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ED 306 465 CE 052 455

TITLE Curriculum Guide for Drafting Communication inTechnology Education.

INSTITUTION Connecticut Industrial Technology Association.SPONS AGENCY Connecticut State Dept. of Education, Hartford. Div.

of Vr-ational, Technical, and Adult Education.PUB DATE Jun 88NOTE 99p.; For related documents, see CE 052 454-456.PUB TYPE Guides Classroom Use Guides (For Teachers) (052)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Competence; *Competency Based Education; *Course

Content; Course Organization; *Drafting; IndustrialArts; Secondary Education; State Curriculum Guides;Teaching Methods; Technical Education; VocationalEducation

IDENTIFIERS *Connecticut

ABSTRACTConsistent with the principles of the Connecticut

Common Core of Learning, this competency -based curriculum guide fordrafting provides a reference guide fir educators to research andprepare fcr teaching the field of drafting communications. The guidecontains 44 units in three levels. The introductory level covers thefollowing topics: introduction, lettering, print reading, sketching,drafting tools, introduction to computer-aided drafting, geometricconstruction, single-view layouts, orthographic projection,dimensioning, sectional views, pictorials-isometrics and obliques,auxiliaries, drawing reproduction and storage, graphs and charts, anddevelopments. At the intermediate level, topics are organized undertwo headings, mechanical and architectural. The mechanical sectioncovers drafting tools, sketching, dimensioning and tolerancing,orthographic projection, sectioning, auxiliaries, pictorial-isometricand oblique views, fasteners, mechanical drive systems,architectural--floor plan design, frame member sizing, foundationconfiguration, stair layout, window and door schedules, sectioning,elevations, pictorials-perspectives, plot plan, and energyefficiency. The advanced level covers dimensions and tolerancing,threads and fasteners, production illustration,

pictorials-perspectives, revolutions, developments and intersectings,descriptive geometry, specialized fields of drafting, and modelingand model making. Units list objectives, learning activities,resources needed, and competency tests. General information about thetechnology education program is also provided. (KC)

***********************************************************************Reproductions supplied by EDRS are the best that can be made *

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U S DEPARTMENT OF EDUCATION()dice ot Educational Research and improvement

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Technology EducationCurriculum Guide

Connecticut State Department of EducationDivision of Vocational', Technical, and Adult Education

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

DraftingCommunications

pm. nnPY AVAILABIE

CURRICULUM GUIDE

FOR

DRAFTING COMMUNICATION

IN

TECHNOLOGY EDUCATION

Prepared for

State Department of EducationDivision of Vocational, Technical and Adult Education

Prepared by

Connecticut Industrial Technology Education Association

All opinions expressed reflect the views of theauthors and are not necessarily those of

the State Department of Education.

JUNE 1988

TABLE OF CONTENTS

COMMITTEE MEMBERS

STATE BOARD OF EDUCATION ii

INTRODUCTION iii

CONNECTICUT COMMON CORE OF LEARNING iii

TECHNOLOGY EDUCATION SCOPE AND SEQUENCE iv

HOW TO USE THE GUIDE 1

CADD: COMPUTER-AIDED DRAFTING/DESIGN 2

INTRODUCTORY LEVEL

INTRODUCTION 13LETTERING 15PRINT READING 17SKETCHING 19DRAFTING TOOLS 21INTRODUCTION TO COMPUTER-AIDED DRAFTING 23GEOMETRIC CONSTRUCTION 25SINGLE-VIEW LAYOUTS 27ORTHOGRAPHIC PROJECTION 28DIMENSIONING 30SECTIONAL VIEWS 32PICTORIAL ISOMETRICS AND OBLIQUES 34AUXILIARIES 36DRAWING REPRODUCTION AND STORAGE 37GRAPHS AND CHARTS 39DEVELOPMENTS 40

INTERMEDIATE LEVEL

MECHANICALDRAFTING TOOLS 42SKETCHING 44DIMENSIONING AND TOLERANCING 45ORTHOGRAPHIC PROJECTION 46SECTIONING 48AUXILIARIES 50PICTORIAL - ISOMETRIC AND OBLIQUE VIEWS 52FASTENERS 54MECHANICAL DRIVE SYSTEMS 56

*.1

INTERMEDIATE LEVEL

ARCHITECTURALFLOOR PLAN DESIGN 58FRAME MEMBER SIZING 59FOUNDATION CONFIGURATION 60STAIR LAYOUT 61WINDOW AND DOOR SCHEDULES 62SECTIONING 64ELEVATIONS 65PICTORIALS - PERSPECTIVES 66PLOT PLAN 67ENERGY EFFICIENCY 68

ADVANCED LEVEL

DIMENSIONS AND TOLERANCING 69THREADS AND FASTENERS 70PRODUCTION ILLUSTRATION 72PICTORIALS - PERSPECTIVES 7REVOLUTIONS 7DEVELOPMENTS AND INTERSECTINGSDESCRIPTIVE GEOMETRYSPECIALIZED FIELDS OF DRAFTINGMODELING AND MODEL MAKING

6

7

798182

CONNECTICUT TECHNOLOGY EDUCATION CURRICULUM COMMITTEE

FOR

DRAFTING COMMUNICATION TECHNOLOGY IN EDUCATION

John P. Sabulis, ChairpersonDrafting InstructorAnsonia High School

James McGuireDepartment ChairpersonTechnology EducationLedyard High School

Raymond ClarkEducation DirectorPorter & Chester Institute

Walter MillsDrafting InstructorHamden High School

Nick Savin Robert ShohamDrafting Instructor PresidentWestport Public Schools Plasticoid Manufacturing Co.

David Sweet Abbott WhiteDrafting Instructor Executive DirectorKillingly High School CT Technology Ed. Assoc.

David M. MordayskyTechnology Ed. ConsultantState Dept. of Education

CONNECTICUT STATE BOARD OF EDUCATION

Abraham Glassman, Chairperson

James J. Szerejko, Vice Chairperson

A. Walter Esdaile

Warren J. Foley

Dorothy C. Goodwin

Rita L. Hendel

John F. Mannix

Julia S. Rankin

Humberto Solano

Norma Foreman Glasgow (ex officio)Commissioner of Higher Education

Gerald N. TirozziCommissioner of Education

Frank A. AltieriDeputy CommissionerFinance and Operations

Lorraine M. AronsonDeputy CommissionerProgram and Support Services

DIVISION OF VOCATIONAL, TECHNICAL AND ADULT EDUCATION

Theodore S. Sergi, Interim Director

BUREAU OF VOCATIONAL SERVICES

Charles J. Bertagna, Acting Chief

ii

INTRODUCTION TO DRAFTING GUIDE

This guide has been prepared as a working document fordrafting communications teachers and coordinators aria is meant tobe an open-ended instrument. This document permits the insertionof materials which individual teachers have found to be effectivesupplements to the drafting curriculum.

The intent of this course outline is to highlight units ateach level, introductory, intermediate and advanced, which shouldbe covered in the field of drafting. The sections included ineach unit list performance objectives and learning experiencesthat are coordinated with competencies that each student shouldmaster upon completion.

Computer-Aided Drafting (CAD) should be included throughoutthe curriculum as a very powerful tool in the drafting industry,A specific unit has been developed to explore and encourage CAD'spotential as an additional drawing tool. This unit is includedat the introductory level. Also included is a separate statementfamiliarizing teachers with the basic components of a CAD systemand concepts of its operation.

Connecticut Common Core of Learning

This competency-based curriculum guide for DraftingCommunications is meant to be supportive of and in harmony withthe Connecticut Common CoLe of Learning document developed in1987. As drafting is one of the earliest stages of industrial ortechnological thought, it should be considered the common threadthat links a majority of technological processes.

The study of drafting communications by its very naturedevelops the following Common Core skills:

Attributes and Attitudes - positive self-concept,motivation, responsibility, intellectual curiousity,interpersonal relations, moral and ethical values, reading,writing, quantitative skills, reasoning and problem solving,and learning skills.

Understanding and Applications - careers and vocations,mathematics, and science and technology.

The end result of this curriculum should be a greaterunderstanding of Drafting Communication and its associatedcareers, skills, mathematics, sciences, and other relatedtechnologies.

iii

TECHNOLOGY EDUCATION SCOPE AND SEQUENCE

Technology Education learning experiences are sequential,beginning in the lowest grades and continuing through adult andhigher education. As an integral part of the total educationalprogram, Technology Education is designed to meet students' needsas they relate to a modern technological society. Throughmanipulative and research experiences, with a variety of tools,machines, processes and products of industry, students develop anawareness of how industry and its many components function.

A comprehensive Technology Education program will providefor a sequence of courses in industrial areas. These include,but are not limited to:

Communication TechnologyDraftingGraphic Communications

Construction TechnologyIndustrial CeramicsWoodsElectricity/Electronics

Manufacturing TechnologyMetalsPlastics

Transportation TechnologyPower/Energy

The objectives of Technology Education are:

To develop an insight and understanding of industry,its place in our society, and the free enterprisesystem;

To develop problem solving skills related to thematerials, tools, processes and products of industry;

To provide for a degree of skill development through aseries of sequential courses in common industrial areaswith vocational emphasis at the advanced levels;

To develop knowledge of the tools, machines, materials,and processes of industry through their practical andsafe use;

To develop an appreciation of good design andcraftsmanship;

iv

ri

To develop an understanding of industrial andtechnological career opportunities and theirrequirements;

Tc develop those traits which will help students obtainand maintain employment;

To develop consumerism regarding the goods and servicesof industry;

To discover avocational and recreational interests;

To understand the effects of industry and civilizationupon the environment.

