADE I would like to extend my deepest appreciation and love to my wife, son, and mother for their patience and support during this revision. Ruth, my wife, has been extremely supportive throughout this project, and she has made many sacrifices. For this, I would like to thank her. Dru, my son, has been a huge help in this revision. He was my model for a few photographs, at a moment's notice. Thank-you, son, for all of your support!

To my mother, Andi: Thank-you for always being you. You are very special to me! I can only hope that I have made you as proud of me as I am of you. As a published author yourself, you know firsthand the difficulties of writing and how much time is invested in this endeavor, but as a mother, you have had to sacrifice even more as I haven’ t been there for you as much as I had wished. Thanks for your understanding!

A special thanks goes to my Aunt Mary, who has done so much for Mom in my absence. To Mary: I know that I have relied on you heavily, maybe more than I should have. I can only hope that you realize just how much I appreciate you and love you.

I would like to thank Rick Mack, Rick Childers, and Hezekiah Barnette for their expertise and willingness to help. You guys are aces in my book and a huge help, and I appreciate you all greatly!

Finally, I would like to thank the one individual who has probably helped me the most throughout my career, Mike Brumbach. Mike has been a true friend for going on two decades now. I have always thought of Mike as my "older brother.” I have always admired his humility and his ability to reason and to solve problems. He has also always been someone that I know I can count on when I need to talk. He continues to cultivate Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

xxvii

xxviii Acknowledgments

the best in me. I think he sees my potential, and he tries to encourage me to grow in such a way that I don’ t recognize the growth until it has occurred. To Mike: Thanks a million for being such a great friend! I'm glad to have worked with you throughout these many years!

JC

-

We would also like to thank our friends and colleagues who have been so supportive, helpful, and encouraging during this time. In addition, we wish to thank our students, who inspire us and remind us why we teach. Unless you’ve been there, you cannot appreciate the feeling when past students payyou a visit to tell you about the terrific job they got, the good money they are making, or the promotion they received, and they want to thank-you for all that you did for them, when, as we all know, they are the ones who did it! We also wish to thank Stacy Masucci, Andrea Timpano, and John Fisher of Delmar Cengage Learning. They have been extremely helpful and supportive in allowing us the freedom to create this text. Finally, we wish to thank our reviewers:

William Blackledge Augusta Technical College Augusta, GA

Robert Brown Central Carolina Community College Sandford, NC

Kevin Donohoo Gateway Community and Technical College Florence, KY

Chris Halm Corning Community College Elmira, NY

Tim Hisaw Tennessee Technology Center Crump, TN

Don Husky Bainbridge College Wigham, GA

Ron Meyer Central Community College Doniphan, NE

Laramie County Community College Cheyenne, WY

Ralph Potter Bowling Green Technical College Bowling Green, KY

Stephen Roggy Greenville Technical College Greenville, NC

Edward Olson

BillWelborn Alamance Community College Graham, NC

Applicable tables and section references are reprinted with permission from NFPA 70-2011 National Electric Code®. Copyright ©, 2010 National Fire Protection Association. This reprinted material is not the complete and official position of the NFPA on the referenced subject which is referenced by the standard in its entirety. NFPA 70®, National Electrical Code and NEC® are registered trademarks of the National Fire Protection Association, Quincy, MA.

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

SECTION

GENERAL KNOWLEDGE Safety Tools Fasteners

Industrial Print Reading

ATYPICAL DAY IN MAINTENANCE Check It Out It is 7:00 A.M, and your shift has begun. You have had your breakfast and coffee, and it is time to earn your pay. Your supervisor hands you a work order for the number 3 press. The press operator reports that the press was making a loud vibration, then the operator smelled a "funny" odor, and now the press will not run.

You mentally run through several possible causes of the problem. You gather the relevant prints, personal protective equipment (PPE), hand tools, and test equipment and proceed onto the plant floor to press number 3. It is now 7:20 A.M.

Work It Out 1. What might be the cause of the problem with the press?

