Disclaimer Statement
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Disclaimer Statement
Contributions of many individuals and from written resources have collectively made this curriculum guide possible. The major authors, however, do not claim or guarantee that its contents will eliminate acts of malpractice or negligence. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and /or others who apply the contents of this document.
This guide was developed with federal Carl Perkins Act funds.
2005
Career-Technical Education
North Carolina Department of Public Instruction
In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, NC Public Schools does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or military service in its policies, programs, activities, admissions or employment. Inquiries or complaints should be directed to the Office of Curriculum and School Reform Services, 6307 Mail Service Center, Raleigh NC 27699-6307. Telephone (919) 807-3761; Fax (919) 807-3767
FOREWORD
This course – Drafting – Engineering III – introduces students to the use of the graphic tools necessary to communicate, analyze, and understand the ideas and concepts found in the areas of engineering, science, and mathematics. Topics include job seeking and interview skills, the engineering design process, constraint-based/parametric modeling, threads & fasteners, working drawings, basic geometric dimensioning and tolerancing, and portfolio development.
This course is demanding, requiring the application of complex visualization and computer skills. These skills will be used to assess, communicate, and design virtual and physical models used in science, mathematics, manufacturing, transportation, and structural systems.
This guide has been developed to help teachers offer a focused, demanding and exciting program of study addressing the advanced concepts and principles of engineering graphics. Included are specific learning objectives, evaluation tools, recommended activities, equipment list, facility specifications, a bibliography of reference media, and the names and addresses of media vendors.
It is our goal to provide the children of our state education of the highest quality. As this guide reflects our goal of continuous improvement, we encourage you to communicate to us ways to improve the material within this publication. Your suggestions will be welcomed and appreciated.
TABLE OF CONTENTS
Page
SECTION I
Foreword . . . . . . . . . ii
Acknowledgments . . . . . . . . iv
Using the Curriculum Materials . . . . . . v
Course Blueprint . . . . . . . . viii
SECTION II – UNITS OF INSTRUCTION
Unit A Leadership Development . . . . . 1
Unit B The Engineering Design Process . . . . 4
Unit C Constraint-Based/Parametric Modeling . . . 15
Unit D Threads and Fasteners . . . . . 32
Unit E Working Drawings . . . . . . 57
Unit F Basic Geometric Dimensioning and Tolerancing . . 76
Unit G Portfolio Development and Representation . . . 90
SECTION III - APPENDICES
A. Bibliography / References . . . . . . 103
B. Vendor's Addresses for Texts, Videos, Literature, and Software . 104
C. Equipment List . . . . . . . 106
D. Facility Design Specifications for Drafting Program . . 107
E. Curriculum Products Evaluation Form . . . . 109
ACKNOWLEDGMENTS
The Division of Instructional and Accountability Services and the Trade and Industrial Education staff wish to give special thanks to the individuals who spent many hours revising the Drafting Engineering III curriculum and test-item banks. The process included a review of international literature, review of suggestions offered by teachers and administrators from throughout the state, and many hours spent in constructive discussion and development.
The following individuals developed the Summer 2005 Drafting Engineering III blueprint, curriculum guide, and classroom and secure test-item banks:
Ted Branoff Team Leader, Associate Professor NCSU
David Lambert Drafting Teacher Northwest Guilford High School
Amber Thompson Drafting Teacher Isothermal Community College
Sonny Tomberlin Drafting Teacher Union County Career Center
Patty Weavil Drafting Teacher South Rowan High School
We would like to extend our gratitude and thanks to those who have contributed their time and effort to previous versions of the Drafting Engineering Curriculum. We appreciate their hard work. Finally, we would like to thank the teachers, directors, and others who have taken their time to critique our progress and offer suggestions during this process. Our work is better for their effort.
Tom Shown Consultant, Trade and Industrial Education, NCDPI
Rebecca Payne Section Chief, Industrial Technology and Human Services, NCDPI
Wandra Polk Director of Secondary Education, NCDPI
USING THE CURRICULUM MATERIALS
Purpose
The Drafting – Engineering III Curriculum Guide was developed as a resource for teachers to use in planning and implementing a competency-based instructional management drafting program in their school. These materials are tools used in the curriculum management process.
Curriculum Guide Description
Drafting – Engineering III was designed to be a one unit course (135-180 hours of instruction). This course introduces students to the use of the graphics tools necessary to communicate, analyze, and understand the ideas and concepts found in the areas of engineering, science, and mathematics. Topics include job seeking and interview skills, the engineering design process, constraint-based/parametric modeling, threads & fasteners, working drawings, basic geometric dimensioning and tolerancing, and portfolio development. Skills in communication, mathematics, science, leadership, teamwork, and problem-solving are reinforced in this course. Hands-on work experience and Skills-USA leadership activities provide many opportunities to enhance classroom instruction and career development.
General Instruction
Drafting – Engineering III may be taught using individualized, whole class, or small team strategies or a combination of each. Regardless of the method used, it is essential that the activities reflect the competencies and objectives of this course.
The course demands much from the student and teacher in terms of its complexity and the brevity of time in which the materials are to be mastered. Because of time limitations and the amount of material to be covered, one cannot teach objectives as discrete units of instruction. Objectives must be taught concurrently within the larger context of activities. This allows for the efficient use of time as well as reflecting good pedagogy.
Blueprint
The blueprint (See the Drafting – Engineering III Blueprint on the following pages) lists the competencies the student is to achieve. Competencies are mastered when a student masters the objectives which make up the competency. Course weight is the degree of importance given to each objective in relation to the entire course of study. This in turn will determine the number of test-items per objective on any test developed by the state department. For example, on a state EOC 100 item assessment, a cognitive objective having a value of 10% will have 10 test-items representing that objective.
Units of Instruction
The Units of Instruction section is designed to give the teacher detailed information directly correlated to the blueprint and test-item bank. It attempts to explain in more detail what information or behavior the student is expected to know or do. Unless a student has an individualized education plan, he/she will be expected to become competent in all areas covered within this course at the end of 135-180 hours of instruction.
Leadership Development Unit
Objective 1.01 covers material on job-seeking. Objective 1.02 covers information on participating in a job interview. These sections are useful for all students when looking for employment.
The Engineering Design Process Unit
Objective 2.01 covers the linear design process. Objective 2.02 presents the concurrent engineering design process. Objective 2.03 is a performance activity requiring students to design an assembly of train track. A rubric is included for the performance assessment.
Constraint-Based/Parametric Modeling Unit
For this section, a constraint-based modeling software such as Inventor®, ProDesktop®, SolidWorks®, or SolidEdge® must be used. AutoCAD® or AutoCAD-LT® cannot be used to complete the activities in this unit. Objective 3.01 introduces students to the terminology found in constraint-based/parametric modeling. Objective 3.02 covers the concepts related to constraint-based/parametric modeling. Objective 3.03 is a performance activity requiring students to create thee-dimensional, constraint-based models and put them together within an assembly. A rubric is included for the performance assessment.
Threads and Fasteners Unit
In Objective 4.01, students are introduced to techniques for specifying threads and fasteners on technical drawings. Objective 4.02 requires students to construct an assembly drawing which includes several fasteners. A rubric is included for the performance assessment.
Working Drawings Unit
Objective 5.01 covers the concepts and principles of detail drawings. Objective 5.02 covers the concepts and principles of assembly drawings. In Objective 5.03, students learn how to interpret information on a working drawing. Objective 5.04 includes a performance activity requiring students to create a complete set of working drawings. A rubric is included for the performance assessment.
Basic Geometric Dimensioning and Tolerancing Unit
In Objective 6.01, students are presented with the terminology and techniques used with geometric dimensioning and tolerancing (GD&T). Objective 6.02 requires students to correctly construct a multiview drawing with the required geometric dimensions and tolerances. A rubric is included for the performance assessment.
Portfolio Development and Representation Unit
This unit should be used as a capstone activity for students to showcase the work they have created in their high school drafting classes. Objective 7.01 introduces students to the terminology and methods used to create an electronic portfolio. Objective 7.02 requires students to create an electronic portfolio of their high school work. A rubric is included for the performance assessment.
Bibliography/References (Appendix A)
This section provides the texts’ author(s), name of the texts, and publishers of the texts listed within the Units of Instruction section.
Vendor’s Addresses for Texts, Literature, and Film (Appendix B)
We have included a partial listing of where and who to contact for obtaining texts, literature, software, and videos.
Equipment List (Appendix C)
The equipment list (updated as of this printing, June 2005), gives the minimum number of tools, equipment, and software necessary for the instruction of Drafting – Engineering II.
Facility Design Specifications for Drafting Program (Appendix D)
These are updated facility design specifications.
