Mech - Drives

MECHANICAL
LEARNING
DRIVES 1 ACTIVITY
PACKET
INTRODUCTION TO
MECHANICAL
DRIVE SYSTEMS
BB502-XD01AEN
LEARNING ACTIVITY PACKET 1
INTRODUCTION TO MECHANICAL
DRIVE SYSTEMS
INTRODUCTION
Companies all over the world are increasingly automating their processes in order
to become more competitive. Automation not only requires more sophisticated controls,
usually in the form of a computer, but it also requires more sophisticated mechanical
systems as well. Mechanical systems must be more reliable and precise. This means
that the people who design, install, and maintain mechanical systems must increase their
knowledge and skills.
In this learning system, Mechanical Drives 1, and other learning systems which
follow, you are going to learn how to select, install, adjust, troubleshoot, and repair
a range of mechanical systems which are commonly found in both automated and
manual machines used in every industry around the world. These industries include
manufacturing, construction, military, communications, and transportation.
In this first LAP, you will learn about general safety practices for mechanical
systems and how to mount and level an electric motor. These skills will be applied to
all LAPs that follow. The electric motor is by far the most common device used to drive
mechanical systems.
ITEMS NEEDED
Amatrol Supplied
950-ME1 Mechanical Drives 1 Learning System
School Supplied
6-inch Rule Micrometer, 0-1 inch Range
Metric Rule Micrometer, 1-2 inch Range
Decimal Rule Micrometer, 0-25 mm Range
Dial Caliper, 6 inch
FIRST EDITION, LAP 1, REV. E

Amatrol, AMNET, CIMSOFT, MCL, MINI-CIM, IST, ITC, VEST, and Technovate are trademarks or registered trademarks of Amatrol,
Inc. All other brand and product names are trademarks or registered trademarks of their respective companies.
Copyright © 2013, 2012 by AMATROL, INC.
All rights Reserved. No part of this publication may be reproduced, translated, or transmitted in any form or by any means, electronic,
optical, mechanical, or magnetic, including but not limited to photographing, photocopying, recording or any information storage and
retrieval system, without written permission of the copyright owner.
Amatrol,Inc., 2400 Centennial Blvd., Jeffersonville, IN 47130 USA, Ph 812-288-8285, FAX 812-283-1584 www.amatrol.com
BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 2

Copyright © 2013 Amatrol, Inc.
TABLE OF CONTENTS
SEGMENT 1 MECHANICAL POWER TRANSMISSION SAFETY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

OBJECTIVE 1 Describe the function of a mechanical power transmission system and give an advantage
OBJECTIVE 2 Describe five methods of rotary mechanical power transmission and give an application of each
Activity 1 Mechanical system identification
OBJECTIVE 3 Describe six rules of safe dress for working with power transmission equipment
OBJECTIVE 4 Describe eight mechanical transmission safety rules
OBJECTIVE 5 Describe the operation of the lockout/tagout system
Activity 2 Mechanical power transmission safety test
SKILL 1 Perform a lockout/tagout
SEGMENT 2 MACHINE INSTALLATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

OBJECTIVE 6 Describe the function of a foundation and give three types
OBJECTIVE 7 Describe the function and construction of a bedplate
OBJECTIVE 8 Describe the function of a spirit level and give an application
OBJECTIVE 9 Describe the operation of a spirit level
SKILL 2 Use a spirit level to determine orientation of a surface
SEGMENT 3 MOTOR MOUNTING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

OBJECTIVE 10 Describe three types of motor mounts and give an application of each
OBJECTIVE 11 Describe how fasteners are used to attach a motor mount to a bedplate
OBJECTIVE 12 Describe how to select fastener size and type for a motor mount
SKILL 3 Select a fastener size and type for a motor mount
OBJECTIVE 13 Describe how to mount and level an electric motor
SKILL 4 Mount an electric motor and correct for a soft foot condition
SKILL 5 Level an electric motor
SEGMENT 4 SHAFT SPEED MEASUREMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

OBJECTIVE 14 Describe two methods of measuring motor shaft speed and give an application
SKILL 6 Use a digital tachometer to measure motor speed

SEGMENT 1
MECHANICAL POWER TRANSMISSION SAFETY
OBJECTIVE 1 DESCRIBE THE FUNCTION OF A MECHANICAL POWER

TRANSMISSION SYSTEM AND GIVE AN ADVANTAGE
A mechanical power transmission system is a device which is composed of

linkages, shafts, bearings, gears, pulleys, or other components whose purpose is to
transmit and control the force and motion from one device to another. The device it
receives power from is called the driver, or prime mover, and the device it transmits
power to is called the driven device, as shown in figure 1. In this example, a v-belt
drive system is used to transmit power from an electric motor to an air compressor.
AIR COMPRESSOR OUTPUT

(DRIVEN DEVICE) TO
TANK
ELECTRIC MOTOR
(DRIVER)
V-BELT DRIVE
Figure 1. Mechanical Power Transmission Concept

Mechanical power transmission is one of several methods used in machines to
transmit power. Other methods include:
• Electrical, e.g. electric motor
• Thermal, e.g. gas engine
• Fluid, e.g. hydraulic or pneumatic actuator
In most cases, the mechanical system is used in combination with one of these
other forms of power. For example, the machine in figure 1 uses an electric motor
to convert electrical power into mechanical power in the form of a rotating shaft.
The mechanical system then transmits the power to another rotating shaft to drive
a compressor, which converts the mechanical power into fluid power.
One of the questions you might ask at this point is: why not couple the electric
motor directly to the shaft of the compressor and eliminate the mechanical system?
This is another approach which can be used, but it actually does not eliminate the
mechanical system. It just changes it from one type to another. In this case, the belt
drive system is replaced by a direct coupled system.
Some reasons for using more complex mechanical systems which do not use
direct coupling include:
• Increasing or decreasing the speed
• Increasing or decreasing the torque or force
• Changing the direction of motion
• Extending the power to a location that is remote to the driver or prime mover
• Changing the type of motion from rotary to linear
• Controlling the acceleration and deceleration of the motion
While most of the above reasons could be performed by the controller and the
driver, the advantage of using a mechanical system to do these tasks is that it is
often cheaper. Good mechanical design can greatly lower the cost of a machine.

OBJECTIVE 2 DESCRIBE FIVE METHODS OF ROTARY MECHANICAL POWER
TRANSMISSION AND GIVE AN APPLICATION OF EACH
Mechanical power can be transmitted in either a linear (straight-line) or rotary

direction. Rotary power transmission in the form of a shaft-to-shaft transmission
is by far the most common. Rotary power transmission can further be divided into
two categories, as shown in figure 2: axial and shaft-to-adjacent-shaft.
AXIAL SHAFT TRANSMISSION

PUMP
ELECTRIC
MOTOR
SHAFT-TO-ADJACENT-SHAFT TRANSMISSION
Figure 2. Two Categories of Rotary Shaft Transmission

Axial Shaft Transmission
There are two methods of axial power transmission commonly used: coupling
and clutch. As shown in figure 3, the coupling connects two shafts together. The
most common application of the coupling is to connect a driver to a driven compo-
nent, as in an electric motor and a pump. Another application is to extend the
length of a shaft by connecting it to another shaft.
DRIVER-TO-DRIVEN COUPLING
PUMP
ELECTRIC
MOTOR
SHAFT EXTENSION COUPLING
COUPLING COUPLING
SHAFT 1 SHAFT 2 SHAFT 3
Figure 3. Coupling Applications

A clutch, like the coupling, connects two shafts together. The difference is the
clutch allows the two shafts to be disconnected and connected to each other while
they are running. A common application of a clutch is overrunning. An example is
a fan driven by a diesel engine, as figure 4 shows. When the engine shuts down, it
will stop very quickly. A clutch is used to disconnect the fan so that it can slowly
coast to a stop. This avoids putting a strain on the engine caused by stopping the
high inertia of the fan suddenly.
CLUTCH
ELECTRIC
MOTOR FAN
Figure 4. Clutch Application for Fan Drive

Shaft-to-Adjacent-Shaft Transmission
There are three types of shaft-to-adjacent-shaft power transmission:
• Belt Drive
• Chain Drive
• Gear Drive
Each of these three systems is shown in figure 5. A belt drive uses a belt made
of either synthetic or natural rubber which is stretched around two rotating smooth
hubs. The chain drive works similar to the belt drive, except that it uses a metal
chain which is wrapped around two hubs having teeth. The gear drive uses rotating
hubs which have teeth that mesh together.
BELT DRIVE CHAIN DRIVE GEAR DRIVE
Figure 5. Three types of Shaft-to-Adjacent Shaft Power Transmission Methods
All three types of drives are commonly used to increase or decrease the speed
and torque transmitted to the driven shaft. This is accomplished by selecting
different sizes for the hubs. Also, all three drives can be used to extend the power
to a location that is different than the location of the driver. Chain and belt drives
are usually used when the distances between shafts are longer. Common applica-
tions of belt drives are compressors and fans. Common applications of chain drives
are small vehicle drives.
Gear drives are often used when the distances between shafts are very close,
the direction of motion must make a right angle turn, the speed and torque increase/
decrease must be very high, or the drive must be sealed. Common applications
include gearboxes, machine tool drives, and rollers.

