Alabama Department of Postsecondary Education Representing Alabama’s Public Two-Year College System DDT 220 Advanced Technical Drawing Plan Of Instruction Effective Date: Fall 2012 Version Number: Base Document COURSE DESCRIPTION This course covers methods of providing size description and manufacturing information for production drawings and includes common fasteners and welding symbols. Emphasis will be placed on accepted dimensioning and tolerancing practices, including geometric dimensioning and tolerancing for both the customary English system and the ISO system, common fasteners and welding symbols. This course supports CIP code 15.1301. CREDIT HOURS (applicable if entire course is taught in a career/technical education degree or non- degree program) Theory Lab Total 1 credit hours 2 credit hour 3 credit hour NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab hours as manipulative (3:1contact to credit hour ratio) or experimental (2:1contact to credit hour ratio). Alabama College System Copyright© 2004 All rights reserved 1 Advanced Technical Drawing DDT 220 PREREQUISITE COURSES DDT 104, DDT 111, DDT 124 unless otherwise stated by college CO-REQUISITE COURSES Determined by college unless otherwise stated INSTRUCTIONAL NOTE: Foundational academic skills in Math such as integers, percents, ratio and proportions, metric system and linear equations, and Technical Writing such as research, organization, composition, documentation, and report presentation are used throughout this discipline. INDUSTRY/PROFESSIONAL COMPETENCIES: Apply appropriate dimensions and manufacturing information and notes to drawings using accepted standards Apply appropriate tolerances to include GD&T to drawings using accepted standards Draw common threads and fasteners to specifications Draw weld symbols to specifications GENERAL INSTRUCTIONAL OBJECTIVES The cognitive objective for this course is for each student to comprehend foundational knowledge of technical drawing. The performance objective of this course is for each student to apply foundational knowledge of technical drawing in a simulated environment. INDUSTRY/PROFESSIONAL COMPETENCIES/STUDENT PERFORMANCE Unless otherwise indicated, evaluation of student’s attainment of cognitive and performance objectives is based on knowledge gained from this course. During performance evaluations, students will be provided necessary tools, equipment, materials, specifications, and any other resources necessary to accomplish the task. Specifications may be in the form of, but not limited to, certification agencies, national and state codes, health care facility policies, locally developed lab/clinical assignments, or any combination of specifications. Alabama College System Copyright© 2004 All rights reserved 2 Advanced Technical Drawing DDT 220 MODULE A – DIMENSIONING AND MANUFACTURER INFORMATION INDUSTRY/PROFESSIONAL COMPETENCIES A1.0 Apply appropriate dimensions and manufacturing information and notes to drawings using accepted standards (2b) STUDENT PERFORMANCE OBJECTIVES A1.1 Draw and dimension to ANSI/ASME standards A1.2 Apply appropriate notes, symbols, and manufacturing information to drawings ENABLING OBJECTIVES/KEY INDICATORS KSA Indicator A1.1.1 Identify ANSI/ASME standards A1.1.2 Identify dimension rules A1.1.3 Define dimensioning terms A1.2.1 Explain function and placement of notes, symbols, and manufacturing information. B A A c MODULE B – TOLERANCES INDUSTRY/PROFESSIONAL COMPETENCIES B1.0 Apply appropriate tolerances to include GD&T to drawings using accepted standards (2b) STUDENT PERFORMANCE OBJECTIVES B1.1 Apply general tolerances B1.2 Apply specific class tolerances B1.3 Apply geometric dimensioning and tolerancing ENABLING OBJECTIVES/KEY INDICATORS B1.1.1 Explain general tolerances B1.1.2 Calculate general tolerances B1.2.1 Explain specific class tolerances B1.2.2 Calculate specific class tolerances B1.3.1 Explain geometric dimensioning and tolerancing B1.3.2 Calculate geometric dimensioning and tolerancing Alabama College System Copyright© 2011 All rights reserved KSA Indicator B C B C B C 3 Advanced Technical Drawing DDT 220 MODULE C – THREADS AND FASTENERS INDUSTRY/PROFESSIONAL COMPETENCIES C1.0 Draw common threads and fasteners to specifications (2b) STUDENT PERFORMANCE OBJECTIVES C1.1 Draw standard thread representations C1.2 Apply thread callouts C1.3 Apply thread terminology C1.4 Draw miscellaneous fasteners ENABLING OBJECTIVES/KEY INDICATORS C1.1.1 Identify standard thread representations C1.1.2 Define thread terms C1.2.1 Interpret thread callouts C1.2.2 Identify various fasteners C1.3.1 Define thread and fastener terms C1.3.2 Interpret standard fastener charts C1.4.1 Identify keys, key seats, and key ways C1.4.2 Identify springs C1.4.3 Define spring terms KSA Indicator a A A A A A A A A MODULE D – WELD METHODS/SYMBOLS INDUSTRY/PROFESSIONAL COMPETENCIES D1.0 Draw weld symbols (2b) STUDENT PERFORMANCE OBJECTIVES D1.1 Apply standard weld symbols to drawings according to specification ENABLING