Drafting – Engineering III Curriculum Products Evaluation Form (Appendix E)
Included in this guide is an evaluation form. We sincerely want your thoughtful suggestions for improving the curriculum products. Many of the improvements within this guide and the test-item bank is the result of teachers who have taken the time to make suggestions for improvement. Please take the time to respond to us on ways to improve our work.
Final Comment
If you have any questions regarding any aspect of this course, curriculum guide, test-item bank, equipment, literature, or software needs, please call or write Tom Shown 919.807.3880, tshown@dpi.state.nc.us.
VoCATS
Course Blueprint
Trade and Industrial Education
7973 Drafting – Engineering III
Public Schools of North Carolina
State Board of Education ( Department of Public Instruction
Curriculum and School Reform Services
Division of Instructional Services
Raleigh, North Carolina
Summer 2005
Special thanks to the following educators and business people who reviewed and approved this blueprint for technical content and appropriateness for the industry.
Ted Branoff – NCSU
David Lambert – Northwest Guilford High School
Amber Thompson – Isothermal Community College
Sonny Tomberlin – Union County Career Center
Patty Weavil – South Rowan High School
This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry. Contact tshown@dpi.state.nc.us for more information.
VoCATS Course Blueprint
A course blueprint is a document laying out the framework of the curriculum for a given course.
Shown on the blueprint are the units of instruction, the core competencies in each unit, and the specific objectives for each competency. The blueprint illustrates the recommended sequence of units and competencies and the cognitive and performance weight of the objective within the course.
The blueprint should be used by teachers to plan the course of work for the year, prepare daily lesson plans, construct instructionally valid interim assessments. Statewide assessments are aligned directly with the course blueprint.
For additional information about this blueprint, contact program area staff. For additional information about VoCATS, contact program area staff or VoCATS, Career-Technical Education, Division of Instructional Services, North Carolina Department of Public Instruction, 301 North Wilmington Street, Raleigh, North Carolina 27601-2825, 919/807-3876, email: rwelfare@dpi.state.nc.us.
Interpretation of Columns on VoCATS Course Blueprints
|No. |Heading |Column information |
|1 |Comp# |Comp=Competency number (two digits); Obj.=Objective number (unique course identifier plus competency number and two-digit objective number). |
| |Obj.# | |
|2 |Unit Titles/Competency |Statements of unit titles, competencies per unit, and specific objectives per competency. Each competency statement or specific objective begins with an action verb|
| |and Objective |and makes a complete sentence when combined with the stem “The learner will be able to. . .” (The stem appears once in Column 2.) Outcome behavior in each |
| |Statements |competency/objective statement is denoted by the verb plus its object. |
|3 |Time |Space for teachers to calculate time to be spent on each objective based on the course blueprint, their individual school schedule, and analysis of students' |
| |Hrs |previous knowledge on the topic. |
|4&5 |Course Weight |Shows the relative importance of each objective, competency, and unit. Weight is broken down into two components: cognitive and performance. Add the cognitive and |
| | |performance weights shown for an objective in columns 4 and 5 to determine its total course weight. Course weight is used to help determine the percentage of total |
| |Cognitive |class time that is spent on each objective. The breakdown in columns 4 and 5 indicates the relative amount of class time that should be devoted to cognitive and |
| | |performance activities as part of the instruction and assessment of each objective. Objectives with performance weight should include performance activities as part|
| |Performance |of instruction and/or assessment. |
|6 |Type |Classification of outcome behavior in competency and objective statements. (C=Cognitive; P=Performance) |
| |Behavior | |
|7 |Integrated |Shows links to other academic areas. Integrated skills codes: A=Arts; E=English Language Arts; CD=Career Development; CS=Information/Computer Skills; H=Healthful |
| |Skill Area |Living; M=Math; SC=Science; SS=Social Studies. |
|8 |Core |Designation of the competencies and objectives as Core or Supplemental. Competencies and objectives designated "Core" must be included in the Annual Planning |
| |Supp |Calendar and are assessed on the statewide assessments.. |
Career-Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.
TRADE AND INDUSTRIAL EDUCATION
COURSE BLUEPRINT for: 7973 ENGINEERING III
(Recommended hours of instruction: 135-180 hours)
|Comp # |Unit Titles/Competency and Objective Statements |Time |Course Weight |Type |Integrated |Core |
|Obj # |(The Student will be able to:) |Hours | |Behavior |Skill Area |Supp |
| | | |Cognitive |Performance | | | |
|1 |2 |3 |4 |5 |6 |7 |8 |
| | | | | | | | |
| | | |100% | | | |
| |Total Course Weight | |49% |51% | | | |
| | | | | | | | |
|A |LEADERSHIP | | | | | | |
|D501. |Demonstrate job-seeking and interview skills. | | |2% |C3P |C |Core |
|D501.01 |Demonstrate job-seeking skills. | | |1% |C3P |C |Core |
|D501.02 |Prepare and participate in a job interview. | | |1% |C3P |C |Core |
| | | | | | | | |
|B |THE ENGINEERING DESIGN PROCESS | | | |C3P | | |
|D502. |Apply the concepts and principles of the engineering design process. | |5% |5% | | | |
|D502.01 |Explain the linear design process. | |2% | |C2 | | |
|D502.02 |Explain the concurrent engineering design process. | |3% | |C3 | | |
|D502.03 |Apply design concepts and principles to solve problems | | |5% |C3P | | |
| | | | | | | | |
| |Unit Titles/Competency and Objective Statements |Time |Course Weight |Type |Integrated |Core |
|Comp # |(The Student will be able to:) |Hours | |Behavior |Skill Area |Supp |
|Obj # | | | | | | |
| | | |Cognitive |Performance | | | |
|C |CONSTRAINT-BASED / PARAMETRIC MODELING | | | | | | |
|D503 |Demonstrate the concepts and principles of constraint-based/ parametric solid modeling. | |10% |10% |C3P | | |
|D503.01 |Explain the terminology related to constraint-based/parametric solid modeling. | |3% | |C3 | | |
|D503.02 |Explain the concepts related to constraint-based/parametric solid modeling. | |7% | |C3 | | |
|D503.03 |Create solid models using a constraint-based/parametric solid modeler. | | |10% |C3P | | |
| | | | | | | | |
|D |THREADS AND FASTENERS | | | | | | |
|D504 |Construct various types of thread and fastener representations and their annotations. | |10% |10% |C3P | | |
|D504.01 |Specify threads and fasteners on a technical drawing. | |10% | |C2 | | |
|D504.02 |Construct an assembly drawing requiring the use of fasteners. | | |10% |C3P | | |
| | | | | | | | |
|E |WORKING DRAWINGS | | | | | | |
|D505 |Demonstrate working drawing principles and techniques. | |10% |10% |C3P | | |
|D505.01 |Explain the concepts and principles underlying the creation of detail drawings. | |3% | |C2 | | |
|D505.02 |Explain the concepts and principles underlying the creation of assembly drawings. | |3% | |C2 | | |
|D505.03 |Interpret information on a working drawing. | |4% | |C3 | | |
|D505.04 |Construct working drawings. | | |10% |C3P | | |
| | | | | | | | |
|F |BASIC GEOMETRIC DIMENSIONING AND TOLERANCING | | | | | | |
|D506 |Demonstrate basic geometric dimensioning and tolerancing techniques. | |8% |8% |C3P | | |
|D506.01 |Explain geometric dimensioning tolerancing terms and techniques. | |8% | |C3 | | |
|D506.02 |Construct a drawing with geometric dimensions and tolerances. | | |8% |C3P | | |
|Comp # |Unit Titles/Competency and Objective Statements |Time |Course Weight |Type |Integrated |Core |
|Obj # |(The Student will be able to:) |Hours | |Behavior |Skill Area |Supp |
| | | |Cognitive |Performance | | | |
|1 |2 |3 |4 |5 |6 |7 |8 |
|G |PORTFOLIO DEVELOPMENT AND REPRESENTATION | | | | | | |
|D507 |Demonstrate portfolio development techniques. | |6% |6% |C3P | | |
|D507.01 |Describe methods for creating an electronic portfolio. | |6% | |C2 | | |
|D507.02 |Create an electronic portfolio of your engineering graphics work. | | |6% |C3P | | |
Leadership Development
001.
Demonstrate job-seeking and interview skills
001.01
Demonstrate job-seeking skills
001.02
Prepare and participate in a job interview
UNIT A: Leadership
Competency: D501.00
Demonstrate job-seeking and interview skills
Objective: D501.01
Demonstrate job-seeking skills
Introduction: The purpose of this unit is to develop leadership skills focusing on job-seeking strategies.
