Post on 14-Jun-2020
Introduction to Technical Drawings Curriculum Plan
Theory and Practice of Curriculum Development, EDU 705
Central Michigan University
Dr. Joseph Mior
2 June 2010
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Introduction
The Introduction to Technical Drawings is a 21 hour course that
provides Ontario Power Generation (OPG) employee-students with
opportunities to effectively communicate their design concepts by gaining
skills in areas such as sketching, technical drawings, rendering line weights
and one-point perspectives. The students achieve these skills by completing
a number of real-world technical drawing and design activities.
Rationale for the program
A workplace performance problem has been observed regarding
technical drawings. Specifically, some OPG employees are either improperly
reading or creating technical drawings. The ability to communicate
information through technical drawings is a fundamental skill that must be
acquired by any student in an engineering or technology position. Students
who successfully complete this course will have a basic understanding of the
proper format for creating and reading technical drawings.
Needs assessment
Identifying Knowledge and Skill Deficiencies
In accordance with company policy, a training needs assessment must
be completed prior to the design of training, to ensure that training is the
most effective approach to achieving student understanding of a topic or a
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skill. In this case, the skill to be learned is proper interpretation or creation
of technical drawings.
A needs analysis specifies where the required knowledge and skills do
and do not exist. In accordance with OPG governing policy, there are three
aspects of observable behaviour that the analyst should investigate when
determining if knowledge or skill is a contributing factor for a performance
problem.
a) Consistency
Does the employee always perform the task incorrectly? If the
employee can perform the task correctly, it suggests that something else is
causing her/him to deviate from the correct performance. The proper tools
may be missing or inconvenient. There may be problems with the procedure.
Or possibly, the employee is just not paying sufficient attention to the task.
Currently, OPG management has noticed that many employees are
consistently reading and creating technical drawings incorrectly. This
consistency indicates that formal training is the appropriate method for
correcting this knowledge or skill shortcoming.
b) Consensus
How many employees are performing the task incorrectly? If it is only
one employee who is performing incorrectly, then some form of individual
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training may be appropriate. On-the-job training or informal training by the
Supervisor may be the most appropriate solution. If all the employees are
performing the task incorrectly, training may be an appropriate solution.
Investigate carefully if the task was ever performed correctly, if it is a new
job task, and if training was ever given.
Recently, OPG supervisors have noticed that many employees are
reading and creating technical drawings incorrectly. This consensus
indicates that formal training is the suitable means for correcting this
knowledge or skill inadequacy.
c) Distinctiveness
Is it only this task, or are there other similar tasks, using similar
knowledge and skills that are being performed incorrectly? Situations where
employees make similar mistakes on similar tasks suggest a lack of
knowledge or skill and therefore training may be an appropriate solution.
Lately, OPG managers have observed that employees are reading and
creating technical drawings incorrectly on similar tasks. This distinctiveness
signifies that formal training is a fitting format for correcting this knowledge
or skill inadequacy.
Assumptions about the learner
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The learner is an employee of OPG, in either a technical or engineering
position. The learner has a basic understanding of technical drawings
(gained from community college or university studies), but the learner may
not be familiar with the company’s methods for reading and creating
technical drawings.
Learning outcomes
By the end of the course the learner will be able to:
1. identify different methods for representing design ideas graphically
(e.g., hand-drawn or computer-generated sketches, technical
drawings);
2. correctly use drafting standards, conventions (e.g., line types and
weights, dimensioning, title block information, labelling), and tools
(e.g., drafting curves, protractors, computer-aided design [CAD] or
sketching software, templates);
3. identify various types of technical drawings (e.g., orthographic,
pictorial, detail, and rendered drawings; floor plans; elevations;
sections).
4. create freehand sketches of brainstormed design ideas, emphasizing
key features (e.g., shapes, texture, materials, protrusions, unusual
features);
5. apply mathematical and scientific concepts and skills as required in the
course of designing various products and/or processes;
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6. produce hand-drafted and/or computerbased technical drawings of
design solutions, using standard drafting tools and conventions.