The following sequential phases represent a range ofTechnology Education activities from kindergarten throughadulthood. Reference is made to grade level to assist localeducation agencies (LEA's) n planning. It is understood thatthe manner in which grades are organized depends on localsituations.

I. Self-Awareness (grades K-6)

Technology Education at this level is designed tofamiliarize students with the many kinds of work peopledo and the tools and materials they use. It is at theelementary level that Technology Education activitiesare used to enhance basic skills and understandings inall curriculum areas by providing relative hands-onexperiences.

II. Technology Exploration (grades 7 & 8)

Technology Education at the middle school/jr. highschool level is designed to foster the development of astrong foundation in the concepts, skills, knowledge,and attitudes regarding not only the technical but alsothe related and social aspects of general education.

Technology Education experiences at this level areexploratory in nature. The program provides studentswith the opportunity to develop a better understandingof their interests, abilities, and aspirations.Consumer knowledge as it relates to industrial productsand processes is an inherent part of these activities.A broad exploratory Technology Education program at themiddle school/jr. high school level allows individualstudent's interests to become focused, enabling greaterconcentration at the senior high level.

v

III. Occupational Orientation (grades 9 & 10)

Technology Education at this level emphasizesoccupational orientation. It is here that thetransition from middle school/jr. high schoolexploratory experiences to specialization at the upperlevels is made. Students may explore in greater deptha wider variety of areas, evaluate their performance,aptitudes and interests and begin to formulate careerplans.

IV. Technology Specialization (grades 11 & 12)

At this level, students are provided the opportunity tospecialize in one or more occupational areas and todevelop pre-vocational skills. Training at this levelshould prepare students to maximize their careeroptions after high school.

This level should also assist individuals in makinginformed and meaningful occupational choices and/orprepare them for entry into advanced trade andindustrial or technical education programs.

V. Adult, Continuing, and High Education Technology

Education programs are designed for adults and out-of-school youth. These programs are avocational orvocational in nature depending upon the needs of theindividual and the demands of society.

vi

Specific Guidelines for Technology Education

Grade Level

7 12 and adult

Selection of Students

Open to all students who can profit from instruction, andwork safely in a Lab/Shop situation.

Length of Program

Level One (Exploratory) grades seven (7) and eight (8)Lab/Shop classes meet a minimum of 60 hours per year.Lab/Shop periods must be of at least 40 continuous minutesand should not exceed 60 minutes.

Level Two (Occupational Orientation) grades nine (9) throughtwelve (12), or grades ten (10) through twelve (12)students electing Level Two Technology Education coursesmust have the opportunity to participate in a minimum of 225minutes of Lab/Shop activities per week, per semester.Daily Lab/Shop period must be of at least 45 continuousminutes and should not exceed 60 minutes.

Level Three & Four (Specialization and Pre-Vocational)grades eleven (11) and twelve (12). Students who electLevel III & IV Technology Education courses must have aminimum of 450 minutes per week, per year of Lab/Shopactivities. Daily Lab/Shop periods must be of at least 90continuous minutes.

The definition of a year is a minimum of 180-day schooldays. A semester is 90 continuous school days.

Pre-Requisites

Successful completion of Level Two course i.zior toparticipating in Level Three. Successful completion ofLevel Three course pricr to Level Four.

vii

Enrollments

elsed on Lab/Shop size and facilities, 16 students per class

maximum in Lab/Shop areas, such as electronics, and 20students per class in drafting. The recommended and minimum

square footage are as follows:

Recommended Minimum

Jr. & Sr.H.School

s.f. /pupilstation

Net totals.f. area

s.f./pupilstation

Net Totals.f. area

Drafting(includingstorage)

48 sf 1200 sf 40 sf 1000 sf

T.E. Jr.H.S. LevelOne (in-cludingstorage)

100 sf 2500 sf 82 sf :050 sf

T.E. Sr.H.S.Levels

Fi

Two, Three(includingstorage)

.

144 sf 3600 sf 120 sf 3000 sf

A classroom should be made available for related study,

adjacent to the Shop/Lab areas. All facilities must comply

with OSHA regulations.

Teachers' Schedule

Technology Education contact hours for a full-time

instructor should comprise 70% to 80% of their school week,

with 20% to 30% of their time spent in Technology Education

related non-teaching duties, such as maintenance and

preparation of Technology Education materials.

viii

Specific Guidelines for Technology Education

Grade Level

7 12 and adult

Selection of Students

Open to all students who can profit from instruction, andwork safely in a Lab/Shop situation.

Length of Program

Level One (Exploratory) grades seven (7) and eight (8) -Lab/Shop classes meet a minimum of 60 hours per year.Lab/Shop periods must be of at least 40 continuous minutesand should not exceed 60 minutes.

Level Two (Occupational Orientation) grades nine (9) throughtwelve (12), or grades ten (10) through twelve (12) -students electing Level Two Technology Education coursesmust have the opportunity to participate in a minimum of 225minutes of Lab/Shop activities per week, per semester.Daily Lab/Shop period must be of at least 45 continuousminutes and should not exceed 60 minutes.

Level Three & Four (Specialization and Pre-vocational)grades .-qeven (11) and twelve (12). Students who electLevel III & IV Technology Education courses must have aminimum of 450 minutes per week, per year of Lab/Shopactivities. Daily Lab/Shop periods must be of at least 90continuous minutes.

The definition of a year is a minimum of 180-day schooldays. A semester is 90 continuous school days.

Pre-Requisites

Successful completion of Level Two course prior toparticipating in Level Three. Successful completion ofLevel Three course prior to Level Four.

viiI -.1

Enrollments

Based on Lab/Shop size and facilities, 16 students per class

maximum in Lab/Shop areas, such as electronics, and 20

students per class in drafting. The recommended and minimum

square footage are as follows:

Recommended Minimum

Jr. & Sr.H.School

s.f./pupilstation

Net totals.f. area

s.f./pupilstation

Net Totals.f. area

Drafting(includingstorage)

48 sf 1200 sf 40 sf 1000 if

T.E. Jr.H.S. LevelOne (in-cludingstorage)

100 sf 2500 sf 82 sf 2050 sf

T.E. Sr.H.S.LevelsTwo, Three(includingstorage)

144 sf 3600 sf 120 sf 3000 sf

A classroom should be made available for related study,

adjacent to the Shop/Lab areas. All facilities must comply

with OSHA regulations.

Teachers' Schedule

Technology Education contact hours for a full-time

instructor should comprise 70% to 80% of their school week,

with 20% to 30% of their time spent in Technology Education

related non-teaching duties, such as maintenance and

preparation of Technology Education materials.

viii i 0

Equipment

All equipment must be in safe operating condition andrnnform to all fpripral, data, and locAl standardsEquipment must:

A. Be applicable to the level being taught, i.e.,size, capacity, quantity, and necessity.

B. Enhance the program level and be similar to thatfound in industry.

C. Take into consideration: occupational Lducation,consumer competency, leisure time activity, andenvironmental awareness.

Evaluation

Continuous evaluation by students, teachers, school,vocational, advisory committee, and state. Evaluationresults must become an integral part of program developmentand improvement.

School Credit

Equal to other academic credit granted for similar periodsof time and activities.

Youth Organizations

It is recommended that the American Industrial Arts StudentAssociation (AIASA) be an integral part of the curriculum.

-,

ix 1'i)

Teacher Certification

Instructors shall meet the minimum standards for TechnologyEducation teachers provisional certification as outlined inthe "Rules and Regulations Concerning Teach..,rCertification" section 10-146-21 and section 10-146-22.

Standard certification requires three (3) years of teachingunder a provisional certificate, the last two (2) yearsconsecutive and a master's degree or thirty (30) semesterhours, consisting of a planned program at an approvedinstitution of higher learning and an individual program,mutually determined and approved by teacher and supervisingagent.

Teachers of Technology Education to be funded through theVocational Education Acts must comply with section 10-146-22above, have one (10) year of appropriate occupationalexperience and complete Principles of Vocational Education,a three (3) semester hour Vocational-Technical Educationcourse.

Sex Stereotyping

Existing activities and future plans must show evidence ofactions directed toward the elimination of sex stereotyping,including continual effort to attract females to electiveTechnology Education courses traditionally chosen by males.Technology Education courses which are required for anystudents at a particular level must be required of allstudents, male and female.

1"

How To Use This Guide To Drafting Communication

This guide was developed to help the Technology Educatorhave a central source of information. it is to be used as areference guide for educators to research and prepare forteaching the ever changing field of Drafting Communication.

This guide and the sequence of topics is not meant tosuggest a set three-level program (introductory, intermediate,and advanced) for every school situation. Instructors willextract from this document that information which canrealistically be accomplished within the time constraints oftheir individual school program. This guide was not written withthe intent of being used as a daily lesson plan, rather as aflexible source of information.

The authors of the Institute for Teachin & Learning 1988-1989 Catalog Overview, believe that, "Change may e the onlycertainty in our children's lives. Technological advancement andthe challenges brought on by social, economic, and politicalchange will make their lives more complex than those of anyprevious generation. Our children _must be able to adapt andsucceed today and in the future..." With this in mind, theEducator should supplement the units in this guide, with Activityorientated assignments. These activities should reflect the newtrends in technology, and be integrated into the everydaylearning experience of the student.

It should be noted that there are no time lines or gradelevels given for each unit. The committee feels that this shouldbe left up to the local municipal school district. Eachmunicipality decides the involvement of Technology Educationwithin its school district. Local educators should be able todecide what and how Drafting Communication is to be taught withintheir classroom. This is determined by the equipment and textavailable.