(Reference: T&I Leadership Teacher Guide)
Explain the following:
A. Please see the questions written in your classroom test-item bank. These will reflect the content to be covered.
B. For more detailed information, use your T&I Leadership Teacher Guide: Level III, Job Seeking Skills.
UNIT A: Leadership
Competency: D501.00
Demonstrate job-seeking and interview skills
Objective: D501.02
Prepare and participate in a job interview
Introduction: The purpose of this unit is to develop leadership skills focusing on job interview strategies.
(Reference: T&I Leadership Teacher Guide)
Explain the following:
A. Please see the questions written in your classroom test-item bank. These will reflect the content to be covered.
B. For more detailed information, use your T&I Leadership Teacher Guide: Level III, Job interview guideline.
The Engineering Design Process
002.
Apply the concepts and principles of the engineering design process
002.01
Explain the linear design process
002.02
Explain the concurrent engineering design process
002.03
Apply design concepts and principles to solve problems
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UNIT B: The Engineering Design Process
Competency: D502.00
Explain the concepts and principles of the engineering design process.
Objective: D502.01
Explain the linear design process.
Introduction: The purpose of this unit is to show that the design process is a challenging effort, and the designer relies heavily on the use of graphics as a means to create, record, analyze and communicate to others. The engineering design process is used to solve society’s needs, desires, and problems through the application of scientific principles, experience, and creativity.
(R1 398-411, R2 49-53)
Explain the following:
C. Design is the conception of an idea and its development, through graphic communication, into a practical, producible, and usable product or process.
D. Functional design is the design of a product so that it operates successfully or accomplishes its purpose.
E. Aesthetic design is the form or overall physical appearance of the product. Aesthetics involves characteristics such as color, line, style, space, contrast, proportion and balance.
F. In the development of the any product, designers use knowledge, creativity, experience, and resources to create a new or improved product. The design must be functionally efficient, meet the design objective, and be aesthetically appealing.
G. In the linear design process, a designer takes the design of a product from the initial design problem or idea stage and carries it through, step by step, until it is turned over to the production division.
1. A design or idea starts with the recognition of a problem or the determination of a need or want. The designer carefully analyzes the idea to determine if it is practical and marketable.
2. Next, alternative designs are gathered to create possible product solutions. All notes and sketches are signed, dated, and retained for further work and possible patent proof.
3. At this point the best solution is evaluated in detail, and attempts are made to simplify the design so that it performs efficiently and is easily manufactured. Materials and costs are carefully considered. A design layout drawing is made to show basic proportions of parts and how they fit together in an assembly drawing.
4. After the most feasible solution is selected, a prototype is constructed to test the design. The prototype can be a physical model or a computer-generated model of the design.
5. Once the engineering team or a select group of consumers has evaluated the prototype, the feedback is used for changes to the design. The design process then loops back to previous stages for final consideration before the manufacturing of the product.
6. Finally, a set of working drawings are prepared, and the design is sent into production.
Linear Engineering Design Process
Stage 1 - Identification of Design Problem
Problem identified
Analysis of need, market research
Costs (estimated cost limit)
Design requirements (essential, important,
desirable, or beneficial)
Time-line, scheduling
Stage 2 - Problem-Solving Concepts and Ideas
Concepts and ideas collected and recorded
Legal requirements (patents)
Material requirements
Manufacturing requirements
Overall size requirements
Stage 3 - Compromise Solutions
Compromise solutions
Initial design sketches are refined
3D modeling
Inventions (starting from scratch) vs.
Evolutionary Designs (the 2004 model)
Stage 4 - Models & Prototypes (Analysis)
Creating a prototype (machined, rapid
prototyping, electronic prototype, etc.)
Kinematic/motion testing
Life testing
Finite element analysis (stress/strain)
Thermal analysis
Stage 5 - Production or Working Drawings
How is information passed to production?
Working drawings
Computer Numerical Control (CNC)
Computer-Aided Manufacturing (CAM)
Figure 1. The Linear Design Process.
UNIT B: The Engineering Design Process
Competency: D502.00
Explain the concepts and principles of the engineering design process.
Objective: D502.02
Explain the concurrent engineering design process.
Explain the following:
A. Concurrent engineering design is done in a comprehensive team environment. The team consists of designers, engineers, drafters, and others associated with the overall design, manufacturing, marketing, and servicing of the product.
[pic]
Figure 1. Lines of Communication within Concurrent Engineering Design.
H. In addition to the basic functional and aesthetic design concepts, the team considers important issues such as manufacturability, quality, life cycle, costs, and whether the finished product will meet the original design objectives.
I. In concurrent engineering design, a comprehensive 3D CAD and computerized engineering database serves as the nucleus for all aspects of design, manufacture, and marketing of the product.
1. The database can be accessed by anyone on the design team.
2. The team members do not have to be at the same location. They can be anywhere in the world.
J. Concurrent engineering is concerned with making better products in less time, so continuous quality improvement techniques are practiced throughout the product’s life cycle.
1. The product’s life cycle is its total life, from the conception of the idea to the recycling of the materials from which it is made.
2. The life cycle is considered as early as possible.
K. Ideation, refinement, and implementation are the three overlapped areas of concurrent engineering design.
1. Ideation is a structured approach to thinking for the purpose of solving a problem. Ideation is the beginning phase where the design problem is identified, preliminary solutions are developed and the preliminary design is agreed upon.
a. Problem Identification includes activities such as:
i. writing a problem statement
ii. conducting research
iii. gathering data
iv. defining objectives for the project
v. determining limitations of the design
vi. outlining a reasonable schedule
b. Preliminary Ideas includes activities such as:
i. writing and collecting notes about the project
ii. creating sketches and/or models of the design
iii. brainstorming design ideas
iv. synthesizing the design ideas
c. Preliminary Design includes:
i. evaluating preliminary ideas
ii. selecting a design
2. Refinement follows the ideation process. It is a repetitive process used to test the preliminary design. It includes preparation of models and prototypes, thorough physical, production, and legal analysis of the design, and design visualization, or analysis of the aesthetics.
a. Modeling – this includes geometric modeling, simulation, animation, and developing charts, graphs and diagrams.
b. Design Analysis – this area includes material property analysis, mechanism analysis, functional analysis, and human factors analysis.
c. Design Visualization – design visualization includes rapid prototyping, manufacturing visualization, and simulations.
3. Implementation is the final phase of concurrent engineering design. It involves careful analysis of production, financing, servicing, documenting, final planning, and life cycle issues.
L. Because the phases overlap and the entire team works on every element of the design, there is significant improvement in quality and a reduction in project time, cost and changes during production.
[pic]
Figure 2. The Concurrent Engineering Design Process.
UNIT B: The Engineering Design Process
Competency: D502.00
Demonstrate the concepts and principles of the engineering design process.
Objective: D502.03
Apply design concepts and principles to solve problems.
Requirements: Each student is required to develop a working design that follows the given criteria.
1. Using the drafting software provided, design a track for a toy train.
2. The end product must conform to the following design criteria:
A. The track will be thermoformed on a 2 feet by 3 feet sheet of plastic that is .125 of an inch thick.
B. To reduce waste as much of the plastic as possible should be used. The track should include enough sections that, when assembled, there will be a closed loop with no extra pieces.
[pic]
Figure D502.03.01
Example Track
C. For cost reduction, there should only be two types of sections: one circular and one linear. The sections can be any size in length or width.
D. The model train that will run on these tracks has a total axel and wheel width of 2 inches; Therefore, the design must have a raised indenture uniformly around the entire track that is 2 inches wide (refer to drawing Figure D502.03.001).
[pic]
Figure D502.03.02
Example Track Section
E. The raised indenture should be .20 inches total width (refer to drawing Figure 00X.0X.02).
F. The drawing must show that the thickness, including raised and recessed areas, is uniform .125 of an inch.
G. Complete an initial pattern layout. Each piece should have at least .125 of an inch between one another on the layout for mold and shearing purposes.
[pic]
Figure D502.03.03
Example Pattern Layout
H. When the layout is complete and all sizes are final, model a linear and circular section with the drafting software provided.
[pic]
Figure D502.03.04
Example Rendering of Track Sections
I. Create an assembly showing how each piece will connect in a complete loop.
[pic]
Figure D502.03.05
Example of Assembly in a Complete Loop
J. From the models, create additional drawings. Include a multiview of each type of track section with complete dimensioning and a final pattern layout (refer to Figure 00X.0X.06).
[pic]
Figure D502.03.06
Example of Final Pattern Layout
4. Place the multiviews on sheets of appropriate size. Add your name, part name, problem number (D502.03.001), scale, and date in the title block.