Activity 1. Mechanical System Identification
Procedure Overview
In this activity, you will become familiar with the components used on
the 950-ME Mechanical Drive System. This system includes a variety of
industrial mechanical components that can be set up on a work surface to
replicate industrial applications.
 1. Locate the 950-ME1 or the 950-ME1-SB Mechanical Drives 1 Learning

System, as shown in figures 6 and 7.
 This system includes a mobile workstation, modular work surfaces for setting
up mechanical systems, storage panels, storage units for storage of loose
components, and a number of loose mechanical components.
 The work surface consists of four plates on the 950-ME1 and two plates on
the 950-ME1-SB. All activities can be performed with one or two plates. This
allows the 950-ME1 to support four or more students. Each work surface
plate is designed with slots and holes for mounting the components.
 Also, notice that the workstation contains a motor control unit. This unit is
designed to safely control power to the motor. It comes complete with lockout
equipment.
WORK SURFACES
MOTOR
CONTROL
UNIT
Figure 6. 950-ME1 Mechanical Drive Systems

Figure 7. 950-ME1-SB Mechanical Drive System

 2. Locate the Component Storage Panels.
 The 950-ME Mechanical Drives System includes the following storage
panels:
• Shaft Panel 1
• Shaft Panel 2
• Belt Drive Panel 1
• Chain Drive Panel 1
• Gear Drive Panel 1
 These panels are designed to allow you to quickly identify the drive
components and easily retrieve them. Each panel has handles for lifting and
is designed to mount on the workstation’s overhead rack or underneath in one
of the slots.
STORAGE
PANELS
Figure 8. Storage Panels

 3. Locate the Mechanical Guard System, as shown in figure 9.
 The system contains two components: 2 interlocking guard halves.
 The mechanical guard system protects you from the moving components
when you are operating a drive system. The guard halves are designed to
stack together to reduce storage space when not in use.
Figure 9. Mechanical Guard System

 4. Locate the Storage Drawer Unit, as shown in figure 10.
 This unit contains additional components which either do not store easily on
a panel or have grease which needs to be contained.
 Each drawer contains the following items:
• Drawer 1 - Measurement instruments, shims, and keystock
• Drawer 2 - Belts
• Drawer 3 - Mounting Hardware
• Drawer 4 - Chains
Figure 10. Storage Drawer Unit

 5. Locate the following loose components, as shown in figure 11.
• Constant Speed Motor (A)
• Gear Motor, Variable Speed (B)
• Adjustable Motor Base (C)
• Prony Brake (D)
• Digital Tachometer (E)
 You will use the constant speed motor for most skills.
 The gear motor is a slower, smaller, variable speed unit which is used for gear
drive activities.
 The prony brake and tachometer are used to measure the performance of
various drive systems.
D.
B.
A.
C.
E.
Figure 11. Loose Components

 6. Perform the following substeps to locate the measurement and alignment
tools needed to perform the skills in this module.
 Some of these components are supplied within the Amatrol 950-ME1. Other
components are not supplied within the Amatrol 950-ME1, but are instead
school supplied components.
A. Locate the Alignment Tools.
The alignment tools are stored in drawer 1 of the storage drawer unit. It
contains the following:
Amatrol Supplied-Alignment Package Level 1
• Feeler Gauge (A)
• 3-3/8 inch Level (B)
• 36 inch Straight Edge (C)
• Torpedo Level, 9 inch (D)
• Combination Square (E)
School Supplied
• 6-inch Rule (F)
• Metric Rule (G)
• Decimal Rule (H)
• Micrometer, 0-1 inch Range (I)
• Micrometer, 1-2 inch Range (J)
• Micrometer, 0-25 mm Range (K)
• Dial Caliper, 6 inch (L)
D.
C.
L.
J.
K.
I.
F. G. H.
B.
E.
A.
Figure 12. Alignment Tools

B. Locate the Indicator Package.
The indicator package components are stored in drawer 1 of the storage
drawer unit. It contains the following:
• Dial Indicator with 90° tip (A)
• Set of adjustable mounting brackets and Clamps (B)
• Magnetic Base (C)
• Magnetic Mounting Plate (D)
• Knobs (E)
B.
D.
C.
A. E.
Figure 13. Indicator Package

C. Locate the hand tools. These should be stored in some type of tool cabinet,
similar to the one shown in figure 14. These may be provided by Amatrol
or by your school.
Figure 14. Hand Tool Cabinet

OBJECTIVE 3 DESCRIBE SIX RULES OF SAFE DRESS FOR WORKING WITH
POWER TRANSMISSION EQUIPMENT
Work place safety is important no matter what your job is. Jobs that involve
mechanical equipment can be very dangerous because there are moving parts
through which high forces are often transmitted. Many experienced mechanical
workers have missing fingers or hands as a result of their work around mechanical
systems. However, you can help avoid this by practicing dress safety rules. Dress
safety rules are mainly designed to keep you or your clothing from getting caught
in the moving parts of a machine. They include:
• Wear safety glasses at all times.
• Avoid wearing loose fitting clothes.
• Remove ties, watches, rings, and other jewelry.
• Tie up long hair or put it in a cap or under your shirt.
• Wear heavy duty leather shoes, steel-toed shoes are recommended. Canvas
shoes are not acceptable.
• Roll up long sleeves or wear short sleeves.
WARNING
Do not wear gloves around machinery when it is running. Gloves can get
caught in the moving components and pull your hand into the machine.
OBJECTIVE 4 DESCRIBE EIGHT MECHANICAL TRANSMISSION

SAFETY RULES
In addition to dress rules, there are other rules you should follow while working
with machinery. These include:
• Make sure the power is off and its power switch is locked out by a lockout/
tagout device.
• Do not enter the machine’s area of operation until the machine is completely
stopped.
• Always keep your tools clean and organized.
• Do not work on wet floors.
• Make sure all guards are in place before operating the machine.
• Always get help when lifting heavy parts.
• Make sure that you announce that you are going to start a machine before
doing so to give others a chance to clear the area.
• Make sure that no one is in the area before starting a machine.

OBJECTIVE 5 DESCRIBE THE OPERATION OF THE
LOCKOUT/TAGOUT SYSTEM
One of the greatest dangers to a mechanic, electrician, or technician is to

have another person power up equipment while they are working on it. In order to
avoid this possible danger, all power sources (electrical, mechanical, pneumatic,
hydraulic, etc.) should be locked out when performing maintenance on the equip-
ment so that they cannot accidentally be turned on. This is accomplished with a
safety procedure called lockout/tagout.
Lockout/tagout is a 2-step process: lockout and tagout.
Lockout is the process of blocking the energy flow from a power source to
a piece of equipment and assuring that it remains blocked. This is accomplished
using a lockout device such as a lock, block, or chain at the power source to prevent
a piece of equipment from receiving power from the source.
Tagout involves placing a tag on the power source that warns others not to
restore power. The tags must clearly state: Do not operate. The tags must be
applied by hand. There are special occasions when a tagout can be used without a
lockout. However, special care should be taken because a tagout is not a physical
restraint like a lockout.
Figure 15. Lockout

Any person who is going to work around or on the piece of equipment should
perform a lockout/tagout. The only person who should remove a lock/tagout is the
person who installed it. In a case where there may be several persons servicing a
piece of equipment, a multiple lockout is used so that each person has their own
lockout on the equipment. Therefore, the power cannot be restored until all of the
locks have been removed. This ensures that everyone is clear of the equipment
before starting it.
All companies are required to develop a lockout/tagout procedure and must
train the employees on the procedure.
Activity 2. Mechanical Power Transmission Safety Test

 1. Go to your instructor and ask for the Mechanical Power Transmission Safety
Test.
 2. Complete the test and return it to your instructor. You must get a 100% on the
test in order to proceed.

SKILL 1 PERFORM A LOCKOUT/TAGOUT
Procedure Overview
In this procedure, you will perform a lockout/tagout procedure on the
safety switch of the 950-ME Mechanical Drives System. A lockout/tagout
must be performed each time you set up the 950-ME to perform a skill or other
activity.
CAUTION
If you have not yet scored 100% on the Safety Test, do not proceed with
this procedure. Not fully understanding and observing the lockout/tagout
procedure could result in injury to yourself or others.
 1. Inform your instructor that you are ready to perform the lockout/tagout
procedure on the 950-ME Mechanical Drives System.
 You will need to check out a lockout, a padlock, and a tagout tag, as shown in
figure 16. If you are working in pairs, both of you will need a padlock.
PADLOCK
TAGOUT TAG
HASP
Figure 16. A Multiple Lockout, a Padlock, and a Tagout Tag

 2. Perform the following substeps to locate and identify the parts of the Motor
Control Unit.
A. Go to the 950-ME and locate the Motor Control Unit, as shown in figure
17.
This unit is designed to safely control power to either the Constant Speed
Motor or the Variable Speed Gear Motor.
LOAD LOAD
METER METER
VARIABLE
SPEED MOTOR METER READ
CONTROL SWITCH
POWER ON
INDICATOR
MOTOR
POWER
SAFETY SWITCH
SWITCH
MOTOR
POWER
PORT
CORD
Figure 17. Motor Control Unit for the 950-ME
B. Locate the Safety Switch.

