California Career and Technical Education Standards

• ANR.B.B7.2 Know how to properly set up, adjust, shut down, and maintain an oxy-fuel system.
• ANR.B.B7.5 Know basic repair skills using a variety of techniques, such as brazing or hard ...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2

• Purpose for Brazing - Hooks / Set

  As the students enter the classroom they will see various brazing rods, examples of fluxes, the oxy-fuel outfit and different types of metal (aluminum, copper, mild steel, brass, cast iron, thicker plate steel and  thinner sheet metal) located at the front of the classroom or shop.  After taking roll, I will ask the students if it is possible to weld these various metals and thicknesses of metal together and how?  After some discussion, I will intoduce the topic of brazing with the oxy-fuel unit, then proceed into the ppt lecture notes with student note packets.
• Oxy-Acetylene Brazing - Lecture

  This lesson is comprised of a power point presentation titled, "Oxy-acetylene Brazing", in addition a student note packet will be provided to each student in the class to follow along and record the information given to them.

  • OXY-FUEL BRAZING.PPT [ Download ] Oxy-Fuel Brazing. PPT
  • Oxy-Fuel Brazing Student Notes.doc [ Download ] Oxy-Fuel Brazing- Student Note Packet
• Brazing a tee weld in the flat position - Demo / Modeling

  After the Power point presentation lecture notes are completed, move into the shop and demonstrate brazing to the students.  Prior to the students entering the shop, the instructor must; set up a metal shop or welding table in the center of the shop with enough room for all students to clearly see the demonstration.  Move the oxy-fuel outfit close to the demonstration table, have on the table two firebricks, several 1 1/2" x 4" X 14 gauge sheetmetal pieces, leather welding gloves, a friction lighter, slip joint pliers, chipping hammer, brazing rod and flux, tip cleaner and a stool or chair to sit on.  As the students enter the shop, have each student put on Shade #5 welding glasses or goggles.  Review with the students the procedures to set up and light the oxy-fuel outfit, obtain a neutral flame.  Tack a tee joint with two pieces of sheetmetal.  Lay the two firebricks side by side lengthwise and prop the tacked metal between them in the flat position.  Heat one side of the metal to a dull cherry red color and melt some flux in that area.  Weld the joint with brass, chip off any slag and grab hot metal with slip joint pliers.  Show students how to properly cool / dunk metal in the dunk tank by wearing gloves and preventing steam burns.  Repeat demonstration as needed for student clearity and understanding or let a volunteer student try as the whole class watches.  After some disscussion and more demonstration (if needed) allow the students to move to the welding booths and try the assignment / welding assignment on their own.  Highly advise the teacher to observe and help students with troubleshooting during the first couple of beads.