5. Print a Final Pattern Layout, an Assembly of the Complete Loop, and the multiviews of a linear section and a circular section. There will be four drawings in the final product.
6. Time Limit = 180 minutes.
7. Your work should reflect an understanding of design concepts and principles and the relevance of drafting standards to problem solving applications.
Assessment: The problem will be evaluated based on the following criteria:
Criteria Point Range
Pattern Layout 25 points
Completion of Multiviews 20 points
Completion of Assembly 25 points
Design and Problem Solving 30 points
Rubric for ENGINEERING TOPIC – Apply design concepts and principles – D502.03.001
Pattern Layout
|Layout was not balanced, did not include|Layout included all sections of track, |Final layout reflects how parts will be |Total |
|all track sections, and did not conform |but did not follow all design |formed on a 2’ X 3’ sheet of plastic. |Points |
|to several design specifications. |specifications. |There is .125 of an inch between each | |
| | |track section. There are two types of | |
| | |track sections, linear and circular. | |
|0-18 points |19-21 points |22-25 points | |
Completion of Multiviews
|Drawings do not follow drafting |Drawings are missing some dimensions. |Drawings follow all drafting standards. |Total |
|standards. There are several dimensions|Drawings follow most of the design |There is a raised indenture with an |Points |
|missing. Views may be missing or |criteria specifications but not all. |overall distance of 2.00 inches and a | |
|incomplete. The drawings do not conform| |width of .20 for the train wheel. The | |
|to most of the design specifications. | |drawings show a uniform thickness of | |
| | |.125. Drawings contain all necessary | |
| | |dimensions for part reproduction and | |
| | |titleblock is complete. | |
|0-14 points |15-18 points |19-20 points | |
Completion of Assembly
|Track has been designed poorly. Models |Track is together except for one or two |Models are assembled and constrained to |Total |
|do not fit together due to excessive |pieces of the model that can not be |mating parts to show how the track will |Points |
|miscalculation. |assembled because of miscalculations. |be assembled. The number of pieces | |
| | |assembled reflects the same number of | |
| | |pieces shown on the layout. Track | |
| | |sections make a continuous loop. | |
|0-18 points |19-21 points |22-25 points | |
Design and Problem Solving
|Design did not follow design criteria |Design satisfies most of the criteria |Design is complete, original and |Total |
|given. |given with few mistakes in calculation, |satisfies all design criteria given. |Points |
| |layout, and assembly. |There is a minimal amount of waste on | |
| | |pattern layout, parts are uniformly .125| |
| | |of an inch thick, and track fits | |
| | |together in an enclosed loop without | |
| | |excess pieces. Track section ends have | |
| | |male/female features for assembly. | |
|0-20 points |21-25 points |26-30 points | |
Total Score
Constraint-Based Parametric Modeling
003.
Demonstrate the concepts and principles of constraint-based parametric solid modeling
003.01
Explain the terminology related to constraint-based/parametric solid modeling
003.02
Explain the concepts related to constraint-based/parametric solid modeling
003.03
Create solid models using a constraint-based/parametric solid modeler
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UNIT C: Constraint-Based/Parametric Solid Modeling
Competency: D503.00
Demonstrate the concepts and principles of constraint-based/parametric solid modeling
Objective: D503.01
Explain the terminology related to constraint-based/parametric solid modeling
Introduction: The purpose of this unit is to give a foundation for the topic of constraint-based or parametric solid modeling. Over the last decade, computer-aided design technology has drastically changed in the area of 3D modeling. No longer is the drawing the primary means of communication between the designer and manufacturing when producing metal or plastic parts. In fact, some companies go directly from the 3D data produced by the designer or engineer to the final part. This is done by transferring the 3D data to computer numerical control (CNC) machines or sending the data to have molds developed for forming plastics.
SolidWorks®, SolidEdge®, Inventor®, Pro/Engineer®, and ProDesktop® are constraint-based CAD programs. They all function in a similar fashion. The biggest difference between these programs and software such as AutoCAD® is the way they take advantage of the 3D database. Within the constraint-based modeler environment, the 3D solid model or part is typically the first type of file that is created. Once the part files are created, assemblies and drawings of parts can be generated. Most of these programs take advantage of bidirectional associativity between the files. In other words, if a dimension is changed in the model, the drawing file and assembly files automatically update. If a change is made in the drawing file, the change is reflected in the part and/or assembly files. As you can probably imagine, this type of environment for designing parts is much different than laying out 2D drawings. Students who can master this type of software will be much more efficient and productive.
Define the following:
A. Constraint-based modeling software – constraint-based modeling software is a type of CAD software that uses feature definitions (extrude, revolve, fillet, etc.), dimensional and geometric constraints (equal, parallel, concentric, etc.), and a feature tree (how the features are arranged) to define 3D solid models. See Figure 1 for an illustration of the different types of files with a constraint-based modeler.
B. Part file – a part file is an individual solid model file within a constraint-based CAD system. A part file contains information about the part’s 2D and 3D geometry, appearance, material properties, and annotations or notes.
C. Assembly file – an assembly file is a type of file used within a constraint-based CAD system to organize individual parts and/or assemblies to create a more complex representation of a product. Assembly files contain information about how parts are constrained relative to one another.
D. Drawing file – a drawing file is used to create traditional 2D documentation of objects within a constraint-based CAD system. Drawing files typically include traditional views (top, front, right-side, bottom, left-side, rear, auxiliary, sectional, and pictorials), dimensions (standard, tolerance, and geometric), and annotations or notes (including titleblocks and borders).
E. Construction plane or Workplane – construction planes or workplanes are the most common type of construction geometry within constraint-based CAD systems. They are planes in 3D space used to define global (world) and local (user defined) coordinate systems. They can be imaginary planes or surfaces on the existing solid model.
F. Sketch or Profile – Within the context of constraint-based modeling, a sketch or profile is the 2D geometry created on a construction plane or workplane which is used with some type of sweeping operation (extrude, cut-extrude, revolve, cut-revolve, loft, sweep, etc.) to create a solid model.
G. Feature – a feature is a physical portion of a solid model that appears in the feature tree. Features can be extrudes, revolves, sweeps, lofts, fillets, chamfers, etc.
H. Feature definition –feature definition is the method a constraint-based CAD system uses to keep track of the parameters for each individual feature that makes up a solid model. Swept features are defined by a construction plane or workplane, a sketch or profile with dimensional and geometric constraints, a path or direction, and a distance or angle. Other features such as fillets, chamfers, and shells are not defined by a sketched profile but by other parameters usually selected from a dialog box within the software.
I. Feature tree – a feature tree (sometimes called a browser, modeling tree, history, or feature manager design tree) is a list of the geometric features that exist within a model file in the order in which they are interpreted by the modeler. Features in the tree can be construction geometry (origins, planes, axes, etc.), part features (extrudes, revolves, sweeps, lofts, fillets, etc.), or components in an assembly file.
J. Constraints – constraints are the mathematical requirements placed on the geometric elements in a 3D solid model. They control the geometric behavior of a dynamic solid model.
K. Implicit constraints – implicit constraints are constraints which get applied automatically by the software when the user sketches lines. Examples of common implicit constraints are the horizontal and vertical constraints that are applied to lines when they are sketched.
L. Explicit constraints – explicit constraints are constraints which the user must apply by completing some type of command action.
M. Dimensional constraints – dimensional constraints are the dimensions that are applied by the user to a sketch. They define distances between two points or features.
N. Geometric constraints – geometric constraints are constraints that define relationships between geometric elements. For example, two lines may be defined as parallel, equal, or collinear (in the same line).
O. Degrees of freedom – degrees of freedom define the manner in which an object can move. Each object has six degrees of freedom; 3 translational (linear movement along the X, Y, or Z axes) and 3 rotational (rotation about the X, Y, or Z axes).
P. Design intent – design intent is a term used to describe how feature definitions and constraints are used to control the 2D and 3D geometry of a solid model in a predictable manner.
Q. Bidirectional associativity – bidirectional associativity is a term used to describe the relationship between part, assembly, and drawing files within a constraint-based solid modeler. Within constraint-based modelers that have bidirectional associativity, changes to any of the files (parts, assemblies, or drawings) are automatically updated in all linked files (eg. a change to the part file automatically generates changes to the assembly and drawing files or a change to the drawing file automatically generates changes to the assembly and part files).
R. Unidirectional associativity – Within constraint-based modelers that have unidirectional associativity, changes to a part file automatically generate changes to assembly and drawing files, but not vice versa.
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Figure 1. Files within a Constraint-Based Modeler.
