I've just created a page on Facebook! This has the chainsaw videos easily available through the Links element, and I'll be posting some new stuff on the page in due course...
You can find DriveLink at http://facebook.com/drivelink
Crossword Competition
Fancy winning an Oregon Timber Vice? Well, now you have the chance with DriveLink. Find out more after the jump...
This is your chance to win an Oregon timber vice - real useful out in the woods for getting a more accurately sharpened chain whilst out in the woods (or anywhere where you can find a chuck of wood to stick the prongs in!).
It's new, boxed and waiting for a winner of this competition. So, how do you enter? Download and print off the crossword puzzle shown in the image above (it's A4 sized in real life, when printed).
Complete the crossword puzzle - it's all related to the CS30 NPTC schedule, so if you're not too sure of an answer you should be able to go looking for it.
Print the puzzle off and complete it. Send your copy to me by the start of May (01/05/2010) and I'll choose a winner. Make sure to include your name and address, or at the very least your name and email address so I can contact you if you are the winner!
I can also assure you that I won't be selling your details off to anyone, but I might contact you if there are any exciting developments in the world of DriveLink (however unlikely that is!).
If you are a chainsaw trainer and would like to use the crossword with your students, then please feel free to download, copy and use at will.
Terms & Conditions: there is just the one prize and no cash alternative! The competition entries must be in by the 1st May 2010. This is a UK only competition.
I should also mention that many of you know that I work for Sparsholt College - this competition has nothing to do with the College! Despite that, competition entries should be sent to:
David Vickers
c/o Sparsholt College
Forestry & Arboriculture
Winchester
Hampshire
SO21 2NF
How Time Flies...
I can't believe it's been so long since my last update - so much has been going on! Find out more after the jump...
The new NPTC assessment schedules are in full force now, and I've personally been busy delivering the new CS30 (chainsaw maintenance and crosscutting), CS31 (small fell) and CS38 (climbing and aerial rescue) courses.
There's not too much difference with the CS30, or the CS31 for that matter, but the CS30 does now include a bit more information on problems with chain components (look out for an post on that soon), and bore cuts (I'm thinking that a video would be good for that?).
The CS31 now includes a little bit more on winching, but the big change is with the CS38 as that now includes spiking up a pole and carrying out pole rescues (and that means both 2-man and 3-man (belay) rescues).
So, I haven't forgotten about you - I've just been really busy, but I still have some plans to write a few more articles and might just also include some small fell material too...
Understanding Oregon Filing Tables
When it comes to sharpening chains for chainsaws, the filing table will provide you with all the information that you need to achieve a sharp chain.
However, different manufacturers mark their chains differently, and not all filing tables are created equally. This short presentation takes a look at how to get the information required to sharpen an Oregon chain.
Find out more after the jump...
The filing table allows us to glean certain pieces of information that we will need to know if we are to correctly sharpen the chain; things like the size of the file, the filing angle, and the depth gauge setting can all be found by using it. Watch the following presentation to learn (or revise) how to use the Oregon filing table.
Understanding Chain Ident.
Over the last few chainsaw maintenance courses that I've run, it's become obvious that there is some confusion over how to identify a chain. So, if this is something that you're not entirely sure about, here's your chance to get it nailed. Read on for more information...Perhaps the easiest way to find out how to identify the chain correctly is to have a look at the following table. We'll just stick to Oregon, Stihl and Husqvarna...
| Oregon | Stihl | Husqvarna | |
| No. on drive link | ID #. Look up in filing table. | Chain gauge. Ignore for now. | ID #. Look up in filing table. |
| No. on depth gauge. | Depth gauge setting in thousandths of an inch. | Chain pitch. Look up in filing table. | N/A |
For Oregon and Stihl chains you'll also need to compare the cutter profile with that described in the filing table - that way you'll ensure you are looking at the relevant chain information.
