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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CURRICULUM PLANActivity 1.2

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.