13 MathForManufacturing v143 Dec2013 ICCB

MATH
for
Manufacturing
Student Workbook
by Ray Prendergast
Version 1.43
Math
For Manufacturing
Student Workbook
by Ray Prendergast
December 2013
Copyright 2013 by Ray Prendergast
Ray Prendergast
Dean, College To Careers
Richard J. Daley College, The Center of Excellence
for the Manufactuirng Technology Programs
of the City Colleges of Chicago
7500 S. Pulaski Road
Chicago, IL 60652
773-838-7786
rprendergast@ccc.edu
Based on the workbook Mathematics for Manufacturing by Ray Prendergast and Stacey
Toscas, 2000. This material was based in part on work supported by the National Science
Foundations Advanced Technological Education program under grant number DUE-
9850327. The opinions, fnding, conclusion, or recommendations expressed in this material
are those of the authors and do not refect the position or policies of the National Science
Foundation.
No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy, recording, or any information storage or
retrieval system without permission in writing from Ray Prendergast.
The Illinois Community College Board and its member colleges have permission to use this
workbook in adult education bridge programs.
MATH FOR MANUFACTURING
TABLE OF CONTENTS
Version 1.43
iv
Table of Contents
ACKNOWLEDGEMENTS .............................................................................................. vii
INTRODUCTION ............................................................................................................ ix
TO THE LEARNER ........................................................................................................ x
UNIT 1: DECIMALS ........................................................................................................ 1
WORKSHEET 1-1: TOLERANCES, 2 PLACE DECIMALS ........................................ 4
WORKSHEET 1-2: CALIPER MATH WITH 2-PLACE DECIMALS ............................. 5
WORKSHEET 1-3: CALIPER MATH WITH 3 PLACE DECIMALS ............................. 7
WORKSHEET 1-4: FOUR PLACE DECIMALS .......................................................... 8
UNIT 2: FRACTIONS .................................................................................................... 10
WORKSHEET 2-1: READING 8THS AND 16THS OF AN INCH ..............................13
WORKSHEET 2-2: READING A SCALE WITH 32NDS AND 64THS .......................15
WORKSHEET 2-3: 16R SCALE, 50THS AND 100THS ........................................... 16
WORKSHEET 2-4: CALIPER MATH WITH FRACTIONS ........................................ 17
DECIMAL EQUIVALENTS CHART ...........................................................................19
WORKSHEET 2-5: CONVERTING FRACTIONS TO DECIMALS ON A PRINT............. 20
WORKSHEET 2-6: SAWING BAR STOCK .............................................................. 21
UNIT 3: TOLERANCES ................................................................................................. 22
WORKSHEET 3-1: 2-PLACE, 3-PLACE AND FRACTIONAL TOLERANCES .................. 28
WORKSHEET 3-2: SPECIAL TOLERANCES .......................................................... 29
WORKSHEET 3-3: PRINT TOLERANCES OF 2, 3, AND 4 PLACE DECIMALS ................ 30
UNIT 4: PERCENT ....................................................................................................... 32
TABLE OF CONTENTS
Version 1.43 v
WORKSHEET 4-1: ALLOWABLE BURR SIZE ON STAMPINGS ............................ 34
WORKSHEET 4-2: GAGEMAKERS TOLERANCE FOR A GO/NO-GO GAGE ............ 36
UNIT 5: ANGLES AND TRIANGLES ............................................................................ 37
WORKSHEET 5-1 .................................................................................................... 45
WORKSHEET 5-2: FINDING ANGLES ON PRINTS ............................................... 48
WORKSHEET 5-3: ANGULAR TOLERANCES ........................................................ 50
UNIT 6: SHOP PROBLEMS .......................................................................................... 53
WORKSHEET 6-1: CALCULATING TAP DRILL SIZE .............................................. 55
WORKSHEET 6-2: CALCULATE TAP DRILL CLEARANCE .................................... 56
WORKSHEET 6-3: CALCULATING DRILL SPEEDS IN REVOLUTIONS PER MINUTE (RPM) ........ 57
UNIT 7: BEYOND ARITHMETIC ................................................................................... 59
WORKSHEET 7-1: CREATING SHOP FORMULAS ................................................ 60
WORKSHEET 7-2: COMPOUND INTEREST AND MONTHLY PAYMENTS ................. 64
WORKSHEET 7-3: SIGNED NUMBERS AND RECTANGULAR COORDINATES ............... 67
UNIT 8: TRIANGLES AND THE PYTHAGOREAN THEOREM ..................................... 72
WORKSHEET 8-1: AREAS OF RIGHT TRIANGLES ............................................... 74
WORKSHEET 8-2: PYTHAGOREAN THEOREM .................................................... 78
WORKSHEET 8-3: 45 AND 30-60-90 TRIANGLES ............................................... 81
WORKSHEET 8-4: SAWING BLANKS FOR MILLING FROM ROUND STOCK .............. 82
WORKSHEET 8-5: FINDING MISSING DIMENSIONS ON SLOTTED HOLES ............... 85
UNIT 9: SINES, COSINES, TANGENTS ....................................................................... 88
WORKSHEET 9-1: SOLVING TRIANGLES ............................................................. 94
WORKSHEET 9-2: DEPTH OF SLOTS AND CHAMFERS ..................................... 96
TABLE OF CONTENTS
Version 1.43
WORKSHEET 9-3: HOLE LOCATIONS ON BOLT CIRCLES ................................. 98
WORKSHEET 9-4: TAPER ANGLES ..................................................................... 100
UNIT 10: STATISTICAL PROCESS CONTROL ......................................................... 102
WORKSHEET 10-1: MEAN VS. MEDIAN ............................................................. 106
WORKSHEET 10-2: STANDARD DEVIATION....................................................... 107
WORKSHEET 10-3: AVERAGE AND RANGE........................................................ 110
WORKSHEET 10-4: CHARTING DATA ON AN X-BAR AND R CHART................. 112
BIBLIOGRAPHY........................................................................................................... 116
GLOSSARY ................................................................................................................ 118
vi
ACKNOWLEDGEMENTS
Version 1.43 vii
Acknowledgements
The frst version of this workbook was written in 2000 by Ray Prendergast and Stacey
Toscas . It was designed to coordinate with the mathematics course outlined in the
Chicago Manufacturing Technology Bridge Curriculum. The Manufacturing Technology
Bridge was part of a larger project, the Bridge to Advanced Technological Education
and Employment, that was funded by the National Science Foundations Advanced
Technological Education program. The goal of this project was to develop training programs
that prepare disadvantaged adults for career-path employment and post-secondary
education in advanced technology felds. The project was carried out through a partnership
of universities, community colleges, community-based organizations and industry groups
in Chicago and Detroit including: the University of Illinois at Chicago, Richard J. Daley
College (one of the City Colleges of Chicago), Instituto del Progreso Latino, (a community-
based organization serving the Pilsen/Little Village neighborhoods of Chicago), Wayne
State University, Henry Ford Community College, and the Detroit Hispanic Development
Corporation.
Please note that the content of Unit 6 was developed by Guy Loudon for his drill press
classes. Guy is currently the Executive Director of the Jane Addams Resource Corporation.
The following corporate partners provided access for photographs. In addition, many of the
worksheet math problems are derived from their prints and manufacturing processes.
Federal Mogul
Sealing Systems Division
7450 N. McCormick Blvd.
Skokie, IL 60076-8103
847-674-7700
www.federalmogul.com
Formerly Fel-Pro, the sealing systems plant in Skokie, IL is one of the leading producers
of gaskets for the automotive industry. Federal Mogul is also an employment partner in the
Chicago bridge program.
MPC Products
7426 North Linder Avenue
Skokie, IL 60077
800-323-4302
www.mpcproduct.com
MPC Products is a leading designer and producer of electro-mechancial control systems for
the aerospace industry.
ACKNOWLEDGEMENTS
Version 1.43 viii
Bycap
5505 N. Wolcott
Chicago, IL 60640
800-322-9227
www.bycap.com
Bycap Inc. is a custom manufacturer of flm, paper, and foil type capacitors. They specialize
in high voltage capacitors.
Institute for Business and Professional Development
Oakton Community College
1600 E. Golf Road
Des Plaines, IL 60016
847-635-1932
www.oakton.edu/cont_ed/bi/b_i.htm
Oaktons Business Institute is the training service provider for Federal Mogul Sealing
Systems and MPC Products. Many of the worksheets in this book were utilized in shop
math, print reading and SPC classes conducted by Oaktons Business Institute.
Jane Addams Resource Corporation
4432 N. Ravenswood Ave.
Chicago, IL 60640
773-728-9769
www.jane-addams.org
JARC, as its known in Chicago, is a community-based economic development agency with
a focus on the manufacturing sector. JARC provides training in CNC machining, welding,
stamping, and forklift operation. Many of the worksheets in this book were used in JARCs
metalworking skills program.
About the Author
Ray Prendergast is the Dean of College to Careers for Richard J. Daley College, one of
the City Colleges of Chicago. Daley College is the Center of Excellence for Advanced
Manufacturing for the City Colleges and its Manufacturing Technology program includes an
AAS degree and six college certifcates in CNC Machining, Welding, Factory Automation, and
Quality Assurance.
Ray has over 18 years of experience in training people for manufacturing jobs and over
17 years working in those manufacturing jobs including machining, precision sheet metal
fabrication, rigging, stamping, and quality assurance.
Ray is currently revising this workbook to better serve Illinois community college programs
bridging adult education students into manufacturing programs.
INTRODUCTION
STUDENT WORKBOOK
Version 1.43 ix
Introduction
Todays business leaders are looking for fexible employees who can adapt to a work
environment that is becoming more complex. These employers typically ask for workers
who are good critical thinkers, excellent problem solvers, and can communicate clearly
and concisely. They encourage their workers to take special training courses to stay
current in their chosen felds of specialization.
This Workbook is designed to address the functional needs of adult learners in precision
metalworking training programs. The core skill of precision metalworking is math. For
many trainees fractions, four-place decimals, square roots and trig functions are the stuff
of bitter school memories. This workbook is an attempt to replace such bitterness with
confdence.
The worksheets in this book are intended to stimulate the interest of the participant and
provide relevant points for discussion and team interaction. They will help you develop
and practice mathematics skills you will use on the job. Each Math for Manufacturing unit
can be used in independent study or in group instruction.
The worksheets should be particularly helpful to math teachers who are not fuent with
manufacturing processes. Teachers can use these worksheets as a basis for developing
additional practical math exercises that relate to industry practices.
Please note that this is not a complete textbook. It does not focus on basic math
operations, but on their application in industry. Thus, other texts and instructional materials
should be provided for a complete shop math course.
INTRODUCTION
STUDENT WORKBOOK
Version 1.43 x
To the Learner
Welcome to Math for Manufacturing! This Workbook is designed to help you develop
the skills needed to work with decimals, fractions, and precision measurements, and to
apply these skills to real on-the-job problems.
The Workbook contains ten units. Each unit consists of several lessons that will help
you master the given subject. You will use listening, speaking, reading, and writing skills
in each lesson.
New vocabulary words are defned in the glossary in the back of the Workbook. An
informative bibliography will help you delve further into various areas of concentration.
Note that many of the math problems in the worksheets are taken from blueprints. It is
assumed that you will be learning to read prints at the same time as math. However, if
you are not learning to read prints you may need a little help to understand the drawings.
Ask your teachers or look for help in the print reading books listed in the bibliography.
Each unit of Mathematics for Manufacturing contains three sub-sections:

.
MEET IT: Get an overview of the concepts to be mastered

.
LEARN IT: Work to improve skills related to concepts

.
USE IT: Apply skills to real job situations
Talk with your instructor if you need extra help on any of the lessons. When answering
questions and solving problems, make sure to check your answers carefully. When
you have completed this Workbook, you will have learned and actually used many new
mathematical skills that will help you on the job.
Good luck!
UNIT 1
STUDENT WORKBOOK
Page 1 Version 1.43
Unit 1: Decimals
MEET IT
The most essential factor in
making anything is
measurement. Measurements
allow us to describe objects
precisely and make them
accurately. To a precision
metalworker, the languages
of measurement are as
important as the spoken
word.
Decimals are the language
we use for precision
measurement. To do quality
precision metalwork, you have
to work in the language of
decimals. When you
understand this language, you
will be able to read dimensions
exactly, measure physical objects
accurately, and do basic math with
the numbers you get correctly.
Every day machinists in the feld of precision metalworking use rulers, micrometers,
calipers, calculators, and computers to work in the language of measurement.
This electronic caliper is measuring the inner
diameter of an aerospace component. To do
this the inspector must work with numbers
with 3 or 4 place decimals
LEARN IT
In this unit you will learn to:
Use the rules for decimal addition, subtraction, multiplication, and division
Use a scientifc calculator to do repetitive calculations with decimals
Perform multi-step caliper math problems with two- and three-place decimals
Perform addition, subtraction, multiplication, and division with four-place decimals
UNIT 1
STUDENT WORKBOOK
Page 2 Version 1.43
USE IT
Two-Place Decimals
calculate upper and lower limits of dimensions
caliper math with metric dimensions
Three-Place Decimals
caliper math with inch dimensions
Four-Place Decimals
leaving enough stock for grinding operations
Bertha is using a micrometer to measure the material
thickness of an automotive gasket to within .001.
UNIT 1
STUDENT WORKBOOK
Page 3 Version 1.43
LEARN IT
In manufacturing we deal with decimal numbers more than fractions or whole numbers.
Most people are familiar with 2-place decimals as dollars and cents. On metric prints the
dimensions are given in millimeters and the numbers are one- or two-place decimals. Prints
and parts for the automotive industry are usually metric.
The dimensions on a print are targets that you aim for. The target is not an exact number
but a range and the measure of each feature must fall within that range.
Every dimension that must be measured has a tolerance. This tolerance is an amount
that you add and subtract to the print dimension. For example:
88.4 0.25
The nominal size is 88.4, thats what you aim for. The tolerance is plus or minus .25
which means that this feature on a real part must measure somewhere between:
88.15 (= 88.4 - .25), the lower limit
and
88.65 (= 88.4 + .25), the upper limit
The part can measure right on the limit and thats OK. If the part measures 81.14, or
88.66, then its bad and there is no argument about it.
When working from a print in a job shop, a sheet metal fabricator or a machinist will have
to calculate the limits for every dimension. It is good practice to go through the print and
write down the upper and lower limits next to each dimension.
Use the worksheet on the next page to practice calculating dimension limits from
standard tolerances.
For this exercise you will use two different tolerances. Note that which tolerance you use
depends on the number of decimal places in the dimension.
For dimensions that have one decimal place use 0.25 as the tolerance.
If the dimension is a 2-place decimal, use 0.12
The frst two problems are already done for you as examples.
Print reading tip: The symbol means diameter which is the distance across a hole,
while the symbol R means radius, or the distance from the center of circle or an arc.
UNIT 1
STUDENT WORKBOOK
Page 4 Version 1.43
Worksheet 1-1: Metric Tolerances, 1- and 2-Place Decimals
Dimensions are in millimeters.
Tolerances are:
1-place decimal 0.25;
2-place decimal 0.12
1) 4.76 Upper limit: 4.76 +.12= 4.88
Lower limit: 4.76 - .12 = 4.64
2) 36.6 Upper limit: 36.6 +.25 = 36.85
Lower limit: 36.6 -.25 = 36.35
3) 20.29 Upper:________
Lower:________
4) 21.39 Upper:________
Lower:________
5) 9.53 Upper:________
Lower:________
6) 88.9 Upper:________
Lower:________
7) 17.46 Upper:_________
Lower:_________
8) 19.0 Upper:_________
Lower:_________
9) 114.3 Upper:_________
Lower:_________
10) 64.44 Upper:_________
Lower:_________
11) 17.5 Upper:_________
Lower:_________
12) 22.6 Upper:_________
Lower:_________
13) 44.2 Upper:_________
Lower:_________
UNIT 1
STUDENT WORKBOOK
Page 5 Version 1.43
Worksheet 1-1: Metric Tolerances, 1- and 2-Place Decimals Worksheet 1-2: Caliper Math with 2-Place Decimals
The blueprint gives you the requirements for a part. It gives you the size and location of all
the features on the part. Yet, you cant always measure the dimensions specifed on the print.
Sometimes, you have to calculate a dimension from measurements of other features.
For example, when you check holes drilled into a plate, you have to verify both the size and
location of the hole.
You can measure the hole size directly with the inside jaws of your dial calipers and compare
this with the print dimension for the hole diameter. However, the location of a hole is always
given from the center of the hole and the center of the hole is an imaginary point. You cannot
grab the center of a hole with your calipers. You can only grab the edge of a hole. So, the
machinist has to measure from the edge of the part to the edge of the hole. Then he has to add
half the holes diameter to this number. That calculation will give the distance from the edge to
the part to the center of the hole. The drawing below shows a plate dimensioned in millimeters:
At the top left there is a 36.57 dimension. This is what the distance from the left edge
of the part to the center of the frst hole should be. To verify this dimension, you have to
measure the hole diameter with calipers, then measure from the left
UNIT 1
STUDENT WORKBOOK
Page 6 Version 1.43
edge of the part to the left edge of the hole. Then you have to add to the edge-to-edge
distance, half of the hole diameter that you just measured.
Example:
Suppose the hole measures 4.77 mm across and that the distance from the left side of the
part to the edge of the hole measures 34.18. We then add half the hole diameter to 34.18,
4 7 . 7
34.18+ =34. . 18+ = 2 385 36.56
2
which rounds off to 36.57. This is the distance from the left side of the part to the center of
the hole.

The worksheet below is practice for fguring out hole locations as you would on the job.
It gives dimensions for hole sizes and edge-to-edge distances. Like a real part, these
dimensions are not exactly the same on the worksheet as on the print.
Use the hole diameters and the edge-to-edge distances to calculate the actual locations for
dimensions 1 through 10.
UNIT 1
STUDENT WORKBOOK
Page 7 Version 1.43
Worksheet 1-3: Caliper Math with 3-Place Decimals
Fill in the missing dimensions 1 through 10. Round off to 3 places.
(1) _____________
(2) _____________
(3) _____________
(4) _____________
(5) _____________
(6) _____________
(7) _____________
(8) _____________
(9) _____________
(10) _____________
UNIT 1
STUDENT WORKBOOK
Page 8 Version 1.43
Worksheet 1-4: Four-Place Decimals
Parts that spin like rotors and crankshafts often require very close tolerances.
These parts have dimensions with 4 and even 5 place decimals.
Sometimes a shaft is turned on a lathe and then ground to its fnal size on a
cylindrical grinder. The lathe operator must not turn the part to the size given on
the print. Instead, the lathe operator has to leave some stock for grinding.
How much stock should be left? That varies somewhat depending on the job
but we will use a general guide of .005 to .010 stock left on the part for grinding.
Note that on cylindrical parts, leaving .005 stock for the grinder means leaving a
diameter that is .010 larger than what the print calls for.
Look at the drawings below. Recalculate each dimension so that an extra .0075
of material will be left for the grinding operation.
Note: If the dimension is marked with the diameter symbol () you must add .015 to the
dimension. For length dimensions, you just add .0075 to the print dimension. Give your
answer as a number with four decimal places, even if the last decimal place is a zero.
1) 3.2591 + .0075 =
3.2666
2)
___________________
4)
___________________
5)
___________________
UNIT 1
STUDENT WORKBOOK
Page 9 Version 1.43
1) 1.5658 + .015 = 1.5808
2) _____________________________
3) _____________________________
4) _____________________________
5) _____________________________
6) _____________________________
7) _____________________________
UNIT 2
STUDENT WORKBOOK
Page 10 Version 1.43
Unit 2: Fractions
MEET IT
A fraction is a way of expressing
a value that is different from a
decimal. All fractions are expressed
in terms of one whole number (or
integer) divided by another whole
number. When you encounter a
quantity expressed with a fraction,
you will need to translate it in order
to work in the decimal language.
When you translate a word from
another language into English,
you fnd the English word whose
meaning most closely equals
the meaning of the word you are
translating. Sometimes the words
mean exactly the same thing, and other times the meanings are not exactly the same,
but as close as you can get. Similarly, to translate fractions to decimal language, you
need to fnd the decimal number that most closely equals the fraction. Sometimes the
two quantities will be exactly equal, and other times you have to determine the closest
decimal number.
Safar is a machinist at a company that produces custom made capacitors for industrial
applications. Safar is cutting brass on a vertical milling machine. We often measure
to within thousandths of an inch with micrometers and calipers, but when we set up a
job, we have to locate the vise on the table with a scale (or ruler). So you have to know
fractions as well as decimals.
Sometimes the drawings or specifcations give numbers in fractions, but Safars
measurement tools, calculator, and computer all use a different language: decimals.
You can see that to do his job well, Safar not only needs to have good knowledge of
machine operations, procedures, and machining techniques, but he also must be able to
accurately convert fractions to decimals. His quick ability to correctly convert fractions to
decimals using a scientifc calculator is of the utmost importance for his success on the
UNIT 2
STUDENT WORKBOOK
LEARN IT
Use the rules for fraction addition, subtraction, multiplication and division
Read fractional numbers from a ruler
Convert fractions from prints to decimals using decimal equivalents charts
Perform multi-step caliper math using fractions
USE IT
Rulers and Scales
8ths and 16ths
32nds and 64ths (4R)
50ths and 100ths (16R)
Fraction arithmetic
caliper math with fractions
converting fractions to decimals
sawing bar stock
UNIT 2
STUDENT WORKBOOK
LEARN IT: READING A 6 SCALE
In machine shops, rulers are called scales. They come graduated in different fractions of an
inch, or different gradations. So, reading a scale is reading fractions. Note that the fractions
on the scales we use in metalworking are only a small set of all the fractions. We dont use
1/3s or 1/5s. We only use 1/2s, 1/4s, 1/8s, 1/16s, 1/32s and 1/64s.
A ruler (or scale) that has 8ths and 16ths on one side, and 32nds and 64ths of an inch on the
other side is called a 4R scale.
There are also scales graduated in 1/50s and 1/100s of an inch. A 16R scale has 32nds and
64ths of an inch on one side, and 50ths and 100ths on the other.
Look at the 6 inch scale below. It is graduated in 1/8ths of an inch on the top side and 1/16ths
of an inch on the bottom.
What is the scale reading for the marker labeled A? You count the lines from the end. The
A is at the 3rd line so it is reading 3/8 of an inch.
Remember that every ruler fraction has to have an odd number on top or it is not in lowest
terms. The B marker is at the 4th line so it is 4/8, which is the same as 1/2. The reading for
B is 2 and 1/2 inches. Remember to include the whole number and not just the fraction in
your answers!
The bottom of the ruler is graduated in 1/16ths of an inch. Count the lines to take a
reading but count the lines odd!
Marker C is 14 lines past 1, so that is 1 and 14/16 or 1 and 7/8 inches. Can you think of
a way to read the ruler without having to count every little line?
UNIT 2
STUDENT WORKBOOK
Worksheet 2-1: Reading 8ths and 16ths of an Inch
Write down the readings for markers 1 through 10 on the answer spaces below. Give
your answer as fractions reduced to their lowest terms.
1) __________________
2) __________________
3) __________________
4) __________________
5) __________________
6) __________________
7) __________________
8) __________________
9) __________________
10) _________________
UNIT 2
STUDENT WORKBOOK
LEARN IT: How to Count the lines odd.
Look at the line at marker D. Decide which type of line it is touching, is it a 16th or 8th or
what.?
This is the smallest type of line so it is a 16th line. Now count from the nearest inch line
but count only these 16th lines and count by odd numbers: 1, 3, 5, etc.
What did you get? 13, so marker D reads 4 and 13/16 inches.
When you have trouble taking readings for scales graduated in 16ths, 32nds or 64ths, try
counting the lines odd:
1) Decide which type of line you have to read.
2) Count ONLY those types of line and COUNT them ODD.
UNIT 2
STUDENT WORKBOOK
Worksheet 2-2: Reading a Scale with 32nds and 64ths
UNIT 2
STUDENT WORKBOOK
Worksheet 2-3: 16R Scale, 50ths and 100ths
UNIT 2
STUDENT WORKBOOK
Worksheet 2-4: Hole Locations with Fractions
(1) _____________
(2) _____________
(3) _____________
(4) _____________
(5) _____________
(6) _____________
(7) _____________
(8) _____________
(9) _____________
(10) _____________
UNIT 2
STUDENT WORKBOOK
LEARN IT: USING DECIMAL EQUIVALENTS
CHARTS
Fractions are used only occasionally on prints today. Many companies do
not use fractions at all on prints. Even where fractions are used on the print,
it is often a good practice to convert all the fractions shown on the print to
decimals. You can convert the fractions manually with paper and pencil, or with
a calculator, or by using a decimal equivalents chart. To use the chart, look
up the fraction you need to convert and the decimal number next to it is the
equivalent. The chart below shows these decimal equivalents to 3 places. This
is usually enough decimal places for fractional dimensions.
Example: Look at the drawing below and use the chart on the next page to
fnish the examples.
1) 1 1/4 = 1.250 (look up which is .250, dont forget the whole numbers in your answer!)
2) 5/8 = __________________
3) 1 13/16 = ___________________
4) 3 51/64 = ___________________
UNIT 2
STUDENT WORKBOOK
DECIMAL EQUIVALENTS
(Rounded to 3 Decimal Places)
1/64 .016
1/32 .031
3/64 .047
1/16 .063
5/64 .078
3/32 .094
7/64 .109
1/8 .125
9/64 .141
5/32 .156
11/64 .172
3/16 .188
13/64 .203
7/32 .219
15/64 .234
1/4 .250
17/64 .266
9/32 .281
19/64 .297
5/16 .313
21/64 .328
11/32 .344
23/64 .359
3/8 .375
25/64 .391
13/32 .406
27/64 .422
7/16 .438
29/64 .453
15/32 .469
31/64 .484
1/2 .500
33/64 .516
17/32 .531
35/64 .547
9/16 .563
37/64 .578
19/32 .594
39/64 .609
5/8 .625
41/64 .641
21/32 .656
43/64 .672
11/16 .688
45/64 .703
23/32 .719
47/64 .734
3/4 .750
49/64 .766
25/32 .781
51/64 .797
13/16 .813
53/64 .828
27/32 .844
55/64 .859
7/8 .875
57/64 .891
29/32 .906
59/64 .922
15/16 .938
61/41 .953
31/32 .969
63/64 .984
1 1.000

