21st Century Instructional Guide for Career Technical Education
Electrical and Electronics Drafting
Engineering and Technical Cluster
Drafting Concentration
Title:
Electrical and Electronics Drafting (WEVIS 1724)
Standard Number:
ET.S.EED.1
Essential
Questions:
Objectives:
ET.O.EED.1.1
Component Symbols
Students will examine common component symbols.
What components make up an electrical drawing?
What symbols make up a schematic?
Students will
Learning Plan & Notes to Instructor:
examine common component types.
Common Component Types
 Resistors
 Transistors
 Capacitors
 Switches
 Relays
 Fuses
 Speakers
 Transformers
 Integrated circuits
 Circuit breaker
 Ground
Visit
 www.howstuffworks.com
ET.O.EED.1.2
examine components on a schematic
diagram.
ET.O.EED.1.3
examine symbols and notations used on
drawings.
Standardized Systems
Standard Number
Schematic Diagram
 Have students locate a schematic drawing of an
electronic device
 Identify components in drawing
Match physical component to its symbol and name
1
ET.S.EED.2
Essential
Questions:
Objectives:
ET.O.EED.2.1
Students will draw a schematic diagram using standardized symbols.
How are standardized symbols used to draw a schematic diagram?
ET.O.EED.2.2
draw a schematic diagram using the
symbols library.
Student Organization Participation
Students will participate in a local student organization.
How can a student organization better prepare me to work in a global society?
Standard Number:
ET.S.EED.3
Essential
Questions:
Objectives:
ET.O.EED.3.1
ET.O.EED.3.2
ET.O.EED.3.3
21st Century Skills
Information and
Communication
Skills:
Students will
examine a symbols library.
Learning Plan & Notes to Instructor:
Symbols library
 Create symbols library
 Use existing libraries
o Tool palettes
o Design center
o Internet/DC online
Have students draw a schematic diagram using the
symbols library
Students will
Learning Plan & Notes to Instructor:
examine the purposes and goals of student Encourage formation of a school chapter in local student
organizations.
organization such as Skills, USA and/or TSA.
demonstrate leadership skills through
Encourage membership in local student organization
participation in student organization
such as Skills, USA and/or TSA.
activities such as meetings, programs,
projects, and competitions.
discover the benefits and responsibilities of Encourage attendance and competition at local, state,
participation in student, professional, and
and national Skills, USA and/or TSA conferences.
civic organizations as an adult.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of Success
Culminating Activity
21C.O.9Student recognizes
Student accesses various Students produce a
12.1.LS1
information needed for
search engines utilizing
presentation with hyperlinks
problem solving, can
advanced search
and cited sources which
efficiently browse, search and parameters to obtain
outlines information utilized
navigate online to access
information to solve
to solve a problem
relevant information,
problem.
evaluates information based
Engineering related or
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on credibility, social,
economic, political and/or
ethical issues, and presents
findings clearly and
persuasively using a range of
technology tools and media.
21C.O.912.1.LS2
21C.O.912.1.LS3
Student analyzes and
interprets visuals and
recognizes the impact digital
media influences (e.g. design,
technique, and rate of speed)
have on audiences. The
student’s visual products
reflect a sophisticated
understanding of subject,
digital media and design
techniques.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety
of oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
professional organization
sites offer more ‘industry
reliant’ information.
Students should not rely
on sites which do not
contain verified
information i.e. Wikipedia
Verify information by
checking numerous
sources.
Interactive website for
integrated circuitry
production
Students work as a team
on a project which
requires identifying a
design problem or need
in their school or
community, researching
possible solutions,
analyzing data,
determining solutions,
developing drawings and
presenting ideas to
appropriate responsible
parties for consideration
Completed assignment
Completed oral presentation
utilizing digital media and
written documentation
tracking project progress
3
21C.O.912.1.TT1
21C.O.912.1.TT2
21C.O.912.1.TT3
Student makes informed
choices among available
advanced technology
systems, resources and
services (e.g., global
positioning software, graphing
calculators, personal digital
assistants, web casting,
online collaboration tools) for
completing curriculum
assignments and projects and
for managing and
communicating
personal/professional
information.
Student routinely applies
keyboarding skills,
keyboarding shortcut
techniques, and mouse skills
with facility, speed and
accuracy.