OBJECTIVES/KEY INDICATORS D1.1.1 Identify standard weld symbols D1.1.2 Explain the standard welding processes Alabama College System Copyright© 2011 All rights reserved KSA Indicator A B 4 Advanced Technical Drawing DDT 220 COURSE CONTENT OUTLINE MODULE A – DIMENSIONING AND MANUFACTURER INFORMATION ANSI/ASME dimensioning standards Manufacturing info and notes Geometric dimensioning and tolerancing MODULE B – TOLERANCES General tolerances Specific class tolerances Geometric dimensioning and tolerancingPAT TERNS MODULE C – THREADS AND FASTENERS Standard thread representations Thread callouts Thread terminology Miscellaneous fasteners MODULE D – WELD METHODS/SYMBOLS Standard weld symbols Welding processes and methods RECOMMENDED METHODS OF EVALUATION: The tables of specifications below identify the number of cognitive (knowledge) enabling objectives and psychomotor (performance) objectives per module. Instructors should develop sufficient numbers of evaluation items to ensure complete coverage of each cognitive and/or psychomotor objective as identified in each module. For cognitive objectives, use appropriate written test items based on the complexity indicator for each objective. For psychomotor objectives, create comprehensive checklist evaluations. Facts/Nomenclature (A/a): Multiple Choice, Fill-in, List, Matching, Alternative Response (true/false or yes/no) Principles/Procedures (B/b): Multiple Choice, Fill-in, List, Short Answer Analysis/Operating Principles (C/c): Multiple Choice, Short Answer, Essay Evaluation/Complete Theory (D/d): Multiple Choice, Short Answer, Essay ENABLING OBJECTIVES TABLE OF SPECIFICATIONS Cognitive Domain Facts/ Nomenclature Principles/ Procedures Analysis/ Operating Principles Evaluation/ Complete Theory Total Module A Module B Module C Module D Total Alabama College System Copyright© 2011 All rights reserved 5 Advanced Technical Drawing DDT 220 STUDENT PERFORMANCE OBJECTIVES TABLE OF SPECIFICATIONS Psychomotor Domain Limited Proficiency (Level 1) Partially Proficient (Level 2) Proficient (Level 3) Module A Module B Module C Module D Total Alabama College System Copyright© 2011 All rights reserved Highly Proficient (Level 4) - Total 6 Advanced Technical Drawing DDT 220 Knowledge, Skills, and Abilities (KSA) Indicators Performance Ability Value 4 Key Word(s) Highly Proficient 3 Proficient 2 Knowledge Knowledge of Skills 1 d c Partially Proficient Limited Proficiency Complete Theory Operating Principles b Procedures a Nomenclature D Evaluation C Analysis B Principles A Facts Definition Can do the complete competency quickly and accurately. Can tell or show others how to do the competency. Can do all parts of the competency. Needs only a spot check of completed work Can do most parts of the competency. Needs help only on hardest parts. Can do simple parts of the competency. Needs to be told or shown how to do most of the competency. Can predict, isolate, and resolve problems about the competency Can identify why and when the competency must be done and why each step is needed. Can determine step-by-step procedures for doing the competency. Can name parts, tools, and simple facts about the competency. Can evaluate conditions and make proper decisions about the subject. Can analyze facts and principles and draw conclusions about the subject. Can identify relationship of basic facts and state general principles about the subject. Can identify basic facts and terms about the subject Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may be related to the competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles such as Ohm’s Law. A lower case letter indicates a level of “Knowledge of Skills.” Individuals are taught information pertaining to performing a competency. These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not required to perform the task-just know about the task. (Example: Can state or explain procedures for doing a task). Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency. Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can determine the correct procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure. NOTE: Codes indicate terminal values. Alabama College System Copyright© 2011 All rights reserved 7 Advanced Technical Drawing DDT 220 RECOMMENDED INSTRUCTIONAL METHODOLOGIES: The table below links the teaching methods and activities most effective for facilitating student achievement of learning outcomes published in this plan of instruction. Cognitive Level Goal For Students Teaching Methods Teaching Activities (Thinking) Knowledge Descriptive Verbs: Defines, Lists, States, Describes, Identifies Comprehension Descriptive Verbs: Describe, Explains, Summarizes Knows common terms, specific facts, methods, procedures, basic concepts, principles Understands facts and principles Interprets verbal material Interprets charts and graphs Lecture Computer-based Instruction Video Demonstration Informal Lecture Discussion Demonstration Participation Interactive Computer Based Instruction Translates verbal material to mathematical formulas Estimates future consequences Mnemonics Examples or Illustrations Repetition Summaries Reviews 1. Teach to the Knowledge Level 2. Explains and demonstrates concept, principle or procedure learned 3. Put students in new situation, and instructor and students co-solve employing the indicated concept, principle, or procedure. 