UNIT C: Constraint-Based/Parametric Solid Modeling
Competency: D503.00
Demonstrate the concepts and principles of constraint-based/parametric solid modeling
Objective: D503.02
Explain the concepts related to constraint-based/parametric solid modeling
Explain the following:
A. Describe the procedure for modeling parts within a constraint-based CAD program.
1. Think about design intent. How might parts be changed later?
2. Define/select a construction plane or workplane to begin sketching. Use one of the default planes (Frontal, Horizontal, Profile or Front, Top, Right), select a planar surface, or construct a new plane.
3. Sketch the new profile.
4. Constrain the profile by adding geometric and dimensional constraints.
5. Define the feature parameters.
a. Extrude/Revolve/Sweep/Loft
b. One side/Two side
c. Distance
d. Outside/Inside
e. Boolean (Union, Subtract, Intersection)
6. Execute feature and revise if necessary
7. Add Repetitive Features
a. Mirroring features
b. Circular patterns/arrays
c. Linear or rectangular patterns/arrays
8. Add other features
a. Shell
b. Helix
c. Fillets
d. Chamfers
e. Draft
B. Feature tree / Browser / Modeling tree / Feature Manager Design Tree – Constraint-based or parametric modelers all have some type of modeling tree that records a history of how a part was constructed (see Figure 1). These histories usually include a combination of default construction planes, the origin, and the individual features that were put together to form the object. Features can be driven by some type of sketch (like an extruded feature), or they may be created without a sketch (fillets and chamfers).
[pic]
Figure 1. Solid Model of the PLATE with its Modeling Tree.
The Base-Extrude feature in Figure 4 includes a sketch (Figure 2) and a feature definition (Figure 3). The sketch defines geometry relative to some origin or series of construction planes. The feature definition tells the software what to do with the profile created in the sketch. The user may extrude the sketch to add material, extrude the sketch to remove material, revolve the sketch about an axis to add or remove material, or have the sketch follow some defined path to add or remove material.
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Figure 2. Initial Base-Extrude Sketch for the PLATE.
[pic]
Figure 4. Feature Definition of the PLATE Base-Extrude.
The PLATE also includes a feature that does not require a sketch. Figure 4 illustrates a fillet feature where the edges to be filleted are selected and a fillet radius is defined. When all of the edges are combined into one fillet command, the user can change all fillets with one feature modification.
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Figure 4. Fillet Feature for the PLATE.
C. Constraints - Another important concept for students to understand when working within constraint-based programs is how constraints work. Within a single part a constraint may be a dimension or it may define the relationship between geometric elements. In Figure 5, three dimensions or dimensional constraints are shown, but there are many geometric constraints that were applied to make sure the geometry changes correctly if the dimensions are modified. For example, tangent constraints were applied between the four arcs and their corresponding lines. An equal constraint was applied between the four arcs. The two vertical lines are symmetric about the vertical center line. The two horizontal lines are symmetric about the horizontal center line.
[pic]
Figure 5. Two-Dimensional Constraints in a Sketch.
1. 2D constraints.
a. Dimensional constraints –dimensions applied at the sketch level of a constraint-based modeler.
b. Geometric constraints – constraints that work with dimensional constraints to fully define part geometry. Fully defined geometry is located relative to the part’s origin.
i. Vertical
ii. Horizontal
iii. Parallel
iv. Perpendicular
v. Tangency
vi. Concentric
vii. Collinear
viii. Coincident
ix. Symmetry
c. Implicit constraints – These are constraints that are automatically applied when the user sketches lines. Examples of common implicit constraints are the horizontal and vertical constraints that are applied to lines when they are sketched.
d. Explicit constraints – These are constraints that the user must apply by completed some type of command action.
2. 3D – Assembly constraints – Constraint-based or parametric modelers also allow the user to define relationships between parts in an assembly. In Figure 6, several 3D constraints were applied between parts to allow the 3D models to be moved in a manner consistent with the real design. Concentric constraints were applied between the PIN and the BUSHING, the BUSHING and the WHEEL, and the PIN and the BRACKET. A coincident constraint was applied between the top surface of the BUSHING and the top surface of the WHEEL. Constraints were applied to the rest of the parts until all desired degrees of freedom were eliminated. Each object has six degrees of freedom; 3 translational (linear movement along the X, Y, or Z axes) and 3 rotational (rotation about the X, Y, or Z axes).
[pic][pic]
Figure 6. Assembly of the DOOR GUIDE.
Examples of 3D-Assembly Constraints
a. Coincident
b. Concentric
c. Distance
d. Tangent
D. Design Intent – By adding constraints to a sketch (such as in Figure 5), the part designer is establishing some type of design intent. In other words, if a dimension is modified, the geometry should change only in a way defined by the designer. These changes should reflect how the part works within the assembly. For the part in Figure 8, the intent is to always keep the part centered about the origin. The symmetric constraint will maintain this intent when either the 1.500 or 3.00 dimensions are modified. As parts become more complicated, the designer can build more sophisticated design intent into the model using equations (eg. one side of a sketch is always 2 times longer that an adjacent side).
E. Parent-Child Relationships – One of the most powerful features of constraint-based or parametric modelers is the idea of parent-child relationships. These types of relationships can exist at the sketch or feature level. For example, the object in Figure 7 consists of two extruded features. The base was created first and then the cylinder was added to the top surface of the base. The top surface of the base is the parent of the sketch for the cylinder (or the sketch for the cylinder is the child of the top surface). If the height of the Base-Extrude is modified, the sketch for the cylinder moves with the top surface.
[pic] [pic]
Figure 7. Parent-Child Relationships.
Other parent-child relationships can be created between geometry in two separate sketches. The part in Figure 8 was created by extruding a cylinder and then extruding a rectangle. Notice that no dimensions are added for the depth of the rectangle. The front and back edges of the rectangle are tangent to the cylinder, so changes in the diameter of the cylinder will drive the depth of the rectangle.
[pic][pic]
Figure 8. Parent-Child Relationships Between Geometry in Separate Sketches.
F. Geometry vs. Topology – Geometry or geometric information consists of the shape, size, and location of geometric elements. Topology or topological information is the relationship between vertices, edges, and faces. The two objects in Figure 9 have the same topology. In other words, the relationship between vertices, edges, and faces is the same for the two objects. The geometry, however, is different between the two. The objects in Figure 10 have different topology. They do not have the same number of vertices, edges, or faces.
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Figure 9. Objects with the same Topology but different Geometry.
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Figure 10. Objects with different Topology.
G. Design Tables or Family Tables - Design tables are used to create different variations of a single part. They are excellent for creating standard parts that have the same basic geometry but have multiple sizes (eg. standard bolts, nuts, keys, etc.). The idea is to create a table that drives the dimensions in the solid model. The table can be edited and the edited part regenerated to show the change. Although tables can be designed to change multiple features and dimensions, care must be used so these changes do not conflict. For this reason it is often necessary to establish constraints between geometric entities so that the integrity of the part is maintained. The example shown in Figure 11 illustrates 4 iterations of a bearing. Notice that the topology (relationships between vertices, edges, and faces) is the same for the 4 examples. The difference between the parts is only in the values of the defining dimensions of the geometry.
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[pic][pic]
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Figure 11. Example of a Design Table.
H. Associativity – Associativity is the type of relationship that exists between constraint-based CAD files (parts, assemblies, and drawings).
1. Bidirectional Associativity – Changes made to a part, assembly, or drawing file are automatically updated in the other two files. For example, Figure 12 shows a PLATE with a 20 millimeter diameter hole in the center. A drawing of the part is shown to the right side of the part. If the hole is changed from 20 to 15, the change is automatically updated in the drawing file.
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Figure 12. Example of Bidirectional Associativity.
2. Unidirectional Associativity – Changes to a part file are updated in the drawing and assembly files, but changes to drawing and assembly files are not allowed to modify the linked part files. Some companies will break the link between the drawing file and the 3D model at some point to make sure a person detailing a drawing does not have the ability to change the 3D database.
I. Creating Assemblies. Each software will have its own distinct way to create assemblies of parts. All involve inserting individual part files and/or sub-assembly files into the final assembly and then eliminating degrees of freedom so parts move in a predictable manner.
1. Insert components into the assembly file. Figure 13 shows three files inserted into an assembly file: the BASE, PLATE, and HEX CAP SCREW. Usually the first file inserted into the assembly is fixed or cannot be moved.
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Figure 13. Inserting Part Files into an Assembly File.