This switch controls all power to the Motor Control Unit. When its switch
arm is down, all power is off. It also contains a bracket with holes into
which lockout device inserts.
C. Locate the Power On Indicator.
This indicator turns on when the motor control unit is plugged into a wall
outlet and the safety switch is in the ON or up position.
D. Locate the Motor Power Switch.
This switch controls power to either the gear motor or the constant speed
motor. When it is on, power is supplied to whichever motor is connected
to the Motor Control Unit.
E. Locate the Variable Speed Motor Control Knob.
This knob controls speed of the variable speed motor.
F. Locate the Power cord.
This cord plugs into a wall outlet. It supplies 120/220 VAC single phase
power to the Motor Control Unit.

G. Locate the Motor Port.
This port is where the power cords from both the constant speed motor
and the variable speed motor plug in.
The cables are specially designed to supply the proper power to each
motor.
H. Locate the two Load Meters.
These two meters read the input electrical current to the motors. The 0-5
Amp meter reads the current to the variable speed motor while the 0-10
Amp meter reads the current to the constant speed motor.
I. Locate the Meter Read Switch.
This switch is used to read the 0-10 Amp meter. When it is off (down), the
meter does not read the current and is protected from current spikes.
WARNING
Never turn on the meter read switch until after the constant speed motor
has reached full speed.
 3. Make sure the safety switch is in the Off (down) position. If it is not, place it
in the off position by pulling down on the switch lever, shown in figure 18.
Figure 18. The Safety Switch in the Off Position

 4. Open the lockout hasp, as shown in figure 19.
Figure 19. The Lockout Hasp Opened

 5. Hook the lockout hasp through both holes in the switch bracket. Then close
it, as shown in figure 20.
 The lockout hasp will physically prevent anyone from moving the switch to
the on position.
 You should notice that all of the holes in the bottom section of the hasp are
now aligned. There should be six holes. This is where you will install your
padlock to secure the hasp so that no one can remove it except you. The holes
allow other people to place locks on the system as well.
Figure 20. Lockout Hasp Installed and Closed

 6. Fill in the appropriate information on the tag (your name, the class, and the
date). If you have a lab partner, he/she should sign their own tag.
 7. Open your padlock, hook it through the hole in the top of the tagout tag, a
hole in the hasp, and lock it, as shown in figure 21.
 If you are the only one who will be locking the device out or if you are the
first to install your lock, use one of the top holes of the lockout. Others can
use the remaining holes for their locks if they will be working on the device.
NOTE
If you are working with a partner, you can use one of the top holes and your
partner can use the other top hole. In some cases, as an option, your instructor
may also install a padlock on the lockout. Therefore, your locks, as well as the
instructor’s lock, must be removed before you can operate the switch.
 This tag should only be removed by the person who installed it. If anyone other
than you removes the tag, you should notify your instructor immediately.
 The safety switch is now locked out and tagged out. Now no one can operate
the safety switch until the lockout and tag have been removed from the safety
switch. Verify this for yourself by trying to turn the safety switch on.
Figure 21. The Lock and Tagout Tag and Padlock Installed

 8. Have your instructor check your work to make sure the lockout/tagout is
done properly.
 After the lockout/tagout procedure is complete, you can perform whatever
maintenance or service is required. In the case of the 950-ME, you will be
setting up mechanical drive systems during each of the LAPs.
 9. Perform the following substeps to remove the lockout/tagout from the safety
switch.
A. Unlock your padlock and remove it and the tagout tag from the hasp.
If your lab partner or the instructor installed a padlock, they must also
remove theirs.
B. Open the hasp and remove it from the switch bracket.
If you were working on a piece of equipment, you would now be ready
to restore power to the equipment. However, since you have no circuit
connected at this point, there is no need to turn the power on at this time.
C. Return the hasp, padlocks, and tagout tag to the instructor.
This completes the lockout/tagout procedure.

SEGMENT 1
SELF REVIEW
1. The purpose of a mechanical transmission system is to transmit

__________ and _________ from one device to another.
2. Three methods of mechanical power transmission are electrical,

________, and fluid.
3. Two methods of axial power transmission commonly used are

__________ and clutches.
4. Three methods of shaft-to-adjacent-shaft power transmission are belt

drives, chain drives, and ______ drives.
5. Safely glasses ________ (should/should not) be worn at all times.
6. Long sleeves __________ (should/should not) be rolled up.
7. Lockout/tagout devices _______ (should/should not) be used to lock

out the power switch.
8. A tagout tag should clearly read _____________________.
9. The only person who should remove a lockout/tagout from a power

source is the person who installed it. _________ (True or False)

SEGMENT 2
MACHINE INSTALLATION
OBJECTIVE 6 DESCRIBE THE FUNCTION OF A FOUNDATION

AND GIVE THREE TYPES
A foundation is the structure that supports the machine. The foundation for
any machine, especially heavy machines, is important to its life and performance.
It must be designed to perform three functions:
• Support the load of the machine without settling
• Maintain the alignment between coupled components
• Absorb any vibrations created by the machine or surrounding equipment
Figure 22. Equipment Mounted to a Foundation
The foundations of most heavy equipment consist of one of three materials:

• Solid concrete
• Reinforced concrete
• Structural steel

The solid concrete foundation is the best. However, reinforced concrete or
structural steel foundations are less expensive. A typical concrete foundation is
shown in figure 23. As you can see, anchor bolts are imbedded in the concrete to
attach the machine to the foundation.
MACHINE
CONCRETE
MOUNTING BOLT FOUNDATION
LOCATION
FLOOR LINE AIR SPACE
INSULATION
Figure 23. Concrete Foundation

OBJECTIVE 7 DESCRIBE THE FUNCTION AND CONSTRUCTION
OF A BEDPLATE
It is very important to mount the driver of the mechanical transmission in such

a way that it can be aligned with the mechanical devices it is to drive, and that
its alignment is maintained while it is operating. A machine that has independent
components which must be aligned with each other should not be mounted directly
to a foundation. Instead, the machine should be mounted to a bedplate, which is in
turn mounted to a foundation. The bedplate is a solid piece of metal, usually made
of steel. It provides a rigid, level surface for mounting, which allows the compo-
nents to be easily aligned.
BEDPLATE
ANCHOR BOLT
SHIM
GROUT
Figure 24. Bedplate Mounted to a Foundation
The bedplate is anchored to the foundation with anchor bolts and is filled
in with grout, also shown in figure 24. Grout is a type of concrete that provides
support to the bedplate, giving it more rigidity.

Before anchoring the bedplate, however, it should first be leveled. Leveling
means to make the surface of the bedplate parallel to the ground. The bedplate can
be leveled by shimming it with double-wedge shims, as shown in figure 25, or by
using flat shims.
BEDPLATE
DOUBLE WEDGE
SHIMS
Figure 25. Bedplate Shimming

OBJECTIVE 8 DESCRIBE THE FUNCTION OF A SPIRIT LEVEL
AND GIVE AN APPLICATION
The device most often used to check the level of a surface, such as a bedplate,
is a spirit level, or level. A typical example is shown in figure 26.
Figure 26. Spirit Level
There are many applications where it is important to orient a surface so that it

is either parallel or perpendicular to the ground. This is commonly done in building
construction with walls and floors, as well as in industry with machinery. The spirit
level is usually designed so that you can measure the perpendicularity as well as
the parallelism of a surface with the ground.