Take a look at this previous post if you need to convert between Stihl's terminology for cutter profiles and others... Name Your Chain
Teaching Tension & Compression
I recently had a student that found it difficult to fully grasp the concept of tension and compression wood. This student understood that if a piece of timber was only held at one end, then the compression wood was underneath, and that's where the first cut would be made; but when it was balanced at either end, they just couldn't see it. What I needed was a way to help this student understand where the cut should be made - this gained particular significance as I'd been told that they had failed a previous attempt at CS30 on demonstrating knowledge of tension and compression! Find out my solution after the jump...After we had been down the woodyard, practicing the crosscutting, I have to admit that I thought we'd got it sussed. But we hadn't - my fault really and now I needed to come up with something that would help this student. Walking back, I was running various ideas through my head when I had a moment of inspiration.
I needed something quick, simple and easy to understand. Perhaps something this student could take away with them to practice with.
The result can be seen in the picture at the top of this post - click on it to get it full size (A4). Here's how it works...
- Cut out around the edge of the rectangles, and then fold in half as it shows.
- After folding it, glue it together just to hold the halves in place.
- The elliptical pads represent where the wood is held up - so if you place the single pad touching on a table, or whatever, with the other end free, you'll see that the free end sags down (because there's nothing holding it up). Holding it this way, you can also see that the letter 'T' (tension) is uppermost and the number '2' (second cut) is showing. This tells you that the compression wood, which you would cut into first, is on the underside of the timber.
- Now turn the paper over and balance the two pads at either end across your hands. You can now see that the letter 'C' (compression) is on top, and the number '1' (first cut) is showing. This tells you that the first cut to make is the compression wood on top.
It's easier to do, than to explain ;-)
Anyway, if it's of use to anyone, then please feel free to download it and give it a go. If you're a trainer, then feel free to use it. As for my student? They passed with flying colours.
Supporting Dyslexic Learners
This year I've been much more aware of many learners attending my courses who are dyslexic - whether they have mild 'symptoms' or serious dyslexia and find it extremely difficult to read at all. Whilst the NPTC assessments are practical based, with questions asked to test knowledge, the problem still remains for trainers to put across information in a manner suitable for everyone, irrespective of any learning difficulties. This is an area that I'm just starting to learn about myself, and over the last 6-9 months I've been trying to help those that are dyslexic so that they can revise skills and knowledge learnt on a course. Find out more after the jump...
Here at Sparsholt College, at the start of the year I tweaked the application process so that I knew in advance if learners with learning difficulties, dyslexia and so on, were to attend a course. This sort of knowledge is important to a trainer so that we can make our lessons inclusive for everyone.
For starters, I rely heavily on imagery when I teach, although I can't get away entirely from text here and there; and of course the course notes that every student gets have large areas of text. From what I've learnt, the colour of the paper that the notes are written on can make a big impact, improving readability. I now make it a point to ask any students if they would prefer to have their notes printed on something other than standard white paper.
It's only a small thing, but the response from dyslexic students has been interesting - it really seems to make a difference. In fact, one student was really taken by the fact that I had asked and made a comment along the lines of "Thanks, yes I'd like it on pale yellow paper. I can't believe you care - where I was before just treated me as if I was stupid". That's no way to treat anyone and I;ve had other students who have benefited from this small change.
It's also why I have introduced some audio stuff here on DriveLink, as well as video. It's just another way of getting across the information, some will prefer to watch a video, others will hate it. That's fine - as long as they get the skills and knowledge they need to operate a chainsaw, fell a tree, or climb, safely.
The image at the top of the screen was actually destined to be a storyboard for another instructional video that I want to make (I've got so many ideas for videos!), but I also wondered of it was useful to others as a quick reference on how to sharpen a chain. Naturally, it's a bit light on actual information (that's what the video will be for), but as an aide-memoire or quick reference, if it's useful to someone then print it off. It's sized for A4 paper, so should just print out fine.
If you're reading this, and you've got staff, or you know someone that has learning difficulties of some sort, then make sure they get the training they deserve - improving the effectiveness of the training we deliver will help reduce accidents and increase knowledge across this industry.
- David -
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