1CT. Continuum State Dept. of Ed. 1988

1

p.'

CADD: Computer-Aided Design/Drafting

A. Concepts

1. Statement: CADD is the organized use of a computer, CRTmonitor, input device, and CAD software to performdrafting and design tasks.

These tasks can range from the simple and repetitive tothe complex. Since all drafting skills can be reducedto the use of lines, arcs, points, symbols, and text,most CADD systems deal with these primitives and themany ways of grouping, reusing, and manipulating theseitems. The primitives are used to create more complexdrawings through the use of any number of input devicesto form the drawing on the screen. ThrolIgh the use ofthe software, the drawing can be modified, stored, ordumped to a plotter to produce a hardcopy. PC Magazineof July 1984 stated that "CAD programs are to imageswhat word processprs are to words: You use them tocreate, edit, and make hardcopy, but the medium ispictures." CAD can be thought of as image processing.

2. Computer use in Design and Draftinga) Developing simple drawings through the use of

primitivesb) Using groups and symbols to create drawingsc) Creating your own symbols - any commonly used

drawing or part of a drawing can be grouped andreused in other parts of a drawing or otherdrawings to simplify repetitive tasks

d) Modeling and testing in 3-D systemse) Increased accuracy and repeatability of any task

3. Direction of the industrya) More systems hitting the market every dayb) Steady increase in use by industry as systems

become more versatile and less costly

2

4. Advantages to industrya) More productivity in the long runb) Ease of editing existing drawingsc) Reduced space for drawing storaged) Uniform drawing qualitye) Increased quality of reproductionsf) Reduced set-up time on new drawingsg) Increased ability to retrieve and use data from

drawings for testing and design

5. The role of the school system in implementationa) Student exposureb) Familiarity with -termsc) Familiarity with Lew technologyd) Increased student awareness of the job

opportunities available in the field of Drafting,Design, and CAD

B. Goals

1. Familiarity with concepts

2. Develop new approach to design and drafting CADsystems are not just electronic pencils

3. Develop familiarity with hai.dware and softwarea) Develop computer awareness

1) Keyboard skills2) Familiarity with different input devices3) Computer storage methods

b) Creating and editing capabilities of CADc) Drawing and image storage capabilitiesd) Hardcopy production

4. Understand connections with other areasa) Testing and researchb) CAM/CIM

3

C. Applications

1. Draftingdevelopment

b) Pictorialsc) Mechanicald) Architectual

2. Designa) Definition from Webster's: "to conceive or plan

out in the mind; to conceive or draw the plansfor; a sketch or plan showing the main featuresof something to be executed."

b) 2-dc) 2 1/2-d; (3-D representation on a 2-D screen)d) 3-d; rotatable and modeled images on the screen

having true three-dimensional characteristics,length, height, and width.

e) Symbol libraries a resource of commonly useddrawing parts which may be used to create newdrawings or edit existing drawings.

3. Relation to manufacturing and other areasa) Drawing reproduction, revision, and storage -

Drawings may be reproduced or revised from memoryat any time. It is very possible to recall adrawing, revise some portion of the work, and ifthe revisions prove to be unsatisfactory, torestore the drawing to its original state withvery little effort.

b) The CAM connection - There are systems presentlybeing developed that will make the CAM connectionthe direct link between design and manufacturing.Whether these systems will prove functional in theindustrial setting is still to be proven.

c) Electronic schematic and printed circuit designd) Testing

1) Materials testing2) Load and engineering testing3) Product evaluation testing

4. Databasesa) Bill of materialsb) Pattern, shape, symbol files (libraries)c) IGES

D. Hardware

1. Micro to mainframea) Turn-key systems PC-based CAD systemsb) Networked systems Multi-station units which are

interconnected and use the same source of memory.1) Advantages - Single storage and library

facility for the shared use of data,smaller work stations per operator.

2) Disadvantages - More chance of systemdown-time, slower access time for data,most often more costly than PC-basedCAD.

2. Micro-based system details/CAD stationa) Base computer with storage medium (media)b) Input devices

1) Keyboard - typing-keystroke input ofinformation

2) Digitizer (2-d, 3-d) many differentsizes to fit the application, allow forthe direct transfer of points fromexisting drawings to CAD medium

3) Mouse light sensitive, roller ball4) Light pen direct screen touching to

pick points and commands5) Joy stick6) Thumb and finger wheel one wheel for

hori,,ontal (X-axis) and one for vertical(y-axis)

7) Optical scan video camera direct inputof existing drawing and other graphicmatter through a video camera andscanning unit.

c) Output devices1) Plotter2) Graphics printer dot-matrix or laser3) Photographic reproduction presentation

slides directly from screen image

E. Software

1. Generic vs. Application specifica) Multi- purpose software capable of functioning in

any drafting and design situation, usually generaldrafting work

b) Application specific1) Mechanical2) Architectural3) Printed circuit and electronic4) Other applications Most systems will

function and perform most drafting tasksbut some of the software have advantagesthat make them more suitable forspecific areas.

2. Capabilities

The following is a list of capabilities which a basicCADD system should possess.

a) Configuration:

To be able to set the area representedon the video monitor to any appropriate sizefor the task at hand. These sizes should beeasily scalable to the available plot size tobe used.

b) Grid Generation:

c)

Grids are used to aid the layout of adrawing and should have the ability to bealtered to any desired size at any timeduring the drawing process. The grid dotsshould appear on the screen but not effectthe final plot. Grids should also have theability to be turned off and on as desir '2d.

Use of snap:

Snap is the ability to regulate themovement of the cursor on the screen inincrements which may be set by the user.These increments may the same as the gridspacing or may be set smaller. The user maydesire one inch grid spacing with .25 snapspacing to work with four increments or stopsbetween each dot on the grid.

6.20

d) Draw using primitives:

Drawings should have the ability to beaenerated by the use of lines, arcs, andcircles. All drawings can be boiled down tothese primitives or entities. There may beother modifications of these three types ofentities, such as wide lines called traces ordifferent line styles needed to complete mostdrafting tasks, but these still reflect backto the three original primitives.

e) Three methods of input:

Absolute This method uses the keyboard totype in the actual X and Y coordinatesdesired usually separated by a comma. Forexample: "3.5,15" specifies a point with anX coordinate of 3.5 and a Y coordinate of 15units.

Relative This method also uses the keyboardto type in a distance and direction from apreviously picked point. The method ofkeystroking these facts in may vary fromsoftware to software but will accomplish thesame thing. For example: When usingAutoCAD, typing "@2.5<45" will cause thecursor to move 2.5 units at 45 degrees.

Pointing devices - Each system uses a

different kind of pointing device but it mustbe understood that they all do the samething. They are used to move the cursor onthe screen and pick points which are used inthe generation of any drawing. This methodis by far the fastest, but the other methodsmay be used when accuracy is most critical.

7

f) Generation of text:

g)

Text should have the ability to begenerated in at least four methods and at anydesired size. The four methods most commonlyused are left-justified, right-justified,centered and aligned. Left-justified is themethod used to pick a starting point for atext entry and have the entry extended to theright. The right-justify method will allowthe operator to pick an end point for thedesired test and the text will be filled into the right of this point. The centeredmethod will allow the operator to pick thedesired point where the center of the textentry will be placed and the line of textwill extend in both directions. The previousthree methods require the operator to selectthe desired height of the text entries. Thefourth method, the ligned method, does notrequire this input. The operator simplyselects the starting point and the end pointfor the text entry and types in the desiredtext. The system will then compute thelength of the line of text and fit it betweenthe two end points. The height of the textwill be determined by the length of the spaceprovided.

Grouping entities:

The system should be able to groupprimitives or entities for repeated use as inthe case of symbols or repeatable portions ofdrawings. These groups should have theability to be scaled up or down and also beallowed to be broken apart or unnested forlater modification. The ability to form anduse groups may be one of the biggeradvantages in any of the better CADD systems.A system without this capability may causethe operator to spend and inordinate amountof time recreating what has been createdbefore. The ability to create symbols andsymbol libraries is directly connected tothis grouping ability.

8

h) Modifying a drawing:

Drawings should be able to be alteredthrough different methods as the need arises.These treatments should be able to beperformed on individual entities by selectingeach entity desired, by the window method,where all desired objects are included in awindow on the screen or by the systemselecting the last object drawn. Thefollowing is a list of common edit or modifyfunctions.

Erase The ability to edit the drawing bydeleting entities from the screen. Onceremoved, these entities may or may not berecalled depending on which software is beingused. AutoCAD has a command called "oops"which will recall all of the entities erasedin the last erase command.

Move Entities or groups should have theability to be moved on the screen by pickinga distance and a direction.

Copy Entities or groups should have theability to be copied, making exact duplicatesat other positions on the screen.

Array This is the ability to duplicate anobject or group in a circular or rectangularfashion any number of times. This commandwould be used to make rows and columns oflike objects or to rotate the same objectabout a center point.

Mirror This command allows the operator tocreate a mirror image of an object where theobject is the same on both sides of ahorizontal or vertical line. This allows theoperator to draw only half or in some cases,one quarter of an object.

Break This command allows the operator toremove a section of a primitive. Thissection may be at the end of a line or arc orbe in the middle of a line, arc or circle.