2. Use 3D constraints to eliminate degrees of freedom. For the parts in Figure 13, the sequence for adding 3D constraints might be as follows:
a. Add a Concentric constraint between the hole in the BASE and the hole in the PLATE. The PLATE can still move up and down and also spin.
b. Add a Distance constraint (0.01) between the top surface on the BASE and the bottom surface on the PLATE. The PLATE can only spin.
c. Add a Parallel constraint between the front surfaces of the BASE and PLATE. All degrees of freedom for the PLATE should now be eliminated.
d. Add a Concentric constraint between the hole in the PLATE and the cylindrical surface of the HEX CAP SCREW. The HEX CAP SCREW can still move up and down and also spin.
e. Add a Distance constraint (0.01) between the top surface of the PLATE and the bottom surface of the HEX CAP SCREW head. The HEX CAP SCREW can only spin.
UNIT C: Constraint-Based/Parametric Solid Modeling
Competency: D503.00
Demonstrate the concepts and principles of constraint-based/parametric solid modeling
Objective: D503.03
Create solid models using a constraint-based/parametric solid modeler
Requirements: Using a constraint-based modeler such as Inventor®, SolidWorks®, SolidEdge®, Pro/Engineer®, or ProDesktop®, each student is required to create 3D models of the parts in the RAISING BLOCK (see drawings below) and put them together in an assembly.
1. Using a constraint-based modeler, create 3D models of the WEDGE BASE, WEDGE TOP, and WEDGE SCREW (use the drawings below).
2. Using a constraint-based modeler, create an assembly of the RAISING BLOCK. Insert the parts in this order: WEDGE BASE, WEDGE TOP, and then the WEDGE SCREW. Add 3D constraints such that the parts will move in the following manner:
a. The WEDGE BASE should not move within the assembly.
b. The WEDGE TOP should slide along the angled surface of the WEDGE BASE just like the parts would actually function.
c. The WEDGE SCREW should be concentric with the tapped hole on the WEDGE TOP, and the surface under the head should be coincident with the surface of the WEDGE BASE.
3. Add your name, problem number (D503.01.001), and date as a note to the file.
4. Time Limit = 90 minutes.
5. An effort should be made to select an origin placement on each part that reflects design intent (how the parts will really function when manufactured).
6. Your work should reflect an understanding of 3D constraint-based model construction, creating new construction planes or workplanes, and creating an assembly with appropriate 3D constraints.
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Figure D503.03.01. Assembly of RAISING BLOCK.
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Figure D503.03.02. RAISING BLOCK Parts.
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Figure D503.03.03. WEDGE BASE – CAST STEEL.
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Figure D503.03.03. WEDGE TOP – CAST STEEL.
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Figure D503.03.03. WEDGE SCREW – SAE 4140.
Assembly taken from Spencer, H. C., Dygdon, J. T. & Novak, J. E. (2004). Basic technical drawing (8th ed.). New York: Glencoe/McGraw-Hill. p. 361. ISBN: 0-07-845748-3.
Assessment: The problem will be evaluated based on the following criteria:
Criteria Point Range
Correctness of the WEDGE BASE model 25 points
Correctness of the WEDGE TOP model 25 points
Correctness of the WEDGE SCREW model 25 points
Correctness of the assembly 20 points
Notes 5 points
Rubric for CONSTRAINT-BASED MODELING – Create solid models using a constraint-based/parametric solid modeler – D503.03
Correctness of the WEDGE BASE model
|Part is not modeled accurately. Features|Most dimensions in the part are |Part is modeled accurately. All features|Total |
|are missing. Origin location does not |accurate. Most features are included. |are included. Origin location reflects |Points |
|reflects the part’s design intent. |Origin location reflects the part’s |the part’s design intent. | |
| |design intent. | | |
|0-17 points |18-23 points |24-25 points | |
Correctness of the WEDGE TOP model
|Part is not modeled accurately. Features|Most dimensions in the part are |Part is modeled accurately. All features|Total |
|are missing. Origin location does not |accurate. Most features are included. |are included. Origin location reflects |Points |
|reflects the part’s design intent. |Origin location reflects the part’s |the part’s design intent. | |
| |design intent. | | |
|0-17 points |18-23 points |24-25 points | |
Correctness of the WEDGE SCREW model
|Part is not modeled accurately. Features|Most dimensions in the part are |Part is modeled accurately. All features|Total |
|are missing. Origin location does not |accurate. Most features are included. |are included. Origin location reflects |Points |
|reflects the part’s design intent. |Origin location reflects the part’s |the part’s design intent. | |
| |design intent. | | |
|0-17 points |18-23 points |24-25 points | |
Correctness of the assembly
|Parts are not oriented correctly. No 3D |Parts are oriented correctly. Some 3D |Parts are oriented correctly within the |Total |
|constraints are present. |constraints are missing. |assembly. The 3D constraints are correct|Points |
| | |and the parts move correctly. | |
|0-14 points |15-18 points |19-20 points | |
Notes
|No name or assignment information |Name or assignment information missing. |File saved properly. Name and assignment|Total |
|present. | |information attached to file properly. |Points |
|0 points |3 points |5 points | |
Total Score
Threads and Fasteners
004.
Construct various types of thread and fastener representations and their annotations
004.01
Specify threads and fasteners on a technical drawing
004.02
Construct an assembly drawing requiring the use of fasteners
UNIT D: Threads and Fasteners
Competency: D504.00
Construct various types of thread and fastener representations and their annotations.
Objective: D504.01
Specify threads and fasteners on a technical drawing.
Introduction:
This unit will provide the student with an understanding of the basic types of fasteners used in the assembly of parts and the method in which they are represented on a technical drawing. Even though most fasteners are considered as standard parts and need not be drawn, the CAD Operator should have the basic knowledge to select the best fastener for the best use.
Purpose of Fasteners: R1 (362), R2 (379-381), R3 (308)
A. Screw threads are mainly used to hold parts together, as by a bolt or screw.
B. Adjust parts with respect to each other, as on the adjusting screw of a drafters compass.
C. Transmit power, as on a wood-workers vise or an automobiles tire jack.
D. Apply pressure, such as the purpose of the setscrew, designed to hold an object in place with respect to another.
Thread Terminology: R1 (362-363), R2 (382), R3 (308-312)
A. Helix – Is the spiral grooves cut into the surface of cylinders. This is the same form made by wrapping a copper wire around a cylinder to form a spring.
B. External – Refers to threads found on a bolt, cap screw, wood screw, etc.
C. Internal – Refers to threads found on a nut or tapped inside a part.
D. Major Diameter – Is the largest diameter of a thread. Measured from crest to crest.
E. Minor Diameter – Is the smallest diameter of a thread.
F. Crest – Is the shallowest thread cut. It can be rounded or flat.
G. Root- Is the deepest thread cut. It can be rounded or flat.
H. Pitch – The pitch of a thread is the distance from one point on the thread to the corresponding point on the next form. The pitch of a thread is usually expressed in tables in terms of the number of threads per inch.
I. Lead – Is the distance a thread moves in one revolution.
J. Single Threads – Has a lead equal to its pitch
K. Multiple Threads – Has a lead equal to more than one pitch. Multiple threads permit rapid advancement of parts. For example, a double thread will advance twice as far as a single thread in one revolution.
L. Class of Fit – There is four standardized classes of fit. The term fit refers to how closely the screw fits in the threaded hole. That is the amount of play between the two parts.
1. Class 1: Loose fit, used for rough work.
2. Class 2: Free fit, general-purpose use of most bolts and nuts.
3. Class 3: Medium fit, used for the better grades of work, such in automobiles.
4. Class 4: Close fit, used where a very snug fit is required, as in aircraft engines.
M. Thread Depth – Refers to the distance from the top of the thread (crest), to the bottom of the thread (root).
N. Thread Angle – The angle formed by the walls of the thread. The angle created by the slope of the thread is a standard 60 degrees.
O. Right-Handed (RH) – Advances into a nut when turned clockwise. All threads are understood to be RH unless designated specifically LH in the thread note.
P. Left-Handed (LH) – Advances into a nut when turned counterclockwise.
[pic]
Figure 1. Screw Thread Terms.
Thread-Cutting Tools: R1 (378), R3 (309, 316-319)
Smaller threads may be cut by hand and larger threads by a lathe.
A. Tap - Is a small fluted cutting tool with cutting teeth shaped to form small internal threads.
B. Die – Is a machine tool used to form small external threads.
American National Standard For Unified Threads: R1 (363), R2 (381-386), R3 (320)
The American National Standard Institute (ANSI) established ANSI B1.1 as the American Standard for Unified Screw Threads. It is referred to as the Unified system because it has been agreed upon by the United Kingdom and Canada as well as the United States. Unified threads are the basic American standard for fastening type screw threads. Fasteners with constant pitch threads are sized by the basic major diameter and by the number of threads per inch. These two dimensions are combined to create the various thread series.