OBJECTIVE 9 DESCRIBE THE OPERATION OF A SPIRIT LEVEL
A spirit level consists of a bar with precision ground metal edges and liquid-
filled tubes. The precision ground edges are designed to act as straight edges
that can be placed against the surface to be checked. The liquid-filled tubes are
oriented both parallel and perpendicular to the straight edge surfaces. Each tube
has a bubble in it and is inscribed with two alignment marks, as shown in figure 27.
These bubbles and alignment marks are used to determine if the surface is parallel
to the ground or perpendicular to the ground.
45° BUBBLE VERTICAL

BUBBLE
STRAIGHT HORIZONTAL BUBBLE

EDGE
Figure 27. Construction of a Spirit Level

The spirit level can be used to measure both vertical and horizontal surfaces.
As shown in figure 28, the horizontal bubble is used to measure the parallelism of a
horizontal surface to the ground. When the bubble is positioned precisely between
the two marks, the surface is parallel to the ground.
NOT PARALLEL PARALLEL
Figure 28. Measurement of Parallel Surface
In a similar manner, figure 29 shows how to measure the perpendicularity of a

vertical surface to the ground. This is done by using one of the two vertical bubbles.
When the bubble is positioned precisely between the two marks, the surface is
perpendicular to the ground.
NOT PERPENDICULAR PERPENDICULAR
Figure 29. Measurement of a Perpendicular Surface

SKILL 2 USE A SPIRIT LEVEL TO DETERMINE ORIENTATION
OF A SURFACE
Procedure Overview
In this procedure, you will use a spirit level to measure a number of
surfaces in your classroom. In later skills, you will use this skill to determine
when a surface is level.
 1. Locate the large (9-inch) spirit level and feeler gauge from your 91-420 kit,
as shown in figure 30.
 2. Perform the substeps to identify the components of the spirit level.
Figure 30. Spirit Level and Feeler Gauge
A. Pick up the spirit level in your hand and examine it.

B. Locate the two vertical bubbles.
NOTE
Some spirit levels may have a vertical bubble, a horizontal, bubble, and
one that is set at 45° from the horizontal.
C. Locate the horizontal bubble.

D. Locate the straight edge surfaces. Notice that they are precision ground.

 3. Determine the orientation of each of the four walls in your classroom.
 To do this, place the level carefully on the surface of each wall in your
classroom, as shown in figure 31, and observe the position of one of the
vertical bubbles. Record in column 2 whether the bubble is centered between
the two marks, to the left, or to the right.
 Record your reading as being left or right even if the bubble is only slightly
off center.
 If the bubble is centered, your surface is precisely perpendicular to the
ground.
VERTICAL BUBBLE ORIENTATION SHIM THICKNESS TO

SURFACE (Center, Left, Right) LEVEL (Inches/mm)
Wall 1
Wall 2
Wall 3
Wall 4
WALL
Figure 31. Determination of Wall Orientation

 4. For any wall that is not precisely perpendicular to the ground, measure the
degree to which each wall is not perpendicular to the ground by using either a
feeler gauge or a rule, as shown in figure 32. Place leaves of the feeler gauge
under one end of the level until the bubble is centered between the alignment
marks. Record the combined shim thickness required to center the bubble in
column 3 (Shim Thickness to Level) of the table above.
 If the walls are greatly off, you will have to use a rule instead of a feeler
gauge.
SHIM THICKNESS
3 2 1
WALL
Figure 32. Measurement of Wall Angle

 5. Determine the orientation of the horizontal surface of the 950-ME.
 To do so, place the level carefully on the 950-ME Mechanical Drives
System’s surface. Measure the parallelism of the length and width of the
surface. Record in column 2 of the following table whether the bubble is
centered between the two marks, to the left, or to the right for each of the two
readings.
 If the bubble is centered, your surface is precisely parallel to the ground.
HORIZONTAL BUBBLE ORIENTATION SHIM THICKNESS TO

SURFACE (Center, Left, Right) LEVEL (In/mm)
950-ME Length
950-ME Width
Floor Length
Floor Width

 6. Now measure the degree to which each surface direction of the 950-ME is
not level by using the feeler gauge. Record the combined shim thickness in
column 3 of the table in Step 5.
 7. Repeat Steps 5 and 6 using the floor itself. Record your readings in the table
in Step 5.
 You will probably find that the floor is not level. This will in turn cause the
950-ME work surface to not be level. If the work surface is not level, do not
be concerned. It should not cause a problem when performing alignments
in later skills because shims can be added to the components to correct the
problem. However, if the 950-ME can be moved to a more level location in
the room, it may allow you to use fewer shims when leveling components.
 8. Store your components.

SEGMENT 2
SELF REVIEW
1. A foundation has three functions: support the load of the machine

without settling, maintain alignment between coupled components,
and __________________________.
2. A foundation for heavy equipment can be made from solid concrete,

reinforced concrete, or ________.
3. A(n) ____________ placed on a foundation provides a rigid, level

surface for mounting components.
4. A spirit level is used to measure ______________ and parallelism of a

surface with the ground.
5. A spirit level has liquid filled tubes containing a(n) ________ and two
alignment marks.

SEGMENT 3
MOTOR MOUNTING
OBJECTIVE 10 DESCRIBE THREE TYPES OF MOTOR MOUNTS AND

GIVE AN APPLICATION OF EACH
The motor that drives a mechanical transmission can be mounted to a bedplate

in one of three ways:
• Foot mount
• C-face mount
• Adjustable motor base
Each of these is described as follows:
Foot Mount
The foot mount is a simple and common method of mounting an electric motor.
A foot mount consists of tabs or feet which are attached at the four corners of the
motor. Each foot has a mounting hole (usually a slot) to allow a bolt to fasten the
motor to a bedplate, as shown in figure 33. The foot mounts of a larger motor are
usually made from steel plate and are welded to the base of the motor. Smaller
motors often have a one-piece steel plate with four holes in it.
FOOT
MOUNT
Figure 33. Motor Foot Mount

C-face Mount
One of the problems with a foot mount is that the motor must be carefully
aligned with the other components to which it is connected. The c-face mounting
method solves this problem by mounting the motor directly to the component, as
shown in figure 34. This requires the motor and the driven component to each have
a special face called a c-face, which has a flange and bolt holes. The c-face still
requires some alignment but it is much less tedious than with the foot mount.
The c-face mounting is commonly used with turbine pumps as shown in figure
34. It is also used with pumps that are small enough to hang from the motor and
the application is compatible with direct drive. A gearbox is another application
where the c-face is used, except that the motor can often hang from the gearbox.
Figure 34. C-face Mount for a Turbine Pump

Adjustable Motor Base
An adjustable motor base is the third method of motor mounting that is used
with a foot mount. As shown in figure 35, the adjustable motor base has its own
bedplate on which the motor is mounted. It contains a screw that can adjust the
level of the motor by tilting it back and forth. This allows the motor to be moved
without having to loosen the mounting bolts.
The adjustable motor base is often used when it is necessary to routinely
change the position of the motor to change tension on a belt or chain drive. All
service lines such as power, air, and water must have enough flexibility to move
with the machine as it is adjusted.
Figure 35. Adjustable Motor Base

OBJECTIVE 11 DESCRIBE HOW FASTENERS ARE USED TO ATTACH
A MOTOR MOUNT TO A BEDPLATE
Mounting a motor starts with selecting a fastener to use to attach the motor
to the bedplate. A hex head bolt is most often used with two flat washers, a lock
washer, and nut, as shown in figure 36. The plain washer makes sure that the bolt
will not pull through the mounting hole, and the lock washer makes sure that the
nut does not come loose.
As an alternate to the lock washer, blue Loctite can be used, which is a thread
locking adhesive. It is intended for general purpose use for 1/4” diameter and larger
screws. The fastener can be removed with hand tools.
NOTE
Red Loctite can also be used. It has high strength to resist high vibration
and shock. However, it cannot be removed.
CAUTION
If a flat washer is not used between the lock washer and the bedplate, the
lock washer may damage the bedplate.
BOLT HEAD
FLAT
WASHER BOLT
FOOT MOUNT
FLAT
WASHER BEDPLATE
LOCK
WASHER NUT
Figure 36. Fastener Method for Mounting a Motor

OBJECTIVE 12 DESCRIBE HOW TO SELECT FASTENER SIZE AND TYPE
FOR A MOTOR MOUNT
When selecting a fastener to use with a motor mount, take care to pick the
correct fastener. The features to consider when selecting a fastener are:
• Diameter
• Grade
• Length
• Thread Type
• Washer Thickness
• Nut Thickness/Grade
Diameter
The bolt size should be chosen to be as large as possible to fit through the hole
in the foot mount and still allow a little “wiggle room” for alignment. This means
that you should select a bolt diameter that fills up most of the mounting hole, but
not all. For example, a 7/16” bolt could be used for a 1/2” hole.
Grade
The bolt’s grade should be either a grade 5, or for heavier applications, a grade
8. This is because the higher grade of bolt has a larger value of strength. The grade
of a bolt can be checked by the markings on the head.
The grade of a bolt can quickly be determined by adding 2 to the number of
raised lines on the bolt head. For example, three raised lines indicate a grade of 5.
Zero raised lines indicate a grade of 2, as shown in figure 37.
GRADE MARKING
SAE NUMBER TENSILE STRENGTH
ON BOLT HEAD
2 64,000 PSI
5 105,000 PSI
6 130,000 PSI
8 150,000 PSI
Figure 37. Grades of Bolts