2. What types of drawings or prints would be helpful?

3. What PPE do you need?

4. Which hand tools would you consider taking along?

5. What test equipment would be of benefit?

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned, or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcrfs).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned, or duplicated , in whole or in part. Due to electronic rights, son Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right tc

Safety This text will delve into the field of industrial maintenance, but before we can do that, we must begin with safety. Without safety, maintenance would be a deadly occupation because equipment and machinery are dangerous by nature. A wise man once said, "An accident is nothing more than an unsafe condition and an unsafe act that have been combined. If the unsafe condition had been removed, there would have been no accident. If the unsafe act had been removed, once again there would have been no accident." The maintenance mechanic needs to be safety oriented to avoid unnecessary accidents and bodily harm when working around equipment and machinery. It takes only one accident, and a very small moment in time, to lose a life.

OBJECTIVES After studying this chapter, the student should be able to

Understand the importance of personal protective equipment.

Demonstrate the proper procedure for lifting.

Use lockout and/ or tagout when needed.

List several general electrical safety practices.

Discuss the proper use of safety belts, scaffolds, and ladders.

Identify all the organizations that govern the safety of hazardous material.

List the classifications of fire and the proper method of extinguishing a fire.

3 Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

4

SECTION 1 General Knowledge

CD WORKPLACE SAFETY Being aware of the surroundings and potential hazards is the first step in safety. Survey the surrounding area before starting any work. If an unsafe condition or potential hazard is noticed during the survey of the surrounding area, try to correct it, thereby eliminating the unsafe condition. If the unsafe condition cannot be removed, then do not perform any unsafe acts. Horseplay is the most common unsafe act. Horseplay does not belong in the workplace. All horseplay should be eliminated while any maintenance is being performed!

Accidents could kill or maim a person. Maiming occurs when some part of the body becomes mutilated, severed, disfigured, or seriously wounded.

Injuries can range from a simple cut to becoming crippled. The loss of life and bodily injury must be avoided at all costs.

Work Environment The working environment needs to be kept clean and safe. The workplace is dangerous enough with l\\\\V SAFETY out adding any unnecessary hazards. Keeping the AWWl shop area clean helps create a safe working atmosphere. Creating a cleaning roster for the shop spreads the work out among all shop members so that one person is not doing all of the cleaning.

Once a shop is cleaned, try to keep it clean. Keep the floor free of debris and slippery fluids. Place oily, dirty rags in their proper storage contain ers, and send them out for cleaning on a regular basis. If oily rags are left piled up without ventilation for an extended period of time, combus tion may occur. Store hazardous materials in their proper places. For instance, spray cans and other combustible products must be kept in a cool, ventilated place away from a source of ignition. Lighting is important. The working environment should be well lit to provide the best visibility possible.

Try to keep all of the areas that you are working in clean and clear of debris. Also keep the machinery and equipment clean. A clean machine is easier to work on than a dirty one. Sometimes it is impossible to keep a machine or a piece of equipment clean due to its process, but it should be kept as clean as possible.

Personal Protective Equipment

SAFETY

Protective apparel may be necessary in some case, depending on the environment that you may be working in. Most facilities mandate the use of personal protective apparel and equipment, but some facilities allow the worker to decide whether to use

WWW personal protective equipment (PPE). Either way, it is important to use personal protective equipment in industrial maintenance.

Foot Protection Steel-toed boots should be used if there is a possibility that something might accidentally fall on the toes, causing them to be injured or even severed.

These boots are heavy and sometimes very uncomfortable, but they are worth wearing if they can save your toes from being injured or severed. Most often, safety shoes are necessary, but electricians should not use shoes that use nails to fasten the soles to the shoe because they can provide a path to con duct electrical current. Some safety- toed shoes use a nonconductive material such as fiberglass for the hardened toe instead of steel. These shoes are lighter and more comfortable than steel-toed work shoes and offer the additional protection of reducing the risk of electrical shock.

Head Protection Hardhats are also made for personal protection.

Workers who were working on the Hoover Dam developed the hardhat. They dipped their cloth baseball hats in tar and let them dry. They did this to protect them from debris that fell from above while they were working on the walls of the dam. Hardhats are important if something could fall on your head. This may not be an issue at some facilities. Hardhats not only protect your head from falling objects but also protect your head if it accidentally rams into something above. This can happen when someone is climbing or is being lifted into an area that has pipes and ductwork overhead. Sometimes it becomes dif ficult to see what is above or behind your head that might cause injury. The hardhat protects against these accidental instances. Wearing the hardhat improperly is as bad as not wearing one at all. A hard hat must be worn according to each manufacturer’s specification. How do you wear a hardhat improperly? Wearing a hardhat on the back of your head with the bill facing toward the back of your feet, as shown in Figure 1- 1A, offers very little or no protection to the forehead. Wear the hardhat properly to offer the most protection possible, as shown in Figure 1 - 1B.

