21st Century Instructional Guide for Career Technical Education Mechanical Drafting Engineering and Technical Cluster Drafting Concentration Title: Mechanical Drafting (WEVIS 1725) Standard Number: ET.S.MECH.1 Advanced Dimensioning Techniques Students will apply proper advanced dimensioning techniques using tolerancing and fit selection to mechanical drawings. How are tolerancing and fits used in mechanical drafting? Essential Questions: Objectives: ET.O.MECH.1.1 ET.O.MECH.1.2 Students will apply tolerance dimensions. use basic GD&T symbols. Learning Plan & Notes to Instructor: Apply limit dimensions and allowances. What do the two numbers of a limit dimension mean? a. actual size b. maximum and minimum size c. nominal size d. basic size Identify and apply basic geometric dimensioning and tolerancing (GD&T) symbols. Include finish marks, straightness, flatness, roundness/circularity, angularity, perpendicularity, parallelism, position, and concentricity datums, datum symbols, and feature control frames. ET.O.MECH.1.3 examine the basic principles of fit selection. What is the purpose of a feature control frame? a. to establish a datum b. to define a finish mark c. to relate a geometric tolerance to a part feature d. d. to hold a picture. Calculate clearance fit, interference fit and transition fit. 1 An interference fit is also called a/an ____________. a. clearance fit b. force fit c. transition fit d. allowance fit Standard Number ET.S.MECH.2 Essential Questions: Objectives: ET.O.MECH.2.1 Assembly Drawings Students will construct various types of assembly and detail drawings. How are assembly and detail drawings used in industry? Students will create a bill of materials/parts list on a drawing. Learning Plan & Notes to Instructor: Draw title and revision blocks. Include part identification numbers, quantity, part description, material, and vendor. Make and record drawing revisions. Specify shop notes. ET.O.MECH.2.2 draw advanced orthographic projections as they relate to assembly and detailed parts drawings. Which of the following is not included in a bill of material? a. vendor b. item number c. quantity d. drawn by Provide opportunities for students to draw advanced orthographic projections as they relate to assembly and detailed parts drawings. Include manufacturing processes, monodetail and multidetail drawings, and section views. How many drawings are placed on a monodetail drawing? a. 1 2 ET.O.MECH.2.3 create assembly drawings. b. 2 c. 3 d. As many as will fit Identify and draw advanced pictorial drawings as they relate to sectioned assembly, exploded assembly, and sub-assembly drawings. What type of drawing shows the relationship or position of two or more detail parts that comprise a unit? a. tabulated drawings b. assembly drawing c. detail drawing d. installation drawing Standard Number: ET.S.MECH.3 Essential Questions: Objectives: ET.O.MECH.3.1 Threads and Fasteners Students will identify and draw common threads and fasteners. How are threads and fasteners used in mechanical drawings? Students will examine screw thread forms and nomenclature. ET.O.MECH.3.2 examine the components of a thread note. ET.O.MECH.3.3 draw thread representations. Learning Plan & Notes to Instructor: Include screw thread forms: unified, square and acme. Include nomenclature: pitch, crest, and root. What thread is used to transmit motion and power? a. square thread b. Acme thread c. Unified thread d. all of the above Include series and classification of fit, threads per inch, major diameter, and internal/external threads. . What does UNF stand for in a thread note? a. Universal Numeracy Form b. Unified National Fine c. Units Not Found d. Unknown Number Field Draw detailed, schematic, and simplified thread representations. 3 ET.O.MECH.3.4 examine common mechanical fasteners. What is the easiest and most efficient thread representation to draw? a. detailed b. schematic c. simplified d. pictorial Include bolts-hex head, square head; machine screws: flat/countersink head, round head, hex head, set screws, washers, nuts, pins and keys/keyways: square, Gib, Pratt & Whitney, and Woodruff. What type of fastener is used to prevent rotation between a shaft and machine part? a. Flat head machine screw b. Key c. Stud d. Bolt Standard Number: ET.S.MECH.4 Essential Questions: Objectives: ET.O.MECH.4.1 Gears and Cams Students will identify and draw common gears and cams. How are gears and cams used in mechanical devices? Students will examine the basic types of gears. Learning Plan & Notes to Instructor: Include spur, bevel, rack and pinion, and worm. Explain the purpose of each gear. ET.O.MECH.4.2 examine the basic principles of a cam and follower. What is the most commonly used gear in machines? a. spur b. bevel c. rack and pinion d. worm Include cam types – plate, face and drum cam followers – roller 4 cam displacement diagram Cams are used to convert rotary motion into reciprocating motion. The motion created can be simple and regular or complex and irregular. As the cam turns, driven by the circular motion, the cam follower traces the surface of the cam transmitting its motion to the required mechanism. ET.O.MECH.4.3 draw cams and gears. _________ refers to the distance a cam follower moves in relation to the rotation of a cam. a. victor b. velocity c. dwell d. displacement Provide