Lesson Plan
Course Title: Principles of Manufacturing
Session Title: Reading a Plan or Drawing
Performance Objective:
Understand how to read and plan a drawing for manufacturing purposes.
Specific Objectives:
How to interpret data from a drawing of a product so it can be manufactured.
Understand what the product looks like from the data given in the drawing.
Preparation
TEKS Correlations:
130.322 Principles of Manufacturing
130.322(5)
The student designs products or systems using appropriate processes and techniques. The
student is expected to:
(A) improve a product that meets a specified need;
(B) identify system improvements such as quality, reliability, and safety.
(C) produce engineering drawings using standard technical communication techniques.
130.322(7)
The student describes quality and how it is measured in manufacturing. The student is
expected to:
(A) evaluate different quality control applications in manufacturing.
130.322(8)
The student manufactures products or systems using the appropriate tools, equipment,
machines, materials, and technical processes. The student is expected to:
(B) analyze the processes needed to complete a project.
(C) use a variety of tools such as equipment and machines; and
(D) produce an item that is student designed.
130.322(11)
The student manages a manufacturing project. The student is expected to:
(A) participate in the operation of a manufacturing project; and
(B) develop a plan for completing an individual project.
130.322(15)
The student solves problems, thinks critically, and makes decisions related to
manufacturing. The student is expected to:
(A) apply an engineering approach to problem solving to improve a manufactured product;
(B) apply critical-thinking strategies to the analysis of proposed solutions; and
130.322(17)
The student applies communication, mathematics, and science knowledge and skills to
manufacturing activities. The student is expected to:
(A) demonstrate communication techniques consistent with industry standards;
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(B)
(C)
(D)
(E)
locate relevant information needed to solve problems;
apply mathematics concepts to solve manufacturing problems;
analyze science principles used to solve problems; and
use the appropriate units of measure.
Interdisciplinary Correlations:
English:
110.xx(6)(A) – Vocabulary Development
…Expand vocabulary through…
110.xx(6)(B) – Vocabulary Development
…Rely on context to determine meanings of words.
Mathematics
111.36
M.2A
…Interpret information from various graphs, including line graphs, bar graphs, circle graphs,
histograms, scatter plots, line plots, stem and leaf plots, and box and whisker plots to draw
conclusions from the data.
Integrated Physics and Chemistry
112.42
2B
…Collect data and make measurements with precision.
Teacher Preparation:
References:
Komacek, Lawson and Horton. Manufacturing Technology (Delmar, 1990).
Instructional Aids:
1. Rubric
2. PowerPoint with pictures
3. Product drawing book holder
4. Product drawing birdhouse
Materials Needed:
1. Worksheet
2. Pencil
3. Product drawing – book holder (can be teacher made)
4. Example plans (birdhouse) and others
Equipment Needed:
Infocus projector for PowerPoint
Computer with PowerPoint
Learner Preparation:
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Vocabulary
CAD – Computer Aided Design
Orthographic drawing – 3 view or multi view drawing
Pictorial drawing – The diagram that looks 3D
Top view – When looking down on the product
Right side view – The view to the right of the front view is the ride side view
Length – The longest dimension of something that is fixed in place
Width – The extent of something from side to side
Height – Distance from the base of something to the top
Lesson Plan
Introduction (LSI Quadrant I):
SAY: There are three major skills needed to manufacture any product: creating a drawing or
diagram of the product, making a bill of materials, and writing a plan of procedure to produce the
item. The drawing is the first step in beginning the manufacturing process. The other 2 steps are
directly related to the drawing, so, the drawing needs to be neat, accurate and represent the
product visually. In this way, all of us understand what the product is and what it will look like
when it is completed.
Pass out the drawing handout (book holder) to the students at this time. Ask the students to
study the drawing for a few moments (perhaps 3-5 minutes). If the class is large, you may want
to group the students in pairs for this activity.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
How products are drawn
SAY: Products are drawn to some scale. For
example, a house will not fit on a sheet of paper if it is
drawn full size. So, drafters will draw a drawing to
some scale. Examples of scale are: ½ inch equals 1
inch, ¼ inch equals 1 foot, and there are many others.
Even though drawings are drawn to some scale, the
measurements are given as if it were the actual size
.
of the item. The book holder is represented by looking
at it from different points of view. When we look down
on the product, we are looking at the top view. The
product is also represented from looking at the front
of the product. This is called the front view. The view
to the right of the front view is called the right side
view and shows how the product looks from the right.
This type of drawing is called orthographic projection,
more commonly referred to as 3 view or multi-view
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drawing. The diagram that looks 3D is called a
pictorial view. This view shows us how the product
would look if we had it sitting on our desk. By adding
this view to the plan, we get a better idea of how the
product will look when it is completed. All of this
drawing of a plan is called drafting.
