Rigging Theory N2 — Memo

April 2018 — N2 — Rigging Theory

N2 2018 Nated Engineering
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Q1— Section header —
1.1Soft eye hand spliced Thimble eye machine s waged Closed swag s ocket (3\
1.2.1ong splice is used to join two ropes which are required to pass through a block. (2\
1.2.2hort splice is simpler but as this splice increases the size of the rope it cannot be used in the same way as a long splice. (3\
1.3ndless haulage ain and tail haulage (3\
1.4Increase d wearing surface Greater strength Greater endurance (4\
1.5Easier to handle Lighter in weight reat er resistance to shock loading Longer life (5\ [20]20
Q2— Section header —
2.1A: Block with a shackle B: Block with a swivel hook Line ball (3\
2.2Chain slings require careful s torage and regular maintenance. Store chains on an frame in a clean, dry place. (3\
2.3(3\
2.4Check that the gears and the ratchet are in good condition i.e. no wear, breakage, dents. eck that the guards are not damaged. Check
2.5Safety l eather gloves (1\ [15]15
Q3— Section header —
3.1Check for bent links. Check for cracks in weld areas. Check for scar s or mark ings which tend to weaken links. Check for corrosion pits. Check the lifted fins on either electric or forged welded chains to indicate
3.2Run overs of vehicles Blasting Being trapped at crossings Running around on shafts of su pport pulleys or return wheels Falling/Hanging in the air Running through badly grooved
3.3Haulage rope Attachment Under rope (3\ [10]10
Q4— Section header —
4.1Drum winder Koepe winder Elevators (4\
4.2.1Breaking force is the measured force necessary to break the wire in the rope that is under extreme tension The heat assists in reducing this force.
4.2.2Reserve strength is the combined strength of all the wires in the rope. The outer wires exclude the strength which serves as a wearing protection for the inner wires. (2\
4.4.1Fibre rop (1\
4.4.2The rope carries lubricant and it has larger wires to resist heavy abrasion. (2\ [15]15
Q5— Section header —
5.1A: Crane hook or hook B: Plate grab eye C: Locking lever D: Plate grab grip Flat sheet materia (5\
5.2Plate grab (1\
5.3Check that the locking lever is in good working condition. Check that there is no cracks on the hook and plate grab eye. Check
Q6— Section header —
6.1.1Derricking is the movement of the jib crane when it is pivoting on a vertical plane.
6.1.2Stability reach is the distance of the jib head pin from the point of intersection of the nearest base line and the vertical plane passing through the centre line of the jib.
6.1.3
6.2.1frame d errick is a frame which resembles an A hape. The boom is hinged upon a horizontal beam near the bottom of the frame. Guy wires run from the top of the boom to the top of the frame
6.2.2
6.3ake up little space and help factories make the mos t use of available floor space an be used as primary lifting device nsure maximum equipment and
6.4The chain is heated to a cherry red colour temperature and then left to cool down slowly. (2\
6.520
Q7— Section header —
7.1
7.210

Mark Allocation

Sections20 + 15 + 10 + 15 + 10 + 20 + 10 = 100 marks

Paper information

TitleMemo
SubjectRigging Theory
LevelN2
Document typeNated Engineering
Year2018
MonthApril
Pages6
Downloads3

Examination context

Decade2010s
Years ago8y
SeasonAutumn (SH)
Start daySunday
Exam periodApril 2018
Days since exam3,114

About Rigging Theory examination preparation

This TVET examination resource can be used as part of a structured revision programme. Past papers are most useful when learners attempt questions independently, work within a realistic time limit, and review their answers afterwards.

How to use this resource for revision

A TVET past examination paper is most useful when it is treated as an active revision exercise. Try the questions yourself before checking the corresponding memorandum. Where you make an error, identify the reason — was it a knowledge gap, a calculation mistake, an interpretation issue, or an examination technique problem?

For stronger examination practice, complete the paper without unnecessary interruptions and keep track of the questions that take the most time. Afterwards, review the memorandum and separate knowledge gaps from mistakes caused by interpretation, calculation, structure, or examination technique.

understanding question requirements
applying subject knowledge
working under time constraints
checking answers
identifying revision priorities

A practical revision approach

Start by completing the resource without looking at the memorandum. Review incorrect and incomplete answers afterwards and make a short revision list based on the areas that caused difficulty.

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