4. Put students in a new situation, and the students solve the new situation using the concept, principle, or procedure while instructor supervises. Justifies methods and procedures 5. Remediate/Reteach as required Application Descriptive Verbs: Uses, Solves, Operates, Produces, Demonstrates, Constructs Applies concepts and principles to new situations Applies laws and theories to practical situations Solves mathematical problems Demonstration Individual Research Lab Exercises Case Studies Experiments Clinicals Demonstrates correct usage of a method or procedure Mechanism Descriptive Verbs: Assembles, calibrates, inserts, removes, constructs, measures, fixes, dismantles, sketches Goal For Students Learned responses have become habitual and can be performed with some confidence and proficiency as designated by the KSAs 2. Teach to the Comprehension Level 3. Student must identify the concept, principle, or procedure and use it to solve new scenario(s) Constructs charts, graphs, or simple mechanisms Psychomotor Level (Doing) 1. Teach to the Knowledge Level 4. Remediate/Reteach as required Teaching Methods Lab Exercises Case Studies Experiments Alabama College System Copyright© 2011 All rights reserved Teaching Activities 1. Demonstration 2. Observation 3. Evaluation 4. Feedback 5. Remediate/Reteach as required 8 Advanced Technical Drawing DDT 220 Glossary of Terms Plan of Instruction (POI) A teaching-learning plan which includes student centered instructional objectives, outlined content, instructional and evaluation strategies, and other relevant information needed to guide the development and/or revision of learning experiences such that students achieve stated educational and performance outcomes. Industry/Professional Competencies A major task that individuals perform in a given industry or profession. From these major tasks, performance objectives can be developed. Meeting performance objectives indicates a student has attained the associated industry/professional competencies. Taken together, these support the Course Instructional Objectives. Course Instructional Objectives The overall goal of the course of instruction stated in broad terms. This is supported by the attainment/completion of the competencies and associated competency tasks and sub-tasks. Task A skill that individuals perform that enables them to accomplish and satisfactorily complete/attain as given competency. Student Performance Objectives The skills each student is required to demonstrate during or at the conclusion of each module or course. These skills are the direct result of the attainment/completion of the professional competencies. Enabling Objectives/Key Indicators The required knowledge and/or skill each student must acquire in order to have the best chance of achieving the stated Student Performance Objective. Knowledge, Skills, and Abilities (KSA) Indicator A table that provides an alpha/numeric indicator of knowledge, knowledge of skills, and performance ability(s) students must demonstrate at the conclusion of specified instruction. Each competency designates the terminal level of KSA students must achieve. Enabling objectives/Key Indicators have a separate KSA designating the level of knowledge students must have in order to perform the associated competency(s). Modules A grouping of interrelated knowledge and skills representing a sub-task of a course. Modules may be taught independently of other course content. Prerequisite Courses Courses students are required to successfully complete before being allowed entrance into other courses Instructional Note Knowledge and skills relevant to the course that students will be demonstrating during the course. For example: computer, technical writing, mathematics, and speaking skills. Alabama College System Copyright© 2011 All rights reserved 9 Advanced Technical Drawing Course Prefix/numbers Co-requisite Course Modules Course Content Outline Contact/Credit hours Prerequisite Knowledge Recommended Methods of Evaluation Recommended Instructional Methodologies Course Prefix/numbers Co-requisite Course Modules Course Content Outline Contact/Credit hours Prerequisite Knowledge Recommended Methods of Evaluation Recommended Instructional Methodologies DDT 220 GLOSSARY OF TERMS (Cont) Used to identify courses taught in multiple disciplines. Course required in conjunction to the specified course often in the form of a lab A grouping of interrelated knowledge and skills representing a sub-element of a course. A listing of topics for instruction in a particular course Specifies the recommended contact to credit hours for each course. Mandates the total credit