Content
Activity # Activity Title/Name Tasks1.1 Introduction to
Technical DrawingStudents learn about basic technical drawing skills through lecture and practical drawing activities.
1.2 Line Types and Weights Students perform technical drawings that incorporate line weights and line types.
1.3 Perspective Drawings Following a lesson by the teacher the students will create one-point perspective drawings of simple shapes
1.4 Orthographic Projections
Teacher will deliver a lesson on creating orthographic projection drawings. After this lesson students will complete a practical activity which ensures their understanding of orthographic projections.
1.5 Summative Project To ensure understanding of the entire unit students will be required to complete a culminating task wherein all the skills they have learned about technical drawings are illustrated.
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Appendix 1.1
Activity 1.1 (Introduction to Technical Drawing)
What is technical drawing?
A formal and precise way of communicating information about size, shape, features of real objects.
Graphical representation of physical objects. Common characteristics make it understandable by everyone with the proper training. Can be done freehand, mechanically, or on computers.
Sketching or Drawing:
Usually sketching refers to freehand drawing. Usually drawing refers to drawing using instruments, such as computers.
Picture of Common Drafting Tools
Manual Drafting Tools for Technical Drawings:
Mechanical pencils: 0.7 mm, 0.5 mm, 0.3 mm. Pencil grades: HB, H, F, 2H. 45, 30, 60 degree triangles Rulers (both metric and English).
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Link to Internet PowerPoint Presentation on Technical Drawing
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Activity 1.1 Assignment
A. When you render technical drawings, what are your basic requirements?
1. Speed, accuracy, vagueness, and deficiency
2. Accuracy, technique, speed, and neatness
3. Neatness, technique, correct tools, and alertness
4. The most technically advanced tools, clean working space, and privacy
B. When technical sketching, what type of (a) pencil and (b) eraser should you use?
1. (a) HB (b) artgum
2. (a) 2H (b) pink pearl
3. (a) H (b) pink pearl
4. (a) 6H (b) artgum
C. Since technical sketches are not made to any scale, what method should you use to determine proportion?
1. Cross-sectioned paper
2. Proportional dividers
3. Mathematical calculation
4. Visual estimation using a dowel or pencil
D. Which of the following flaws causes technical sketches to appear poorly drawn?
1. Lack of scale
2. Poor lettering
3. Poor proportioning
4. Apparent erasures
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E. When beginning to sketch, what technique will help you develop proficiency sketching straight lines?
1. Using a straightedge
2. Placing dots and connecting them
3. Lightly drawing a line with a ruler and skyblue pencil
4. Using a triangle
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Appendix 1.2
Activity 1.2 (Line Types and Weights)
Lines – General Information
Usually technical drawing uses lines to depict physical objects. Objects are composed of variable geometric components. Sides and surfaces of
components are visible but some cannot be seen because they are on the backside of the drawing.
Lines should be drawn at the same thickness and shape by everyone.
A variety of line styles graphically represent physical objects. Types of lines include the following:
visible – are continuous lines used to depict edges directly visible from a particular angle.
hidden – are short-dashed lines that may be used to represent edges that are not directly visible.
center – are alternately long- and short-dashed lines that may be used to represent the axes of circular features.
cutting plane – are thin, medium-dashed lines, or thick alternately long- and double short-dashed that may be used to define sections for section views.
section – are thin lines in a pattern (pattern determined by the material being "cut" or "sectioned") used to indicate surfaces in section views resulting from "cutting." Section lines are commonly referred to as "cross-hatching."
Lines can also be classified by a letter classification in which each line is given a letter.
Type A lines show the outline of the feature of an object. They are the thickest lines on a drawing and done with a pencil softer than HB.
Type B lines are dimension lines and are used for dimensioning, projecting, extending, or leaders. A harder pencil should be used, such as a 2H.