opportunities for students to draw cams and gears. Include gear representations – detailed and simplified cam displacement diagram and cam profile How many degrees are in a complete cam cycle? a. 360 b. 180 c. 90 d. 270 Standard Number: ET.S.MECH.5 Essential Questions: Objectives: ET.O.MECH.5.1 Welding Students will identify and draw common welding symbols and apply them to welding drawings. How do welding symbols help clarify mechanical drawings? Students will examine the major elements of the welding symbol. Learning Plan & Notes to Instructor: Include field weld, weld all around, arrow to joint, weld side and opposite side, fillet, groove, plug/slot, spot, and 5 seam. ET.O.MECH.5.2 use basic weld type symbols. What symbol is used to indicate a weld all around? a. circle b. triangle c. rectangle d. flag Create and insert weld symbols from symbols library. Include fillet, groove, plug/slot, spot and seam. What do you call a collection of pre-drawn symbols? a. block b. library c. catalog d. group Standard Number: ET.S.MECH.6 Essential Questions: Objectives: ET.O.MECH.6.1 ET.O.MECH.6.2 Basic Solid Modeling Students will use computer assisted drafting to interpret and produce basic 3D solid models. How do solid models aid in visualization of objects? Students will examine the functions of 3d tools. create 3d solid models. Learning Plan & Notes to Instructor: Include solids/modeling, solids editing, views, shading, rendering and user coordinate system. Which function allows the most realistic (presentation) view of a 3D object? a. solid b. hide c. wireframe d. render Apply Boolean operations (union, subtraction and intersection) by creating 3d solid models composed of primitives. Create a 3d solid model using 2d geometry. Primitives - union, subtraction, intersection, revolutions, 6 and extrusions. ET.O.MECH.6.3 ET.O.MECH.6.4 produce a 2d profile from a 3d model. apply basic inquiry commands. ET.O.MECH.6.5 apply rendering and shading to an object. ET.O.MECH.6.6 generate prototypes using CNC equipment. Which one of the following allows two solids to be joined? a. extrusion b. subtraction c. union d. revolution Generate orthographic views from a 3D model using viewports. Extract a 2d profile from a 3d wire frame model. Include distance, area, region/mass and list. Which of the following is used to locate a centroid? a. region b. area c. distance d. list Include reflectivity, opacity, light source, material properties, and finishes. Explore the benefits of parametrically controlled geometry. Explore methods of generating actual models using CNC equipment. Explore exporting data. Standard Number: ET.S.MECH.7 Essential Questions: Objectives: ET.O.MECH.7.1 Types: lathe, mill, 3D printer and plasma/laser cutters. Student Organization Participation Students will participate in a local student organization. Why will participation in a local student organization help me in the drafting industry? Students will examine the purpose and goals of student Learning Plan & Notes to Instructor: Encourage formation of a school chapter in local student 7 ET.O.MECH.7.2 ET.O.MECH.7.3 21st Century Skills Information and Communication Skills: organizations. demonstrate leadership skills through participation in student organization activities such as meetings, programs, projects and competitions. discover the benefits and responsibilities of participation in student, professional and civic organizations as an adult. Learning Skills & Technology Tools 21C.O.912.1.LS1 21C.O.912.1.LS2 Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media. 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 organization such as SkillsUSA and/or TSA. Encourage membership in local student organization such as SkillsUSA and/or TSA. Encourage attendance and competition at local, state, and national SkillsUSA and/or TSA conferences. Teaching Strategies Culminating Activity Student accesses various search engines utilizing advanced search parameters to obtain information to solve problem. Engineering related or professional organization sites offer more ‘industry reliant’ information. Evidence of Success Students produce a presentation with hyperlinks and cited sources which outlines information utilized to solve a problem Students should not rely on sites which do not contain verified information i.e. Wikipedia Verify information by checking numerous sources. Create an assembly drawing Completed assignment 8 21C.O.912.1.LS3 21C.O.912.1.TT1 21C.O.912.1.TT2 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. 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 Student makes informed Students are assigned a choices among available project which requires advanced technology collaboration of all team systems, resources and members. Students are services (e.g., global to determine the most positioning software, graphing efficient tools available calculators, personal digital which will allow them to assistants, web casting, communicate and share online collaboration tools) for information completing curriculum assignments and projects and for managing and communicating personal/professional information. Student routinely applies Students will utilize keyboarding skills, computer software on a keyboarding shortcut routine basis to complete techniques, and mouse skills assignments. Completed oral presentation utilizing digital media and written documentation tracking project progress Selection of best resource Completed assignments 9 21C.O.912.1.TT3 21C.O.912.1.TT4 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). 