UNIT 2
STUDENT WORKBOOK
Worksheet 2-5: Converting Fractions to Decimals on a Print
Now convert all the fractions on the print below to their decimal equivalents. Use the
chart, not a calculator.
(1) 1) R 1/16 = .063
(2) _____________
(3) _____________
(4) _____________
(5) _____________
(6) _____________
(7) _____________
UNIT 2
STUDENT WORKBOOK
Worksheet 2-6: Sawing Bar Stock
A job order calls for slicing bars of metal into blanks that can be machined later on mills
and lathes. The job order doesnt say how long you have to make the blanks but you
have a print that gives the fnal dimensions for the part.
The overall length of the part is 3 and 7/32. To this you must add the width of the saw
blade (typically 1/16), and you must also leave some material for clean up. In this
case, leave an extra 1/8 to remove the saw cuts on both ends of the part.
For this part, you would set the stop on your saw to cut pieces of length:
7 1 1 13
3 + + = 3
32 16 8 32
With the same allowances for the saw width and clean up, what length would you cut
blanks for jobs where the overall part length is:
What length would you cut if the saw was 1/8 wide and you had to leave 3/16 for clean
up and the print gave an overall length of:
2
1
2
16
13
9
16
3
6
32
11
5
UNIT 3
STUDENT WORKBOOK
Unit 3: Tolerances
MEET IT
We plan many things in life, but actually very few of them turn out absolutely perfectly or
exactly as we plan them. They usually turn out good enough, and we accept the result.
Another way to say this is that we tolerate it when things are close enough to our plan,
even if theyre not perfect.
Precision metalworking involves making metal parts according to somebodys plan.
Although we try to make every part perfectly, we know that every aspect of every part
does not turn out exactly as the plan calls for. Thats why the people who make the
plans tell us the maximum deviation they can tolerate, so we know how close to perfect
we need to get. This is called tolerance.
Karen is a milling machine operator. She uses drawings, layouts, and set-up instructions
to set up and operate horizontal and vertical milling machines. She knows each of her
machines and what it can do. The old vertical mill sometimes has trouble holding a
setting, and may take off too much material. Karen has learned to compensate for this
by setting the machine half a line high and frequently measuring the work. She has
to pay special attention when a counterbore tolerance is very small or tight, because
it is very diffcult to keep the old machine on track. Its like driving my old Mustang,
she says. The steering is kind of loose and the car wanders back and forth in the lane.
When Im on the open road its OK, because I have a lot of tolerance on where I can
drive without hitting anyone. But when theres a lot of close traffc, the tolerance is a lot
less, and I get a little nervous.
Araceli, on the other hand,
operates a CNC cylindrical
grinder. This machine can
grind to size within millionths
of an inch. However, even with
this type of precision, there
is still a tolerance applied to
the dimensions. The main
difference is that Araceli is
working with tolerances of 4 or
5 decimal places while Karen
works with 3-place decimals.
UNIT 3
STUDENT WORKBOOK
LEARN IT
Understand dimensions and tolerances
Understand special and standard tolerances
Distinguish between bilateral, unilateral, and limit tolerances
Calculate the limits of decimal and fractional tolerances
USE IT
Calculate limits for dimensions with fractions and 2- and 3- place decimals
Calculate limits for dimensions with special tolerances
Calculate limits for 3- and 4- place decimals from print dimensions

UNIT 3
STUDENT WORKBOOK
LEARN IT: Dimensions vs. Tolerances
A. Defnitions
Dimension refers to the specifed nominal size of a feature on the part. This is the
number written on the print. Dimensions may be expressed as fractions or as decimals.
Some dimensions are more critical than others.
Tolerance refers to how far you can stray from the nominal size of a feature. Once
you know the tolerance, you can calculate your lower and upper limits. Anything that
measures outside of these limits would be undersize or oversize (U/S or O/S).
B. Dimension vs. Tolerance
In a perfect world, every single feature on every single part would be right on the nose.
In the real world, we experience some variation from part to part. For example, if we
inspected a .312 dimension on fve random parts, we might get the following readings:
.306, .310, .311, .312, .307. Only one of the fve parts is right at nominal (.312). Are the
other four parts bad?
To answer this question, we have to know how much tolerance is allowed for this
dimension. If we are allowed plus or minus fve thousandths of an inch (written on the
print as +/- .005 or as .005), then four parts are good and one is bad. However, if we
are allowed ten thousandths of an inch (+/- .010 or .010), then all fve parts are good.
Again, some dimensions are more critical than others. The amount of tolerance allowed
for a given dimension is determined by the functional importance of that feature of the
part. Imagine that you are producing shelves for prefabricated bookcases. The length
and width of the shelf are more critical than the thickness of the shelf. (The length and
width of the shelves could affect the correct assembly of the bookcase. Nobody will
notice that one shelf is slightly thicker than another.)
Every dimension has a specifed tolerance. Based on the tolerance, we can infer the
lower and upper control limits for that feature. We can understand the relative functional
importance of that feature! Lets look at how at how this information is presented in
blueprints.
UNIT 3
STUDENT WORKBOOK
C. Fraction and Decimal Dimensions
As you know, dimensions may be presented as fractions or as decimals on a blueprint. To
make things even more confusing, decimal dimensions are sometimes written with two decimal
places, sometimes three. So, a half inch dimension could be written a number of different
ways:
.50 .500
The same dimension can be written three different ways. Why? The answer is that how a
dimension is written communicates information about the tolerance. Look at the sample
tolerance section of a blueprint on the next page. Look at the sample tolerance block below.
Note that on a blueprint, this tolerance block generally appears next to or inside the title block
Unless otherwise specifed, tolerances are as follows.
3-Place Decimals .005
2-Place Decimals .010
Fractional 1/64

This explains the mystery. To an experienced machinist, .005 reads as plus or minus
.005 of an inch. Thus:
.500 means the part must measure between fve hundred thousandths of an inch plus
fve more thousandths and fve hundred thousandths of an inch minus fve thousandths:
.500 .500
-.005 +.005
.495 is the lower limit .505 is the upper limit.
.50 means fve hundred thousandths of an inch plus or minus ten thousandths.
.500 .500
-.010 +.010
.490 is the lower limit .510 is the upper limit.
UNIT 3
STUDENT WORKBOOK
1/2 means 1/2 plus or minus 1/64 of an inch.

In every case, the dimension was fve hundred thousandths of an inch (.500). How the
dimension is presented (.500, .50, ) tells us how much tolerance is permissible. This
tells us which features of the part are most critical, which features demand the most
precision.
It tells us something else. It allows us to plan our workday. Some parts have dozens,
even hundreds of dimensions. It is humanly impossible to check every dimension on
every part 100% of the time and still meet production requirements in a manufacturing
environment. So, an experienced machinist knows to pay more attention to dimensions,
which have atighter tolerance.
At the start of your shift, always check your frst part 100% and make any adjustments
necessary to bring all dimensions closer to nominal. (Warning: Dont take my word that
the job is running good. You are responsible! You have to check it yourself!) After you
check the frst part 100%, you will check some dimensions more frequently than others.
A threeplace decimal (.500) requires constant attention. However, a two-place decimal
(.50) may be checked once or twice an hour. Fractional dimensions might only be
checked only on the frst piece. The operations sheet or the in-process inspection sheet
will tell you how often to check dimensions.
Fractional dimensions can turn into decimals.
Sometimes the tolerance for a fractional dimension is given as a decimal. Instead of 1/
64 the tolerance might be .015 or .030. In this case you have to convert the fraction
dimension to a decimal and then calculate the upper and lower limits. For example:
1/2 means fve hundred thousandths of an inch plus or minus ffteen thousandths.

.500 .500
-.015 +.015
.485 is the lower limit .515 is the upper limit
Note that 1/64 converted to a decimal is .015625 which when rounded off to 3 decimal
places would be .016. Since this is a tolerance, we have to be cautious so machine
shops round down to .015. Generally, machinists think of 1/64 as .015.
1
2
1
64
31
64
- = is the lower limit.
1
2
1
64
33
64
+ = is the upper limit.
UNIT 3
STUDENT WORKBOOK
Note that 1/64 converted to a decimal is .015625 which when rounded off to 3 decimal
places would be .016. Since this is a tolerance, we have to be cautious so machine
shops round down to .015. Generally, machinists think of 1/64 as .015.
Why would the tolerance on a fraction be given as a decimal number? One reason
is to make everyone think in terms of decimals and not fractions. Keep in mind that
micrometers and calipers give readings as 3-place decimals. Since we measure in
thousandths of an inch, we have to think of dimensions as thousandths of an inch even
when they are given as fractions.
Then why use fractions at all? Because a fraction is another form to write a number and
it is more precise than a 1-place decimal. We can get four different standard tolerances
if we use fractions along with 2, 3, and 4-place decimals.
One more thing, the tolerance blocks look different on different prints. Some will look like
this:
Fractions .015
.XX .01
.XXX .005
.XXXX .0005
Here, .XX means a two-place decimal, .XXX means a three-place decimal, and .XXXX
means, you guessed it, a four-place decimal.
On a metric print, the tolerance block is likely to look like this:
Dimensions are in millimeters.
X.X 0.1
X.XX 0.05
With inch dimensions we always drop the leading zero, for example: .125
However, with metric dimensions we always include the leading zero: 0.79
UNIT 3
STUDENT WORKBOOK
Worksheet 3-1: 2-Place, 3-Place and Fractional
Tolerances
Instructions. Calculate the upper and lower limits for these dimensions. Use your
calculator.
3 Place Decimals 2 Place Decimals Fractional
Dimensions
.005 .01 .015
Example 1 .500 .505/.495 .50 .510/.490 1/2 .515/.485
Example 2 .312 .317/.307 .31 .320/.300 5/16 .328/.298

3 Place Decimals

2 Place Decimals Fractional Dimensions
.005 .010 .015
(1) .250 .25 1/4
(2) .750 .75 3/4
(3) .125 .13 1/8
(4) .625 .63 5/8
(5) .375 .38 3/8
(6) .563 .56 9/16
(7) .438 .44 7/16
(8) .938 .94 15/16
(9) .813 .81 13/16

(10) .343 .34 11/32
HOT TIPS:
(1) The most common mistake occurs in the middle column. Keep in mind that plus or
minus ten thousandths of an inch is .01 not .10. This is a common error, which occurs
on the foor when operators make offsets in CNC programs. Even when the print says:
.XX .01, you should think .XX .010.
(2) On fractional dimensions, your answers may vary by a thousandth (.001)
depending on whether you round up or down. Thats OK.
UNIT 3
STUDENT WORKBOOK
Worksheet 3-2: Special Tolerances
The titleblock lists the standard tolerances. However, there are many special tolerances
to contend with. Note that the tolerance section of the blueprint says, unless otherwise
specifed. That means, unless we tell you differently, use the standard tolerances listed
in the titleblock.
Frequently, the standard tolerances cover most of the dimensions, but critical
dimensions often have tighter tolerances (for example, .500 .002) and will likely use
special tolerances.
As well, some dimensions are less fussy than standard so it makes sense to give you
more than the standard tolerance. For example, the dimensions you use to locate a
name plate on a fxture might have a special tolerance of 1/16.
Using special tolerances can save money as many tolerances can be increased over
the standard while only a few need to be tighter. It is not surprising that some companies
have more special than standard tolerances on their prints.
Calculate the lower and upper limits for these special dimensions. Use your calculator.
Example 1 .500 .002 .502/.498
Example 2
002 .
001 .
312 .
+
.314/.311
Problems:
.250 .003 .406 .003
.625

+.001

.005
.100

+.010

-.000
.8761 .0003 .438 .0015
3.2 0.12
15
3
32 62
UNIT 3
STUDENT WORKBOOK
Worksheet 3-3: Print Tolerances of 2, 3, and 4 Place
Decimals
Calculate the upper and lower limit for each dimension on the drawings below.
Dimensions are in inches. Unless otherwise specifed, tolerances are:
.XX .01
.XXX .005
.XXXX .0005
Fractions 1/32
1) 1.509 Upper Limit______________ 5) 1.000 Upper Limit_______________
Lower Limit______________ Lower Limit_______________
2) .0750 Upper Limit______________ 6) .9375 Upper Limit_______________

3) .6670 Upper Limit______________ 7) 3.26 Upper Limit_______________

4) .6689 Upper Limit______________
Lower Limit______________

UNIT 3
STUDENT WORKBOOK

Calculate the upper and lower limit for each dimension on the drawings below.
Dimensions are in inches. Unless otherwise specifed, tolerances are:
.XX .01
.XXX .005
.XXXX .0005
Fractions 1/32
1) 11/16 Upper Limit______________ 5) 1.185 Upper Limit_______________
2) .32 Upper Limit______________ 6) 2.5625 Upper Limit_______________