Student uses advanced
utilities (e.g., zipping or
compressing files, file level
anti-virus scans), converts
files to different formats (e.g.,
.doc, .xls, .mdb, .htm, .pdf)
and saves finished products
to multiple media sources
(e.g., CDRW, DVDR, USB
drives, shared folders, webbased file storage).
Students are assigned a
project which requires
collaboration of all team
members. Students are
to determine the most
efficient tools available
which will allow them to
communicate and share
information
Selection of best resource
Students will utilize
computer software on a
routine basis to complete
assignments.
Completed assignments
Students are to download
and save a shareware
program of their choice to
a USB drive and then
extract it on a different
computer for use
Use program
Students are to export a
CAD drawing to a format
which can be used by a
Microsoft Office program.
The file is to be burned
onto a CDRW, passed to
another student and
inserted in a Microsoft
Successful completion of
Powerpoint or Word project
which includes exported
drawing file
4
Office program
21C.O.912.1.TT4
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic
documents and other files to
collaborate for the creation of
electronic products that
inform multiple audiences
both inside and outside the
school environment.
21C.O.912.1.TT5
Student uses advanced
features of word processing
software (e.g., outline, table
of contents, index feature,
draw tool, headers and
footers, track changes,
macros, hyperlinks to other
file formats, etc.).
Student uses advanced
features and utilities of
spreadsheet software, (e.g.,
formulas, filters, pivot tables,
pivot charts, macros,
conditional formatting), to
perform calculations and to
organize, analyze and report
21C.O.912.1.TT6
Students are to take a
digital image and upload
it to a shared folder. All
digital images are then
inserted into a drawing
Students are to design
continuously playing
electronic presentation
which highlights the
drafting courses using
sample drawings
assignments, electronic
syllabus, images of
students working in the
classroom and an
appropriate audio
selection playing in the
background
Create charts and block
diagrams
Bills of Materials
Plot drawing with images
Use of presentation for Open
House or Introduction of
Course to Upcoming
Students
Modify contents of document
in either program to
demonstrate OLE functions
(object linking and
embedding)
Wiring diagrams
Create an Excel
spreadsheet which lists
the material, quantity and
cost of materials or tools
in the drafting room.
Insert formulas which
calculate the total cost by
multiplying the quantity
Total cost of drafting
materials or tools is correct
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data.
21C.O.912.1.TT7
21C.O.912.1.TT9
21C.O.912.1.TT10
by the cost of each item.
Insert formula which
calculates the sales tax
which would be added
Student uses advanced
Students are to design
features and utilities of
continuously playing
presentation software (e.g.,
electronic presentation
slide transitions, master
which highlights the
slides, narrations and timings, drafting courses using
creating web-enabled
sample drawings
presentations, creating a non- assignments, electronic
linear presentation) to
syllabus, images of
communicate ideas to
students working in the
multiple audiences.
classroom and an
appropriate audio
selection playing in the
background
Student uses advanced
Students to go to the
telecommunication tools (e.g., Autodesk website or
email, video conferencing,
other applicable website,
interactive websites,
submit a question to a
newsgroups, video phones,
forum and forward the
chats) to create collaborative answer via email to a
projects that are relevant to
fellow student and
real world situations and
instructor
contribute to the
communication process
among various groups.
Student implements various
Student accesses various
Internet search techniques
search engines utilizing
(e.g., Boolean searches,
advanced search
meta-searches, web bots) to
parameters to obtain
gather information; student
information to solve
evaluates the information for
problem.
validity, appropriateness,
Engineering related or
content, bias, currency, and
professional organization
Use of presentation for Open
House or Introduction of
Course to Upcoming
Students
Receipt of email
Students produce a
presentation with hyperlinks
and cited sources which
outlines information utilized
to solve a problem
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sites offer more ‘industry
reliant’ information.
Students should not rely
on sites which do not
contain verified
information i.e. Wikipedia
Verify information by
checking numerous
sources.
Student engages in a critical
Students are to work in
thinking process that supports teams to sketch a design
synthesis and conducts
for a rock sorting
evaluation using complex
machine which sorts
criteria.
rocks by size and places
them in storage based on
size.