A nut should be selected which has the same grade as the bolt. Nut grades are
identified by dots.
Thread Type
The coarse thread type (UNC) is commonly used for motor mounting applica-
tions. Because this thread type has fewer threads per inch than the fine thread type
(UNF), the coarse thread type can be assembled and disassembled quickly.
Length
The initial length of the bolt is determined by the thickness of the parts,
washers, and nut. Once this has been determined, the final length is selected as the
next longer standard bolt length. Common sizes bolt lengths are typically available
in 1/4 inch increments.
THICKNESS OF
FLAT WASHER
THICKNESS
THICKNESS OF OF PARTS LENGTH
LOCK WASHER OF
FASTENER
THICKNESS
OF FLAT
WASHER
2 OR 3
THICKNESS ADDITIONAL
OF NUT THREADS
Figure 38. Determining the Length of the Bolt
Washer Thickness
The thickness of the washers can be determined by measuring them or by
using a catalog specification. Remember that a lock washer lies flat when locked
down by the nut, as shown in figure 39.
BEFORE AFTER
TIGHTENING TIGHTENING
Figure 39. Lock Washer

Nut Thickness/Grade
The nut thickness varies depending on the size of the bolt being used. For
most applications, the thickness of the nut should equal the root diameter of the
bolt’s threads, as shown in figure 40. Thicker or thinner nuts should only be used
in special cases, such as when there is limited assembly space.
5/16"
INSIDE DIMENSION (I.D.)
OF THREADS
1/4"
BOLT
SIZE
1/4"
Figure 40. Determining Nut Thickness
Nuts can be obtained in the same grades as bolts. A nut should not be used
that has a lower grade than the bolt being used. The grade markings on nuts are
typically raised dots or slashes arranged in a pattern determined by engineering
standards as shown in figure 41.
120º
60º
MANUFACTURER’S
INSIGNIA
n
GRADE 2 GRADE 5 GRADE 8
Figure 41. Grade Markings for Nuts

SKILL 3 SELECT A FASTENER SIZE AND TYPE FOR A
MOTOR MOUNT
Procedure Overview
In this procedure, you will select the fastener size and type for a given
motor application.
 1. Select the fastener size and type for mounting an electric motor in the
following application.
 Figure 43 shows the thickness of the components that must be attached by the
bolt.
 Application: Air compressor drive
 Duty: medium
 Mounting hole size: 0.75 inches
 Flat Washer Thickness: 0.120 inches
 Lock Washer Thickness: 0.135 inches
BOLT SIZES
INSIDE
SIZE
THREAD PITCH FORM
(in)
DIMENSION (in)
0.20 1/4 20 NC
0.22 28 NF
0.26 5/16 18 NC
0.27 24 NF
0.32 3/8 16 NC
0.33 24 NF
0.36 7/16 14 NC
0.39 20 NF
0.43 1/2 13 NC
0.45 20 NF
0.47 9/16 12 NC
0.50 18 NF
0.53 5/8 11 NC
0.56 18 NF
0.64 3/4 10 NC
0.68 16 NF
0.78 7/8 9 NC
0.80 14 NF
0.87 1 8 NC
0.93 12 NF
0.93 14 NS
0.98 1-1/8 7 NC
1.03 12 NS
1.10 1-1/4 7 NC
1.16 12 NF
1.32 1-1/2 6 NC
1.42 12 NF
Figure 42. Table of Various Fasteners

BOLT
0.25" FLAT
WASHERS
2.75"
LOCK
WASHER
AND
FLAT WASHER
Figure 43. Motor Mounting
FEATURE SIZE / TYPE

Bolt Head Type
Bolt Size
Threads Type
Bolt Length
Bolt Grade
 The solution is as follows:

 The hex head should be selected because it is the most commonly used for
this type of application. The bolt size should be 5/8 inch because this will
allow “wiggle room” in the mounting hole for adjustment. The coarse thread
type should be selected because of its ease of use. The length of the bolt
should be 4-1/2 inches. A minimum length of 4 inches is required. A bolt
length of 4-1/2 is the next standard bolt length. The bolt grade should be 5
because the duty was specified as medium.

following application. Figure 44 shows the thickness of the components that
must be attached by the bolt.
 Application: Paper mill roller drive
 Duty: heavy
 Plain Washer thickness: 11/64 inches
 Lock Washer thickness: 0.219 inches
BOLT
0.25" FLAT
WASHERS
2.00”
LOCK
WASHER
AND
FLAT WASHER
Figure 44. Motor Mounting
FEATURE SIZE / TYPE

Bolt Head Type
Bolt Size
Threads Type
Bolt Length
Bolt Grade
 The solution is as follows:

 As in the first example, a hex head bolt is used. The bolt size should be 7/8
and it is the coarse thread type. A length of 4 inches is sufficient for the bolt
length and the bolt grade should be 8 because the application requires a bolt
that can withstand heavy duty.

 Application: Fan drive
 Duty: light
 Mounting thickness (including foot): 3 inches
 Flat Washer thickness: 0.128 inches
FEATURE SIZE / TYPE

Bolt Head Type
Bolt Size
Threads Type
Bolt Length
Bolt Grade
 The solution is as follows: Bolt Head Type: Hex Head, Bolt Size: 1 inch,
Threads Type: Coarse, Bolt length: 5 inches, Bolt grade: 5.
 Application: conveyor drive
 Duty: heavy
 Mounting thickness: 0.675 inches (including foot)
 Flat Washer thickness: 0.102 inches
FEATURE SIZE / TYPE

Bolt Head Type
Bolt Size
Threads Type
Bolt Length
Bolt Grade
 The solutions is as follows: Bolt Head Type: Hex Head, Bolt Size: 3/4 inch,
Threads per Inch: Coarse, Bolt length: 2-1/4 inches, Bolt grade: 8.

OBJECTIVE 13 DESCRIBE HOW TO MOUNT AND LEVEL
AN ELECTRIC MOTOR
Once the fasteners are selected, the motor can be mounted and leveled. As a
part of this process the motor mounting should be checked for shaft run-out, shaft
end float, and a condition called a soft foot. Each of these conditions is explained
as follows:
Soft Foot Condition

A soft foot is a condition where one or more of the mounting feet is not level
with the others, or where the baseplate is not level in all places, as shown in figure
45. This causes the motor to not rest on all four feet.
FOOT HAS NO CONTACT

WITH MOUNTING SURFACE
Figure 45. Causes of a Soft Foot Condition

A soft foot can be caused either by an uneven mounting surface or an uneven
motor mount. Small motors often have a soft foot because their foot mounts are
made of thin metal and warp easily.
Some of the other types and causes of a soft foot condition are shown in figure
46.
SHORT LEG
MOUNTING FOOT
BASEPLATE
TILTED LEG
ANGLED PAD
SHIM PROBLEMS
TOO MANY SHIMS
DIRTY SHIMS
SHIMS WITH BURRS
BENT SHIMS
ROUGH / DIRTY SURFACE
Figure 46. Causes of Soft Foot Condition

A soft foot must be corrected before placing a motor into service. If not, one
of the following results can occur:
• The nuts securing the feet to the base may loosen. This can result in either
looseness and/or misalignment. Either of these conditions will cause vibra-
tion that can be dangerous to you and to the machinery.
• If the nuts do not loosen, metal fatigue may occur at the soft foot and cracks
can develop. In extreme cases, the soft foot may break off.
The method for understanding how to correct for a soft foot is based on the
fact that a motor base will always rest firmly on three of its feet, just as a chair with
a short leg will always rest on three feet. The correction is to simply shim the one
short leg or soft foot, so that the motor rests solidly on all four feet.
SHIM UNDER
ONE FOOT
Figure 47. Correction of Soft Foot

Unfortunately, a machine’s soft foot isn’t as easy to see as a chair’s soft foot. A
small machine should not have a soft foot greater than 0.010 inches while a larger
machine should be no greater than 0.002 inches.
A soft foot condition should be checked and corrected using a 2-step process:
Initial Soft Foot and Final Soft Foot. Their steps are as follows:
• Initial Soft Foot
– Before setting the machine in place, remove all dirt, rust, and burrs from
the bottom of the machine’s feet, the shims to be used, and the mounting
base at the areas where the machine’s feet will rest.
– Set the machine in place but do NOT tighten mounting bolt nuts.
– Attempt to pass a thin feeler gauge (or piece of shim stock) underneath
each of the four feet. A foot is “soft” if the feeler gauge passes beneath
most of it and only contacts a small point or one edge.
If the feeler passes beneath a foot, determine the exact amount of gap
beneath the foot with a feeler gauge and place this amount of shims
beneath that foot. This will be considered the “initial” soft foot correction.
NOTE
Normally, you should only shim one foot because the other three feet
define a plane. Shimming the one foot brings it up to that plane.