3) .1.5658 Upper Limit______________ 7) .868 Upper Limit_______________
Lower Limit_____________ Lower Limit_______________
4) 1.2272 Upper Limit______________ 8) 3.18 Upper Limit_______________
UNIT 4
STUDENT WORKBOOK
Unit 4: Percents
MEET IT
Percents are often used to indicate
a \fraction, portion, or share of
something. For example, another
way of saying one-half is 50 percent.
The sales tax on a new shirt may be
8 percent (the governments share).
Your share of a winning lottery
ticket you bought with three friends
would be 25 percent.
Percents also give us a convenient
way to compare. The sale price on a
CD might be a 20 percent off the
regular price. A new pain capsule may work ten percent faster than aspirin. A new
design for a part maybe 40 percent lighter than the old design.
Terry is a gage maker at a company that makes electrical components. We use fxed
gages to verify hole sizes and locations in our parts, so we can make sure the parts will
ft together. For example, I make GO and NO-GO pins to check hole sizes (see photo).
A machinist making a part can get the tolerances right off the print. Well, I cant do that
because the print doesnt say anything about making gages. So I have to calculate a
gage makers tolerance thats a percentage of the print tolerance. I take 10% of the
total tolerance thats shown on the print for that particular dimension, and sometimes
add another 5% of that for wear. I do these percent calculations all the time, so now I
can do most of them in my head.
LEARN IT
Calculate tolerances as a portion of a dimension
Add and subtract percentages to dimensions
UNIT 4
STUDENT WORKBOOK
USE IT
Calculate allowable burr size on stampings (5% of material thickness)
Calculate size tolerance for a GO/NO-GO gage (10% of tolerance on dimension
being gaged, plus 5% more for wear)
UNIT 4
STUDENT WORKBOOK
WORKSHEET 4-1: Allowable Burr Size on Stampings
Punched holes always have a small burr around them on the side where the slug
breaks through.
If this burr is too large it can cause problems. Therefore, the press operator has to
measure it with micrometers and decide if it is acceptable.
UNIT 4
STUDENT WORKBOOK
How much burr is allowed? A rule of thumb is that the height of the burr cannot be
greater than 5% of the material thickness.
So, if you are punching holes in sheet metal that is .062 thick, the maximum allowable
burr is:
.062 X 5% = .062 x .05 = .0031
Calculate the maximum allowable burr height for material that is:
.016 thick
.036 thick
.042 thick
.010 thick
UNIT 4
STUDENT WORKBOOK
Worksheet 4-2: Gagemakers Tolerance for a
GO/NO-GO Gage
To make gage pins for the part shown below, you have to calculate 10% of the total
tolerance for each dimension.
For the .188, the tolerance is .003 so the total tolerance is .006. We need to fnd 10%
of .006.
.006 10% = .006 .1 = .0006
Now the gage maker will use .0006 as the total tolerance on the gage pins that he is
making. The operator will use these gage pins to check that the hole size is within
tolerance.
The lower limit is .188 - .003 = .185, this is the GO pin.
The gage maker will make a GO pin that falls between a minimum size of .185 and a
maximum size of .1856
The upper limit is .188 + .003 = .191, this is the NO-GO pin. The NO-GO pin will
measure between a maximum of .191 and a minimum of .191-.0006 = .1904. So, for the
.188 hole, the GO Pin limits are .185/.1856; the NO-GO limits are .1904/.191.
Calculate the maximum and minimum limits for GO/NOGO pins for the other two
diameters on this part:
.750 GO Pin: ____________ / _____________
NOGO pin: ____________ / _____________
1.056 GO Pin: ____________ / _____________
NOGO pin: ____________ / _____________
UNIT 5
STUDENT WORKBOOK
Unit 5: Angles and Triangles
MEET IT
Drafting is the skill of drawing an
object with enough information,
detail, and precision to allow
someone to make the object.
Prints and shop drawings are
examples of drafting. Creating
and interpreting these drawings
requires an understanding of
geometry. Simple geometry
includes rules about the way
straight lines come together to
form various shapes, such as
squares, rectangles, and triangles,
and the measurements associated
with those shapes.
Prints do not usually provide every
dimension of the object they describe.
Sometimes you need to fgure out a
dimension from the drawing by using
the rules of geometry. Drawings are
made with circles, straight lines, angles,
and shapes such as rectangles and
triangles. Understanding basic geometry
will give you a clearer mental picture
of the object as you review the print.
Hector is a foor inspector in a CNC machine shop. He reads complicated drawings
and specifcations for parts that are to be made, then determines if the frst article
produced by the operators are acceptable. Hector uses scales, squares, micrometers,
protractors, verniers, plug gages, height gages, dial indicators and optical comparators
to verify print that the part conforms to the print requirements. Hector has an excellent
understanding of basic geometry, and hes glad he does. We have to make precise
angular measurements, says Hector. We also use a lot of GD&T (geometric
dimensioning and tolerancing). If I didnt know basic geometry, I couldnt do the more
complicated pieces at all, and even the easy ones would take all day.
Checking the axial runout of the
fange with a dial indicator
UNIT 5
STUDENT WORKBOOK
LEARN IT
In this unit you will learn more about:
Degrees and the circle
Angles inside triangles
Opposite angles and complimentary angles
Some rules for relating angles on the print to part features
Tolerances on angular dimensions
USE IT
Find values of complementary and supplementary angles
Identifying angles on prints
Angular tolerances
This inspector is using an electronic height gage to check parallelism of the
top and bottom surfaces of the fange on this part.
UNIT 5
STUDENT WORKBOOK
LEARN IT:
Think of angles as a measure of rotation. Nail two sticks together and swivel them apart:
The angle between them is a measure of how far one rotated compared to the other. If we
spin one stick a full circle it is rotated 360 degrees.
If we rotate the stick circle, then the angle of the two sticks in 90, and so forth.
UNIT 5
STUDENT WORKBOOK
Please note that a half circle is 180, which is also the angle of a straight line! A straight
line describes an angle of 180.
Of course, when the print calls for one surface to be at a 45-degree angle to another
surface, we dont think of rotating the surface of the part to make the 45-degree angle.
Yet, when we measure this angle, we do swivel the straight-edge of our machinist
protractor around the part to fnd the angle. So, it is helpful to think of angles as
measurements of rotation.
SOME FACTS ABOUT ANGLES:
Fact #1: Opposite angles are equal.
Imagine two sticks nailed together and swiveling or rotating around the nail. We can
draw two lines to represent them:
These lines depict four angles. However, the angles that are opposite to each other are
equal. Think of a pair scissors. The more you open the handles, the more the scissors
blades open up.
Fact #2: Supplementary angles equal 180.
In the drawing above angles A and B are supplementary. Together they form a straight
line and which is always 180. If we know one of these two angles, we can always fnd
the value of the other one. The math formula for this is:
A + B = 180 and from this formula we can also get,
A = 180 - B
UNIT 5
STUDENT WORKBOOK
Fact #3: If the sides of two angles are parallel to the corresponding sides on another
angle, then the angles must be the same. These are called Corresponding Angles.
One way to show this is to draw an angle with one side horizontal and then draw more
horizontal lines through it. All the horizontal lines are parallel to each other and the
diagonal line is parallel to itself, so all the angles identifed are equal.
Right Angles are Special.
An angle of 90 is called a right angle. When a line or a surface is at a 90 angle to
another line or surface, then they are perpendicular to each other.
Right angles can be indicated by a little box in the corner:
This marks the square corner. The tool used to check for the squareness of a corner,
to make sure it is 90, is called a square.
UNIT 5
STUDENT WORKBOOK
Any time you see a square corner of a blueprint, it is called an implied right angle.
Even if though there is no angle dimension on the square corner, it must be 90 the
standard angular tolerance.
Fact #4: Complementary angles combine to form a right angle.
When two angles add up to 90, they are said to be complementary angles. The
drawing below shows two angles that add up to 90.
Fact #5: If each side of an angle is perpendicular to the lines defning another angle,
then these two angles must also be equal.
UNIT 5
STUDENT WORKBOOK
Fact #6: When two parallel lines have a third line drawn across them, the corresponding
angles are equal.
Fact #7: The alternate exterior and alternate interior angles of these same lines are
equal.
The drawing below shows two parallel lines with another straight line cutting across
them. These 3 lines describe 8 angles, A through H. In this example, angles A and H
are alternate exterior angles, as are B and G. D and E are alternate interior angles along
with C and F.
Note that A corresponds to E, and B corresponds to F, and C to G and D to H (Fact #3).
So now we have:
UNIT 5
STUDENT WORKBOOK
From Fact #1, we also know that opposite angles are equal so we have:
Fact #7 said that the alternate interior angles are equal and the alternate exterior angles are
equal. Look at the two drawings above.
Angles D and E are alternate interior angles and they are both equal to angle A.
Angles C and F are alternate interior angles and they both equal angle B.
There are two pairs of alternate exterior angles, B and G; and A and H.
Does B=G and A=H?
We started with 3 lines, 2 of which are parallel, describing 8 angles but there are only 2
different angles, A and B. Further, if we know the value of one of these, we can calculate the
other because A+B=180. So, if we just know one of these angles, we can fgure out all the
others.
UNIT 5
STUDENT WORKBOOK
Worksheet 5-1: Complementary and Supplementary Angles
In the drawing below, fgure out the value of angles A through F.
A _________ B _________ C _________ D _________ E _________ F _________
Hints for E and F:
If you look closely, you can see that angle E and 21 totals up to 90. Also, you can
get angle F if you extend the horizontal lines and fgure it as two parallel lines cut by
UNIT 5
STUDENT WORKBOOK
LEARN IT
Angles in Triangles
Triangle fact #1:
If you add up all the angles inside a triangle, how many degrees do you get? 180! The
proof is below.
First we have a triangle. It has three internal angles. We dont know what they are and
we dont have to. All we have to show is that A+B+C=180. To do this we will draw
a horizontal line through the top of the triangle. This line is parallel to the base of the
triangle. We will also extend the sides of the triangle above and below these lines. What
we get is:
Do you see how to use angle facts #1 and #5 to prove that A+B+C= 180?
UNIT 5
STUDENT WORKBOOK
Because opposite angles are equal, and because corresponding angles are equal, we
can show angles A, B, and C at the top.
This also shows that angles C+B+A defne a straight line. A straight line = 180
Therefore, we have proved that the interior angles of a triangle add up to 180!
Heres a hard problem.
Find this angle. Use the
angle facts to fgure it out.
Do you see how to use angle facts #1 and #5 to prove that A+B+C= 180?
UNIT 5
STUDENT WORKBOOK
Worksheet 5-2: Finding Angles on Prints
Sometimes the angle given on a print cannot be measured directly. Then, you must
use the angle facts and your knowledge of geometry to calculate the angle from other
features that you can relate to the print dimension. Other times you may need to
calculate an angle that is not given on the print.
The problems below are taken from industry prints of stampings. Calculate the missing
angles. Note that all the angles are given from the horizontal.
UNIT 5
STUDENT WORKBOOK
UNIT 5
STUDENT WORKBOOK
Worksheet 5-3: Angular Tolerances
We can measure angles more precisely than one degree. How do we break down a
degree into smaller units?
There are three ways. Decimal degrees are commonly used and easy to work with.
We could say ffty-two and one-half degrees and we could write it as 52.5. Decimal
degrees usually have only one decimal place in manufacturing.
Secondly, partial degrees can be expressed as fractions, for example, 52 .
The third way is with degrees, minutes and seconds.
One circle = 360 degrees. One degree = 60 minutes. One minute = 60 seconds.
We could write this in math notation as:
1 revolution = 360 1= 60 1= 60
With degrees-minutes-seconds, we can specify an angle with great precision, for
example: 234732
You would read this as 23 degrees, 47 minutes and 32 seconds. Be careful not to
confuse minutes () and seconds () with feet and inches. We use the same symbols in
both angular and linear dimensions.
Note that 1 = 1/3600 of a degree. This is a really small angle. Seconds of a degree
are never used on piece part drawings. They are for navigation, astronomy, and land
surveying. On a print you will only see degrees and minutes.
Regardless of how partial degrees are specifed (decimals, fractions, or minutes) there
is only one standard tolerance for angles given on a print. In other words, an angle
of 45.50 is treated just like an angle of 45.5. The number of decimal places doesnt
matter and neither does it matter if the angle is given in degrees and minutes or in
degrees and fractions of a degree.
The most common standard tolerances are: 2 or 1/2
If the angles that are on the part are mostly for clearance, the 2 will likely be the
standard tolerance. If the angles are for mating surfaces, however, you are likely to see
1/2 as the standard tolerance. Special tolerances are also used for angles.
Note that 1/2 can also be written as a decimal (0.5) or as 30 minutes (30).
Remember: 30 minutes = 1/2 of a degree.
UNIT 5
STUDENT WORKBOOK
15 minutes = 1/4 of a degree.
Calculate the upper and lower limits for all the angular dimensions on the following three
drawings. Write your answers next to each dimension on the drawings. Note that each
drawing has its own tolerance block.
Unless otherwise specifed, tolerances are:
.XX .01
.XXX .005
Fractions 1/32
Angular 2
.XX .01
.XXX .005
Fractions 1/32
Angular 2
UNIT 5
STUDENT WORKBOOK
.XXX .005
Fractions 1/32
Angular 30
UNIT 6
STUDENT WORKBOOK
Unit 6: Shop Problems
MEET IT
Today in most manufacturing
companies, problems are
solved in teams. Quality
control experts have learned
that when workers cooperate
to solve problems, the groups
performance will be greater.
In teams, workers brainstorm
to propose new deas and
solutions. They learn to
summarize and incorporate
the ideas of others to formulate the best solution to problems. Productivity certainly
increases as workers on a team build trust and harmony and become more fexible.
To solve problems you often need to have additional information beyond what you are
given. References such as machinists handbooks and industry specifcation books can
provide useful information to help you solve problems. You should know where these
references are kept and which charts, tables, and formulas they contain. When you
have all the information you need, youre ready to apply your math skills to come up with
answers.
Your supervisor may ask you and several of your co-workers, as a team, to complete
a specifc project, which requires that you solve problems. To do this well, you have
to communicate and work well with the team. On the job, good communication and
teamwork are just as important as math skills. They will also make you more successful
in your career.
UNIT 6
STUDENT WORKBOOK
LEARN IT
Use formulas from industry handbooks
Get the information you need from charts and tables
Translate different units of measurement
USE IT
Tap drill size
Tap drill clearance (for depth)
Drill speeds
UNIT 6
STUDENT WORKBOOK
WORKSHEET 6-1: Calculating Tap Drill Size
In order to machine a tapped hole, you need to leave enough stock to cut the threads.
You can use this formula to select the proper drill size for a standard 60 tap.
Tap Drill Size, TDS = DIAMETER - 1/N
N refers to the number of threads per inch (tpi). Question : How many threads per inch
do you have on a 5/16 - 18 thread? Answer: 5/16 is the diameter, you have 18 threads
per inch.
Sample Problem 1: Find the tap drill size for a 3/8 - 16 tap.
TDS = DIA - 1/N Step 1 : Always write out your formula.
TDS = 3/8 - 1/16 Step 2 : Plug in your variables.
TDS = .375 - .0625 Step 3 : Convert fractions to decimals.
TDS = .3125 Step 4 : Solve.
.3125 = 5/16 drill Step 5 : Use a 5/16 drill.
Sample Problem 2: Find the tap drill size for a 1/4 - 20 tap.
Step 1 : Always write out your formula. TDS = DIA - 1/N
Step 2 : Plug in your variables. TDS = 1/4 - 1/20
Step 3 : Convert fractions to decimals. TDS = .250 - .050
Step 4 : Solve. TDS = .200
Step 5 : 13/64 = .203 .200 is almost equal to13/64, so this
would be the best drill.
TIP: This formula only works for cutting taps; it does not work for forming taps.
Practice Problems: Which drill should you use for each of the following tap sizes?
(1) 1/2 - 20
(2) 1/2 - 13
(3) 3/8 - 24
(4) 5/16 - 18
(5) 1/4 - 28
UNIT 6
STUDENT WORKBOOK
Worksheet 6-2: Calculate Drill Clearance
In order to get the required length of thread, it is necessary to plunge the drill deeper
than the depth specifed on the print. This is because the drill is pointed (typically with a
118 angle) and we need to have the full diameter along the entire depth called out by
the print. To calculate how far to plunge the drill, use this formula:
Drill Clearance, DC = DIA/3 + Depth
Sample problem 3. Calculate Drill Clearance for a 3/8 DIA hole that is 1 inch deep.
DC = DIA/3 + Depth Step 1 : Always write out your formula.
3/8 = .375 Step 2 : Convert fractions to decimals.
DC = .375/3 + 1.000 Step 3 : Plug in your variables.
DC = .125 + 1.000 Step 4 : Divide diameter by 3.
DC = 1.125 Step 5 : Add the depth.
Sample problem 4: Calculate Drill Clearance for a 1/4 Dia. x 1 inch deep hole.
DC = DIA/3 + Depth Step 1 : Always write out your formula.
1/ 4 = .250 Step 2 : Convert fractions to decimals.
DC = .250/3 + 1.500 Step 3 : Plug in your variables.
DC = .083 + 1.500 Step 4 : Divide diameter by 3.
DC = 1.583 Step 5 : Add the depth.
Practice problems. Find clearance for the following holes.
(6) 1/2 DIA x 1 in.
(7) 1/4 DIA x 2 in.
(8) 3/8 DIA x 1 in.
(9) 5/16 DIA x in.
(10) 17/32 DIA x in.
UNIT 6
STUDENT WORKBOOK
Worksheet 6-3: Calculating Drill Speeds in Revolutions
Per Minute (RPM)
It is very important to set the spindle speed at the correct RPM. Using the wrong RPM
places undue stress on both the tool and the machine. Unfavorable cutting conditions
may result in poor quality, worn or broken tools, etc.
The two main factors are:
(1) What material are you cutting?
(2) What is the diameter of the drill?
The harder the material, the lower the RPM. The larger the drill, the lower the RPM. Of
course, RPM increases with soft material or small diameter drills.
In order to calculate RPM, you can use this formula:
RPM = 4 X CS/DIA
In this equation, CS refers to the material cutting speed indicated on the chart below.
Materials Chart
Material Cutting Speed
----------------------------------------------------------
Wood 350 ft / min
Brass 250 ft / min
Aluminum 200 ft / min
Plastic 125 ft / min
Cast Iron 100 ft / min
Machine Steel 80 ft / min
Tool Steel 60 ft / min
Stainless Steel 40 ft / min
Marble 20 ft / min
----------------------------------------------------------
Sample Problem 5: Find the correct RPM for cutting tool steel with a 5/16 in. drill.
RPM = 4 CS/DIA Step 1 : Always write out your formula.
CS = 60 ; 5/16 = .312 Step 2 : Select the correct CS; convert the fraction.
RPM = 4 (60)/.312 Step 3 : Plug in your variables.
RPM = 240/.312 Step 4 : Multiply. (4 x 60)
RPM = 769 Step 5 : Divide. (240 .312)
UNIT 6
STUDENT WORKBOOK
Sample Problem 6: Find the correct RPM for cutting aluminum with a 13/64 in. drill.
RPM = 4 CS/DIA Step 1 : Always write out your formula.
CS = 200 ; 13/64 = .203 Step 2 : Select the correct CS; convert the fraction.
RPM = 4 (200)/.203 Step 3 : Plug in your variables.
RPM = 800/.203 Step 4 : Multiply. (4 x 200)
RPM = 3940 Step 5 : Divide. (800 .203)
Compare the answers in these two problems. Notice how the material conditions make a
big difference.
TIP: Of course most machines do not have a full range of spindle speed settings. For
example, instead of setting the spindle speed at 769, you may have to choose between
600 and 800 RPM. Remember that you would choose the lower setting when operating
an older machine.
Practice Problems. Calculate RPM for the following set-ups.
(11) 1/2 drill; stainless steel
(12) 1/2 drill; brass
(13) 3/8 drill; plastic
(14) 5/16 drill; aluminum
(15) 1/4 drill; cast iron
UNIT 7
STUDENT WORKBOOK
Unit 7: Beyond Arithmetic
MEET IT
Whether you realize it or not, youve
met math in many places and will
continue to run into math throughout
your life. However, theres more to
math than arithmetic -- adding,
subtracting, multiplying, and dividing.
You will need additional math skills not
only on the shop foor but also when you
buy a house, prepare a monthly budget,
calculate your cars gas mileage, fgure
out how much tile to buy for the bathroom,
see how well your investments did, or
complete your tax return. You will
regularly use problem-solving, critical
thinking, estimation, and calculator skills.
Challenge yourself!
LEARN IT
In this unit you will learn how to:
Create your own algebraic formulas for shop tasks on the job
Calculate monthly payments for auto loans and mortgages on a scientifc calculator
Use signed numbers
Use Cartesian coordinates to plot number pairs
USE IT
Creating your own algebraic formulas for shop tasks
Did you get cheated on your car loan?
Signed numbers and rectangular coordinates
UNIT 7
STUDENT WORKBOOK
WORKSHEET 7-1: Creating Shop Formulas
If you have to perform similar calculations many times you can use a formula to save
time and effort. Using formulas means replacing specifc numbers with letters that
represent any number. This is moving us into algebra.
When you have to make a calculation, you replace the letters in the formula with the
actual numbers that you need for the calculation. The letters are called variables
because the actual numbers vary from problem to problem.
You used formulas to solve shop problems in Unit 6. For example:
Tap Drill Clearance = (Tap Drill Diameter)/3 + Depth
We can write this formula more like an algebraic equation, using the following letters for
variables:
C = clearance, includes the extra depth we need
= the diameter of the tap drill
D = the print dimension for the depth of the hole
So, for a 7/8 drill to make a hole that has the full 7/8 diameter all the way down to a 2
depth, we plug in our values and solve:
.875
3
+ 2 = 2.2917
But what if the hole is threaded? The print will call out the thread specifcation but not
the tap drill size. How deep do you drill for a 7/8-14 thread 1 deep? You will have to fnd
the tap drill size and then calculate the clearance.
The tap drill size is Now plug this into the formula:
Now you will make your own formulas.
D
3
C + =
UNIT 7
STUDENT WORKBOOK
Make a Shop Formula :
You are operating a band saw and you have to cut bar stock into blanks for the chucker.
(A chucker is a production lathe that holds the workpiece in a chuck. It has to be loaded and
unloaded one piece at a time. )
Make a formula that will calculate the minimum length for the starting pieces.
- Overall length of the part (OAL)
- Tolerance for the OAL
- The width of the saw blade
- The Clean Up, thats the length of material you have to remove to get rid of the saw
cut marks.
- Holding Length, the material the chucker needs to grab to hold the part securely
A) What are your variables?
B) What is the formula?
UNIT 7
STUDENT WORKBOOK
Now use your formula to solve the following problems:
1) The print dimension for the OAL is 3.025 .015; the saw is 1/16 wide. The chuck
needs to grab 3/4 of material for a solid hold and you also need to leave at least .045 to
clean up the saw grooves. How long should the blanks be for a chucker operation where
you fip the part over to cut both front and back sides?
2) What is the blank size if the part OAL becomes:

3) Same part as #2, same chucker, but saw blade is now .045 wide and fner toothed.
You can clean up by facing off only .025 on each side. What is the size of the blank?
UNIT 7
STUDENT WORKBOOK
4) A bar-fed lathe is the alternative to a chucker. It runs continuously, feeding out the stock
for each piece and cutting off the part when its fnished.
A) Write a formula to calculate how many pieces you should get from a 12-foot piece of
bar stock. Account for the print dimension for the OAL, the width of the cutoff tool, and the
length of the bar ends or the amount of material wasted because the bar feed has to have
something to hold onto.
B) Use this formula to calculate the maximum number of pieces you can get from a 12 foot
bar for a part with an OAL of 1.892 .010, a cutoff tool .110 wide and a bar end of 18.
C) The same part but cutoff tool is now .065 wide. How many pieces per 12 ft. bar?
UNIT 7
STUDENT WORKBOOK
WORKSHEET 7-2: Compound Interest and Monthly Payments
If you borrow money to buy a car or a house you will have to make monthly payments.
When you are shopping for a car, for example, the salesman will often do some quick
work with a calculator to tell you what your monthly car payments would be. Sometimes
the car salesman will ask, How much do you want to spend on car payments? He
will then work backwards and fgure out how much car you can buy for that monthly
payment.
These monthly payments are based on the amount of money that you borrow, the
interest rate on the loan, how long you will have to pay it back, and how many payments.
Since they involve compound interest, they are not easy to calculate. Solving these
kinds of problems requires using complex formulas and numbers with negative
exponents.
Unfortunately, dishonest people may take advantage of the fact that most people are not
fuent with algebra. Sharks will try to charge higher monthly payments than are allowed
for a particular interest rate. Even though this is illegal, its hard to catch them, because
the calculations are hard and few people challenge them.
Explaining all the math involved in compound interest is beyond the scope of this book
but thats OK. If you can learn to use a scientifc calculator, you can still protect yourself
from sharks. In fact, most real estate agents and car salesman dont understand all the
math either. They use special calculators that are designed for people to do fnancial
calculations whether they are good at math or not.
(Of course, being able to use the calculator does not replace the need to learn algebra.
Its always better to know all the math than just a formula!)
The formula we use to fgure out the regular payments for compound interest may look
scary but you can work it out with a TI-30 or another scientifc calculator.
The Payment is usually a monthly payment.
The Principal is the amount you borrow.
n is the total number of payments you would have to make.
The Interest is a rate, expressed as a percent that you pay on the principal each month.
UNIT 7
STUDENT WORKBOOK
For this formula the interest is based on the Annual Percentage Rate (or APR) of the
loan. Look at car ads or at bank ads in the real estate pages of the newspaper. They tell
you what APR they charge for loans. The APR is the rate when you consider the whole
year. We need to fgure the interest rate for each payment period, which happens to be a
month. So,
Interest = Annual Percentage Rate/12
We will use this formula to fgure what our monthly payments would be for a $10,000
auto loan for 3 years with an APR of 9.5%
Principal = $10,000, what we want to borrow.
n = number of monthly payments, for 3 years that is 3 x 12 = 36 periods.
Interest = if the APR is 9.5%, (which is .095 when expressed as a decimal),
the rate we need for the calculation is:
.095 12 = .00792 (rounded off to 5 decimal places).
Now plug these numbers into our formula:
But sometimes we get stuck with that -36 exponent!
This (1.00792)
-36
actually means: raise the number 1.00792 to a power of 36 and then
divide that number into 1. How are we going to do that?
With y
x
the key, thats how. Find this key on your calculator. You will also need the
parentheses keys: ( and )
Heres how you can do it on a TI-30 calculator. The keystrokes are:
10,000 .00792 ( 1 - ( 1 + .00792 ) y
x
36 +/- ) =
(Note that other scientifc calculators should have similar keys.)
Your answer should be: $320.35
UNIT 7
STUDENT WORKBOOK
Solve problems using this keystroke sequence on the TI-30a calculator:
Principal Interest ( 1 - ( 1 + Interest ) y
x
n +/- ) =
Calculate what the monthly payments would be for the following loans. Remember the
Interest has to be calculated from the APR :
Interest = APR
12
1) A 5 year car loan of $25,000 at 6.5% APR.
2) A 5 year car loan of $25,000 at 1.9% APR.
(Note: when you go to buy a car, bring this formula and your calculator!)
3) What are the monthly payments on a 30-year mortgage for $127,000 at 7.75% APR?
Extra: If you decide to buy this $25,000 car and the dealer offers you a choice between:
a low fnance rate of 1.9% APR
or $1500 cash back with a fnance rate of 6.5%,
Which offer would you take? (This is a hard choice!)
UNIT 7
STUDENT WORKBOOK
WORKSHEET 7-3: Signed Numbers and Rectangular
Coordinates
In CNC programming we must use both positive and negative numbers. When we tell
the tool to move we have to tell it how far and in what direction. We use positive and
negative numbers to indicate direction.
The CNC machines move from point to point. To program them we give the location of
the next point as a coordinate in a reference system. Each line of the CNC program calls
out a new point and the tool moves right to it. The reference system we use has an X
and a Y-axis. Each point is called out as a pair of numbers with the X value frst and the
Y second. So, point 2,3 is a point that lines up with the +2 on the X-axis and the +3 on
the Y-axis. The point 2,-5 would line up with +2 on the X and -5 on the Y-axis.
If you are going to write a program to mill around the edge of a block, you will have to
call out the X and Y coordinates for each corner in a clockwise direction. The cutting tool
will then move in straight line along each edge.
UNIT 7
STUDENT WORKBOOK
Look at the drawing below. This is the top view of the block on the previous page.
What are the coordinates for each corner?
1) .8, -.6
2) _________
3) _________
4) _________
These X,Y coordinates are used all the time in algebra and mathematicians call them
Cartesian coordinates. In machine shops they are often just called X,Y coordinates.
In math, Cartesian coordinates are written as a pair of numbers with the X coordinate
frst and the Y coordinate second, for example: 2.865, 3.091. However, in CNC
programs coordinates are written with the letter that identifes which coordinate it
is. So the coordinates in the previous example would be written as: X2.865 Y3.091.
Furthermore, they dont have to be written in any particular order since the letter tells
the machine tool which number goes with which axis.
UNIT 7
STUDENT WORKBOOK
Look at the drawing below and enter the coordinates for all the points indicated. Use the
CNC programmers practice of putting the Y or X before the coordinate:
1) _________ 2) _________
3) _________ 4) _________
5) _________ 6) _________
Incremental Moves:
The examples above are based on coordinates that are locations on a reference system.
The point -.8,.6 is an absolute coordinate and when the program calls: X-.8 Y.6 the tool
goes straight to that point from wherever it happens to be when the command is issued.
Most CNC programming is done with absolute coordinates.
The alternative method is to program with incremental moves. This is when the program
tells the tool to move a specifc distance instead of telling the tool to go to a specifc
point.
UNIT 7
STUDENT WORKBOOK
While it is generally better to program with absolute coordinates, sometimes it is easier
to specify a move as an increment. The print below is an example:
The corner of this part is located at X.6 Y.8 so the coordinate for the location of the
center of hole #1 is: X= .6 + .567 = 1.167
Y= .8 + .514 = 1.314
or X1.167 Y1.314. The CNC machine would move the drill to this spot and drill the
holes in the order 1, 2, 3, 4.
What would the incremental moves be? From hole 1 to hole 2:
X=1, Y=0, so the incremental move is written as: X1 Y0
1) What is the incremental move it from Hole 2 to Hole 3? ________________
2) From Hole 3 to Hole 4? ________________
3) What is it from Hole 4 back to Hole 1? ________________
UNIT 7
STUDENT WORKBOOK
It probably seems a little easier to write the relative coordinates for incremental moves
than to write out the absolute coordinates because the holes are spaced with nice round
numbers. However, that is not the reason for using incremental moves.
What if we had to change the location of the hole pattern? This happens frequently with
design changes. The hole size and spacing stays the same but the holes as a group get
moved to a new location.
If we had programmed it in absolute coordinates we would have to change the
coordinates for each hole. If we used incremental moves, however, we would only have
to change one line of code, the line that gives the location for the frst hole drilled.
It is usually best to use absolute coordinates in CNC programming, but sometimes
it is better to use incremental (or relative) programming on features that will likely be
changed later on. Skilled programmers think ahead and prepare for the inevitable
design changes.
Now look at the rectangular pocket on the right side of the drawing. The lower left corner
of the pocket is X2.895 Y1.122.
Give the incremental moves from:
Point #1 to #2:_______
Point #2 to #3:______
Point #3 to #4:______
Point #4 to #1:______
UNIT 8
STUDENT WORKBOOK
Unit 8: Triangles and the
Pythagorean Theorem
MEET IT
People have been fascinated by
the connection between shapes
and numbers for thousands of
years. The measurements of
squares, circles, rectangles, and
triangles had seemingly mystical
relationships that only a very few
people understood. Today, anyone
can learn in school the secrets of
the greatest philosophers of ancient
times.
One of the most famous philosophers was Pythagoras of ancient Greece. We might
call him an early mathematician, but the concept of mathematics hadnt been invented
yet! Pythagoras fgured out a special relationship concerning the lengths of the sides of
a right triangle, that is, a triangle in which one of the angles is a right angle. We call this
relationship the Pythagorean theorem in honor of his discovery. Its probably the most
useful concept in all of geometry.
LEARN IT
Work with squares and square roots
Identify special types of right triangles: 45 degree, 3-4-5, 30-60-90
Use the Pythagorean theorem to fnd the sides of right triangles
Use the Pythagorean theorem to fnd missing print dimensions
USE IT
Finding areas of triangles
Calculate lengths using the Pythagorean theorem
Working with triangle types: 45-degree, 30-60-90-degree
Finding minimum diameter of bar stock to make blanks for milling
Finding missing dimensions on slotted holes
UNIT 8
STUDENT WORKBOOK
LEARN IT
Triangle Fact #2:
This is an easy formula but often the height is not given. However, in a machine shop we
deal mostly with right triangles and that makes this calculation simpler.
UNIT 8
STUDENT WORKBOOK
Worksheet 8-1: Areas of Right Triangles
Find the areas of the four triangles below:
UNIT 8
STUDENT WORKBOOK
LEARN IT: Triangles and Right Triangles
An angle of 90 is called a right angle. Any triangle that has a 90 angle in it is a right
triangle. For metalworking, right triangles are the most important kind of triangle.
There is an important mathematical relationship that is true for all right triangles. It
is called the Pythagorean theorem. It is used in many ways in shop math. It is also
important for engineering and science.
Pythagorean theorem:
For any right triangle, the length of its longest side will equal the square root of the
sum of the squares of the other two sides.
Look at the triangle below. The length of each side is represented by a letter: a, b or c.
Side c is the longest side and is called the hypotenuse.
In math notation we write the Pythagorean theorem as:
We can also re-arrange this equation to get a new equation that we can use to fnd one
of the short sides:
So if we know just 2 of the three sides of a right triangle, we can always fnd the length of
the third side.
UNIT 8
STUDENT WORKBOOK
You can test this by drawing a right triangle with a ruler. Make the sides 3 and 4 long.
If you work out the formula, you get:
For a right triangle with 3 and 4 sides, the hypotenuse is 5. This is called a 3-4-5
triangle and it is very useful. Among other things, we can use it to layout the walls in a
building and make sure they are square to each other.
It works for a 3-4-5 triangle, but how do we know that the Pythagorean theorem will work
for all triangles?
Suppose we have a right triangle with sides of lengths a, b and c:
Remember that the area of a
triangle is the base times
the height, or
Area = (a)(b)
Now take four of these triangles and make a large square out of them. The hypotenuses
will line up to form a smaller square in the center:
UNIT 8
STUDENT WORKBOOK
The area of the big square
is the length of one side
squared, or
(a+b)x(a+b)
Multiplying this out gives us:
a
2
+ 2ab + b
2
We can also calculate the area for the big square by adding up the area of all of its
component shapes, the four right triangles and the small square in the center. We then
get:
Now we have two different equations to describe the area of the big square. Since they
both describe the same area, we can write them as an equation:
Simplify by subtracting 2ab from each side and we get:
Now take the square root of each side:
However, the square root of c
2
is just c, so we now have:
This is the Pythagorean theorem!
UNIT 8
STUDENT WORKBOOK
Worksheet 8-2: Pythagorean Theorem
Examples:
Using the Pythagorean theorem and
a calculator we can fnd the length
of the hypotenuse. Round your
intermediate answers to four places
and round off your fnal answer to 3
places.
(3.656)2 + (1.813)2 =
13.3663 + 3.2870 = 16.6533
The square root of 16.6533
is 4.081 and that is the length of the
hypotenuse.
This example gives the
hypotenuse and asks for
the length of the side.
Now you use the other
formula.
3.354
UNIT 8
STUDENT WORKBOOK
Use the Pythagorean theorem to fnd the length of the missing side on the triangles below.
Give your answer to 3 decimal places.
UNIT 8
STUDENT WORKBOOK
LEARN IT: SPECIAL TRIANGLES
There are 3 special triangles that we run into frequently.
1) The 3-4-5 triangle which is shown earlier in this unit.
2) Right isosceles triangle, or the 45 right triangle.
Multiply the length of the
side by the square root
of 2 (which is 1.414) and
you get the hypotenuse.
3) The 30-60-90 Triangle.
Multiply the short side by the
square root of 3 (1.732) and
you get the length of the long
side.
Double the length of the
short side and you get the
length of the hypotenuse.
UNIT 8
STUDENT WORKBOOK
WORKSHEET 8-3: 45 and 30-60-90 Triangles
Solve the triangles below. Use the special triangles to fnd the lengths of the missing
sides.
UNIT 8
STUDENT WORKBOOK
Worksheet 8-4: Sawing Blanks for Milling from Round Stock
Sometimes irregularly shaped parts have to be milled from round pieces of stock. Since
bar stock is readily available, shops may keep a wide range of bars on hand not just for
lathe work but also for use as stock on short-run milling jobs.
The saw operator may only get a print of the fnal part with the job order. He or she
would then have to use the Pythagorean theorem to fgure out what diameter of bar
stock should be used to cut the blanks.
Example:
Look at the print below. The frst step for solving this problem is to fnd the overall
dimensions.
To get the overall length we not only have to add .39 + 3.545 + .51, we also have to