Protective Outer Wear An apron, jumpsuit, or Tyvek suit may have to be worn to protect the clothing from chemicals or grease. Sometimes protective suits are worn to cover everything except the hands and the head. Finally, an entire ensemble may have to be worn, protecting everything, including the hands and head. For information on the type of apparel that must be worn in a particular situation, see your safety officer.

Hand Protection Wearing gloves is a great way to protect your hands from being burned or cut. Gloves give an added layer of protection that is needed when a rope slips

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

CHAPTER 1 Safety

05

5

05

CO

CD

03

03

CO 03 CZ

»

CJ

s FIGURE 1- 1 (A) Improper way to wear a hardhat. (B) Proper way to wear a hardhat.

through your hands, when something hot has to be moved, or when something that has very sharp edges has to be held. Gloves should be worn whenever there is a threat of injury to the hands. Gloves should fit comfortably. Do not wear gloves that are too large or too tight. There are times when gloves can become a safety hazard themselves. It is a good practice to step back and analyze each situation before you put the gloves on. Gloves should not be worn if the glove, along with your hand, could be pulled into a machine or piece of equipment that is moving. Do not get in close proximity to any moving machinery or equipment if at all possible. By getting close to moving machinery, you have committed an unsafe act.

Hearing Protection Noise levels are measured in decibels (dB). Exposure to A noise levels equal to or greater than 85 dB may CAUTION cause hearing loss. That is why the National Institute for Occupational Safety and Health ( NIOSH) recomk\\\\V mends that hearing protection devices (HPDs) be used whenever the noise level equals or exceeds 85 wwv dB , regardless of the exposure time. To illustrate what 85 dB may sound like, here are some examples of common sounds that a person may be exposed to. A common hand drill runs at approximately 95 dB; an impact wrench is somewhere around 103 dB; a hammer drill operates at approximately 114 dB; and a 12-gauge shotgun fires at 165 dB. As you can see, it is not difficult to be exposed to dangerous noise levels in our normal lives. In industry, there are many noisy machines and moving pieces of equipment. It is easy to see how people can lose their hearing if certain

safety measures are not taken. See Figure 1 -2. Hearing loss can be prevented with the proper training and the use of hearing protection devices. Dispensers maybe mounted in strategic locations throughout the plant where hearing protection is required. These dispensers, as seen in Figure 1 -2, contain inexpensive, disposable foam earplugs that can be squeezed and inserted into the ear canals, where they then expand, sealing out dangerous noise levels. Hearing is something that many people take for granted.

It is too late to protect hearing once it is gone! Most facilities have mandated the use of hearing protection devices. If your facility does not mandate the use of hearing protection devices, take it upon yourself to preserve your hearing. Become a leader, and set an example for others to follow.

I

E

—

03 03 I

03

03

03 03

FIGURE 1- 2 Earplugs.

Copyright 2013 Ccngagc Learning. All Rights Reserved. May not be copied, scanned , or duplicated , in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or cChaptcr(s).

Editorial review has deemed that any suppressed content docs not materially affect the overall learning experience. Ccngagc Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it .

Another random document with no related content on Scribd:

DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI

Newala, too, suffers from the distance of its water-supply—at least the Newala of to-day does; there was once another Newala in a lovely valley at the foot of the plateau. I visited it and found scarcely a trace of houses, only a Christian cemetery, with the graves of several missionaries and their converts, remaining as a monument of its former glories. But the surroundings are wonderfully beautiful. A thick grove of splendid mango-trees closes in the weather-worn crosses and headstones; behind them, combining the useful and the agreeable, is a whole plantation of lemon-trees covered with ripe fruit; not the small African kind, but a much larger and also juicier imported variety, which drops into the hands of the passing traveller, without calling for any exertion on his part. Old Newala is now under the jurisdiction of the native pastor, Daudi, at Chingulungulu, who, as I am on very friendly terms with him, allows me, as a matter of course, the use of this lemon-grove during my stay at Newala.