Students will copy
sketches onto
transparency sheets and
utilize an overhead
projector to present
design concept to class
Student draws conclusions
Student researches their
from a variety of data sources dream CAD station,
to analyze and interpret
determines components,
systems.
price of workstation, and
availability
Student visualizes the
Individual design projects
connection between
seemingly unrelated ideas
and independently produces
solutions that are fresh,
unique, original and well
developed. Student shows
capacity for originality,
concentration, commitment to
usefulness.
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
21C.O.912.2.LS2
21C.O.912.2.LS4
Students are to identify what
knowledge or past
experience they utilized to
create the design
(rock sorting machine project
is similar to a coin sorting
machine)
Student submits
specifications and price of
workstation
Students accomplish design
utilizing available materials
7
21C.O.912.2.TT1
21C.O.912.2.TT2
21C.O.912.2.TT3
completion, and persistence
to develop unique and cogent
products.
Student knows how to find
information necessary to
solve advanced problems
related to hardware, software,
networks, and connections
(e.g., by accessing online
help, Internet searches,
technical documentation,
system utilities, and
communication with technical
experts).
Student collaborates with
peers, experts, and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student uses multiple
electronic sources of
information and multiple
technology tools and resource
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
Assign group of students
an unfamiliar task such
as: performing a function
in CAD, setting up a
printer, determining why
they have lost their
network connectivity, or
changing the paper in the
plotter
Go to AUGI.com
(Autodesk Users’ Group
International); join a
forum group; monitor
questions and post a
comment to answer
question.
Scan information and
insert into AutoCad
Students access “Help” in
software program
Students poll their peers for
help
Students troubleshoot the
problem by tracing back the
process
and
testing
components
Students
read
technical
manual or equipment manual
Students locate a local
resource
with
technical
expertise.
Students search on web
Students provide answer to a
question from a peer in the
global community
Completed assignment
Take a digital picture of
each student insert into
AutoCad, add student
names, and plot drawing.
8
21C.O.912.2.TT4
Personal and
Workplace Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to
solve problems, make
decisions, and present and
justify the solutions.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student independently
considers multiple
perspectives and can
represent a problem in more
than one way, quickly and
calmly changes focus and
goals as the situation
Assign a group activity in
which a student is
selected as the project
manager and must
produce a preliminary
design in an unrealistic
time period.
Video tape each group.
Using team member
evaluation forms, have
each team member
evaluate the team leader
and the team leader each
team member
Assign students complex
topics to present as
student teachers to the
class. Instruct students
to utilize any technology
or required methods.
Students compare the
evaluations with the
information recorded on the
video.
Student professionally
presented topic by various
methods attaining universal
understanding
9
21C.O.912.3.LS3
21C.O.912.3.LS4
21C.O.912.3.LS5
requires, and actively seeks
innovations (e.g. technology)
that will enhance his/her
work.
Teacher is to challenge
student to utilize multiple
presentation methods to
overcome the teacher’s
implied lack of
understanding of the
topic presented.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
Student demonstrates ethical
behavior and works
responsibly and
collaboratively with others in
the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public
discourse and participation in
service learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
Students are to engage in
individualized, self-paced
learning by working
through a tutorial of a
new piece of software
Student acquires knowledge
and skill required by
effectively resolving
difficulties gaining
confidence to attempt similar
task
Present scenarios which
require choices involving
personal ethics and work
ethics
Students display ethical,
responsible behavior
Students debate what is
the ethically correct
course of action.
Students will participate
in SkillsUSA or TSA and
become a chapter or
state officer or serve as
SkillsUSA or TSA meeting
minutes
Class work
10
21C.O.912.3.LS6
21C.O.912.3.TT1
21C.O.912.3.TT2
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively,
and monitors group progress
toward the goal without
undermining the efforts of
others.
Student maintains a strong
focus on the larger project
goal and frames appropriate
questions and planning
processes around goal. Prior
to beginning work, student
reflects upon possible
courses of action and their
likely consequences; sets
objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on
the project, student adjusts
time and resources to allow
for completion of a quality
product.
Student protects software,
hardware and network
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use
and shut down technology
equipment.
Student works collaboratively
to acquire information from
electronic resources,
chairpersons of
committees. Students will
work cooperatively in the
classroom taking
leadership roles.
