Skil MS6305-00 Guide D'utilisation page 34

Hold the workpiece firmly against the fence
•
to prevent movement.
Keep hands in position until the power
•
switch has been released and the blade has
stopped completely.
Keep feet firmly on the floor and maintain
•
proper balance.
Follow the miter arm when mitering left or
•
right. Stand slightly to the side of the saw
blade.
Look through the lower guard if following a
•
pencil line.
Before making any cut, lower the blade to
•
preview the blade path with the power off.
WARNING
certain cutting conditions . If this occurs:
Typically, this may occur when trying to cut
workpieces that are near the maximum cutting-
height capacity. Under these conditions, the
workpiece can stop the lower guard movement
before the downward motion of the arm can
preopen the lower guard. If this occurs:
The workpiece must be securely clamped.
•
This frees your left hand to raise the guard 1
by the lip 2 just enough to clear the workpiece (Fig.38).
Start the saw and begin your cut.
•
Once you have cleared the position where
•
the lower guard may bind, release the guard
and it will continue to raise automatically as
you cut.
DRY RUN—It is important to know where the
blade will intersect with the workpiece during
cutting operations. Always perform a simulated
cutting sequence with the power tool switched
OFF to gain an understanding of the projected
path of the saw blade. Mentally note where
the path of saw blade will fall and set up your
work to keep your hands and arms out of the
path of the spinning blade. Adjust your clamps
and fences so that they do not interfere with
the smooth operation of the lower guard and
cutting action.
Always check to make sure the lower guard is completely functional. With the tool
disconnected from the power source, lift the lower guard all way up and release it. The lower
guard should immediately and fully close. If guard does not close all way or hesitates, stop
using tool and have tool serviced.
34
The lower guard may not
automatically open under
Fig. 37
Correct Use
Correct Use
Fig. 38
2
Incorrect Use
Incorrect Use
1