FEET MUTILATED BY THE RAVAGES OF THE “JIGGER” (Sarcopsylla penetrans)

The water-supply of New Newala is in the bottom of the valley, some 1,600 feet lower down. The way is not only long and fatiguing, but the water, when we get it, is thoroughly bad. We are suffering not only from this, but from the fact that the arrangements at Newala are nothing short of luxurious. We have a separate kitchen—a hut built against the boma palisade on the right of the baraza, the interior of which is not visible from our usual position. Our two cooks were not long in finding this out, and they consequently do—or rather neglect to do—what they please. In any case they do not seem to be very particular about the boiling of our drinking-water—at least I can attribute to no other cause certain attacks of a dysenteric nature, from which both Knudsen and I have suffered for some time. If a man like Omari has to be left unwatched for a moment, he is capable of anything. Besides this complaint, we are inconvenienced by the state of our nails, which have become as hard as glass, and crack on the slightest provocation, and I have the additional infliction of pimples all over me. As if all this were not enough, we have also, for the last week been waging war against the jigger, who has found his Eldorado in the hot sand of the Makonde plateau. Our men are seen all day long—whenever their chronic colds and the dysentery likewise raging among them permit—occupied in removing this scourge of Africa from their feet and trying to prevent the disastrous consequences of its presence. It is quite common to see natives of this place with one or two toes missing; many have lost all their toes,

or even the whole front part of the foot, so that a well-formed leg ends in a shapeless stump. These ravages are caused by the female of Sarcopsylla penetrans, which bores its way under the skin and there develops an egg-sac the size of a pea. In all books on the subject, it is stated that one’s attention is called to the presence of this parasite by an intolerable itching. This agrees very well with my experience, so far as the softer parts of the sole, the spaces between and under the toes, and the side of the foot are concerned, but if the creature penetrates through the harder parts of the heel or ball of the foot, it may escape even the most careful search till it has reached maturity.

Then there is no time to be lost, if the horrible ulceration, of which we see cases by the dozen every day, is to be prevented. It is much easier, by the way, to discover the insect on the white skin of a European than on that of a native, on which the dark speck scarcely shows. The four or five jiggers which, in spite of the fact that I constantly wore high laced boots, chose my feet to settle in, were taken out for me by the all-accomplished Knudsen, after which I thought it advisable to wash out the cavities with corrosive sublimate. The natives have a different sort of disinfectant—they fill the hole with scraped roots. In a tiny Makua village on the slope of the plateau south of Newala, we saw an old woman who had filled all the spaces under her toe-nails with powdered roots by way of prophylactic treatment. What will be the result, if any, who can say?

The rest of the many trifling ills which trouble our existence are really more comic than serious. In the absence of anything else to smoke, Knudsen and I at last opened a box of cigars procured from the Indian store-keeper at Lindi, and tried them, with the most distressing results. Whether they contain opium or some other narcotic, neither of us can say, but after the tenth puff we were both “off,” three-quarters stupefied and unspeakably wretched. Slowly we recovered—and what happened next? Half-an-hour later we were once more smoking these poisonous concoctions—so insatiable is the craving for tobacco in the tropics.

Even my present attacks of fever scarcely deserve to be taken seriously. I have had no less than three here at Newala, all of which have run their course in an incredibly short time. In the early afternoon, I am busy with my old natives, asking questions and making notes. The strong midday coffee has stimulated my spirits to

an extraordinary degree, the brain is active and vigorous, and work progresses rapidly, while a pleasant warmth pervades the whole body. Suddenly this gives place to a violent chill, forcing me to put on my overcoat, though it is only half-past three and the afternoon sun is at its hottest. Now the brain no longer works with such acuteness and logical precision; more especially does it fail me in trying to establish the syntax of the difficult Makua language on which I have ventured, as if I had not enough to do without it. Under the circumstances it seems advisable to take my temperature, and I do so, to save trouble, without leaving my seat, and while going on with my work. On examination, I find it to be 101·48°. My tutors are abruptly dismissed and my bed set up in the baraza; a few minutes later I am in it and treating myself internally with hot water and lemon-juice.