9

A note about the Edit commands:

The power of any CADD system can bedetermined by the extents of the modificationor edit commands. This is where the realpower of any system lies. If things cannotbe erased, moved, copied, etc. to alter thedrawing to the operator's need. and must beerased and redrawn, then the system is nomore than an electric, high-tech pencilprobably with more disadvantages thanadvantages.

i) Display Options:

The operator should be able to selecthis/her point of view as he/she works throughany drawing. The operator must be able tozoom in or out as he/she desires. Themagnification of the drawing on the screenwill allow the operator to be very precise inthe selection of the desired points he/shewishes to use. This ability may also becalled window in or out depending on thesoftware package being used.

1) Geometric Generation:

Most good systems will perform round ,Adfillet operations as desired by the operator.The desired radius will be inserted by theoperator and the system will perform theoperation automatically when the two lines tobe rounded are selected.

Most systems will also work with solidshapes and will fill these shapes on thescreen. Another important task is theability to hatch in a sectioned area using avaried number of sections symbols.

104

k) Lay rs:

CADD systems should be able to work onany number of different layers. These layersmay be used to place different line types ona drawing or differ ant type objects into adrawing as in architture where a differentlayer would be used for the electrical planor the plumbing plan overlaid on top of theoriginal floor plan. Layers must have theability to be selected and turned on and offat will. If organized properly, thiscapability can be very useful in thedevelopment of complex drawings. Layers aresometimes referred to as levels.

1) Dimensions:

Most good systems will generatedimensions for a drawing at some level ofautomation. Some systems may require thnoperator to select the object to bedimensioned and it will compute the size ofth, object and the position the dimensionautomatically. Other systems will prompt theoperator for the beginning and end of adistance and the position of the finisheddimension. The system will then compute thedistance and place the completed dimension onthe screen. This is commonly referred to assemi-automatic dimensioning.

11C., e1 .._)

m) Plotting:

The final result of any system is toproduce hardcopy. To complete the CADDprocess, the operator must be able totransfer what is on the screen to a plotteror printer to produce a copy of the drawingon the screen. This can be accomplished bymeans of a single or multi-pen plotter or adot-matrix or laser printer. All systemswill have these capabilities and these do notdirectly effect the methods by which adrawing is originally developed.

As in the varied amount of systems ofthe market, one must realize and understandthat each system has its advantages anddisadvantages and will not be all things toall people and applications. Each systemwill stand on its own merits and must beconsidered as an individual. When playingthe comparison game and shopping around, youwill begin to realize that comparing CADDsystems on a capability and cost basis islike comparing apples and oranges. The finalchoice is the correct choice for yourapplication.

3. Evaluation: What can it do? What can't it do?

Most currently offered systems have the same basiccapabilities and will suit the comprehensive highschool Industrial Arts Curriculum for Drafting. Themore powerful the editing commands are, the morepowerful the system is generally thought to he. Whenshopping for a system, it may be most important to ask,"What won't the system do?" rather than "What will thesystem do?".

12 2 : )

UNIT INTRODUCTION

LEVEL - INTRODUCTORY

TIME -

OBJECTIVES: Tne students will be able to:

1. explain how drafting fits into the working world andgrasp the importance of drawing as it pertains to theproduction of and object;

2. identify the different applications of drafting such asmechanical, architectural, and others;

3. give career examples and be aware of the jobopportunities that will be open to him or her if theypursue this field;

4. to demonstrate an understanding of how a set ofaccepted standards apply to the different areas ofdrafting;

5. explain the advantages of how a CAD system relates todrafting and know how the system works.

LEARNING ACTIVITIES

Lecture/demonstration/student performance/slide shows; videoshows/collect articles; examples.

AVAILABLE RESOURCES NEEDED

Drafting instrumentsDrafting equipment and suppliesCAD equipment (hardware and software)Video tapes and VCR and monitorSlide showsInstruction Book

13

COMPETENCY TESTS

The student will demonstrate the followllg competencylevels:

OBJECTIVE #1Give examples of how drafting fits into theworking world.

OBJECTIVE #2Given sample drawings, the student will identifythe different types.

OBJECTIVE #3The student will create a list of careeropportunities in the drafting field.

OBJECTIVE #4The student will make a list of reasons whystandards are used.

OBJECTIVE #5The student will list examples of the advantagesof CAD applications in industry.

14

OA_

1

UNIT - LETTERING

LEVEL INTRODUCTORY

TIME

OBJECTIVES: The students will be able to:

1. identify the different methods of creatingalpha/numeric symbols;

2. create freehand alpha and numeric symbols which willmeet acceptable industrial standards;

3. demonstrate the ability to label a drawing by use of alettering template;

4. describe the advantages of CAD-generated lettering.

LEARNING ACTIVITIES

Demonstration/text/student performance


PencilsPaperTemplatesLettering devices such as Kroy, WricoTransfer lettersCAD system

15

COMPETENCY TESTS

The student will demonstrate the following competencylevels:

OBJECTIVE #1Given the appropriate drafting resources, thestudent will identify the different methods ofcreating alpha/numeric symbols when given samplesof each.

OBJECTIVE #2Given the appropriate drafting resources, thestudent will be able to print a set of freehandsymbols to acceptable industry standards.

OBJECTIVE #3Given the appropriate drafting resources, thestudent will be able to label a drawing by using alettering template.

OBJECTIVE #4Given the appropriate drafting resources, thestudent will create a list of advantages of CAD-generated lettering.

16

7UNIT PRINT READING

LEVEL INTRODUCTORY

TIME


1. identify different kinds of lines used in drafting andexplain their uses;

2. identify the different views used to represent anobject;

3. identify aspects about an object by reading thedimensions attached to the drawing, and retrievingfacts from the title and revision blocks;

4. identify features of an object from a print;

5. identify different types of dimensions from a print;

6. identify standardized symbols on a sample print.

LEARNING ACTIVITIES

Lecture/demonstration/student performance


Print reading textbooksDrafting textSample prints from industry

17

COMPETENCY TESTS1


OBJECTIVE #1Identify a set of highlighted lines by name andexplain the use of each line as it is used on thatprint.

OBJECTIVE #2Identify the different views illustrated on thesample print.

OBJECTIVE #3-AIdentify a standard title block and describe onwhat type of drawing it would most appropriatelybe used.

OBJECTIVE #3-BIdentify the revision block and describe theinformation listed in the block and how it relatesto the drawing.

OBJECTIVE #3-CIdentify and list facts about a sample print bydoing a take off of the highlighted details of thesample. This process can be in several formatsincluding multiple choice or fill in the blank.

OBJECTIVE #4Identify different shapes and surfaces of anobject as it relates to a pictorial view of thesample object or print.

OBJECTIVE #5Identify the difference between size and locationdimnsions of a sample print and also retrievefactual information from the sample as related tosize and location of details of the object.

OBJECTIVE #6Identify standardized symbols used on the sampleprint and give the meaning of the highlightedsymbols as they relate to the sample.

18

UNIT - SKETCHING

LEVEL INTRODUCTORY

TIME


1. list two reasons for the importance of sketching andprovide examples;

2. draw horizontal, vertical, inclined, and curved lineswithout the aid of drafting tools;

3. distinguish between scale and proportion;

4. sketch three view and pictorial drawings usingappropriate lined graph and isometric grid paper;

S. sketch proportionate three view drawings from pictorialdrawings without the aid of graph paper.

LEARNING ACTIVITIES


AVAILABLE RESOTIRCES NEEDED

PencilsWhite paperGraph paper, ISO grid paperDrafting instrumentsTexts

1.` /13 ,)

19

COMPETENCY TESTS


OBJECTIVE #1Students will list the importance of sketching andprovide examples.

OBJECTIVE #2Given the appropriate resources students willdemonstrate their ability to sketch horizontal,vertical, inclined and curved lines and geometricshapes.

OBJECTIVE #3Following their reading of the sketching chapter,students will demonstrate the difference betweenscale and proportion by sketching a proportioneddrawing without the use of a ruler and sketching ascaled drawing without the use of a ruler.

OBJECTIVE #4Given the appropriate resources, students willsketch three view drawings from pictorial drawingsprovided on grid paper.

OBJECTIVE #5Given the appropriate resources, students willsketch proportioned three view and pictorialdrawings from examples provided.

20

IT;

UNIT DRAFTING TOOLS

TFVFT. - TNTRnDUrTnRY

TIME


1. demonstrate the ability to identify and properly usethe drafting tools used to draw lines;

2. demonstrate the ability to identify and properly usethe drafting tools used to draw circles and arcs;

3. demonstrate the ability to identify and properly usethe drafting tools used to draw irregular curves;

4. demonstrate the ability to identify and properly usethe drafting tools used to measure and transfer/copymeasurements.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesDrafting supply catalogsDrafting textbooksComputer-Aided Drafting (CAD)

21

COMPETENCY TESTS

The student willlevels:

OBJECTIVE #1Identify

OBJECTIVE #2Identifycircles.

OBJECTIVE #3Identifycurves.

demonstrate the following competency

and properly use tools to draw lines.

and properly use tools to draw arcs and

and properly use tools to draw irregular

OBJECTIVE #4Demonstrate the ability to identify and usemeasuring tools to make measurements and totransfer/copy measurements.

22 .`iC

UNIT INTRODUCTION TO COMPUTER-AIDED DRAFTING

LEVEL INTRODUCTORY

TIME -


1. to identify the basic hardware components used to run aComputer-Aided Drafting system;

2. to demonstrate the ability to boot-up and load a CADprogram;

3. to demonstrate the ability to develop a simple drawingon CAD;

4. to demonstrate the ability to save and end a CADsoftware program;

5. to demonstrate the ability to accomplish basic filemaintenance on a floppy diskette.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)Texts and reference materials

23 'fc)

ri

COMPETENCY TESTS

The student will demonstrate the follor.oing competency level:

OBJECTIVE #1Identify and describe the basic hardwarecomponents used to run CAD systems.