Student selects a project
of at least a month in
duration, determines
scope of work and
projects schedule
timeline using project
management software or
a spreadsheet. The
student sets intervals to
evaluate progress.
Student completes project
and reports on adjustments
which were required to meet
the project deadline
Student signs usage
agreement
Student demonstrates proper
use
Working as a team,
students are to research
a term utilized in their
Students to copy & paste the
URL for the most valuable
source and the least
11
conducts online research, and
evaluates information as to
validity, appropriateness,
usefulness,
comprehensiveness and bias.
course; determine which
sources provide
applicable information for
the word as it is used in
drafting courses
applicable source in an
electronic document and
print it
12
21C.O.912.3.TT3
21C.O.912.3.TT4
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
use and reliance on
technology in the workplace
and society.
Student adheres to
Students will sign and
acceptable use policy and
adhere to a school-wide
displays ethical behaviors
acceptable use policy.
related to acceptable use of
information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects
of unethical use of technology
(e.g., consumer fraud,
intrusion, spamming, virus
settling, hacking) on culture
and society; student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Ethical use of technology
13
21C.O.912.3.TT5
21C.O.912.3.TT6
21C.O.912.3.TT7
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of
copyrighted materials in
papers, projects and multimedia presentations. Student
advocates for legal and
ethical behaviors among
peers, family, and community
regarding the use of
technology and information.
Student evaluates and
applies technology tools for
research, information
analysis, problem-solving,
content learning, decision
making, and lifelong learning.
Student protects his/her
identity online and in email
and/or websites, limits the
distribution of personal
information/pictures, and
evaluates the authenticity of
emails that solicit personal
information. Student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
and information in their
academic and personal
experiences
Students will research the
cost to companies and
individuals of ‘stolen’ data
and the legal consequences
of obtaining and utilizing
illegally acquired materials
Student researches their
dream CAD station,
determines components,
price of workstation, and
availability
Student submits
specifications and price
of workstation
Students to remove any
data which is publicly
accessible that might allow
identity theft to occur
Search student’s name
and report information
found
14
21C.O.912.3.TT8
Student uses technology to
seek strategies and
information to address limits
in their own knowledge.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
Culminating
Assessment:
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Students utilize web search
engines to locate information
Student successfully
locates needed
information
Teaching Strategies
Culminating Activity
Students take available online quizzes to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com/oth
er/quiz.htm
Evidence of Success
Results from self-quizzes
Student understands
Students will utilize computer Completed assignments
concepts and procedures
software and hardware to
needed for basic computer
complete assignments.
operations.
Student understands
Students will interview
Interviews/reports
concepts and strategies
draftspersons to learn how
needed for career exploration, their career paths developed.
development and growth.
Culminating Assessment:
End of Concentration Performance Evaluation
Students will participate in TSA’s competitive events: Architectural Model, Computer aided Design 2D,
Architecture and Computer Aided Design Animation, Architecture, Technical Sketching and
Application, Leadership Development Contests: Career Comparisons, Written and Oral Chapter
Team, Extemporaneous Presentation, and Prepared Presentation
Students will participate in SkillsUSA’s competitive events: Architectural Drafting, Leadership
Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display,
Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill
Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding
Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl
15
Links and Other Resources
Links and Other
Resources:
Related Websites:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
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Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Related Books:
Basic Technical Drawing, 8th Edition (2004)
Spencer, Dygdon, & Novak, McGraw Hill/Glencoe
ISBN: 978-0-07-845748-7
Drafting & Design, 7th Edition (2008)
Kicklighter & Brown, Goodheart-Willcox
ISBN: 978-1-59070-903-0
Engineering Drawing and Design, 7th Edition (2008)
Jensen, Helsel, & Short, McGraw Hill (Higher Educ.)
ISBN-13: 9780073521510
Engineering Drawing and Design, 4th Edition (2007)
Madsen, Madsen, & Turpin, Thompson/Delmar Learning
ISBN-13: 978-1-4180-2987-6
Exploring Drafting, 10th Edition (2007)
Walker & Mathis, Goodheart-Willcox
ISBN-13: 978-1-59070-575-9
17
Contacts
Contacts:
CTE Teachers: See CTE Directory
Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
18