Type C lines are used for breaks when the whole object is not shown. They are freehand drawn and only for short breaks. 2H pencil
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Type E lines indicate hidden outlines of internal features of an object. They are dotted lines. 2H pencil
Type F lines are Type F[typo] lines, except they are used for drawings in electrotechnology. 2H pencil
Type G lines are used for centre lines. They are dotted lines, but a long line of 10–20 mm, then a gap, then a small line of 2 mm. 2H pencil
Type H lines are the same as Type G, except that every second long line is thicker. They indicate the cutting plane of an object. 2H pencil
Type K lines indicate the alternate positions of an object and the line taken by that object. They are drawn with a long line of 10–20 mm, then a small gap, then a small line of 2 mm, then a gap, then another small line. 2H pencil.
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Match Line Type/Weight with Definition
1. Continuous line ______________ Visible object line (bold) or construction lines (very very thin).
2. Hidden line _ _ _ _ _ _ _ _ _ _ Shows important but invisible lines (medium). 3. Center line _____ _ _____ _ ______ Used to dimension to the center of arcs, circles, etc.
(thin). 4. Phantom _____ _ _ ______ _ _ _____ Used to indicate where cuts are made for section
representations and used to show motion or travel of machine parts, etc. (thin). 5. Dimension lines. Used to indicate length (thin), size, angles, etc. and includes a number
and terminators (arrows or ticks). 6. Leader lines. Used to label things (thin like dimension lines) and includes a terminator
arrow. Always horizontal near text and always bent to diagonal near object. 7. Extension lines. Used to extend from object to dimension line (thin). Must never touch
object - leaving a visible gap to avoid confusing object with specification note (dimension). Plan to avoid crossing other extension lines and/or dimension lines.
8. Break lines (thin) are straight with a zig-zag-zig and are used to omit portions of an object.
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Appendix 1.3
Activity 1.3 (Perspective Drawings)
General Information:
Most realistic of pictorial drawings. Receding lines in the drawing meet at a vanishing point. Eliminates distortion at the back part of pictorial drawings. Two types: one-point (parallel) perspective and two-point (angular) perspective.
Picture of Simple One-Point Perspective Drawing
One-Point Perspective:
One face of the object is shown as the front view. Lines parallel to the front view remain parallel. Lines that are perpendicular to the front view converge at a single vanishing point.
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Two-Point Perspective:
Similar to isometric drawings One edge of object is placed in front The two faces that meet at this edge recede to different vanishing points All lines parallel to each face go to the different vanishing points.
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Activity 1.3
PerspectiveYour First Assignment: Create a drawing ofboxes in 2-pointperspective. Stack Forms on top of each other Add Design or Texture to your box forms.
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Activity 1.3
Technical Drawing RubricLEVEL 4 --- 4+All drawing requirements have been met. The drawing has no measurement errors,
omissions, line work faults or problems with technical accuracy.
Overall drawing quality (lettering, error removal, cleanliness, pencil contrast and
consistency) is excellent.
LEVEL 3---3+Most of the drawing requirements have been met. The drawing has few measurement
errors, omissions, line work faults or problems with technical accuracy.
Overall drawing quality (lettering, error removal, cleanliness, pencil contrast and
consistency) is good.
LEVEL 2--2+Some of the drawing requirements have been met. The drawing has some measurement
errors, omissions, line work faults or problems with technical accuracy.
Overall drawing quality (lettering, error removal, cleanliness, pencil contrast and
consistency) is satisfactory.
LEVEL 1---1+
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Drawing assignment requirements have not been met. The drawing has numerous
measurement errors, omissions, line work faults or problems with technical accuracy.
Overall drawing quality (lettering, error removal, cleanliness, pencil contrast and
consistency) is poor.
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Appendix 1.4
Activity 1.4 (Orthographic Projections)
General Information:
Method of producing a number of separate 2D interrelated views. Views drawn at right angles to each other. Can be used to illustrate very complex objects, but does not provide a 3D view of the
object.
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Activity 1.4 Assignment
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Homework task
Develop knowledge and understanding of third angle orthographic projection
1 Learn how to spell orthographic third angle projection.
2 On a sheet of A4 paper, present a third orthographic drawing of a TV – add correct line shapes.
Extension activity: add dimension lines
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Activity 1.4 Assignment Rubrics
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Appendix 1.5
Activity 1.5
Activity 1.5: SUMMATIVE PROJECT OF UNITTime: 7 hours
DescriptionStudents research technical information concerning how to create orthographic and perspective drawings of a simple doghouse. Students will also be required to incorporate their understanding of line types in line weights into these drawings.