OBJECTIVE #2Boot-up and load the CAD software.

OBjECTIVE #3Create a simple drawing using the CAD system.

OBJECTIVE #4Execute the save and end commands to exit from theCAD system.

OBJECTIVE #5Execute basic maintenance tasks with the file disk(i.e. format, copy, erase, etc.).

4 1-

UNIT GEOMETRIC CONSTRUCTION


TIME

OBJECTIVES: The students will demonstrate the ability to:

1. identify various geometric shapes, lines, arcs, angles,and tangents;

2. construct various geometric shapes, lines, arcs,angles, and tangents;

3. construct a drawing using several geometric shapes anddrawing methods;

4. produce various geometric shapes, lines, arcs, anglesand tangents on a CAD system.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)Drafting Textbooks

25 -4,

COMPETENCY TESTS

The student will demonstrate the following competency level:

OBJECTIVE #1Identify a set of geometric shapes, lines, arcs,angles, and tangents.

OBJECTIVE #2Construct various types of geometric shapes,lines, arcs, angles, and tangents.

OBJECTIVE #3Construct a one-view drawing which will contain anumber of different geometric shapes, lines, arcs,angles, and tangents.

OBJECTIVE #4If a CAD system is available, the student willdemonstrate their ability to produce a number cfgeometric shapes, lines, arcs, angles, andtangents.

26

UNIT SINGLE VIEW LAYOUTS

LEVEL INTRODUCTORY

TIME


1. demonstrate the ability to use drafting tools toperform drawing tasks using a combination of lines,arcs, and circles;

2. demonstrate the ability to use drafting tools toperform drawing tasks using methods of geometricconstruction;

3. demonstrate the ability to measure using the full,half, and quarter scales, as well as other appropriatescales.

LEARNING ACTIVITIES


AVAILABLE RESOURCES :DEEDED

Drafting in_truMentsDrafting equipmentDrafting suppliesDraftirg textbooksComputer-Aided Drafting (CAD)Appropriate drafting problems for single view layout

COMPETENCY TESTS


OBJECTIVE #1Given the appropriate resources, the student willcomplete a number of drawing tasks using lines,arcs, and circles.

OBJECTIVE #2Given the appropriate resources, the student willcomplete a number of drawing tasks by usingmethods of geometric construction to drawparallels, perpendiculars, tangents, etc.

OBJECTIVE #3Given the appropriate resources, the student willcomplete a number of drawing tasks to an assignedscale.

27

UNIT ORTHOGRAPHIC PROJECTION

LEVEL INTRODUCTORY

TIME -


1. demonstrate the ability to visualize objects in the sixprinciple planes using third-angle orthographicprojection;

2. demonstrate the ability to center single and multipleview drawings;

3. demonstrate the ability to select and draw only thenecessary views describing an object;

4. demonstrate the ability to correctly arrange multiviewdrawings;

5. demonstrate the ability to project features usingcommon projection methods.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)

28

COMPETENCY TESTS


OBJECTIVE #1Identify the correct missing view of a givenobject from a group of different views.

OBJECTIVE #2Properly center a multiview object on drawingpaper or on CAD.

OBJECTIVE #3Choose and draw the necessary views of a givenobject on drawing paper or on CAD.

OBJECTIVE #4Properly arrange the views of a given object ondrawing paper or on CAD.

OBJECTIVE #5Correctly project hidden surfaces, angularsurfaces, and cylindrical surfaces between viewsof a given object.

29

UNIT - DIMENSIONING

LEVEL INTRODUCTORY

TIME


1. apply metric and inch size dimensions to single andmulti -view drawings according to the American NationalStandards (ANSI Y14.5);

2. apply metric and inch location dimensions to single andmulti-view drawings according to ANSI Y14.5. drawings;

3. apply local aa.d general notes to single and multi-viewdrawings according to ANSI standards;

4. apply National and International symbols to single andmulti-view drawings according to ANSI Y14.5.

LEARNING ACTIVITIES




30

COMPETENCY TESTS


OBJECTIVE #1Dimension a single or multi-view drawing withmetric or inch size dimensions followingprocedures set forth in ANSI Y14.5.

OBJECTIVE #2Dimension a single or multi-view drawing withmetric or inch size dimensions followingprocedures in ANSI Y14.5.

OBJECTIVE #3Label local and general notes on single or multi-view drawings following procedures in ANSIstandards.

OBJECTIVE #4Apply National or International symbols on singleor multi-view drawings following ANSI Y14.5standards.

31 4j

UNIT SECTIONAL VIEWS

LEVEL INTRODUCTORY

TIME


1. define the theory and use of sectional views;

2. list and identify the following sectional views: full,half, broken out, offset, revolved, and removed;

3. list and draw each of the lines used in sectionaldrawings;

4. using orthographic projection, draw a full and halfsection.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)Drafting textsModels

32

4 :;

COMPETENCY TESTS


OBJECTIVE #1Students will list the reasons for includingsectional views in their drawings.

OBJECTIVE #2From a given list of sectional drawings, studentswill identify eAch of the sectional views used:full, half, broken out (partial), offset,revolved, and removed.

OBJECTIVE #3Students will identify each of the lines that areused in sectional views and explain their purpose.

OBJECTIVE #4Students will complete two drawings illustratingsectional views either manually or on CAD. Onedrawing should include a full section and theother a half section.

33kik)

UNIT PICTORIAL ISOMETRICS AND OBLIQUES

LEVEL INTRODUCTORY

TIME -


1. list three applications of pictorial drawings thatdemonstrate their unique characteristics in the fieldof drafting;

2. identify three common types of pictorial drawings -perspective, isometric and oblique;

3. create an isometric drawing;

4. create an oblique drawing;

5. using a CAD system, draft an isometric and obliquedrawing.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)TextsModels

34

5i

COMPETENCY TEStS


OBJECTIVE #1Students will list three applications of pictorialdrawings and explain, in writing, why they arenecessary.

OBJECTIVE #2From a list containing a variety of pictorialdrawings, the student will identify eachparticular type of pictorial drawing.

OBJECTIVE #3Given the appropriate drafting resources, thestudent will make an isometric drawing using theisometric axes and construct a four-centerellipse.

OBJECTIVE #4Given the appropriate drafting resources, thestudent will make an oblique drawing.

OBJECTIVE #5Using a CAD system and given the appropriatedrafting resources, the student will make anisometric drawing.

35

UNIT - AUXILIARIES


TIME -


I. define the uses of an auxiliary view;

2. demonstrate the ability to distinguish between theprincipal auxiliary view of an object;

3. construct primary auxiliary view containing a plottedcurve;

4. list the advantages of a CAD system in creatingauxiliary vies and define the difference betweenprimary and secondary auxiliary function on a CADsystem.

LEARNING ACTIVITIES

Demonstration/group projects/student performance/lecture


Drafting instrumentsDrafting equipmentDrafting supplies3-D modelsComputer-Aided Drafting (CAD)

COMPETENCY TESTS


OBJECTIVE #1Given a series of definitions the student will beable to select the correct definition of anauxiliary plane.

OBJECTIVE #2Given a set of drawings, students will identifythe principal auxiliary views.

OBJECTIVE #3Giveh Lhe proper (hefting reouLue, Liie sLudehLwill draw a primary auxiliary view.

OBJECTIVE #4Given a view on a CRT, the student will be able toidentify it as either a normal view or anauxiliary view.

36

UNIT DRAWING REPRODUCTION AND STORAGE


TIME


1. demonstrate the ability to identify the various typesof tracing medium including paper, vellum, and film;

2. demonstrate the ability to identify the proper tools tobe used with the various tracing media, i.e., lead,polymer leads, ink;

3. demonstrate the ability to identify the types of copiesand copiers used in the drafting trade;

4. demonstrate the ability to identify and use the variou'methods of drawing reproduction;

5. describe different methods of drawing storage andaccessing drawing information from storage, includingpaper storage, microfiche, aperture cards, and computerstorage systems.

LEARNING ACTIVITIES



Tracing media samplesDrafting tools, leads, and inksReproduction equipmentSamples of reproduced/copied rk,terialsVisual aids

37

COMPETENCY TESTS

The student will demonstrate tne following competency level:

OBJECTIVE #1Given the proper samples of drafting and tracingmedia, the student will identify the various typesof tracing media including paper, vellum, and filmby name.

OBJECTIVE #2Given a selection of drafting tools, the studentwill identify the proper tools to be used with thevarious tracing media such as leads, polymerleads, and inks.

OBJECTIVE #3The student will identify the types of copiersused in the drafting trade which are used tocreate a set of sample reproductions or copies anddescribe the processes involved.

OBJECTIVE #4The student will demonstrate the ability to tracea given drawing and reproduce it using one of theaccepted methods or processes.

OBJECTIVE #5The student will describe the different processesused to store drawn information and access thi-information from storage.

385 ,)

UNIT - GRAPHS AND CHARTS


TIME -


1. demonstrate the ability to identify a bar graph, piegraph, and a histogram, and retrieve facts from each;

2 demonstrate the ability to graphically illustrate a setof facts using a graph;

3. demonstrate the ability to identify and use a flowchartto show a sequential process.

LEARNING ACTIVITIES



Sample charts and graphsDrafting instrumentsDrafting equipmentComputer-Aided Drafting (CAD)

COMPETENCY TESTS


OBJECTIVE #1Given a sample of each type of graph, the studentwill name each type and retrieve facts from each.