Three hours later, the thermometer marks nearly 104°, and I make them carry me back into the tent, bed and all, as I am now perspiring heavily, and exposure to the cold wind just beginning to blow might mean a fatal chill. I lie still for a little while, and then find, to my great relief, that the temperature is not rising, but rather falling. This is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment, that it has fallen below 98·6°, and I feel perfectly well. I read for an hour or two, and could very well enjoy a smoke, if I had the wherewithal—Indian cigars being out of the question.

Having no medical training, I am at a loss to account for this state of things. It is impossible that these transitory attacks of high fever should be malarial; it seems more probable that they are due to a kind of sunstroke. On consulting my note-book, I become more and more inclined to think this is the case, for these attacks regularly follow extreme fatigue and long exposure to strong sunshine. They at least have the advantage of being only short interruptions to my work, as on the following morning I am always quite fresh and fit.

My treasure of a cook is suffering from an enormous hydrocele which makes it difficult for him to get up, and Moritz is obliged to keep in the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy from somewhere in the bush, knows still less of cooking than Omari; consequently Nils Knudsen himself has been promoted to the vacant post. Finding that we had come to the end of our supplies, he began by sending to Chingulungulu for the four sucking-pigs which we had

bought from Matola and temporarily left in his charge; and when they came up, neatly packed in a large crate, he callously slaughtered the biggest of them. The first joint we were thoughtless enough to entrust for roasting to Knudsen’s mshenzi cook, and it was consequently uneatable; but we made the rest of the animal into a jelly which we ate with great relish after weeks of underfeeding, consuming incredible helpings of it at both midday and evening meals. The only drawback is a certain want of variety in the tinned vegetables. Dr. Jäger, to whom the Geographical Commission entrusted the provisioning of the expeditions—mine as well as his own—because he had more time on his hands than the rest of us, seems to have laid in a huge stock of Teltow turnips,[46] an article of food which is all very well for occasional use, but which quickly palls when set before one every day; and we seem to have no other tins left. There is no help for it—we must put up with the turnips; but I am certain that, once I am home again, I shall not touch them for ten years to come.

Amid all these minor evils, which, after all, go to make up the genuine flavour of Africa, there is at least one cheering touch: Knudsen has, with the dexterity of a skilled mechanic, repaired my 9 × 12 cm. camera, at least so far that I can use it with a little care.

How, in the absence of finger-nails, he was able to accomplish such a ticklish piece of work, having no tool but a clumsy screw-driver for taking to pieces and putting together again the complicated mechanism of the instantaneous shutter, is still a mystery to me; but he did it successfully. The loss of his finger-nails shows him in a light contrasting curiously enough with the intelligence evinced by the above operation; though, after all, it is scarcely surprising after his ten years’ residence in the bush. One day, at Lindi, he had occasion to wash a dog, which must have been in need of very thorough cleansing, for the bottle handed to our friend for the purpose had an extremely strong smell. Having performed his task in the most conscientious manner, he perceived with some surprise that the dog did not appear much the better for it, and was further surprised by finding his own nails ulcerating away in the course of the next few days. “How was I to know that carbolic acid has to be diluted?” he mutters indignantly, from time to time, with a troubled gaze at his mutilated finger-tips.

Since we came to Newala we have been making excursions in all directions through the surrounding country, in accordance with old habit, and also because the akida Sefu did not get together the tribal elders from whom I wanted information so speedily as he had promised. There is, however, no harm done, as, even if seen only from the outside, the country and people are interesting enough.

The Makonde plateau is like a large rectangular table rounded off at the corners. Measured from the Indian Ocean to Newala, it is about seventy-five miles long, and between the Rovuma and the Lukuledi it averages fifty miles in breadth, so that its superficial area is about two-thirds of that of the kingdom of Saxony. The surface, however, is not level, but uniformly inclined from its south-western edge to the ocean. From the upper edge, on which Newala lies, the eye ranges for many miles east and north-east, without encountering any obstacle, over the Makonde bush. It is a green sea, from which here and there thick clouds of smoke rise, to show that it, too, is inhabited by men who carry on their tillage like so many other primitive peoples, by cutting down and burning the bush, and manuring with the ashes. Even in the radiant light of a tropical day such a fire is a grand sight.