Prior Knowledge & Skills or List Activities Completed to prepare for Summative Project understanding of perspective drawings; understanding of orthographic projections; understanding of line types in line weights; practical use of drafting equipment.
OR
PerspectiveYour Final Assignment:Create a fantasy city usingtwo-point perspective!Sketch out in pencil first.Add forms and details to create your city.Outline with black sharpiemarker.Paint with watercolor to finishyour city.
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CURRICULUM PLANActivity 1.5 (Summative Project)
Evaluation rubric for Activity 1.5 – Summative Project
Beginning1
Developing2
Accomplished3
Exemplary 4 Score
Student uses the language and terminology of communications processes and communications tools.
Some knowledge of language and terminology
An adequate knowledge of language and terminology.
A good grasp of language and terminology
An excellent handle on language and terminology.
Students identifies specific examples of isometric and orthographic drawings
Few examples were provided.
Adequate examples were provided.
Many examples were provided.
Excellent examples were provided.
Students are able to identify the types of lines and symbols used in isometric and orthographic drawings.
Knowledge of only some of the types of lines and symbols are displayed.
Knowledge of many types of lines and symbols are displayed.
Knowledge of most of the types of lines and symbols are displayed.
An excellent knowledge of the various types of lines and symbols are displayed.
Basic components of simple 2-dimensional and 3-dimensional technical drawings were interpreted and described.
Few components were included.
Basic components were included.
Basic components were included and understood.
An excellent understanding of all the basic components.
Develop simple 2-dimensional and 3-dimensional representations that employ the basic principles of technical drawing.
Representations were poorly executed.
Representations were adequate.
Representations were well done.
Excellent representations were executed.
Total Score /20
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Teaching/learning resources
ResourcesUnits in this Course Profile make reference to the use of specific texts, magazines, films and websites. The teacher must consult board policies regarding the use of any copyrighted materials. Before reproducing materials for student use from printed publications, the teacher must ensure that the school board has a Cancopy license and that this license covers the resources to be used. Before screening videos/films with the students, the teacher must ensure that the board/school has obtained the appropriate public performance videocassette license from an authorized distributor, e.g., Audio Cine Films Inc. Note: much of the material on the Internet is protected by copyright. The person or organization that created the work usually owns the copyright. Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission of the owner.Each activity in this profile lists specific resources that may include textbooks, training manuals, magazines, websites, multimedia and presentation packages, videos, online tutorials and career/industry sources. Below is a comprehensive list of resources referenced in the activity descriptions for each course unit.
Books and Journal Articles
Barden, R., & Hacker, M. (1990). Communication technology. Albany, N.Y.: Delmar Publishers.
Browning, K. (1993). Design and technology. Toronto: McGraw-Hill Ryerson.
Crunden, F., & Cosyn, M. (1991). Design for residential construction: A project-oriented approach. Toronto: McGraw-Hill Ryerson.
Daiber, R. A., Tucker, P. A., & Erekson, T. L. (1991). Manufacturing technology: Today and tomorrow. Lake Forest, Ill.: Glencoe, Macmillan/McGraw-Hill.
Fales, J., Kuetemeyer, V. F., Brusic, S., Haller, C., Thompson, E., & Shoff, S. I. (1993). Technology, today & tomorrow (2nd ed.). New York, N.Y.: Glencoe.
Hutchinson, J., & Karsnitz, J. R. (1994). Design and problem solving in technology. Albany, N.Y.: Delmar Publishers.
Mims, F. M., & Radio Shack. (2003). Getting started in electronics (3rd ed.). Lincolnwood, IL: Master Publishing.
Sanders, M. S., Bailey, R., & Tooley, R. (1991). Communication technology: Today and tomorrow. Mission Hills, Calif.: Glencoe/McGraw-Hill.