account for the tolerances. So, what we should add is not the nominal dimensions but
the upper limit of each dimension.
Referring to the tolerance block above we get:
(.390 + .010) + (3.545 + .005) + (.51 + .010) = 4.470
Do the same for the overall width (the vertical dimensions).
UNIT 8
STUDENT WORKBOOK
Now that we have the maximum possible overall dimensions we need to ft this box into
a circle. The diameter of the circle will be the minimum size bar stock for this job. How do
we ft it into a circle? By making it into a right triangle!
The hypotenuse of this triangle is the diameter of the circle.
When the diameter is over 6, standard bar stock sizes usually come every 1/4. So for
this part, the closest size above this minimum is probably 6.25 diameter.
UNIT 8
STUDENT WORKBOOK
Now use what you have learned to fnd the smallest bar stock you can to make blanks
for the following parts. Remember to round your answer to the nearest 1/4.
UNIT 8
STUDENT WORKBOOK
Worksheet 8-5: Finding Missing Dimensions on Slotted Holes
While engineers design the overall product much of the design work and nearly all of the
drafting is handed over to workers called designers. In manufacturing designers are
often machinists and tool and die makers who moved up. They design piece parts and
the tools that make these parts. While designers usually make complete drawings of the
parts and tools that they design, in some companies they may pass the print on to an
entry-level worker called a detailer.
The detailers job is to make sure that the drawing has all information, all the dimensions
and notes, which the production departments will need to make the part. This is
necessary because more specifc information is needed to produce a part than to design
it. Adding this extra manufacturing information takes time so engineers, designers and
detailers try to include only the information that is absolutely necessary.
Sometimes dimensions that you need to make the part will not be on the print. This
is OK as long as there is other information that you can use to calculate the missing
dimensions. Of course it would save you time if the detailers put these dimensions on
the print, but if the detailer is behind schedule, they will certainly try to cut corners by
drawing only what they absolutely must. Then, it is up to the operator or the machinist to
fll in the blanks. If you have the math skills to calculate these dimensions, you become a
much more valuable player!
Look at the drawing of a slotted hole below:
This could be a cutout for a display on a control panel. Note that each end of this slot
has a radius that does not blend smoothly into the part.
Other slotted holes, like those on Worksheets 1-1 and 1-2, have end radii that blend
smoothly. These slots are common on adjusting brackets, because a bolt diameter that
matches the width of the slot will also match the end radius.
Display cutouts, on the other hand, dont have to match with bolts. They could have any
radius on their ends. The problem here is that you need to know the radius in order to
UNIT 8
STUDENT WORKBOOK
make this cutout. Unfortunately, it is not given. How can you calculate it? With the
Pythagorean theorem of course!
The print on the previous page gave the length of the fat edge of the slot as 1.875. It
also gave the center-to-center distance between the end radii as 1.625. Finally, it gave
the width of the slot as .500.
From this information we can draw a right triangle that will have a radius as its
hypotenuse!
Can you see how this triangle was set up?
Calculate the length of the hypotenuse: ______________________________________
Now try to solve a similar problem on the next page.
UNIT 8
STUDENT WORKBOOK
Problem 8-5-A: What is the end radius?
Problem 8-5-B: What is the center-to-center distance?
You still use the Pythagorean theorem, but now you have to solve for one of the sides of
the triangle instead of the hypotenuse.
UNIT 9
STUDENT WORKBOOK
Unit 9: Sines, Cosines, Tangents
MEET IT
Trigonometric functions
represent the relationships
between an angle and the
sides of a right triangle
made from it. They can
be very useful in determining
the size of an angle when
we know the dimensions
of its sides. They can also
help us project the image or
shadow of an object onto
a baseline or axis, when the
object is at an angle to that
axis.
Tom is a CNC machinist at an aerospace company. In the photo at right he is editing the
program on a type of CNC lathe called a Swiss-style screw machine.
You have to get a feel for what happens when you work with an object from different
directions, for example when a tool comes in on an angle, he says. I use basic
trigonometry to fgure these things out. At frst the trig functions like sine and cosine
seemed weird, but soon I got the hang of it. Now I can calculate an angle from the
linear dimensions and fnd the tangent point of a blend radius. That means I can fnd the
start and the end of all the curves on the part, which you need to enter into the G-code
programs.
LEARN IT
Defne sine, cosine, and tangent functions
Remember the three main trigonometry formulas with SOHCAHTOA
Determine unknown sides and angles of right triangles
UNIT 9
STUDENT WORKBOOK
USE IT
Solving triangles
Depth of slots and chamfers
Determining coordinates for bolt-hole circles
Solving taper angles and CNC coordinates for an angled cut
LEARN IT
Trigonometry is the bread and butter of CNC programmers/machinists. It is also the
critical math skill for many other trades including sheet metal layout and tool and die.
Trigonometry is triangle math. It is based on the ratios of the sides of right triangles.
From these ratios come the three basic trig functions: sine, cosine and tangent.
If you draw a triangle and then photocopy it, you can use the copy machine to magnify
or reduce the original and get a variety of triangles of different sizes. They will all have
the same angles but their sides will have different lengths. These are called similar
triangles.
Measure the sides of the original triangle and compare them to the photocopied
triangles. You will fnd that the ratios of the sides are constant.
Use the right triangle on the left as
an example. If you measure the
length of side b (the bottom side) and
divide it by the length of side c (the
hypotenuse), you will fnd this same
ratio in all the similar triangles that you
can make on the copy machine. You
will get the same number whenever
you divide the bottom by the
hypotenuse. Note that this works only
for similar triangles so angles B and
A are the same for all these triangles
even though their lengths vary.
UNIT 9
STUDENT WORKBOOK
The diagram above shows a right triangle. From Unit 5 we know that the internal angles
of a triangle = 180. Since the lower right corner is a right angle (=90), the other two
angles must total 90. Then if we know angle A, angle B will equal 90 minus A.
So, if we know one angle of a right triangle, we also know the other angle.
Whats more, if we know the length of any two of the sides, we can fgure out the angles.
Finally, if we know only one angle and the length of only one side we can solve for the
lengths of the other two sides and the other angle.
How? We can take advantage of the fact that the sides of similar triangles give the
same ratio. This will give us a set of formulas that we can use to solve problems.
Look at the drawing above. We dont know the angles or the lengths of the sides but we
can write formulas showing how they are related.
These are the equations that defne the three basic trig functions. The ratios have been
calculated for every angle from 0 to 90 and are published in shop handbooks and trig
tables. See the sample trig table below.
UNIT 9
STUDENT WORKBOOK
Angle in
Degrees
sin cos tan
0 0.0000 1.0000 0.0000
5 0.0872 0.9962 0.0875
10 0.1736 0.9848 0.1763
15 0.2588 0.9659 0.2679
30 0.5000 0.8660 0.5774
45 0.7071 0.7071 1.0000
60 0.8660 0.5000 1.7321
75 0.9659 0.2588 3.7321
90 1.0000 0.0000 Infnity
53.13 0.8000 0.6000 1.3333
36.87 0.6000 0.8000 0.7500
The table at left shows the
values for sine, cosine and
tangent for a few common
angles. Note that when you
work with trig functions you
always go one more decimal
place with the function than
with the dimension you are
calculating. So this table
would be useful for calculating
dimensions with 3-place
decimals but not four.
Better than the trig tables, a scientifc calculator will give you the values for these trig
functions quickly. They are labeled on your calculator as SIN, COS, and TAN. For
example, enter 50 and hit the SIN key and you will get .7660.
If you get weird numbers like -0.2624 for the sine of 50 degrees, then your calculator
is set for radians or grads instead of degrees. See your calculator manual to set to
it to degrees. On the TI-30x the top of the display will say DEG in tiny letters when
you have it right.
In manufacturing we only use degrees to measure angles. In engineering, math and
science, we use radians for calculations and degrees for measuring.
Since trig values are known for all the angles, all we need to know is the length of one
side and we can use our formulas to fgure out the rest of the triangle! Of course solving
trig formulas can be complicated so we will move ahead one step at a time.
Example A: Finding angles when you know the length of the sides. If the side opposite
to angle A in right triangle is 2.165 long and the hypotenuse is 2.5, what are the
angles?
Step 1: Decide which formula to use. You know the hypotenuse and the side opposite.
Which trig function uses those? The sine function.
Step 2: Find the ratio: sine of A = 2.165/2.5 = .866
Step 3: Match the trig value to the angle. Look up the value closest to .866 in the sine
column of the table. Or you could enter .866 in your calculator and press the SIN key.
What is the angle that has a sine of .8660? ___________________
UNIT 9
STUDENT WORKBOOK
Lets write a set of formulas for angle B as we did previously for angle A.
Now look at the triangle again, this time with all the labels for all the angles.
You can see that.
Look at the trig table and you can see that sin 60 = cos 30
In a right triangle the sine of one angle will always be equal to the cosine of the other
angle.
Example B: If you know the trig value, how can you fnd the angle that goes with it
using your calculator?
Look for SIN
-1
COS
-1
TAN
-1
on your calculator. These are called the inverse trig
functions. In the TI-30x, these are the 2
nd
functions assigned to the SIN, COS, and
TAN keys. To fnd the angle that has a sine of .819 with a TI calculator, enter .819 in the
display and hit the 2nd key and then the SIN key. Your answer should be 55.
UNIT 9
STUDENT WORKBOOK
SOHCAHTOA and the 9 Trig Formulas
To remember our three basic formulas, use the mnemonic, SOHCAHTOA. This stands
for Sine is Opposite over Hypotenuse Cosine is Adjacent over Hypotenuse Tangent is
Opposite over Adjacent. Remember that in the formulas below OPPosite and ADJacent
sides are relative to the particular angle. Only the HYPotenuse is constant.
Rearranging these 3 basic formulas, we get 6 more:
To these nine, add the two formulas from the Pythagorean theorem:
With this set of formulas we can now solve triangles. This is very powerful math. We
can use this for many types of shop problems.
Caution: Please note that what we are doing in this unit only applies to right triangles.
If a triangle does not have a 90 angle, we have to use more complicated equations
and methods. However, dont give up if you dont see a right triangle. Any triangle can
be cut into two smaller right triangles. Sometimes you can solve the right triangles
inside the bigger triangle!
UNIT 9
STUDENT WORKBOOK
Worksheet 9-1: Solving Triangles
Use the trig formulas and the Pythagorean theorem to fnd the missing sides and angles
for the triangles below.
Example:
What do you know? You know an angle and you know the length of the side that is
adjacent to it. This means you also know the other angle which is 90-24 = 66
What do you need to know? The opposite side and the hypotenuse.
Lets solve the hypotenuse frst. What formula solves for the HYPotenuse by using ADJacent?
With a calculator or a complete trig table we get, COS 24 = .9135 (remember to round
to at least 4 decimal places).
Then, HYPotenuse = 5.017/.9135 = 5.492
Now what formula can you use to get the OPPosite side?
UNIT 9
STUDENT WORKBOOK
Keep in mind that TAN is the tangent of a specifc angle and that ADJ means the side
adjacent to this specifc angle. We are looking for the side OPPosite to the 24 angle.
Side OPPosite = Tan 24 X 5.017 = .4452 X 5.017 = 2.234
and weve solved this triangle!
Solve the four triangles below:
UNIT 9
STUDENT WORKBOOK
Worksheet 9-2: Depth of Slots and Chamfers
Look at the print below. The job calls for milling a slot with a V-shaped cutter with a 90
included angle. This means the sides of the cutter will be 45 from vertical. How deep do
you have to go to make the opening 1.25.
Look for the right
triangle in the problem.
Write down what you
know and what you
need to know.
Although the V-slot has a right angle, it is not a right triangle that will give you the depth.
So, cut the slot in half by drawing a line from the bottom of the V to the top surface of the
part. This also cuts the 90 degree angle at the bottom of the slot in half. Note that this
cut line forms a 90 angle at the top of the slot. See the drawing below.
Now you have a 45
right triangle where
the length of the side
equals half the opening
of the slot or,
1.25/2 = .625
Since this a 45 right triangle, the depth must also be .625. What about the other
dimension? This is the hypotenuse of the 45 right triangle.
HYP = ADJ/COS 45 = .625/.7071 = .884
UNIT 9
STUDENT WORKBOOK
Find the depth dimensions for the slot and the chamfer:
UNIT 9
STUDENT WORKBOOK
Worksheet 9-3: Hole Locations on Bolt Circles
Look at the print below. Find the hole location for a hole on a Bolt Circle.
To solve this problem you need to fnd the triangle inside the circle. Look at the sketch
below:
This triangle has a
hypotenuse that is equal
to the diameter of the
bolt circle:
2.5/2 = 1.25
We are not given an angle
but we can calculate it
from the hole spacing. 1/6
of 360 = 60
The side Opposite the 60 angle will give us the horizontal dimension. The side Adjacent
will give us the vertical.
ADJ = COS 60 X 1.25 = .5 X 1.25 = .625 (vertical dimension)
OPP = SIN 60 X 1.25 = .866 X 1.25 = 1.083 (horizontal dimension)
UNIT 9
STUDENT WORKBOOK
UNIT 9
STUDENT WORKBOOK
Worksheet 9-4: Taper Angles
To cut a tapered shaft with a compound slide, you must know the taper angle. However,
the angles are not always given on prints. Sometimes you have to calculate it.
Can you see the triangle in this problem?
You know the side OPPosite to the taper angle and the side ADJacent. What formula
should you use? Calculate the taper angle and write your answer on the print above.
Use the print below to fgure the taper angle:
UNIT 9
STUDENT WORKBOOK
A similar problem is fnding the coordinates for angled cuts in CNC programming. Look
at the sketch below:
Find the missing dimension.
(Hint: the print gives you the angle and one side of the triangle you have to solve.)
UNIT 10
STUDENT WORKBOOK
Unit 10: Statistical Process Control
MEET IT
Dolores sets up and operates a
100-ton OBI press at an automotive
parts manufacturer. The parts made
at the plant typically have tolerances
of a few thousandths of an inch.
Every manufacturing process has
imperfections, and these really show
up in precision work, she says. We
have to carefully measure for SPC
and we have to keep our eyes on the
SPC charts to spot a problem before
we start to make bad parts. When I
spot a problem early, it can save the
company thousands of dollars in scrap.
LEARN IT
Determine mean and median values
Understand and defne standard deviation
Calculate standard deviation with a scientifc calculator
Fill out X-bar and R charts