Much less effective is the impression produced just now by the great western plain as seen from the edge of the plateau. As often as time permits, I stroll along this edge, sometimes in one direction, sometimes in another, in the hope of finding the air clear enough to let me enjoy the view; but I have always been disappointed.

Wherever one looks, clouds of smoke rise from the burning bush, and the air is full of smoke and vapour. It is a pity, for under more favourable circumstances the panorama of the whole country up to the distant Majeje hills must be truly magnificent. It is of little use taking photographs now, and an outline sketch gives a very poor idea of the scenery. In one of these excursions I went out of my way to make a personal attempt on the Makonde bush. The present edge of the plateau is the result of a far-reaching process of destruction through erosion and denudation. The Makonde strata are everywhere cut into by ravines, which, though short, are hundreds of yards in depth. In consequence of the loose stratification of these beds, not only are the walls of these ravines nearly vertical, but their upper end is closed by an equally steep escarpment, so that the

western edge of the Makonde plateau is hemmed in by a series of deep, basin-like valleys. In order to get from one side of such a ravine to the other, I cut my way through the bush with a dozen of my men.

It was a very open part, with more grass than scrub, but even so the short stretch of less than two hundred yards was very hard work; at the end of it the men’s calicoes were in rags and they themselves bleeding from hundreds of scratches, while even our strong khaki suits had not escaped scatheless.

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR MAHUTA

I see increasing reason to believe that the view formed some time back as to the origin of the Makonde bush is the correct one. I have no doubt that it is not a natural product, but the result of human occupation. Those parts of the high country where man—as a very slight amount of practice enables the eye to perceive at once—has not yet penetrated with axe and hoe, are still occupied by a splendid timber forest quite able to sustain a comparison with our mixed forests in Germany. But wherever man has once built his hut or tilled his field, this horrible bush springs up. Every phase of this process

may be seen in the course of a couple of hours’ walk along the main road. From the bush to right or left, one hears the sound of the axe— not from one spot only, but from several directions at once. A few steps further on, we can see what is taking place. The brush has been cut down and piled up in heaps to the height of a yard or more, between which the trunks of the large trees stand up like the last pillars of a magnificent ruined building. These, too, present a melancholy spectacle: the destructive Makonde have ringed them— cut a broad strip of bark all round to ensure their dying off—and also piled up pyramids of brush round them. Father and son, mother and son-in-law, are chopping away perseveringly in the background—too busy, almost, to look round at the white stranger, who usually excites so much interest. If you pass by the same place a week later, the piles of brushwood have disappeared and a thick layer of ashes has taken the place of the green forest. The large trees stretch their smouldering trunks and branches in dumb accusation to heaven—if they have not already fallen and been more or less reduced to ashes, perhaps only showing as a white stripe on the dark ground.

This work of destruction is carried out by the Makonde alike on the virgin forest and on the bush which has sprung up on sites already cultivated and deserted. In the second case they are saved the trouble of burning the large trees, these being entirely absent in the secondary bush.

After burning this piece of forest ground and loosening it with the hoe, the native sows his corn and plants his vegetables. All over the country, he goes in for bed-culture, which requires, and, in fact, receives, the most careful attention. Weeds are nowhere tolerated in the south of German East Africa. The crops may fail on the plains, where droughts are frequent, but never on the plateau with its abundant rains and heavy dews. Its fortunate inhabitants even have the satisfaction of seeing the proud Wayao and Wamakua working for them as labourers, driven by hunger to serve where they were accustomed to rule.

But the light, sandy soil is soon exhausted, and would yield no harvest the second year if cultivated twice running. This fact has been familiar to the native for ages; consequently he provides in time, and, while his crop is growing, prepares the next plot with axe and firebrand. Next year he plants this with his various crops and

lets the first piece lie fallow. For a short time it remains waste and desolate; then nature steps in to repair the destruction wrought by man; a thousand new growths spring out of the exhausted soil, and even the old stumps put forth fresh shoots. Next year the new growth is up to one’s knees, and in a few years more it is that terrible, impenetrable bush, which maintains its position till the black occupier of the land has made the round of all the available sites and come back to his starting point.

The Makonde are, body and soul, so to speak, one with this bush.