OBJECTIVE #2Given a set of facts for each type of graph, thestudent will select and develop the apprcpriategraph to demonstrate the given facts.

OBJECTIVE #3Given a sequential operation or pro-:ess, thestudent will develop a flowchart to show the stepsof this operation.

39

UNIT DEVELOPMENTS


TIME


1. distinguish between a radial line C.,.:velopment and aparallel line development;

2. demonstrate the ability to construct a parallel linedevelopment of a rectangular prism;

3. demonstrate the ability to construct a parallel linedevelopment of a cylinder;

4. demonstrate the ability to construct a radial linedevelopment of a pyramid;

5. demonstrate the ability to construct a radial linedevelopment of a cone;

6. relate to products of industry which incorporate theuse of developments.

LEARNING ACTIVITIES




40

5

COMPETENCY TESTS

Given the appropriate drafting resource , the student willdemonstrate the following competency level:

OBJECTIVE #1Select the difference between a radial line and aparallel line development from a number ofexamples.

OBJECTIVE #2Develop a parallel line stretch-out of arectangular prism.

OBJECTIVE #3Develop a parallel line stretch-out of a cylinder.

OBJECTIVE #4Develop a radial line stretch-out of a pyramid.

OBJECTIVE #5Develop a radial line stretch-out of a cone.

OBJECTIVE #6List a number of products made in industry usingparallel line and radial line developments.

41

UNIT DRAFTING TOOLS

LEVEL INTERMEDIATE


1. demonstrate the ability to use and operate the toolsavailable to manually draw lines, arcs, curves, andcircles;

2. demonstrate the ability to measure and transfermeasurements using available tools;

3. demonstrate the ability to letter and use standardizedsymbols;

4. demonstrate the ability to modify a drawing ondifferent mediums by erasing;

5. demonstrate the ability to use the available tools toreduce and enlarge a drawing;

6. demonstrate the ability to produce a drawing on a CADsystem if available.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesCAD system

COMPETENCY TESTS


OBJECTIVE #1using the available traditional tools, the studentwill creat3 lines, arcs, curves, and circles.

OBJECTIVE #2using the available measuring tools and draftinginstruments, the student will define distance;s,transfer and repeat measurements, and use scalesto enlarge or reduce sizes.

OBJECTIVE #3The student will use available methods to producehand lettering, templated lettering, and automatedlettering, if available, as well as creatingstandardized symbols manually or by template.

OBJECTIVE #4The student will modify a drawing by using theproper erasing methods for a selected draftingmedium, such as lead on paper or vellum or ink onfilm.

OBJECTIVE #5The student will use various means to enlarge orreduce an object including graph paper, scaling,proportional dividers or pantograph if available.

OBJECTIVE #6If a CAD system is available, the student willdemonstrate his proficiency on the system byproducing a number of drawings. These drawingsshould use and demonstrate as many of the residentcommands as possible, to their best advantage.

i,343

UNIT SKETCHING

LEVEL INTERMEDIATE


1. sketch proportionate pictorial drawings from three-viewdrawings without the aid of graph paper;

2. sketch the six principle orthographic views;

3. use sketching as a means to clarify thinking andcommunicate ideas before drawings are started.

LEARNING ACTIVITIES



PencilsWhite paperGraph paper, iso grid paperDrafting texts Drafting (CAD)Drafting instruments

COMPETENCY TESTS


OBJECTIVE #1Given three view drawings, students will sketchpictorial drawings without the aid of graph paper.

OBJECTIVE #2Given three view drawings, students will sketcheach of the six principle views without the aid ofgraph paper.

OBJECTIVE #3Given the appropriate resources, students willsolve drafting problems and communicate theirresults with sketching before they use tools tocomplete the drawing.

446 1

UNIT - DIMENSIONING AND TOLERANCING

LEVEL - INTERMEDIATE

TIME


1. apply size and location dimensions, symbols, and labelsto working drawings using either the aligned orunidirectional methods according to industrialstandards such as ANSI Y14.5 and ISO standards;

2. identify and apply the dimensioning and tolerancingmethods used on drawings such as limit, and plus andminus dimensioning.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)Text and Reference Material

COMPETENCY TESTS


OBJECTIVE #1Apply dimensions, symbols, and labels to workingdrawings according to industrial standards.

OBJECTIVE #2Apply dimensional tolerances to machine parts andfeatures using either limit dimensions or plus andminus dimensions according to industrialstandards.

45 64,

UNIT ORTHOGRAPHIC PROJECTION

LEVEL INTERMEDIATE

TIME -


1. demonstrate the ability to select and draw thenecessary views of an object in orthographicprojection, and arrange the views in correctrelationship to each other;

2. distinguish between first angle projection and thirdangle projection of multiview drawings;

3. demonstrate the ability to use projection methodsand/or the reference plane line method of projectionrectangular, angular, and curved surfaces of multiviewdrawings;

4. demonstrate the ability to label points and surfaces inany of the principle planes of projection.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)Text and Reference Material

46

6 ,,

]

COMPETENCY TESTS


OBJECTIVE #1Select and draw the necessary views to clearlyidentify an object using orthographic projection.

OBJECTIVE #2Given a multiview drawing, the student willproperly select the method of projection (1st or3rd angle projection).

OBJECTIVE #3Use a method of projection to transferrectangular, angular or curved surfaces of anobject between views.

OBJECTIVE #4Label points and/or surfaces in the principleplanes of projection in multiview drawings.

47 6 ;

UNIT SECTIONING


mTmp


1. list and identify the following sectional views: full,half, broken out, offset, revolved, removed, thinsection, and phantom;

2. demonstrate how sectional views depict ribs and webs;

3. demonstrate how sectional views depict shafts, bolts,and rivets;

4. draw an offset section;

5. draw a broken out section;

6. draw a revolved section;

7. draw a removed section;

8. draw a thin section;

9. draw a phantom section;

10. draw section lines for the following materials: castiron, steel, bronze- brass- copper, white metal- zinc-lead- babbitt- alloys, magnesium- aluminum- alloys andwood grain.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)Drafting texts

48

6

COMPETENCY TESTS


OBJECTIVE #1From a given list of sectional drawings, studentswill identify each sectional view. This listincludes full half, broken out, offset, revolved,removed, thin section and phantom.

OBJECTIVES #2,3In conjunction with the following sectionaldrawings, ribs, webs, shafts, bolts, and rivetswill be included. Also, at least Gne of thefollowing drawings should be drawn using a CADsystem.

OBJECTIVES #4-9Given the appropriate resources, students willdraw each of the following sectional views: brokenout, offset, revolved, removed, thin section andphantom.

OBJECTIVE #10Students will create a drawing that will depictthe following materials in sectional views: castiron, steel, bronze- brass- copper, white metal-zinc- lead- babbitt- alloys, magnesium- aluminum-aluminum alloys and wood grain.

UNIT AUXILIARIES

LEVEL INTERMEDIATE

mTM'


1. demonstrate the ability to define the use of successiveauxiliary views;

2. demonstrate the ability to distinguish between primaryand successive auxiliary views;

3. demonstrate the ability to construct successiveauxiliary views of an object;

4. list the advantages of a CAD system in creatingsuccessive auxiliary views;

5. create a successive auxiliary view of a CAD system.

LEARNING ACTIVITIES

Demonstration/group, projects/student,performance/lecture/slides


Drafting instrumentsDrafting equipmentDrafting suppliesA.V. equipmentComputer-Aided Drafting (CAD)

50

COMPETENCY TESTS


OBJECTIVE #1Given a series of definitions the student will beable to select the correct definition of asuccessive auxiliary view.

OBJECTIVE #2Given a set of drawings, the student will identifythe primary and secondary auxiliary views.

OBJECTIVE #3Draw c series of successive auxiliary views of anobject.

OBJECTIVE #4Create a list of the advantages of using a CADsystem to create auxiliary views of an object.

OBJECTIVE #5Create successive auxiliary vies by use of a CADsystem.

1;

51

UNIT PICTORIAL - ISOMETRIC AND OBLIQUE VIEWS

LEVEL INTERMEDIATE

TIME


1. draw various pictorial representations includingisometric and oblique drawings;

2. draw oblique pictorials in cavalier and cabinet styleof any given object;

3. choose the proper view to be used as the front view inthe oblique pictorials to be illustrated;

4. draw circles and arcs in an oblique pictorial;

5. shade a pictorial drawing to give it contrast and depthusing penci'., color or air brush;

6. draw a pictorial using a reverse angle.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesDrafting textbooksComputer-Aided Drafting (CAD)Appropriate drafting problems for pictorial representation.

52

f) :i

COMPETENCY TESTS


OBJFCTTVF #1Given an assigned project, the student willproduce a set of pictorials including an isometricand oblique representation of the object.

OBJECTIVE #2Given an assigned project, the student willdevelop the cavalier and cabinet oblique of thatobject.

OBJECTIVE #3Given a set of objects, the student will selectthe proper direction to view and draw the obliquerepresentations of those objects.

OBJECTIVE #4Given a problem containing circles and/or arcs,the student will draw the oblique representationof the object.

OBJECTIVE #5After completing any given pictorial, the studentwill shade or render the object using anidEntifiable light source to accentuate the shapesand surfaces of the object.

OL-ECTIVE #6Prepare a given pictorial using a reverse angle.