• Final
Soft Foot
– Tighten the motor mounting nuts.
– Place the stem of a dial indicator vertically above the foot which is to be
checked for a soft foot. Set the dial indicator to zero. Completely loosen
the mounting bolt nuts on that foot only. Watch dial indicator for foot
movement during the loosening process.
– Retighten the hold-down nut and repeat the entire process once more to be
sure no movement is present.
– Move the dial indicator and holder to the next foot to be checked and repeat
the process. Remember that all other feet must remain securely tightened
when a foot is being checked for a soft foot condition.
– If one of the feet rises from the base more than 0.002 inches for large
motors or 0.010 for small motors when the hold-down nut is loosened,
place beneath the foot an amount of shim stock equal to the amount of
deflection shown on the dial indicator.
– If more than one foot rises, shim the one with the most rise.
– Repeat this process for each machine foot.
90 0
10
80
20
70
30
60
50 40
FOOT HAS NO CONTACT

WITH MOUNTING SURFACE
Figure 48. Dial Indicator Check for Soft Foot

Shaft Run-Out and End Float
Another step that should be performed as part of the motor mounting process
is to check the motor shaft for run-out and end float. Run-out can be checked by
placing a dial indicator on the shaft and rotating the shaft. The total variation in
the reading is called the total indicator reading (TIR). The run-out is one half of
the TIR.
If the run-out exceeds 0.002 inches, the motor should not be used. High run-out
means either the motor shaft is bent or the bearings are worn.
Run-out can actually be checked at any time during the installation process.
0
90 10
80 20
70 30
60 40
50
Figure 49. Indicator Check for Run-Out

Also, the motor should be checked for end float or end play as it is also known.
End float is the amount of free movement the shaft can make along its axis, as
shown in figure 50. This can be checked by placing an indicator on the end of the
shaft and moving the shaft in and out.
The end float should be checked against the manufacturer’s specifications. A
typical end float is 0.001 inches, but this can vary. If end float is excessive, the
motor should not be used because it can cause misalignment.
0
90 10
80 20
70 30
60 40
50
Figure 50. Indicator Check for End Float

Motor Leveling
It is important in most cases to level the electric motor drive before beginning
the alignment of the motor with the components it is going to drive. This makes
it easier to align the motor later because any additional shims needed to raise the
motor to the height of the other equipment can be added equally to each foot.
The motor can be leveled end-to-end by using the following 5-step process:
• Step 1 - Place a small level on top of the motor shaft.
• Step 2 - Place one or more of the leaves of a feeler gauge under one end of
the level which are necessary to make the horizontal bubble centered, as
shown in figure 51.
• Step 3 - Calculate the ratio of the distance between the centers of the motor
mounting bolts and the length between one end of the level and the edge of
the feeler gauge leaf, as shown in figure 51.
LEVEL
FEELER GAUGE
LE
MOTOR
SHAFT
EFFECTIVE
LB LEVEL
LENGTH
MOUNTING BOLT
DISTANCE
Figure 51. Level on Shaft with Feeler Gauge

• Step4 - Multiply the feeler gauge leaf thickness by the length ratio of step 3.
• Step5 - Shim under the low end of the motor by an amount equal to the
calculation in step 4.

This leveling process does not precisely level the motor, but it “roughs in” the
position of the motor to make it easier when you later align it with another piece
of equipment.
The leveling process just described is also used to level entire machines,
machine foundations, and bedplates, as shown in figure 52.
FEELER
GAUGE LEVEL BEDPLATE
12"
120"
Figure 52. Leveling of a Machine Bedplate
Motor Mounting Procedure

The specific list and order of steps to mount and level the motor, including
checking for a soft foot and run-out are as follows:
• Step 1 - Clean the motor base, shims and mounting surface of all burrs, rust
and dirt.
• Step 2 - Check and correct for the initial soft foot condition.
• Step 3 - Position the motor over the mounting holes on the bedplate.
• Step 4 - Attach the fasteners with washers and nuts. Tighten them down
using a criss-cross pattern until the bolts are tight.
• Step 5 - Check for and correct the final soft foot condition.
• Step 6 - Tighten the bolts again in a criss-cross pattern.
• Step 7 - Level the motor end-to-end.
• Step 8 - Check the motor for run-out and end float.
The run-out and end float can actually be checked at any time during the
installation process because the indicator movement is not affected by any
of the other steps.

SKILL 4 MOUNT AN ELECTRIC MOTOR AND CORRECT FOR A
SOFT FOOT CONDITION
Procedure Overview
In this procedure, you will mount and level an electric motor, including
checking for run-out and end float.
 1. Perform the following safety checkout to prepare for working with power
transmission equipment. Make sure that you are able to answer yes to each
item before proceeding.
YES/NO SAFETY CHECKOUT

Wearing safety glasses
Wearing tight fitting clothes
Ties, watches, rings, and other jewelry are removed
Long hair is tied up or put in a cap or under shirt
Wearing heavy duty shoes
Wearing short sleeves or long sleeves are rolled up
Floor is not wet
 2. Perform the following substeps to perform a lockout/tagout on the safety

switch.
A. Check out a lockout, a padlock, and a tagout tag from your instructor. If
you are working in pairs, you will need two padlocks and two lockout
tags.
B. Make sure the safety switch on the Motor Control Unit is in the down or
off position.
C. Open the lockout, hook it through the holes in the safety switch bracket,
and close the lockout device.
D. Fill out the tagout tag.
E. Open your padlock, hook it through the tagout tag and one of the holes of
the lockout. Then lock the padlock.
If you are working with a partner, he or she should also install his/her
padlock on the lockout.
The safety switch is now locked out and tagged out. Verify this by trying
to turn on the safety switch. The lockout/tagout should not be removed
until you are ready to operate the motor.

 3. Locate the Shaft Panel 1 and place it on the overhead rack of the workstation,
as shown in figure 53.
Figure 53. Shaft Panel 1 Mounted to Overhead Rack

 4. Locate four 5/16-18 UNC-2A x 1-1/2 Hex Head bolts, along with compatible
flat washers, lock washers, and nuts from the Storage Drawer Unit.
 5. Locate the motor and position it over the set of holes in the 950-ME work
surface, as shown in figure 54.
MOTOR
Figure 54. Positioning of Motor on 950-ME Work Surface

 6. Locate the Constant Speed Motor Risers located on Shaft Panel 1.
 7. Make sure that the work surface, bottom of motor mounting base, and risers
are all clean and free of burrs.
 8. Insert an aluminum motor riser under three feet. Place the brass riser under
the other foot, as shown in figure 55.
 The brass riser is used so that we can be assured that a soft foot condition will
exist.
ALUMINUM
BRASS
Figure 55. Motor Positioned on Top of Risers

 9. Perform the following substeps to check for an initial soft foot using the
feeler gauge.
A. Select a 0.003-inch leaf from the feeler gauge.
B. Attempt to pass the feeler gauge leaf under each motor foot.
A soft foot condition exists if the feeler gauge passes freely beneath most
of the foot.
WARNING
Do not force the feeler gauge leaf under a motor foot. The thin leaf can be
easily damaged.
C. If a soft foot is found, use different feeler gauge leaves to determine the
amount of clearance under the foot.

D. Shim the soft foot by the amount determined in substep C.
Do not shim more than one foot before rechecking.
E. After shimming, recheck for an initial soft foot condition with the 0.003”
leaf of the feeler gauge.
 10. Perform the following substeps to mount the motor.
A. Attach the motor to the work surface by assembling the bolts, washers,
and nuts as shown in figure 56. Hand tighten only.
BOLT HEAD
FLAT
WASHER BOLT
FOOT MOUNT
FLAT
WASHER BEDPLATE
LOCK
WASHER NUT
Figure 56. Mounting the Motor to the Work Surface

B. Select two wrenches and tighten the bolts each several turns in a criss-
cross sequence, as shown in figure 57. Tighten until each bolt is firmly
tightened.
This method should be used to attach any motor.
1 3
4 2
Figure 57. Criss-Cross Tightening Pattern

 11. Perform the following substeps to check and correct for a final soft foot.
A. Locate the dial indicator and magnetic base, as shown in figure 58.
INDICATOR
MAGNETIC
BASE
KNOBS
BOLT
MOUNTING
PLATE
Figure 58. Indicator and Mounting Hardware
B. Locate the Indicator Mounting Plate bolts and knobs, also shown in figure
58.
The mounting plate is necessary for holding the indicator to the work
surface because the work surface is nonmagnetic. The knobs screw onto
the bolts from underneath the work surface to allow you to quickly attach
the plate.

C. Place the mounting plate to one side of the motor, as shown in figure 59.
Figure 59. Dial Indicator Measurement for a Soft Condition
D. Bolt the plate to the work surface. To do this, drop the bolts through the
slots of the mounting plate and screw the knobs onto the bolts from under-
neath the work surface.
E. Attach the indicator with magnetic base to the mounting plate.
F. Position the indicator on the mounting plate near the motor so that the
indicator can be positioned over a motor foot, as shown in figure 59.
G. Place the probe of the dial indicator next to one of the bolts, as shown in
figure 59, and zero the indicator.
Orient the indicator so that its probe is perpendicular (90°) to the foot as
shown, or as close to 90° as you can get.
H. Loosen the motor mounting bolt and watch the reading on the dial
indicator.
Foot 1 Indicator Movement _____________________________ (in/mm)
If the indicator reads more than 0.010 inch, a soft foot condition exists.

