# PWR-157 — Micro-assembly and craft: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 12 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Common household or practice equipment — a qualified micro-assembly or craft fixture using safe components.; Colour-coded practice parts, compartment tray, non-slip mat, blunt approved tweezers, jig, magnifier and task light.; An assembly drawing and inspection gauge for orientation, seating, damage, contamination and rework. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches supervised micro-assembly using safe blunt parts: prepare the tray and magnification, orient components, stabilise one part, place rather than push, inspect alignment and quarantine defects. The instructor controls part size, tool, ergonomics and repetition. Target outcome: Under qualified supervision, the learner assembles five safe practice units within the declared tolerance with no forced fit, lost part or increasing symptom. ### Authority and setup conditions - Prepare a qualified craft or micro-assembly fixture using large-enough blunt practice components, a jig and no heat, blades, adhesives or live electronics - Before the first micro-assembly and craft attempt, write the exact result you will score: Defects, tolerances, rework and bodily cost on a named product. - The instructor confirms parts are non-toxic, not sharp, not electrically live and too large for accidental inhalation or swallowing. - Adjust lighting, magnification, chair, forearm support and reach before opening the part tray. ### Required or supplied materials - a qualified micro-assembly or craft fixture using safe components. - Colour-coded practice parts, compartment tray, non-slip mat, blunt approved tweezers, jig, magnifier and task light. - An assembly drawing and inspection gauge for orientation, seating, damage, contamination and rework. ## 1. Prepare a contained layout Place each part in a labelled tray compartment in assembly order and keep the finished-unit area separate. Why: Containment prevents loss and wrong-part substitution. Success check: Every part has a named location and no loose part sits outside the tray. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Every part has a named location and no loose part sits outside the tray.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Read orientation features Find the dot, flat edge, colour or notch that defines orientation. Match it to the drawing before gripping. Why: Small parts can appear symmetric even when fit depends on orientation. Success check: The learner points to the orientation feature on part and drawing. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner points to the orientation feature on part and drawing.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Stabilise the base Place the base in the jig and confirm it cannot rotate or lift. Keep the non-tool hand outside the tweezer path. Why: A stable base reduces corrective force and hand collision. Success check: The base stays fixed under a gentle test touch. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The base stays fixed under a gentle test touch.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Use the approved pickup Grip the part at the marked safe zone with minimum pressure. Lift only high enough to clear the tray lip. Why: Excess grip can launch or deform a small component. Success check: The part remains controlled without visible deformation or squeeze. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The part remains controlled without visible deformation or squeeze.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Align before lowering Hover above the receiving feature, match the orientation marks and lower vertically until first contact. Why: Alignment before contact prevents scraping and forced fit. Success check: The marks align and the part touches without bending or sliding across the base. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The marks align and the part touches without bending or sliding across the base.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Seat without force Use only the instructor-approved seating pressure. If resistance differs from the reference, lift, quarantine and inspect instead of pushing. Why: Unexpected resistance signals misalignment, damage or wrong part. Success check: The component seats to the gauge with no force spike or surface damage. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The component seats to the gauge with no force spike or surface damage.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Inspect at two angles Under magnification, compare alignment, gap and surface at front and side views. Use the gauge; do not rely on “looks fine.” Why: Two views expose tilt hidden from one angle. Success check: The unit meets each declared tolerance or is labelled rework. Accessible alternative: A spoken or tactile version of “Under magnification, compare alignment, gap and surface at front and side views. Use the gauge; do not rely on “looks fine.”” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Micro-assembly and craft. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The unit meets each declared tolerance or is labelled rework.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Close and count parts Place accepted, rework and rejected units in separate bins, count remaining loose parts and clean the station as instructed. Why: End-of-unit accounting prevents lost parts and defect mixing. Success check: Part count balances and every unit has one status. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Part count balances and every unit has one status.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.