A. Unified National Coarse (UNC) - Threads are the most common series.
B. Unified National Fine (UNF) - Threads have a greater tensile strength than UNC threads, so they fasten securely. (Tensile strength is a measure of resistance to lengthwise stress.)
C. Unified National Extra Fine (UNEF) - Threads have the highest tensile strength. They provide the greatest security in high vibration situations.
D. Metric Thread – Considered as the ISO standard for international threads. Very similar in profile to the Unified series, but the two are not interchangeable.
E. Square Thread – Is primarily used to transmit motion or power along the line of the screw’s axis Such as the threads on a woodworking vise. However this thread is very difficult to manufacture because of its perpendicular sides.
F. ACME Thread – It is a modification of the square thread, which is easier to manufacture because of its 60 degree angled form. Acme threads are popular on such designs as screw jacks, vice screws, and other machinery that requires a rapid screw action. Better known as the worm thread when used on shafts to carry power to worm gears.
G. Sharp-V Thread – Type of thread that will fit and sill tightly and is used where friction holding or adjusting is important. Mainly used on brass parts.
H. Knuckle Thread- Are used for items such as light bulbs and screw-type bottle tops.
I. Buttress Thread – Is used to transmit great power in one direction, as on an automobile bumper jack.
[pic]
Figure 2. Screw Thread Forms.
Thread Representation: R1 (365-371), R2 (393-399), R3 (312-316)
There are three methods of thread representation in use:
A. Simplified Method – is the most common method of drawing thread symbols. This method is used for all forms of threads, as Unified, square, acme, etc. Many companies have adopted the simplified method because it saves time and money in the design process. Hidden lines are drawn parallel to the axis at the approximate depth of the thread. The crest line is represented by a visible line, also parallel to the axis, in viewing the major diameter of the thread.
B. Schematic Method – Is not as true to form as the detailed method but more in depth than the simplified method. The long thin lines represent the crest of the threads and the roots by the short thick lines, both at right angles to the shaft.
C. Detailed – Is the nearest approximation to the true thread picture, in which straight lines replace the helical curves. This method is very complex and timely in the development of standard parts. However may be used in drawing the larger threads if show desirer.
[pic]
Figure 3. Thread Representation (External).
Conventional Practices: R1 (366), R2 (393-399), R3 (312-320)
[pic]
(a) Blind Hole (b) Through Hole
Figure 4. Simplified Method of an Internal Threaded Part.
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Figure 5.(a) Tap drill hole, (b) internal thread, (c) thread depth, and (d) tap representation usually drawn at 30°. The depth of the tap is taken from the horizontal hidden line at the end of the cylinder, and not the vertex of the angle.
Thread Annotations/Specifications: R1 (372-374), R2 (385-387), R3 (319-331)
Unified Annotations - The screw thread is specified by giving its nominal (major) diameter, number of threads per inch, class of fit, and external (A) or internal (B). If the thread is to be left-hand, include the letters LH after the class symbol. The size of the thread may be given on the drawing by using either fractional-inch sizes or decimal-inch sizes.
Example: .75-10UNC-2A .75” = Major diameter of the thread.
10 = Threads per inch.
UN = Unified threads.
C = Coarse thread.
2 = Class 2 fit.
A = External thread.
Example: .88-14UNF-2B .88 = Major diameter of the thread.
14 = Threads per inch.
UN = Unified threads.
F = Fine thread.
2 = Class 2 fit.
B = Internal thread.
Example: .375-32UNEF-4A-LH .375 = Major diameter of the thread.
32 = Threads per inch.
UN = Unified threads.
EF = Extra Fine thread.
4 = Class 4 fit.
A = External thread.
LH = Left-hand thread.
Metric Annotations – ISO metric screw threads are specified by its nominal size (basic major diameter) and pitch, both expressed in millimeters. Include a (M) to denote that the thread is an ISO metric screw thread. Place the unit of measure (“M” for metric) before the major diameter. Use “X” to separate the major diameter from the pitch.
Example: M10 X 1.25 M = Designates it as an ISO metric thread.
10 = Major diameter.
X = Separation between the diameter and pitch.
1.25 = Thread pitch.
Example: M10 M = Designates it as an ISO metric thread.
10 = Major diameter.
(This type annotation denotes a coarse metric thread).
Example: M10 X 1.25 X 25 M = Designates it as an ISO metric thread.
10 = Major diameter.
X = Separation between the diameter and pitch.
1.25 = Thread pitch.
X = Separation.
25 = Thread length.
Threaded Fasteners: R1 (378-391), R2 (386402), R3 (321-331)
A. Bolt – Is an externally threaded fastener, with a hex or square type head and designed to hold two or more parts together with a nut or threaded part.
1. The bolt thread length is twice the major diameter plus .25” for bolts under 6” long and twice the major diameter plus .50” for bolts over 6” long.
2. The thread length equals the bolt length only on short bolts.
3. Heavy structural hex-head bolts contain a washer-like surface as an integral part of the head. Normally .016” thick.
4. Hex and Square head bolts may be Unified coarse or fine series with a class 2 fit.
5. Bolts and nuts are identified by a thread note, length, and head type. For example, .625 -11UNC-2A X 1.50 LONG HEX HEAD
B. Nut – Is a bolt retainer.
1. Selected to match the bolts and the application needed.
2. They are generally classified as flat, washer faced, plain, acorn, wing, and slotted.
3. Designate nuts in the same matter as bolts, except the length is not required. For example: .625-11 HEX NUT.
C. Cap Screws – Have finished heads and are used when appearance and accuracy are important.
1. Cap screws have a chamfer to the depth of the first thread.
2. Used in the assembly of mating parts.
3. Typical cap screw annotation: .437-14UNC-3 X 2.25 HEX CAP SCR
[pic]
Figure 6. Some Common Heads For Cap Screws Include: (a) Round, (b) Pan, (c) Oval, (d) Hex, (e) Socket, (f) Flat, and (g) Phillips.
D. Machine Screws – resemble cap screws but are smaller.
1. They are frequently used with nuts to fasten parts together.
2. Machine screws have no chamfers.
3. Machine screws are used in firearms, jigs, fixtures, and small mechanisms.
4. Common heads for Machine screws include flat, oval, round, fillister, truss, binding, and pan heads.
5. Typical cap screw annotation: .312 X 2.25 OVAL MACH SCR
E. Set Screws – are used to prevent relative motion, usually rotary, between two parts.
1. There are generally two types: square head and headless.
2. Because of safety issues the headless setscrew would be best for rotating parts.
3. Typical setscrew annotation: .500 – 13UNC-2A X 1.50 SQ HD FLAT PT SET SCR
F. Wood Screws – create their own thread when you drive them into soft woods such as pine and spruce.
1. Cone shaped shafts for easy entry into the wood.
2. Hard woods, such as maple or oak, may require drilling a pilot hole.
[pic]
Figure 7. Some Common Heads For Wood Screws Include: (a) Round, (b) Flat Head Slotted, (c) Oval and (d) Flat Head Phillips.
Non-threaded Fasteners: R1 (386-392), R2 (391-392), R3 (330-331)
A. Keys – Keys are used to prevent relative movement between, wheels, pulleys, gears, cranks, and similar parts to a shaft.
1. Woodruff Key – Is semicircular in shape and is often used in machine-tool work. The bottom of the key fits into a semicircular key slot cut with a Woodruff cutter and the top into a rectangular slot.
2. Square Key – Design is used for heavy-duty functions. Sometimes referred to as a flat key.
a. The widths of keys generally used are about one-fourth the shaft size.
b. One half of the key is sunk into the shaft.
c. The depth of the keyway or the keyseat is measured on the side – not the center.
3. Gib Head Key – It is exactly the same as the square key except that it has a gib head, which provides for easy removal.
4. Pratt & Whitney Key – Is rectangle in shape with semi-cylindrical ends.
[pic]
Figure 8. Key Types.
B. Pins – can be classified under two separate groups. One, which allows the assembly of parts that, might require the need for quick release. The other use as semi-permanent fasteners, design with an interference fit that would require the aid of tools for installation or removal. The following basic design rules should be followed:
1. The need for disassembly of parts by hand or tools.
2. Pins are usually designed for light work.
3. Use where appearance is not critical (pins need to protrude).
4. Type of machine pin to use.
Figure 9. Most Common Types Are: (a) Clevis Pin, (b) Straight Pin, (c) Taper Pin, and (d) Cotter Pin.
C. Rivets – are regarded as permanent fasteners.
1. Generally used to hold sheet metal or rolled steel shapes together.
2. The shaft of the rivet is inserted into the aligned holes of the matting parts and then formed to create a head on the opposite end of the shaft, establishing a permanent assembly.