USE IT
Centering the data: mean and median
Measuring scatter in the data: standard deviation
Calculating averages and ranges for SPC charts
Filling out and interpreting an X-bar and R chart
UNIT 10
STUDENT WORKBOOK
LEARN IT
Statistics is a branch of mathematics that is used to draw inferences about a population
based upon information contained in a sample. By inferences we mean conclusions or
even predictions about future events. We study a small sample, and we use the math of
statistics to make conclusions about a much larger number of things. These things could
be people who are going to vote or stamped parts coming off of a punch press.
During elections pollsters are paid to fnd out who people will vote for. They cant ask
every voter. So they try to ask a random sample of voters, and using statistics, they try
to predict how the election will turn out.
In manufacturing we use statistical process control (or SPC) to see if our process is in
control. In effect, we are trying to predict the future: will our process continue to produce
good parts, or will some parts be out of tolerance.
Just like the political pollsters, we cannot afford to check everything. Even if we could,
we could never guarantee 100% good parts. Even the best human inspector will miss
bad ones and reject good ones. In fact, QC Engineers often invoke the 80 -- 20 rule:
human inspectors will usually miss 20% of the bad parts.
Yet, thats OK because we dont have to check every part (thankfully!). We only have to
check the process. If the process is in control, the parts will be good, 100% good. We
still have to check parts, but only a small sample, and we have to make calculations
and plot our numbers onto charts. By keeping our eye on the chart, we can see if the
process is drifting out of control and make a fx before we produce even one bad part!
Whats more, computers now do most of the calculations and they also set off alarms
when the charts indicate a problem. Still, the operators have to make accurate
measurements and enter them correctly. It is also important for the operators to
understand SPC charts, even if the computer has an alarm system.
UNIT 10
STUDENT WORKBOOK
THE BASIC MATH OF STATISTICS
Statistics takes measurements of groups of numbers. There are really only two kinds
of measurements that we make, although we have many different math tools in the
statisticians toolbox:
A) Where the center of the data is
B) How spread out or dispersed the data is
The Average (or mean) is one measure of the center of the data. The median is another
way to describe the center.
The standard deviation, on the other hand, will show us how spread apart the numbers
are. The range is also a measure of how dispersed our data is.
FINDING THE MEAN:
A basketball players average is the number of points she or he scores in a typical
game over a period of time.
Lets say , for example, that an NBA shooting guard plays 10 games in January and
scores the following point totals in each game:
21, 23, 18, 19, 31, 15, 7, 22, 16, 20
The mean or average point production for this player would be:
= 19.2 points per game
We can write this with special math shorthand:
This says that the average of x (which we read as x-bar) equals the sum total of all
the xs (or the total number of points scored) divided by the number of xs (the number of
games).
UNIT 10
STUDENT WORKBOOK
19.2 pts/game is a pretty good average ,and we can see that this player is consistent.
Still, we can get a better idea of the most likely score he will have in any particular game
by looking at his median score.
The median is the middle number, and we can fnd it by writing out all the game scores
in order from highest to lowest,
7, 15, 16, 18, 19, 20, 21, 22, 23, 31
Note that the 5
th
number is 19 and the 6
th
number is 20. The median is the middle
number of the set so it will be between the 5
th
and 6
th
numbers. To get the median here,
we have to fnd the number that is midway between 19 and 20.
The median then is (20+19) divided by 2 and that equals 19.5.
So the mean is 19.2 and the median is 19.5 points per game.
If the mean and the median are very close, then the numbers are centered around the
average. So for every bad game, he also had a great game.
Other players are not so consistent. Some will score big against teams with a particular
weakness (such as a center that is weak on defense) but score little against a strong
front court.
Lets say that the basketball teams center scores the following points in a span of 9
games:
5, 6, 28, 33, 27, 7, 5, 4, 29
Calculate the mean:
Fifteen points per game is a good average. But lets fnd the median to see how
consistent the center scores.
To fnd the median frst line up the 9 point totals in order:
4, 5, 5, 6, 7, 19, 27, 29, 33
The 5
th
number in the set will be the middle number. It has 4 numbers on either side of it.
So the median is: 7
While this player averages 15 points per game, his median score is 7. So this player
is more likely to score 7 points than to score 15. His average gets a boost from the big
scores against teams with poor defense in the paint.
UNIT 10
STUDENT WORKBOOK
Worksheet 10-1: Mean vs. Median
Find both the mean and the median for sets of 10 measurements shown below.
Remember that the mean is the average or:
and the median is the middle number.
Problem 1: Caliper measurement of O.A.L. (overall length)
The print dimension is 1.275 .010.
Find the mean and the median. Circle any dimensions that are out of spec.
1.277, 1.267, 1.271, 1.265, 1.279, 1.284, 1.276, 1.286, 1.281, 1.282
The mean is:______________________________
The median is: ____________________________
Problem 2: Micrometer measurement of O.D. (outer diameter)
The print dimension is .0778 .0005
Find the mean and the median. Circle any dimensions that are out of spec.
.0774, .0778, .0780, .0773, .0779, .0781, .0782, .0781, .0784, .0782
The mean is:______________________________
The median is: ____________________________
UNIT 10
STUDENT WORKBOOK
Worksheet 10-2: Standard Deviation
Looking at the mean and the median will give you clues as to how spread out the
numbers are, but to control a process, we need to get a really good measure of the
variations from part to part. To do this we use a statistical calculation called a standard
deviation. There are different ways to calculate standard deviation. In SPC we always
use whats called the n-1 standard deviation.
The standard deviation is represented by a small s or the Greek letter (which is also
a small s in the Greek alphabet).
To get the
n-1
standard deviation we have to:
1) Subtract the average from each score.
2) Square each of these differences (that is, multiply the difference by itself).
3) Add up all the squared differences (the sum of the squares)
4) Divide the squares by the number of games played (the number of data points)
5) Take the square root of that number.
This can all be summed up in one short but complicated equation:
Dont worry if this is totally Greek to you. The calculator is going to do all the work.
Just to show how all the numbers come together, we will manually calculate a standard
deviation. We will use the basketball players mentioned on page 105 as our example.
Over 10 games, the #2 guard averaged 19.2 pts/game. So,
UNIT 10
STUDENT WORKBOOK
Now we have to subtract the mean from each score:
21 - 19.2 = 1.8
23 - 19.2 = 3.8
18 - 19.2 = -1.2
19 - 19.2 = -.2
31 - 19.2 = 11.8
15 - 19.2 = -4.2
7 - 19.2 = -12.2
22 - 19.2 = 2.8
16 - 19.2 = -3.2
20 - 19.2 = .8
Square the answers:
1.8
2
= 3.24
3.8
2
= 14.44
-1.2
2
= 1.44
.2
2
= .04
11.8
2
= 39.2
-4.2
2
= 17.64
-12.2
2
= 148.84
2.8
2
= 7.84
-3.2
2
= 10.24
+ .8
2
= .64
and then we add up the squared numbers: 343.56
So at this point we have:
Since there were 10 games, n = 10, and n - 1 = 9
so now we have:
The standard deviation for this players scoring is more than 6 points. This is a lot
compared to the mean of 19.2, but by itself doesnt mean much in basketball. Good
players will pass to their teammates when the defense covers them well. As long as
someone else picks up the scoring when he has an off night, his team will be fne.
This is not so in manufacturing. We need a consistent process. We always want to
see a small standard deviation, especially when compared to the total tolerance on the
dimension that we are measuring. If we have to measure a slot width of .250 .005, we
dont want to see a standard deviation of .004. Our total tolerance is only .010; so we
want to see a standard deviation that is a lot smaller than .010, something like .001.
UNIT 10
STUDENT WORKBOOK
For practice, lets calculate averages and standard deviations with a scientifc calculator.
For the TI-30 calculator, we will use the following keys:
+ The sigma plus key, to enter data points type in the number than hit this key.
The display will read : n= 1
and each time you enter a point, the count will go up so your display will let you know
how many data points you have entered.
After you hit all the points, type the keys labeled:
x the X-bar key, this will give you the mean of the points you entered.
n-1 Once the data points are entered, hit this key to get the n-1 standard deviation
which is the standard deviation that we use for SPC.
Exercise :
Use your calculator to fnd the average ( x ) and the standard deviation (n-1) for each
of the following samples:
1.250
1.252
1.255
1.251
1.255
.063
.061
.057
.058
.060
.701
.701
.712
.713
.710
x = _______ x = _______ x = _______
n-1