According to my Yao informants, indeed, their name means nothing else but “bush people.” Their own tradition says that they have been settled up here for a very long time, but to my surprise they laid great stress on an original immigration. Their old homes were in the south-east, near Mikindani and the mouth of the Rovuma, whence their peaceful forefathers were driven by the continual raids of the Sakalavas from Madagascar and the warlike Shirazis[47] of the coast, to take refuge on the almost inaccessible plateau. I have studied African ethnology for twenty years, but the fact that changes of population in this apparently quiet and peaceable corner of the earth could have been occasioned by outside enterprises taking place on the high seas, was completely new to me. It is, no doubt, however, correct.

The charming tribal legend of the Makonde—besides informing us of other interesting matters—explains why they have to live in the thickest of the bush and a long way from the edge of the plateau, instead of making their permanent homes beside the purling brooks and springs of the low country.

“The place where the tribe originated is Mahuta, on the southern side of the plateau towards the Rovuma, where of old time there was nothing but thick bush. Out of this bush came a man who never washed himself or shaved his head, and who ate and drank but little.

He went out and made a human figure from the wood of a tree growing in the open country, which he took home to his abode in the bush and there set it upright. In the night this image came to life and was a woman. The man and woman went down together to the Rovuma to wash themselves. Here the woman gave birth to a stillborn child. They left that place and passed over the high land into the valley of the Mbemkuru, where the woman had another child, which

was also born dead. Then they returned to the high bush country of Mahuta, where the third child was born, which lived and grew up. In course of time, the couple had many more children, and called themselves Wamatanda. These were the ancestral stock of the Makonde, also called Wamakonde,[48] i.e., aborigines. Their forefather, the man from the bush, gave his children the command to bury their dead upright, in memory of the mother of their race who was cut out of wood and awoke to life when standing upright. He also warned them against settling in the valleys and near large streams, for sickness and death dwelt there. They were to make it a rule to have their huts at least an hour’s walk from the nearest wateringplace; then their children would thrive and escape illness.”

The explanation of the name Makonde given by my informants is somewhat different from that contained in the above legend, which I extract from a little book (small, but packed with information), by Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my results agree exactly with the statements of the legend. Washing?

Hapana—there is no such thing. Why should they do so? As it is, the supply of water scarcely suffices for cooking and drinking; other people do not wash, so why should the Makonde distinguish himself by such needless eccentricity? As for shaving the head, the short, woolly crop scarcely needs it,[49] so the second ancestral precept is likewise easy enough to follow. Beyond this, however, there is nothing ridiculous in the ancestor’s advice. I have obtained from various local artists a fairly large number of figures carved in wood, ranging from fifteen to twenty-three inches in height, and representing women belonging to the great group of the Mavia, Makonde, and Matambwe tribes. The carving is remarkably well done and renders the female type with great accuracy, especially the keloid ornamentation, to be described later on. As to the object and meaning of their works the sculptors either could or (more probably) would tell me nothing, and I was forced to content myself with the scanty information vouchsafed by one man, who said that the figures were merely intended to represent the nembo—the artificial deformations of pelele, ear-discs, and keloids. The legend recorded

by Pater Adams places these figures in a new light. They must surely be more than mere dolls; and we may even venture to assume that they are—though the majority of present-day Makonde are probably unaware of the fact—representations of the tribal ancestress.

The references in the legend to the descent from Mahuta to the Rovuma, and to a journey across the highlands into the Mbekuru valley, undoubtedly indicate the previous history of the tribe, the travels of the ancestral pair typifying the migrations of their descendants. The descent to the neighbouring Rovuma valley, with its extraordinary fertility and great abundance of game, is intelligible at a glance—but the crossing of the Lukuledi depression, the ascent to the Rondo Plateau and the descent to the Mbemkuru, also lie within the bounds of probability, for all these districts have exactly the same character as the extreme south. Now, however, comes a point of especial interest for our bacteriological age. The primitive Makonde did not enjoy their lives in the marshy river-valleys.

Disease raged among them, and many died. It was only after they had returned to their original home near Mahuta, that the health conditions of these people improved. We are very apt to think of the African as a stupid person whose ignorance of nature is only equalled by his fear of it, and who looks on all mishaps as caused by evil spirits and malignant natural powers. It is much more correct to assume in this case that the people very early learnt to distinguish districts infested with malaria from those where it is absent.