I. Repeat substeps F-H for each of the other bolts holding the motor.

J. If a soft foot condition is present, place shims under one foot to correct the
problem.
K. After the soft foot is corrected, make sure that the motor’s mounting bolts
are tightened.
 12. Leave this setup in place and continue to the next skill.

SKILL 5 LEVEL AN ELECTRIC MOTOR
Procedure Overview
In this procedure, you will mount and level an electric motor, including
checking for run-out and end float.

Floor is not wet
 2. Perform the following substeps to perform a lockout/tagout on the safety

switch.
A. Check out a lockout, a padlock, and a tagout tag from your instructor. If
you are working in pairs, you will need two padlocks and two lockout
tags.
B. Make sure the safety switch on the Motor Control Unit is in the down or
off position.
C. Open the lockout, hook it through the holes in the safety switch bracket,
and close the lockout device.
D. Fill out the tagout tag.
E. Open your padlock, hook it through the tagout tag and one of the holes of
the lockout. Then lock the padlock.
If you are working with a partner, he or she should also install his/her
padlock on the lockout.
The safety switch is now locked out and tagged out. Verify this by trying
to turn on the safety switch. The lockout/tagout should not be removed
until you are ready to operate the motor.

 3. Perform the following substeps to level the motor shaft.
A. Place the level on the motor shaft, as shown in figure 60, and observe the
position of the bubble.
Make sure the level sits on a smooth surface of the shaft. Some shafts are
stepped, so the level must be placed on one of the steps only, as shown in
figure 60.
Figure 60. Level Positioned on Shaft
B. Insert various feeler gauge sizes under one end of the level until the bubble
is centered. Record the thickness.
If the bubble is shifted to the right, shim the left end of the level. If it is
shifted to the left, shim the right end.
Feeler Gauge Thickness ________________________________ (in/mm)

C. The effective level length is the distance between the point where the level
is contacting the shaft and where the level is contacting the feeler gauge.
An example is shown in figure 61.
Measure the effective level length.
Effective Level Length _________________________________ (in/mm)
LEVEL
FEELER
GAUGE
LE
MOTOR
SHAFT
EFFECTIVE
LB LEVEL
LENGTH
MOUNTING BOLT
DISTANCE
Figure 61. Effective Level Length and Mounting Bolt Distance
D. Measure the distance between the motor mounting bolts, as shown in

figure 61.
Mounting Bolt Distance ________________________________ (in/mm)
E. Calculate the shim ratio of mounting bolt distance to the effective level
length.
LB
R=
LE
Shim Ratio _________________________________________________

F. Calculate shim thickness needed.
Shim thickness = feeler gauge leaf thickness × shim ratio
Shim Thickness =_____________________________________ (in/mm)
G. Loosen all four bolts.

H. Shim the two motor feet, either the front two feet or the back two feet,
which will cause the level bubble to be centered when the level is placed
on the shaft.
Use the pre-cut shims from the shim package. They are contained in
drawer 1 of the Storage Unit. These shims are slotted in a horse shoe
shape to fit around the bolts, as shown in figure 62. Whichever two feet
you shim, shim them equally.
Use the shim thickness calculated in substep F.
Some good practices to follow any time you use shims are:
• Do not use wrinkled or bent shims. Also, do not push the shims into
contact with the bolt. When the bolt is tightened, it will damage the
shims.
• Use as few shims as possible. As an example, two 0.005 inch shims
should be replaced with one 0.010 inch shim.
• Place thin shims in between large shims when stacking multiple shims.
Figure 62. Pre-Cut Shims
I. Check the level of the motor shaft.

If it is level, go to the next step. If not, change the shims.

 4. Perform the following substeps to check the motor shaft’s run-out.
A. Reposition the dial indicator, magnetic base, and mounting plate so that
the indicator probe is positioned on the shaft, as shown in figure 63.
B. Position the indicator so that its probe is pressed in to the mid- range of its
stroke. Zero the dial indicator.
Figure 63. Probe Orientation for Shaft Run-Out
C. Rotate the shaft from one side of the keyseat to the opposite side.
Record the largest and smallest readings.
High Reading ________________________________________ (in/mm)
Low Reading ________________________________________ (in/mm)

D. Calculate the total indicator reading (TIR).
This is the difference between the low reading and the high reading.
Total Indicator Reading (TIR) ___________________________ (in/mm)
E. Calculate the shaft run-out.
This is one half the TIR.
Shaft Run-out ________________________________________ (in/mm)
It should be less than 0.002 inches. If it is greater, see your instructor.

F. Tighten the bolts again using the criss-cross pattern.

 5. Perform the following substeps to check the motor’s shaft end float.
A. Orient the dial indicator at the end of the shaft as shown in figure 64.
Figure 64. Indicator Position for Checking End Float
B. Position the indicator so that its probe is pressed in to the mid- range of its
stroke. Zero the dial indicator.
C. Use your hand to push in the shaft towards the motor as far as it will go.
Record the indicator reading.
Shaft Full In _________________________________________ (in/mm)
D. Pull the shaft out away from the motor as far as it will go.
Shaft Full Out________________________________________ (in/mm)
E. Calculate the end float.
This is the difference between the readings full in and full out.
End Float ___________________________________________ (in/mm)
It should be less than 0.001 inches. If not, see your instructor.
NOTE
Remove all tools and hardware before proceeding to Step 6.

 6. Perform the following substeps to install the mechanical system’s guard.
A. Locate both halves of the guard, shown in figure 65.
Figure 65. Mechanical System’s Guard
B. Place both latch links in the back position, as shown in figure 66.
LATCH
LINK
Figure 66. Latch Links in the Back Position
This prevents the latch links from interfering with the placement of the
guard halves.

C. Place one half of the guard on the work surface, as shown in figure 67.
Slide the guard in until the tabs are against the side of the work surface.
WORK
SURFACE
TAB
Figure 67. First Half of Guard in Position

D. Place the other half of the guard on the work surface from the opposite
side. Make sure that the interlock tabs, located on the sides of the guard
halves, are positioned to the inside of the guard, as shown in figure 68.
Also, ensure that the motor’s power cord runs through the cut-out in the
guard.
INTERLOCK TAB
TO INSIDE
MOTOR'S
POWER CORD
Figure 68. Interlock Tabs and Motor Cord

E. Lift the latch handles and rotate the latch link over the top of the strike
plate as shown in figure 69. Then, press the latch handles down.
This will draw the guard halves together and lock them in position.
LATCH
HANDLE STRIKE
PLATE
Figure 69. Latch Operation

 7. Perform the following substeps to connect and start the motor.
A. Make sure that the Motor Control Unit’s power cord is plugged into a wall
outlet, as shown in figure 70.
WALL
MOTOR CONTROL OUTLET
UNIT
MOTOR
PORT
MOTOR
CONTROL UNIT
POWER CORD
CONSTANT
SPEED MOTOR
MOTOR
POWER
CORD
Figure 70. Power Connections
B. Connect the Constant Speed Motor’s power cord to the Motor Port on the
Motor Control Unit, also shown in figure 70.
C. Make sure the Motor Power Switch on the Motor Control Unit is in the
OFF or down position.
D. Verify that the guard is in place.
WARNING
Do not operate the mechanical drive system without the guard in place.
Also, do not attempt to open or bypass the guard at any time during operation.
Performing any of these actions will create a hazardous situation.

E. Remove the lockout/tagout.
F. Turn on the safety switch.
The Main Power Indicator on the Motor Control Unit should turn on.
G. Make sure that no one is near the motor.
H. Turn on the Constant Speed Motor power by moving the Motor Power
Switch to the ON or up position.
The motor should accelerate to full speed quickly and run at a constant
speed. This motor is a capacitor start, single-phase AC motor, 1/3 hp, 1790
rpm.
 8. Turn off the Motor Power Switch.
 The motor should coast to a stop.
 9. Turn off the Safety Switch.
 10. Perform a lockout/tagout. Leave your motor setup in place and proceed to the
next segment.

SEGMENT 3
SELF REVIEW
1. The ________ mount consists of tabs or feet which are attached at the
four corners of the motor.
2. A(n) ________ washer makes sure that the bolt will not pull through
the mounting hole.
3. When selecting a fastener to mount a motor, the nut thickness should

be equal to the ______ of the bolt’s threads.
4. _________ are placed under the mounting feet of a motor as part of the
leveling process.
5. The _________ mount is used to mount the driven component directly

to the motor face.