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. 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 Office program Successful completion of Powerpoint or Word project which includes exported drawing file 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 Plot drawing with images Use of presentation for Open House or Introduction of Course to Upcoming Students 10 21C.O.912.1.TT5 21C.O.912.1.TT6 21C.O.912.1.TT7 21C.O.912.1.TT9 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 data. background Complete a Bill of Materials List 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 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 Completed Assignment Total cost of drafting materials or tools is correct Use of presentation for Open House or Introduction of Course to Upcoming Students Receipt of email 11 21C.O.912.1.TT10 Thinking and Reasoning Skills: 21C.O.912.2.LS1 email, video conferencing, interactive websites, newsgroups, video phones, chats) to create collaborative projects that are relevant to real world situations and contribute to the communication process among various groups. Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness. other applicable website, submit a question to a forum and forward the answer via email to a fellow student and instructor Student accesses various search engines utilizing advanced search parameters to obtain information to solve problem. Engineering related or 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. 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 Students produce a presentation with hyperlinks and cited sources which outlines information utilized to solve a problem 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) 12 21C.O.912.2.LS2 Student draws conclusions from a variety of data sources to analyze and interpret systems. 21C.O.912.2.LS4 Student visualizes the 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 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). 21C.O.912.2.TT1 utilize an overhead projector to present design concept to class Student researches their dream CAD station, determines components, price of workstation, and availability Individual design projects 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 Student submits specifications and price of workstation Students accomplish design utilizing available materials 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 13 21C.O.912.2.TT2 21C.O.912.2.TT3 21C.O.912.2.TT4 Personal and 21C.O.9- 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 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 Go to AUGI.com (Autodesk Users’ Group International); join a forum group; monitor questions and post a comment to answer question. Students provide answer to a question from a peer in the global community Scan information and insert into AutoCad Completed assignment Take a digital picture of each student insert into AutoCad, add student names, and plot drawing. Assign a group activity in Students compare the 14 Workplace Skills: 12.3.LS1 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. 21C.O.912.3.LS2 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 requires, and actively seeks innovations (e.g. technology) that will enhance his/her work. 21C.O.912.3.LS3 Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using 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. evaluations with the information recorded on the video. Student professionally presented topic by various methods attaining universal understanding Teacher is to challenge student to utilize multiple presentation methods to overcome the teacher’s implied lack of understanding of the topic presented. 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 15 21C.O.912.3.LS4 21C.O.912.3.LS5 21C.O.912.3.LS6 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 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 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 chairpersons of committees. Students will work cooperatively in the classroom taking leadership roles. SkillsUSA or TSA meeting minutes 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 completes project and reports on adjustments which were required to meet the project deadline Class work 16 21C.O.912.3.TT1 21C.O.912.3.TT2 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, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias. student sets intervals to evaluate progress. Student signs usage agreement Student demonstrates proper use Working as a team, students are to research a term utilized in their course; determine which sources provide applicable information for the word as it is used in drafting courses Students to copy & paste the URL for the most valuable source and the least applicable source in an electronic document and print it 17 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 18 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 19 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 20 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 21 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 22 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 23