Drafting
Drafting can be created by hand using pencil and
paper, or it can be created on a computer. When a
plan is created on the computer, it is called computeraided-design, or CAD. We will talk more about CAD
later in the course. Drafting is the language of
industry because it takes words and puts it into a
visual format so we can see how a product will look.
Drawings and plans are used every day in the real
world to visually describe any product that you can
imagine.
Looking at the drawing,
Q. What do you notice about the product?
Q. How tall is it?
Q. How wide is it?
Q. How long is it?
Q. How many parts does it have? (Ask for answers
from your students). Notice where holes are
drilled the sizes of the holes.
Answers are:
inches.
To get a better idea of
who understand the
concepts and identify
those students who
may need more
instruction, have
students work
independently on the
worksheet. It will be
easier to give
individual grades if
they work
independently at this
point, too.
Tall—6 5/8, wide—6 ½, long—18
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Hand out the product plan of the birdhouse and the worksheet titled, “PRODUCT PLAN.” Have
the students work in your assigned groups or individually.
NOTE: I would suggest that students work independently on the worksheet. This will give you
a better idea of who understands the concepts and identify those students who may need more
instruction in this part of the class. It will be easier to give individual grades if they work
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independently at this point, too.
Independent Practice (LSI Quadrant III):
SAY: We are going to look at another product plan, and you (or you and your partner) are
going to study the plan and answer some questions about this product. Once again, the product
is shown from the 3 views: the top view, the front view, and the right side view. There is also a
pictorial view provided. If you have any questions, please raise your hand and I will try to help
you out. The more you can do on your own, the better.
Give students time to work on the handout. (Allow 15-20 minutes for this part of the activity.)
Summary
Review (LSI Quadrants I and IV):
SAY: We have looked at 2 product plans today. Why is it important to begin with a drawing of
your product? (Allow time for student reaction and discussion—not too much time here…but do
allow time for them to react to the lesson). What important information should the drawing tell
us about the product? Tomorrow, we are going to create a simple plan for an acrylic photo
frame. We are going to sketch the plan using the 3 views we learned about today: the top view,
the front view, and the right side view. By using graph paper, we can align the views as we saw
today on our 2 examples.
Tonight for homework, look at the examples in your textbook of more plans and see how they
graphically represent the product to be manufactured.
Evaluation
Informal Assessment (LSI Quadrant III):
Assign a grade for class participation and discussion.
Assign a grade for group involvement if you use groups with this activity.
Formal Assessment (LSI Quadrant III, IV):
Grade the worksheet for accuracy and correct responses.
Extension/Enrichment (LSI Quadrant IV):
Plans for potential projects/products can come from books, magazines, and the internet. Have
your students find x number of possible plans for credit or extra-credit.
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Birdhouse
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NAME: _________________________________________________
BIRDHOUSE PRODUCT PLAN
Look at the Birdhouse plan and answer the following questions.
1. What is the total width of the birdhouse?
2. How tall is the birdhouse?
3. What is the diameter of the hole in the front view?
4. The front porch of the house sticks out how far past the front part of the birdhouse?
5. How many pieces are there to the birdhouse?
6. What is the length of the roof of the birdhouse?
7. What is the width of the birdhouse without the roof?
8. How many vent holes are there in the birdhouse?
9. What is the diameter of each vent hole in the birdhouse?
10. How far above the bottom of the birdhouse is the hole for the bird to enter the house?
11. Is the roof of the birdhouse square? How do you know?
12. How many hinges will it take to make the birdhouse?
13. What is the size of the bottom of the birdhouse?
14. What is the size of the back of the birdhouse?
15. Each side of the birdhouse is what size?
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NAME: KEY
BIRDHOUSE PRODUCT PLAN
Look at the Birdhouse plan and answer the following questions.
1. What is the total width of the birdhouse? 8 inches
2. How tall is the birdhouse? 13 inches
3. What is the diameter of the hole in the front view? 1 ½ inches
4. The front porch of the house sticks out how far past the front part of the birdhouse?
1 ½ inches
5. How many pieces are there to the birdhouse? 6
6. What is the length of the roof of the birdhouse? 6 ½ inches
7. What is the width of the birdhouse without the roof? 6 ½ inches
8. How many vent holes are there in the birdhouse? 8
9. What is the diameter of each vent hole in the birdhouse? The plan does not say
10. How far above the bottom of the birdhouse is the hole for the bird to enter the house?
5 ¼ inches
11. Is the roof of the birdhouse square? How do you know? No. It is 7 ¼ x 6 ½ inches so it
cannot be square
12. How many hinges will it take to make the birdhouse? 1
13. What is the size of the bottom of the birdhouse? 8 x 5 inches
14. What is the size of the back of the birdhouse? 13 x 5 inches
15. Each side of the birdhouse is what size? 6 ½ x 1o inches
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BOOK HOLDER
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