SEGMENT 4
SHAFT SPEED MEASUREMENT
OBJECTIVE 14 DESCRIBE TWO METHODS OF MEASURING MOTOR SHAFT

SPEED AND GIVE AN APPLICATION
Motor speed is the measure of how fast the motor shaft is rotating. For example,
the motor shaft in figure 71 is turning at the rate of 1 revolution per second.
The rotational speed of a motor is usually given in units of revolutions per
minute (RPM). Therefore, the speed of the motor in figure 1 would be 60 revolu-
tions per minute (60 RPM).
1 REVOLUTION
PER SECOND
SPEED = 60 RPM
Figure 71. Motor Speed of 60 RPM
Instruments that are designed to measure motor speed are called tachome-
ters. There are several types of tachometers, each based on a different method of
measurement. Two common types of tachometers are:
• Handheld Tachometer
• Photo Tachometer

Hand-Held Tachometer
The hand-held mechanical tachometer works much the same as a car speedom-
eter. It has an internal gear system that converts the rotating motion of a shaft into
a reading on a dial. Figure 72 shows a hand-held mechanical tachometer.
To take a reading with the hand-held tachometer, its rubber-tipped shaft is held
against the spinning motor shaft, causing the tachometer shaft to spin at the same
speed as the motor shaft. The dial will then indicate the rotational speed.
Photo Tachometer
The photo tachometer, like the one in figure 72, uses a beam of light pointed
at a piece of reflective tape that has been placed on the motor’s shaft. The photo
tachometer counts the number of times the tape passes through the light. Once the
speed has been determined, it is shown on the display.
This method has an advantage over the hand-held mechanical tachometer
because you do not come in direct contact with the motor shaft. However, some
models have attachments which enable you to take direct readings if necessary.
HANDHELD TACHEOMETER PHOTO TACHOMETER
Figure 72. Handheld Tachometer and Photo Tachometer

SKILL 6 USE A DIGITAL TACHOMETER TO MEASURE MOTOR SPEED
Procedure Overview
In this procedure, you will operate the motor and use a tachometer to
measure the rotation speed.

Floor is not wet
 2. Perform a lockout/tagout on the Motor Control Unit’s safety switch.

 3. If your motor is not still set up as directed in Skill 5, repeat Skill 5 to do so.
 4. Perform the following substeps to familiarize yourself with the photo
tachometer.
A. Locate and examine the Photo Tachometer, as shown in figure 73.
(3) LIGHT
(4) DIGITAL
DISPLAY
(1) MEASURE
PUSHBUTTON
(2) MEMORY
PUSHBUTTON
Figure 73. Photo Tachometer Controls
B. Locate the Measure pushbutton located on the right-hand side of the

photo tachometer, as shown in figure 73. It is identified as item 1.
This is a momentary pushbutton. When the button is pushed and held
in, it is in the ON position. When the button is released, it is in the OFF
position.
C. Locate the Memory pushbutton, identified as item 2 in figure 73.
This pushbutton is used to recall the last reading, maximum reading, and
minimum reading.
D. Locate the reflective tape from the storage unit.
This tape is cut into an 1/16-inch strip and applied to the shaft. The photo
tachometer counts the number of times it passes through its light.
E. Locate the Light, identified as item 3 in figure 73.
This light is used to count the revolutions of reflective tape.
F. Locate the Digital Display, identified as item 4 in figure 73.
This is a 5-digit, LED display. The internal circuitry will automatically
select the correct RPM of the rotating object that is being measured.

 5. Remove one half of the guard and wrap black electrical tape around the motor
shaft.
 This is done to prevent the reflective surface of the shaft from confusing the
tachometer.
 6. Cut a strip of the reflective tape 1/16-inch wide and approximately 1-inch
long.
 7. Peel off the backing material and place the tape on the shaft to be measured.
 8. Reinstall the guard.
WARNING
Do not operate the mechanical drive system without the guard in place.
Also, do not attempt to open or bypass the guard at any time during operation.
Performing any of these actions will create a hazardous situation.
 9. Perform the following substeps to start the motor.

A. Make sure that the Motor Control Unit’s power cord is plugged into a wall
outlet.
B. Ensure that the Constant Speed Motor’s power cord is connected to the
Motor Control Unit.
C. Make sure the Motor Power switch is in the OFF or down position.
D. Remove the lockout/tagout.
E. Turn on the safety switch.
The Main Power Indicator on the Motor Control Unit should turn on.
F. Make sure that no one is near the motor.
G. Turn on the Constant Speed Motor by moving the Motor Power switch to
the ON or up position.
The motor should accelerate to full speed quickly and run at a constant
speed.

 10. Perform the following substeps to measure the rotation speed of the motor
shaft using the digital tachometer.
A. Press and hold the Measure pushbutton.
B. Point the light through the guard and toward the motor shaft, as shown in
figure 74.
You should be able to see the reflection of the light on the reflective tape.
REFLECTIVE
TAPE
BEAM
PHOTO
TACHOMETER
EXTECH
INSTURMENTS
461893
0.1rpm-5~999.9rpm
1rpm-1,000~99,999rpm
MEMORY
PHOTO
TACHOMETER
Figure 74. Photo Tachometer Pointed at Motor Shaft
C. Release the Measure pushbutton.
NOTE
The value displayed is the last value the tachometer read before the
measure pushbutton was released. The tachometer alternates the reading with
the letters “LA”.
D. Press and hold the Memory pushbutton.

E. Record the reading from the digital tachometer display.
Speed Value Display ___________________________________ (RPM)
You should find the actual speed to be about 1790 RPM.
F. Release the memory pushbutton.

G. Press and hold the memory pushbutton again.
The tachometer now displays the maximum RPM that was read and alter-
nates this display with the letters “UP”.
H. Record the maximum RPM.
Maximum RPM: ______________________________________ (RPM)
I. Release the Memory pushbutton.
J. Press and hold the Memory pushbutton one last time.
The tachometer now alternately displays the minimum RPM that was read
and the letters “dn”.
K. Record the minimum RPM.
Minimum RPM: ______________________________________ (RPM)
 11. Turn off the motor.
 12. Turn off the safety switch.
 13. Perform a lockout/tagout.
 14. Remove the guard.
 15. Remove the black and reflective tape from the motor shaft.
 16. Disassemble the setup and store the components.
 17. Remove the lockout/tagout.

SEGMENT 4
SELF REVIEW
1. The rotational speed of a motor is measured in ________________.
2. The device that is most often used to measure motor speed is the
______________.
3. A handheld mechanical tachometer works in much the same manner

as the ________________ in a car.
4. A(n) _________________ tachometer determines motor shaft speed by

counting the number of times a piece of reflective tape passes through
the light.
5. Some models of the __________ tachometer have attachments which

enable it to take direct readings.


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What are some common mechanical drive systems discussed in the document?

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What are some safety rules for working with mechanical drive systems?

MECHANICAL

FIRST EDITION, LAP 1, REV. E

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 2

SEGMENT 1 MECHANICAL POWER TRANSMISSION SAFETY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

SEGMENT 2 MACHINE INSTALLATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

SEGMENT 3 MOTOR MOUNTING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

SEGMENT 4 SHAFT SPEED MEASUREMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 3

OBJECTIVE 1 DESCRIBE THE FUNCTION OF A MECHANICAL POWER

A mechanical power transmission system is a device which is composed of

AIR COMPRESSOR OUTPUT

Figure 1. Mechanical Power Transmission Concept

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 4

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 5

Mechanical power can be transmitted in either a linear (straight-line) or rotary

AXIAL SHAFT TRANSMISSION

Figure 2. Two Categories of Rotary Shaft Transmission

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 6

SHAFT EXTENSION COUPLING

SHAFT 1 SHAFT 2 SHAFT 3

Figure 3. Coupling Applications

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 7

Figure 4. Clutch Application for Fan Drive

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 8

BELT DRIVE CHAIN DRIVE GEAR DRIVE

Figure 5. Three types of Shaft-to-Adjacent Shaft Power Transmission Methods

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 9

 1. Locate the 950-ME1 or the 950-ME1-SB Mechanical Drives 1 Learning

Figure 6. 950-ME1 Mechanical Drive Systems

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 10

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 11

Figure 8. Storage Panels

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 12

Figure 9. Mechanical Guard System

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 13

Figure 10. Storage Drawer Unit

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 14

Figure 11. Loose Components

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 15

Figure 12. Alignment Tools

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 16

Figure 13. Indicator Package

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 17

Figure 14. Hand Tool Cabinet

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 18

OBJECTIVE 4 DESCRIBE EIGHT MECHANICAL TRANSMISSION

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 19

One of the greatest dangers to a mechanic, electrician, or technician is to

Figure 15. Lockout

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 20

Activity 2. Mechanical Power Transmission Safety Test

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 21

Figure 16. A Multiple Lockout, a Padlock, and a Tagout Tag

BB502-XD01AEN INTRODUCTION TO MECHANICAL DRIVE SYSTEMS 22

Figure 17. Motor Control Unit for the 950-ME