=________
n-1
= ________
n-1
= _______
UNIT 10
STUDENT WORKBOOK
Worksheet 10-3: Average and Range
This worksheet is similar to the last exercise. However, this time we will calculate the
average (X-bar) and the range (R) for each group of numbers.
The range is a very useful number. It turns out that often we can approximate the
standard deviation from the range (R) or the average of ranges ( R , called R-bar) .
You already know how to get the average. To get the range you subtract the smallest
measurement from the highest measurement.
Example: In the exercise above the ranges would be calculated as follows:
1.250
1.252
1.255
1.251
1.255
.063
.061
.057
.058
.060
.701
.701
.712
.713
.710
1.255 biggest .062 biggest .713 biggest
-1.250 smallest -.057 smallest -.701 smallest
R = .005 R = .005 R = .012
UNIT 10
STUDENT WORKBOOK
Exercise:
For the groups of numbers below, calculate both the average and the range:
1.249 .063 .711
1.250 .069 .709
1.249 .065 .703
1.249 .060 .705
1.251 .066 .707
x =_______ x =_______ x =_______
R =_______ R =_______ R =_______
6.25 5.19 13.4
6.29 5.25 13.4
6.27 5.78 13.1
6.31 4.99 13.8
6.24 5.56 13.7
x =_______ x =_______ x =_______
R =_______ R =_______ R =_______
UNIT 10
STUDENT WORKBOOK
Worksheet 10-4: Charting Data on an X-bar and R Chart
This page contains a table with 25 subgroups of 5 measurements.
1) Calculate the average and the range for each subgroup. Enter your answers in the table.
Spec limit 2.500 .010
1 2 3 4 5 6 7 8 9 10 11 12 13
1 2.497 2.503 2.503 2.492 2.497 2.506 2.500 2.502 2.500 2.501 2.502 2.493 2.496
2 2.499 2.502 2.500 2.498 2.491 2.501 2.502 2.499 2.504 2.493 2.490 2.488 2.502
3 2.502 2.509 2.505 2.494 2.497 2.492 2.509 2.504 2.503 2.495 2.495 2.509 2.507
4 2.502 2.499 2.504 2.497 2.495 2.505 2.501 2.497 2.507 2.500 2.498 2.492 2.501
5 2.493 2.500 2.505 2.501 2.502 2.499 2.502 2.511 2.498 2.503 2.498 2.499 2.509
X-bar
Range
14 15 16 17 18 19 20 21 22 23 24 25
1 2.506 2.502 2.494 2.503 2.511 2.505 2.500 2.499 2.508 2.505 2.499 2.503
2 2.504 2.499 2.507 2.497 2.495 2.496 2.496 2.496 2.502 2.499 2.504 2.495
3 2.497 2.504 2.495 2.504 2.496 2.496 2.497 2.497 2.507 2.497 2.499 2.497
4 2.493 2.500 2.508 2.504 2.500 2.497 2.501 2.497 2.503 2.510 2.498 2.504
5 2.503 2.504 2.498 2.497 2.502 2.506 2.492 2.499 2.505 2.507 2.503 2.506
X-bar
Range
Note that 25 subgroups are typical on an SPC chart. Subgroups are often sampled at 1
hour intervals so a table like this would cover about 1 days worth of production. Although
many shops use computers to plot the SPC charts, it is still done manually in many
instances, even in large plants.
2) Now calculate the average of the averages, or X-double-bar and the average of the
ranges or R-bar:
UNIT 10
STUDENT WORKBOOK
3) Now you will make an X-bar and R chart. The X-doublebar will be the center of the
X-bar chart.
To do this you will use an SPC form from the automotive industry. The chart on
the next page is reprinted with permission from the SPC Manual (Daimler-Chrysler,
Ford, General Motors Supplier Quality Requirements Task Force).
a) Plot the 25 X-bar points on the chart on the next page.
b) On the same page but in a separate area underneath the X-bar chart, plot the 25
Ranges.
UNIT 10
STUDENT WORKBOOK
UNIT 10
STUDENT WORKBOOK
4) Analyze the chart. Do you recognize any patterns? Do you see any trends that might
be a problem?
5) Now add the control limits to the charts. You will need to use the formulas provided.
Once you have calculated the control limits, you draw horizontal lines across the
charts to mark these limits:
You need to plot
6) With the control limits drawn, lets study the chart again. Are there any points outside
of the control limits?
Bibliography
STUDENT WORKBOOK
Bibliography
RESOURCES FOR SHOP MATH
Carman, Robert H. and Hal M. Saunders. Mathematics for the Trades, A
Guided Approach, Fifth Edition. 1999. Prentice Hall. ISBN 0-13-
907783-9.
Center for Occupational Research and Development, Workforce
Mathematics I. 1996. Waco, Texas: CORD Communications, Inc.
ISBN 1-55502- 847-0.
Center for Occupational Research and Development, Workforce
Mathematics II. 1996. Waco, Texas: CORD Communications, Inc.
ISBN 1-55502-850-0.
Griffth, Gary K. Statistical Process Control Methods, 2nd Edition. 1996.
Milwaukee, WI: ASQC Press. ISBN 0-87389-345-X.
Smith, Robert D. Mathematics for Machine Technology, 3rd Edition. 1990.
Albany, NY: Delmar Publishers. ISBN 0-8273-4042-7.
RESOURCES FOR PRINT READING AND VISUALIZATION SKILLS
Barsamian, Michael A. and Gizelbach, Richard A. Machine Trades Print
Reading. 1996. Goodheart-Wilcox. ISBN 1-56637-269-0
Taylor, David L. Elementary Blueprint Reading for Machinists, 4th Edition.
1996. Albany, NY: Delmar Publishers. ISBN 0-8273-7241-8.
Brown, Walter C. Print Reading for Industry. 1995. Tinley Park, IL:
Goodheart-Willcox. ISBN 1-56637-062-0.
Krulikowski, Alex. Fundamentals of Geometric Dimensioning and
Tolerancing. 1998. Albany, NY: Delmar Publishers. ISBN 0-8273-
7995-1.
Olivo, Dr. C., and Thomas P. Olivo. Basic Blueprint Reading and Sketching,
6th Edition. 1993. Albany, NY: Delmar Publishers. ISBN 0-8273-
5740-0.
Bibliography
STUDENT WORKBOOK
RESOURCES FOR MEASURING
Busch, Ted, Roger Harlow and Richard L. Thompson. Fundamentals of Dimensional
Metrology, 3rd Edition. 1998. Albany, NY: Delmar Publishers.
ISBN 0-8273-7126-8.
Griffth, Gary K. The Quality Technicians Handbook, 3rd Edition. 1996. Englewood Cliffs,
NJ: Prentice-Hall, Inc. ISBN 0-13-437328-6.
RESOURCES FOR MANUFACTURING CONCEPTS
DuVall, J. Barry. Contemporary Manufacturing Processes. 1996. Tinley Park, IL:
Goodheart-Willcox Co. ISBN 1-56637-158-9.
Minster Machine Company. Power Press Safety Manual (#8051). 1994. Minster, Ohio.
Walker, John R. Machining Fundamentals. 1998. Tinley Park, IL: Goodheart-Willcox Co.
ISBN 1-56637-403-0.
Wright, R. Thomas. Processes of Manufacturing. 1990. South Holland, IL: Goodheart-
Wilcox Company. ISBN 0-87006-811-3.
Glossary
STUDENT WORKBOOK
Glossary
ANSI (American National Standards
Institute) An association that serves as a clearinghouse
for nationally coordinated voluntary standards
for felds ranging from information technology to
building construction. Standards are established
for such areas as defnitions, terminology, symbols,
materials, performance characteristics, procedures,
and testing methods.
Bi-lateral Tolerance The allowed variance in a dimension from a larger
value (+) to a smaller value (-) than the specifed
(nominal) dimension.
Cartesian Coordinates . Coordinates whose axes are linear and
perpendicular, wherein the position of any point can
be defned by a set of coordinates along the axes.
Also called rectangular coordinates.
Chamfer A beveled or sloping edge (usually of a hole),
dimensioned by giving either the length of the offset
and the angle or a pair of linear dimensions.
CNC (Computer
numerical control).. A system in which a computer is used to precisely
position tools and/or the workpiece and to carry out
the sequence of operations needed to produce a
part.
Cosine . In a right triangle, the ratio of the side adjacent to a
given angle to the hypotenuse.
Dimensioning Explicit indication of dimensions on a drawing or
print.
GD&T (Geometric Dimensioning
and Tolerancing) A system of dimensioning that controls the shape
or form of part features (instead of just the size).
GD&T ensures better assembly of parts and often
provides greater tolerance for locations of features
than conventional tolerancing. However, GD&T is a
more complicated system and requires more math
knowledge.
Glossary
STUDENT WORKBOOK
Histogram A frequency distribution graph using bars, each of
whose width represents a value range and whose height
represents the frequency of measurements falling into
that range.
Mean. The average of a group of values.
Median. In statistics, the actual or interpolated middle value in a
group of values.
Micrometer.. A precision tool capable of measuring to 0.0001 inch
(about 0.01mm).
Pythagorean theorem The theorem that the square of the hypotenuse of a right
triangle is equal to the sum of the squares of the other
two sides.
Range In SPC, the largest measurement in a set minus the
smallest one.
Sine In a right triangle, the ratio of the side opposite a given
angle to the hypotenuse.
SOHCAHTOA.. An acronym to help in remembering the basic
trigonometric function defnitions.
SPC (Statistical Process
Control) Using statistics to monitor the manufacturing process
over time. SPC aims to identify trends that could
produce rejects before any bad parts are made.
Specifcation.... A detailed description of requirements, dimensions,
or materials.
Glossary
STUDENT WORKBOOK
Standard Deviation A measure of how far a data point is from the mean,
which can indicate how dispersed data points are.
The (n-1) standard deviation is the type of calculation
that is used in SPC.
Tangent In a right triangle, the ratio of the side opposite a
given angle to the side adjacent to the angle.
Taper. A uniform increase or decrease in the diameter of an
object, resulting in a wedge or conical shape.
Tolerance. A permissible deviation from a basic dimension.
Unilateral Tolerance.. The total tolerance is in one direction only, either (+) or (-).
Vernier Caliper A precision measuring instrument used for both inside and
outside measurements, that is accurate to 1/1000 inch
(0.001 inch) and 1/50 mm (0.02 mm).
X-Bar-and-R ChartChart of production data for a particular dimension showing
the average value of a set of measurements and the range
of values of the measurements. Also called an Average
and Range chart.

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