53,1

UNIT FASTENERS

LEVEL INTERMEDIATE

TIME


1. identify common types of mechanical fasteners used ondrawings (cap screws, nuts, washers, pins, etc.);

2. recognize different ways of representing screw threadson detailed and assembly drawings (simplified,schematic, and detailed);

3. explain the local notes attached to fasteners found ondetailed and assembly drawings;

4. use reference book tables and/or ANSI standards toidentify common inch and metric sizes of mechanicalfasteners found on drawings;

5. demonstrate the ability to draw (manually or on CAD)common threaded fasteners, both internal and external,using the simplified method of representation.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)Texts, reference books, and industrial standards.

COMPETENCY TESTS


OBJECTIVE #1Identify common mechanical fasteners found ondetailed and assembly drawing by their shape andnote description.

OBJECTIVE #2Identify the three types of thread representationfound on detailed and assembly drawings withthreaded fasteners.

OBJECTIVE #3List the definitions associated with the localnotes attached to both inch and metric mechanicalfasteners.

OBJECTIVE #4Locate size and shape information about inch andmetric mechanical fasteners found in referencetables.

OBJECTIVE #5Draw and label (manually or on CAD) local notesfor common mechanical fasteners using thesimplified method of representation.

55

UNIT - MECHANICAL DRIVE SYSTEMS

LEVEL - INTERMEDIATE AND ADVANCED

TIME


1. demonstrate the ability to identify various type ofgears and gear drive systems;

2. demonstrate the ability to identify the different partsof a gear and draw a set of teeth of a sample gear;

3. demonstrate the ability to identify the different typesof cam motion used in common cam design;

4. demonstrate the ability to draw a cam to a set ofpredetermined specifications and motions;

5. identify the effect a combination of gears, cams andlevers will have on an original motion;

6. demonstrate the ability to construct models ofmechanical drives and drive applications using anappropriate component modeling set.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesDrafting textbooksComputer-Aided Drafting (CAD)Sample gears, cams, and leversLego Systems Technical Package or similar construction set

56

COMPETENCY TESTS


OBJECTIVE #1Given samples or illustrations of various gearsand cams, the student will identify each by propername and explain how it is used in a drive system.

OBJECTIVE #2Given samples or illustrations of various gears,the student will identify the various parts of thegear and then draw a set of teeth of an assignedgear.

OBJECTIVE #3Given a set of illustrations of cams, the studentwill identify each and then interpret a set of camspecifications and draw the resulting cam.

OBJECTIVE #4Given a set of cam specifications and desiredmotions, the student will develop the resultingcam.

OBJECTIVE #5Given a set of mechanical drive illustrations, thestudent will determine the motions created in theillustration.

OBJECTIVE #6Given a LEGO TECH Construction set or a similarconstruction set, the student will assemble theavailable pieces to create desired motions andmechanically advantaged assemblies.

57

UNIT FLOOR PLAN DESIGN


TIME -


1. determine furniture relationship to room size;

2. determine residential room configurations;

3. determine relationship of rooms to each other;

4. demonstrate the ability to properly dimension floorplans.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesDrafting textbooksComputer-Aided Drafting (CAD)

COMPETENCY TESTS


OBJECTIVE #1Develop floor plans of various rooms indicatingfurniture placement.

OBJECTIVE #2Develop workable room plans.

OBJECTIVE #3Develop a workable floor plan for a residence.

OBJECTIVE #4Dimension a floor plan.

581-

"I)

UNIT FRAME MEMBER SIZING

LEVEL INTERMEDIATE

TIME


1. demonstrate the ability to calculate live and deadloads on floors and roof;

2. demonstrate the ability to select the correct size andspacing of floor and roof structural members.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesDrafting textbocksComputer-Aided Drafting (CAD)

COMPETENCY TESTS


OBJECTIVE #1Calculate live and dead loads.

OBJECTIVE #2Determine size and spacing of structural membersusing the previously calculated loads.

UNIT FOUNDATION CONFIGURATION


TIME -


1. demonstrate the ability to determine foundation andfooting sizes;

2. demonstrate the ability to dimension foundations andfootings.

LEARNING ACTIVITIES




COMPETENCY TESTS


OBJECTIVE #1Develop a foundation plan utilizing correctcalculations for foundation and footing design.

OBJECTIVE #2Dimension a foundation plan, including footingdetails.

601---,,--

i 1

UNIT STAIR LAYOUT

LEVEL INTERMEDIATE

TIME -


1. demonstrate the ability to understand stairterminology;

2. demonstrate the ability to calculate stair sizes;

3. identify different type of stair layouts.

LEARNING ACTIVITIES




COMPETENCY TESTS


0E7ECTIVE #1Correctly identify parts of a stair.

OBJECTIVE #2Fully calculate the design of a staircase and itscomponents.

OBJECTIVE #3Given a set of drawings, identify the differenttypes of stair layouts that are used.

61

UNIT - WINDOW AND DOOR SCHEDULES

LEVEL INTERMEDIATE

TIME -


I. determine proper window sizes for specific residentialapplications;

2. determine proper door sizes for specific residentialapplications;

3. demonstrate the ability to develop a complete andaccurate window schedule;

4. demonstrate the ability to develop a complete andaccurate door schedule;

5. demonstrate the ability to identify the various windowtypes and applications;

6. demonstrate the ability to identify the various doortypes;

7. demonstrate the ability to detail windows and doors.

LEARNING ACTIVITIES




62

COMPETENCY TESTS


OBJECTIVE #1Select the proper window sizes for a residence.

OBJECTIVE #2Properly determine door sizes for a residence.

OBJECTIVE #3Develop a residential window schedule.

OBJECTIVE #4Develop a residential door schedule.

OBJECTIVE #5List and identify various window types.

OBJECTIVE #6List and identify various door types.

OBJECTIVE #7Properly develop window and door details.

63

UNIT SECTIONING


TIME


1. demonstrate the ability to develop a full cross sectionof a single story residence;

2. demonstrate the ability to develop foundation sections;

3. demonstrate the ability to develop a typical wallsection;

4. demonstrate the ability to use section marks.

LEARNING ACTIVITIES




COMPETENCY TESTS


OBJECTIVE #1Develop a cross-section of a single-storyresidence.

OBJECTIVE #2Develop a foundation section for a residence.

OBJECTIVE #3Develop a typical wall section for a residence.

OBJECTIVE #4Properly use section marks, in both plan andsection.

64

b1

UNIT ELEVATIONS

LEVEL INTERMEDIATE

TIME -


1. demonstrate the ability to develop an elevation;

2. demonstrate the ability to label an elevation;

3. demonstrate the ability to properlyelevations.

LEARNING ACTIVITIES




dimension

COMPETENCY TESTS


OBJECTIVE #1Develop an elevation of a residence.

OBJECTIVE #2Properly label said residence.

OBJECTIVE #3Dimension an elevation.

65

UNIT PICTORIALS PERSPECTIVES

LEVEL INTERMEDIATE

T1 r-


I. understand the purposes for which perspectives areused;

2. develop and draw a one-point perspective;

3. develop and draw a two-point perspective.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesDrafting textbooks

COMPETENCY TESTS

Th_ student will demonstrate the following competency level:

OBJECTIVE #1List the purposes for perspective dnmings.

OBJECTIVE #2Develop a one-point perspective of a kitchen.

OBJECTIVE #3Develop a two-point perspective of a residence.

66

UNIT PLOT PLAN


TIME


1. demonstrate the ability to properly orientate a home ona site;

2. demonstrate the ability to properly dimension a plotplan;

3. de,uonstrats the ability to give thoughtfulconsideration to landscaping, building, and zoningcodes, utilities, and typography in planning anddesigning the site.

LEARNING ACTIVITIES




COMPETENCY TESTS


OBJECTIVE #1The student will properly orientate a house on agiven site.

OBJECTIVE #2The student will dimension a plot plan.

OBJECTIVE #3The student will draw a plot plan withconsideration of building and zoning code,landscaping, utilities, and topography.

67

UNIT ENERGY EFFICIENCY

LEVEL INTERMEDIATE

TIME


1. demonstrate the ability to orient a structure to a siteconsidering solar advantages;

2. demonstrate the ability to consider R-values inconstruction.

LEARNING ACTIVITIES




COMPETENCY TESTS


OBJECTIVE #1Properly orient a structure to a site.

OBJECTIVE #2Design and draw a typical wall section that has atotal R-value of 19 or greater.

68Si)

UNIT DIMENSIONING AND TOLERANCING

LEVEL - ADVANCED

TIME -


1. identify and apply application methods for dimensioningsuch as: rectangular coordinate, polar coordinate,datum, tabular dimensioning and general defaulttolerance notes;

2. define and apply limits and fits symbols, both inch andmetric systems, to working drawings according toindustrial standards;

3. define and apply standard symbols and abbrcv!..ations toworking drawings according to industrial standards.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesr Anputer-Aided Drafting (CAD)Text and reference material

COMPETENCY TESTS


OBJECTIVE #1Apply size and location dimensions to workingdrawings using one of the following methods:rectangular coordinate, polar coordinate, tabular,or datum dimensioning.

OBJECTIVE #2Apply tolerances and fits to mating partsaccording to their function using standardindustrial fits.

OBJECTIVE #3Apply standard abbreviations and symbols toworking drawings in accordance with industrialstandards.