hours awarded for each course. Intellectual capabilities required for handling the academic rigors of the discipline. Suggests test item options for measuring student achievement of enabling objectives. Suggests the number of test items required to adequately measure student achievement of enabling objectives. Mandates the evaluation of criterion objectives. Suggests the most effective instructional methods for achieving stated learning levels Used to identify courses taught in multiple disciplines. Course required in conjunction to the specified course often in the form of a lab A grouping of interrelated knowledge and skills representing a sub-element of a course. A listing of topics for instruction in a particular course Specifies the recommended contact to credit hours for each course. Mandates the total credit hours awarded for each course. Intellectual capabilities required for handling the academic rigors of the discipline. Suggests test item options for measuring student achievement of enabling objectives. Suggests the number of test items required to adequately measure student achievement of enabling objectives. Mandates the evaluation of criterion objectives. Suggests the most effective instructional methods for achieving stated learning levels Directions for Use 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Review the entire document. Review the competencies specified in the POI keeping in mind that the stated skills are the target outcomes for the course. Review the student performance objectives written for each competency keeping in mind the objective specifies the behavior each student must exhibit in order to achieve the competency. Adjust evaluation instruments to ensure each objective is addressed. Develop additional evaluations as needed. Review enabling objectives/key indicators specifying student outcomes Adjust evaluations to ensure adequate sampling of student learning outcomes. Evaluate current classroom curriculum and determine if learning experiences support student achievement of skills identified in objectives. Review recommended instructional methodologies for teaching activities. Develop appropriate learning experiences. Adjust course syllabus. Alabama College System Copyright© 2011 All rights reserved 10 Advanced Technical Drawing DDT 220 Northeast Alabama Community College Form 1: Learning Outcomes Attachment for Career/Technical Courses (Instructor Evaluation of Course) Faculty regularly review the extent to which the course and program learning outcomes identified in a course syllabus are being attained by students who complete the course. Each syllabus identifies the assessment method that will be used to demonstrate student mastery of the desired learning outcomes for that course. Before teaching a course, faculty should review the syllabus to understand how the program learning outcomes will be evaluated. Once the course is complete, this form is used by the instructor to report how well students demonstrated mastery of those course learning (and by extension, program learning) outcomes. Course Prefix & No.: DDT 220 Instructor: Semester: Type of Delivery – Mark One*: Course Title: Advanced Technical Drawing Date: Section Number(s): Dual Enrollment Online Traditional *Double click on the appropriate box. When the form field menu appears, select “checked” under Default value. Note: To insert or delete rows on the table, click on Table on the tool bar. Learning Outcome Evaluation Method Evaluation Results (Industry or Professional Competency) Explain how each learning outcome for this course is assessed. Of the students who earned a grade of C or better for the course, what percentage demonstrated attainment of the stated outcomes? Apply appropriate dimensions and manufacturing information and notes to drawings using accepted standards. In a designated lab exercise, the student will apply appropriate dimensions, manufacturing information, and notes to drawings using accepted standards with at least 80% proficiency. In a designated lab exercise, the student will apply appropriate tolerances to include GD&T drawings using accepted standards with at least 80% proficiency. In a designated lab exercise, the student will draw common threads and fasteners to accepted standards with at least 80% proficiency. In a designated lab exercise, the student will draw weld symbols to accepted standards with at least 80% proficiency. Apply appropriate tolerances to include GD&T to drawings using accepted standards. Draw common threads and fasteners to specifications. Draw weld symbols to specifications. Use of Evaluation Results Explain specifically how evaluation results will be used to improve the course. Be sure to specify each outcome addressed. Alabama College System Copyright© 2011 All rights reserved 11 Advanced Technical Drawing DDT 220 **Reviewed: Division Chair or Program Supervisor Date **To be completed by Division Chair or Program Supervisor Only Alabama College System Copyright© 2011 All rights reserved 12