Websites
http://www.edu.gov.on.ca/eng/curriculum
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Websites for Teachers
http://www.edu.gov.on.ca/eng/curriculumhttp://www.curriculum.orghttp://www.octe.on.cawww.teachertube.comhttp://www.teched101.com/http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.htmlhttp://www.octe.on.ca/secondary/secondary-subjects-and-programshttp://www.octe.on.ca/secondary/c-revised-curriculum-resourceshttp://www.edu.gov.on.ca/eng/curriculum/secondary/teched.html
Teaching/learning strategies
• Provide the students with formal lessons on new concepts;
• Provides students with exemplars of all activities;
• Encourage classroom participation and questions;
• Provide student accommodation as appropriate;
• Encourage group were more appropriate;
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• Provide extra help to students if they are falling behind.
Evaluation plans
Assessment & Evaluation of Student AchievementTask/Product Tool Purpose Assessment Categories
Simple freehand sketch following the introduction to technical lecture
Anecdotal commentsClass Discussion
Diagnostic Fundamentals/Skills/Professional Practices
After learning about line weights and line types students will create their own technical drawings that incorporate these new skills
Self-assessment Formative Fundamentals/Skills/Professional Practices
Students will complete a practical drawing exercise that illustrates their understanding of perspective drawings
Self-assessment and checklist
Formative Fundamentals/Skills/Professional Practices
Following a formal lesson and presentation of exemplars by the teacher students will complete a drawing assignment on orthographic projections
Self-assessment and rubric
Formative Fundamentals/Skills/Professional Practices
Teacher will present class with the unit summative project and level 4 exemplars; students will be required to complete the project working either as an individual or small group
Rubric Summative Fundamentals/Skills/Professional Practices and Careers
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Learning design and implementation plan
Design
Training Setting
The training will be provided in a formal classroom setting at the OPG
Pickering Learning Centre (PLC).
Prepare Learning Objectives
The learning objectives for this course are:
1. identify different methods for representing design ideas graphically
(e.g., hand-drawn or computer-generated sketches, technical
drawings);
2. correctly use drafting standards, conventions (e.g., line types and
weights, dimensioning, title block information, labelling), and tools
(e.g., drafting curves, protractors, computer-aided design [CAD] or
sketching software, templates);
3. identify various types of technical drawings (e.g., orthographic,
pictorial, detail, and rendered drawings; floor plans; elevations;
sections).
4. create freehand sketches of brainstormed design ideas, emphasizing
key features (e.g., shapes, texture, materials, protrusions, unusual
features);
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5. apply mathematical and scientific concepts and skills as required in the
course of designing various products and/or processes;
6. produce hand-drafted and/or computerbased technical drawings of
design solutions, using standard drafting tools and conventions.
The learning objectives were developed by precisely identifying what,
when, and how the trainee must perform after training. Identification of
these performance measures were made by the instructional designer in
consultation with managers, subject matter experts, and field workers.
Sequence Learning Objectives
The first learning objective (i.e., identify different methods for
representing design ideas graphically) requires no understanding of technical
drawings. Subsequent learning objectives build on previous course learning,
so that the learners’ skill and knowledge base continually develops.
Construct Training Material
Training material (e.g., rubrics, assignments, lessons) was developed in
consultation with managers, subject matter experts, and field workers. The
basis for the training material was the six learning objectives, and therefore
all training material was required to increase student competence in at least
one of the six objectives.
Implementation
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During the implementation phase, a subject matter expert is selected
to teach the pilot course. For this pilot course, technologists or engineers
will be selected at random to attend the course. Before teaching the first
lesson, a pre-test will be delivered. This pre-test will be used to assess the
current knowledge base of the class. In addition, comparing the pre-test
results to the knowledge base of the students at the end of the course will be
useful for evaluating the effectiveness of the course.
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References
Clark, D. (1995, June 13). Instructional system design (ISD). Retrieved May
13, 2010, from Performance, Learning, Leadership, & Knowledge:
http://www.nwlink.com/~donclark/hrd/sat.html
Creswell, J. W. (2008). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research. Columbus: Pearson
Merrill Prentice Hall.
SAT: Systematic approach to training. (2008). Nuclear Programs and
Training. Pickering, Ontario, Canada: Ontario Power Generation.