69 0 ,)

UNIT THREADS AND FASTENERS

LEVEL - ADVANCED

TIME


1. identify common screw thread forms such as: Unified,Acme, Square, Buttress, and Knuckle;

2. define thread designations for Unified inch, ISOmetric, and National Pipe threads (.25-20 UNC-2A,M16x1.5-6g, 4 x 8NPT);

3. recognize and categorize common mechanical fastenerssuch as: machine screws, cap screws, set screws, woodscrews, bolts, nuts, washers, and self -tap screws;

4, demonstrate the ability to use refere.ice tables, suchas ISO standards and ANSI standards, to determine sizesand characteristics of mechanical fasteners;

5. demonstrate the ability to draw and label (manually orin CAD) common screw thread forms using the Detailed,Schematic and Simplified methods of representation ondrawings;

6. demonstrate the ability to draw and label (manually orin CAD) miscellaneous fasteners such as keys, pins,retaining rings, and springs on detailed and assemblydrawings;

7. demonstrate the ability to make a fastener for thesymbol library on CAD.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesDrafting textbooksTexts, reference books, and industrial standardsComputer-Aided Drafting (CAD)

70

COMPETENCY TESTS


OBJECTIVE #1Identify common screw thread forms found ondetailed and assembly drawings by their shapecharacteristics.

OBJECTIVE #2Define thread designations on drawings for Unifiedinch series, ISO metric threads, and National Pipethreads.

OBJECTIVE #3Categorize common mechanical fasteners by theirshape characteristics, type, and size,

OBJECTIVE #4Use reference tables from texts, and/or industrialstandards, to determine size and characteristicsof mechanical fasteners.

OBJECTIVE #5Draw and label (manually or on CAD) common screwthread forms using the detailed, schematic andsimplified methods of representations.

OBJECTIVE #6Draw and label (manually or on CAD) miscellaneousfasteners such as keys, pins, retaining rings, andsprings on detailed and assembly drawings.

OBJECTIVE #7Draw a fastener to be used for the symbol libraryon CAD.

71

UNIT PRODUCTION ILLUSTRATION

LEVEL - ADVANCED

TIME -


1. identify each of the following types of renderingstyles for technical illustration: shading, stipple,airbrush, applique shading and ruled surface shading;

2. demonstrate at least three different rendering styleson pictorial drawings;

3. clarify thinking and communicate ideas by sketching alayout of an exploded view drawing containing at least4-5 parts;

4, draw an exploded view drawing.

LEARNING ACTIVITIES



PencilsWhite paperGraph paper, ISO grid paperDrafting textDrafting instrumentsComputer-Aided Drafting (CAD)

72

COMPETENCY TESTS


OBJECTIVE #1From examples provided, students will identifyeach of the follLwing types of rendering stylesfor technical illustration: shading, stipple,airbrush, applique shading and ruled surfaceshading.

OBJECTIVE #2Given the appropriate resources, students willdraw three pictorial drawings and demonstrate adifferent rendering style for each.

OBJECTIVE #3Given the appropriate resources, students willclarify thinking and communicate ideas bysketching a layout of an exploded view drawingcontaining at least 4-5 parts.

OBJECTIVE #4Students, using their layout sketches, will drawan exploded view drawing using CAD or conventionaldrafting tools.

73 r. q

UNIT PICTORIALS PERSPECTIVES

LEVEL ADVANCED

TTME


1. identify the components needed to produce a singlepoint perspective drawing of any object;

2. identify the components needed to execute a two-pointperspective drawing of any given object;

3. identify the three different types of views possiblewhen using perspective drawing;

4. demonstrate the effect different placements of thethree key lire: (picture plane, ground ltne, andhorizon) and the station point have on the end proCuctwhen working with perspective drawings;

5. draw a single-point perspective of a given object;

6. draw a two-point perspective of a given object;

7. draw a perspective which contains circular or irregularshapes;

8. shade or render a perspective drawing using pencil,color, or airbrush.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesDrafting textbooksComputer-Aided Drafting (CAD)Appropriate drafting problems for pictorial representation.

74

COMPETENCY TESTS


ORJPrmTVP #1Given samples of si_gle-point perspectives, thestudent will identify the critical components ofeach drawing and label each part using its propername.

OBJECTIVE #2Given samples of two-point perspectives, thestudent will identify the critical components ofeach drawing and label each part using its propername.

OBJECTIVE #3Given samples of single- and two-pointperspectives, the student will identify the typesof views produced including worm's eye, man's eye,and bird's eye views.

OBJECTIVE #4Using any given shape, the student will preparedifferent perspective drawings using varyingplacements of the components to proeuce differentrepresentations of the same object.

OBJECTIVE #5Given an object, the student will prepare asingle-point perspective of that object.

OBJECTIVE #6Given an object, the student will prepare a two-point perspective of that object.

OBJECTIVE #7Given an object which contains circular orirregular shapes, the student will prepare asingle- and two-point perspective of that object.

OBJECTIVE #8After preparing a perspective of an object, thestudent will shade or render the object to give itmore depth and aesthetic appeal.

7594,

UNIT REVOLUTIONS

LEVEL ADVANCED

TIME


1. visualize and object which revolves abut an axisperpendicular to a front plane;

2. construct an object which revolves about an axisperpendicular to a top plane;

3. construct an object which involves successive rotation;

4. produce a revolved drawing on a CAD system ifavailable.

LEARNING ACTIVITIES




COMPETENCY TESTS


OBJECTIVE #1Identify lines and surfaces in the revolved viewwhich have been projected from the primary views.

OBJECTIVE #2Draw a revolved drawing of a simple object whichis revolved about an axis perpendicular to a topplane.

OBJECTIVE #3Construct a drawing dealing with successiverotation. Use the results of drawing 2 aF4 thestarting point for this drawing.

OBJECTIVE #4Construct a series of revolved drawings on a CADsystem using the appropriate commands.

UNIT - DEVELOPMENTS AND INTERSECTIONS

LEVEL - ADVANCED

TTM7


1. demonstrate the ability to layout and construct prismsand cylinders by the parallel line development method;

2. demonstrate the ability to lay out and construct flatand conical surfaces by the radial line developmentmethod;

3. demonstrate the ability to lay out and constructtransition pieces by the triangulation method;

4. demonstrate the ability to plot lines of intersectionbetween two intersecting prisms;

5. demonstrate the ability to lay out and construct thedevelopments of two intersecting prisms.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)Texts and reference materials.

77

COMPETENCY TESTS


OBJECTIVE #1Lay out and construct prisms and cylinders usingthe parallel line development method.

OBJECTIVE #2Lay out and construct flat and conical surfacesusing the radial line development method.

OBJECTIVE #3Lay out and construct transition pieces by thetriangulation method.

OBJECTIVE #4Plot lines of intersection on a multiview drawingto determine the extents cf two intersectingprisms.

OBJECTIVE #5Layout and construct the developments of twointersecting prisms.

78

UNIT DESCRIPTIVE GEOMETRY

LEVEL ADVANCED

TIME


1. demonstrate the ability to use (manually or on CAD) thereference plane line method with labels to aid inprojecting graphic solutions;

2. demonstrate the ability to define (manually or on CAD)true distances, true lengths, and true angles using theauxiliary view method of projection;

3. demonstrate the ability to define (manually or on CAD)true lengths and surfaces using the revolution method;

4. demonstrate the ability to define (manually or on CAD)points of intersection between lines and/or surfaces;

5. demonstrate the ability to determine (manually or onCAD) the bearing and/or slope of a line.

LEARNING ACTIVITIES



Drafting instrumentsDrafting equipmentDrafting suppliesComputer-Aided Drafting (CAD)texts and reference materials

79

COMPETENCY TESTS


OBJECTIVE #1Draw and label (manually or on CAD) a multiviewdrawing using the reference plane line method.

OBJECTIVE #2Using the reference plane line method anda'ixiliary view projection, determine (manually oron CAD) the graphic solutions for the following:true length of a line, true surface of a plane,and the true angle between two lines.

OBJECTIVE #3Determine (manually or on CAD) the true length ofa line and/or surface using the revolution method.

OBJECTIVE #4Determine graphicalll (manually or on CAD) thepoint of intersection between two lines and/orsurfaces.

OBJECTIVE #5Determine graphically (manually or on CAD) thebearing and/or slope of a line.

80

I

UNIT - SPECIALIZED FIELDS OF DRAFTING

LEVEL ADVANCED

TIME -


1. identify different types of welds and the symbolsassociated with each type;

2. identify symbols found on topographic maps;

3. identify the major components of a single lineelectrical diagram;

4. understand the different types of career opportunitieswithin the aviation industry dealing with aircraftdesign.

LEARNING ACTIVITIES




COMPETENCY TESTS


OBJECTIVE #1Using an available drawing, the student willidentify the welding symbols used on the drawing.

OBJECTIVE #2Using a topographic map, the student will identifythe common natural surface symbols.

OBJECTIVE #3From a simple sketch of an electrical diagram, thestudent will layout a single line diagram showingall major parts of the circuit according to ANSIstandards.

OBJECTIVE #4The student will choose two careers in theaircraft design industry and develop a report oneach.

81

.........

UNIT MODELING AND MODEL MAKING

LEVEL ADVANCED

TIME


1. build a scale model prototype of a mechanical designthat will be useful in communicating the design morefully, using cut-a-way sections where necessary;

2. build a scale model of a house showing cut-a-waysections of elevations;

3. construct a scale model of an architectural project suchas an office building complex, factory complex, or

shopping layout.

LEARNING ACTIVITIES

Student performance


Shop equipmentHand toolsPlastic materials, foam core, etc.

COMPETENCY TESTS


C3JECTIVE #1Build a full scale model or prototype of partusing the same material as in production to testout the feasibility of the design.

OBJECTIVE #2Using foam core, balsa wood, etc., build a scaled-down model of a house design with furniture, etc.

OBJECTIVE #3Construct an architectural building layout showinglandscaping ground cover buildings and topography.

82

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