This knowledge is crystallized in the ancestral warning against settling in the valleys and near the great waters, the dwelling-places of disease and death. At the same time, for security against the hostile Mavia south of the Rovuma, it was enacted that every settlement must be not less than a certain distance from the southern edge of the plateau. Such in fact is their mode of life at the present day. It is not such a bad one, and certainly they are both safer and more comfortable than the Makua, the recent intruders from the south, who have made USUAL METHOD OF good their footing on the western edge of the CLOSING HUT-DOOR plateau, extending over a fairly wide belt of country. Neither Makua nor Makonde show in their dwellings anything of the size and comeliness of the Yao houses in the plain, especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a Makonde hamlet not far from Newala, on the road to Mahuta, is the

most important settlement of the tribe I have yet seen, and has fairly spacious huts. But how slovenly is their construction compared with the palatial residences of the elephant-hunters living in the plain.

The roofs are still more untidy than in the general run of huts during the dry season, the walls show here and there the scanty beginnings or the lamentable remains of the mud plastering, and the interior is a veritable dog-kennel; dirt, dust and disorder everywhere. A few huts only show any attempt at division into rooms, and this consists merely of very roughly-made bamboo partitions. In one point alone have I noticed any indication of progress—in the method of fastening the door. Houses all over the south are secured in a simple but ingenious manner. The door consists of a set of stout pieces of wood or bamboo, tied with bark-string to two cross-pieces, and moving in two grooves round one of the door-posts, so as to open inwards. If the owner wishes to leave home, he takes two logs as thick as a man’s upper arm and about a yard long. One of these is placed obliquely against the middle of the door from the inside, so as to form an angle of from 60° to 75° with the ground. He then places the second piece horizontally across the first, pressing it downward with all his might.

It is kept in place by two strong posts planted in the ground a few inches inside the door. This fastening is absolutely safe, but of course cannot be applied to both doors at once, otherwise how could the owner leave or enter his house? I have not yet succeeded in finding out how the back door is fastened.

MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe Chauro, however, have a much more complicated, solid and original one. Here, too, the door is as already described, except that there is only one post on the inside, standing by itself about six inches from one side of the doorway. Opposite this post is a hole in the wall just large enough to admit a man’s arm. The door is closed inside by a large wooden bolt passing through a hole in this post and pressing with its free end against the door. The other end has three holes into which fit three pegs running in vertical grooves inside the post. The door is opened with a wooden key about a foot long, somewhat curved and sloped off at the butt; the other end has three pegs corresponding to the holes, in the bolt, so that, when it is thrust through the hole in the wall and inserted into the rectangular opening in the post, the pegs can be lifted and the bolt drawn out.[50]

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second showed me on the spot the action of this greatest invention of the Makonde Highlands. To both with an admiring exclamation of “Vizuri sana!” (“Very fine!”). I expressed the wish to take back these marvels with me to Ulaya, to show the Wazungu what clever fellows the Makonde are. Scarcely five minutes after my return to camp at Newala, the two men came up sweating under the weight of two heavy logs which they laid down at my feet, handing over at the same time the keys of the fallen fortress. Arguing, logically enough, that if the key was wanted, the lock would be wanted with it, they had taken their axes and chopped down the posts—as it never occurred to them to dig them out of the ground and so bring them intact. Thus I have

two badly damaged specimens, and the owners, instead of praise, come in for a blowing-up.

The Makua huts in the environs of Newala are especially miserable; their more than slovenly construction reminds one of the temporary erections of the Makua at Hatia’s, though the people here have not been concerned in a war. It must therefore be due to congenital idleness, or else to the absence of a powerful chief. Even the baraza at Mlipa’s, a short hour’s walk south-east of Newala, shares in this general neglect. While public buildings in this country are usually looked after more or less carefully, this is in evident danger of being blown over by the first strong easterly gale. The only attractive object in this whole district is the grave of the late chief Mlipa. I visited it in the morning, while the sun was still trying with partial success to break through the rolling mists, and the circular grove of tall euphorbias, which, with a broken pot, is all that marks the old king’s resting-place, impressed one with a touch of pathos.

Even my very materially-minded carriers seemed to feel something of the sort, for instead of their usual ribald songs, they chanted solemnly, as we marched on through the dense green of the Makonde bush:—