[pic]
Figure 10. Rivet (a) Before Installation, (b) Installed.
CAD Techniques: R1 (376-377), R2 (403-409)
Symbol Library – Is a drawing file that contains a larger number of commonly used (standard) items, saved as W-blocks (in AutoCAD) that you can use in other drawing files.
From a fastener symbol library, you can select the appropriate fastener; insert it into the drawing at the appropriate size and orientation.
There are three ways to incorporate standard fasteners from symbol libraries into your drawings:
1. Create your own symbol library. Since the bolt drawing saved as 1-hex-bolt.dwg (in the “Drawing Bolts and Nuts” Task Sheet exercise, included with this unit) was drawn with a major diameter of one inch, it could be transformed into a BLOCK, then insert it into the drawing file at any specified size. Meaning that you will have one master bolt and nut drawing to fit all sizes. For example, for a bolt with a major thread diameter of .75 inches, the scale for insertion would be set to: X= .75, Y= .75. The bolt would be inserted with a major diameter of .75 inches. Explode the block to adjust (stretch) the length of the thread and bolt length and adjust the line type scale. The bolt head and nut will automatically be in the proper proportion with the major diameter specified. Convert the block into a WBLOCK so that it can be used with other files for future use.
2. Most CAD systems are supplied with libraries or sample files that contain fasteners that can be inserted (AutoCAD Inventor 8/9 standards library and/or AutoCAD 2000-2005 and LT versions can refer to the Design Center),
3. Purchase a third party symbol library.
TASK SHEET D504.01.01
Drawing Threads by the Simplified Method
The following procedure will illustrate the step-by-step techniques in drawing the external and internal threaded parts with CAD.
The external thread specification for this example is: 1-8UNC-2A and 2B.
STEP 1
Start your CAD system and begin a new drawing. Set units to decimal with a precision of four decimal places. Set the drawing limits for “A” size paper (11” x 8.5”).
Develop the following layers:
|LAYER NAME |COLOR |LINETYPE |LINEWEIGHT |
|Visible |Magenta |Continuous |.028 |
|Hidden |Yellow |Hidden2 |.014 |
|Center |Red |Center2 |.010 |
Make the CENTER layer current and draw a horizontal and vertical centerline as shown in Figure 1. Make the horizontal line 8” long and the vertical line 3” long.
[pic]
Figure 1. Step 1.
STEP 2
Make the VISIBLE layer current. Draw a 2” square around the intersection of the horizontal and vertical centerlines. This represents the part in which the internal thread will be created. Draw a circle with the diameter of the minor diameter (Refer to Figure 3. Table 1).
[pic]
Figure 2. Step 2.
Table 1 - Unified Coarse Threaded Series, UNC
|NOMINAL SIZE |THREADS PER INCH |MAJOR DIAMETER |MINOR DIAMETER |PITCH DIAMETER |TAP DRILL 75%|
| 1/4 |20 |0.2500 |0.1875 |0.2175 |7.0000 |
| 5/16 |18 |0.3125 |0.2403 |0.2764 |F |
| 3/8 |16 |0.3750 |0.2938 |0.3344 |0.3125 |
| 7/16 |14 |0.4375 |0.3447 |0.3911 |U |
| 1/2 |13 |0.5000 |0.4001 |0.4500 |0.4219 |
| 9/16 |12 |0.5625 |0.4542 |0.5084 |0.4844 |
| 5/8 |11 |0.6250 |0.5069 |0.5660 |0.5313 |
| 3/4 |10 |0.7500 |0.6201 |0.6850 |0.6563 |
| 7/8 |9 |0.8750 |0.7307 |0.8028 |0.7656 |
|1 |8 |1.0000 |0.8376 |0.9188 |0.8750 |
|1 1/8 |7 |1.1250 |0.9394 |1.0322 |0.9844 |
|1 1/4 |7 |1.2500 |1.0644 |1.1572 |1.1094 |
|1 1/2 |6 |1.5000 |1.2835 |1.3917 |1.3438 |
[pic]
Figure 3. Table 1.
Note: To approximate the thread depth, subtract the tap drill diameter (found in the chart above) from the major diameter, and divide by 2.
Example Thread Specification: 1.125-7UNC. According to the chart above, the tap drill diameter is .9844
Solution: (1.125 - .9844) ÷ 2 = .0703
STEP 3
Make the HIDDEN layer current and draw another circle concentric to the previous circle, with a diameter of 1” (major diameter of the external thread.)
Figure 4. Step 3.
STEP 4
Make the VISIBLE layer current. Project a horizontal line to the left, from the top quadrant of the 1” diameter circle, parallel to the end of the centerline. Now offset this line 1” below the centerline. Draw a vertical line 1” to the left of the 2” square to connect the two horizontal visible lines. Trim the visible lines to the right of the vertical line. This will represent the external threaded part. Make the HIDDEN layer current. Draw the hidden lines on the external part as shown in Figure 5 to represent the minor diameter of the thread.
[pic]
Figure 5. Step 4.
STEP 5
Chamfer the right end of the external part equal to the offset distance of the hidden and visible horizontal lines.
[pic]
Figure 6. Step 5.
STEP 6
Construct a conventional break for a solid shaft on the left end of the external part.
Display the thread notes with a leader command for the external thread. Display the internal thread note using the dimension diameter leader and override the text with the MTEXT command. This will allow the arrowhead of the leader to point directly toward the center of the circle as shown in Figure 7. Save the drawing with the name: SIMPLIFIED.dwg. Plot or print a hardcopy of the threads for your instructor.
[pic]
Figure 7. Step 6.
TASK SHEET D504.01.01
Drawing Bolts and Nuts
To draw a hexagonal headed bolt and nut follow the procedures below. The same procedure is followed whether the bolt or nut is to have a square or hexagonal head. The thread specification for this example is: 1-8UNC-2A X 1.50 LONG HEX HEAD.
Information needed to complete the drawing of a bolt and nut:
• Bolt diameter
• Bolt length
• Type of head and nut.
[pic]
Figure 1. Bolt and Nut Terms.
The dimensions given in Figure 2 are approximations but are acceptable for most drafting applications.
Bolt & Nut Formulas:
D = Major Thread n.
H = 2/3 D.
T = 7/8 D.
W = 1-1/2 D.
Figure 2. Bolt & Nut Formulas.
STEP 1
Start your CAD system and begin a new drawing. Set units to decimal with a precision of four decimal places. Set the drawing limits for “A” size paper (11” x 8.5”). Develop the following layers:
|LAYER NAME |COLOR |LINETYPE |LINEWEIGHT |
|Visible |Magenta |Continuous |.028 |
|Hidden |Yellow |Hidden2 |.014 |
|Center |Red |Center2 |.010 |
Make the CENTER layer current and draw horizontal and vertical centerlines as shown in Figure 3.
[pic]
Figure 3. Step 1.
STEP 2
Make the VISIBLE layer current, and draw a circle with a radius equal to 1.5 X the major diameter of the thread. Circumscribed a hexagon around the circle. Rotate the hexagon to the proper rotation as shown in Figure 4. This forms the end view for the head of the bolt.
[pic]
Figure 4. Step 2.
STEP 3
With Ortho mode on, project construction lines from each vertex of the hexagon to establish placement of the horizontal lines needed to construct the front view of the bolt head. Draw a vertical line, approximately 1.00” to the left of the hexagon, across the projected horizontal lines. Offset the vertical line to the left equal distance to 2/3 of the major diameter of the bolt. Trim the front view of the head to match Figure 5.
[pic]
Figure 5. Step 3.
STEP 4
To establish the bolt head chamfers, draw one line at an angle of 150 degrees from, approximately 3” long, from the intersection of the lower right corner of the bolt head. Draw another construction line, which is to intersect the first construction line, at an angle of -150 degrees, approximately 3” long from the upper right corner of the bolt head. See Figure 6.
[pic]
Figure 6. Step 4.
STEP 5
From the intersection of the two construction lines, create a circle with a radius tangent to the topside of the bolt head. Trim the circle to match Figure 7.
[pic]
Figure 7. Step 5.
STEP 6
Connect a vertical construction line through the intersection of the arc end points and the bolt head corners. Extend both end points of the construction line to the outer edges of the bolt head as in Figure 8. Draw two circles using the 3-point method. Use the intersection of the construction line as the first point, the tangent point of the top surface of the bolt head for the second point, and the end point of the previous drawn arc (in step 7) for the third point. Repeat the process for the other side. See Figure 8.
[pic]
Figure 8. Step 6. Hint: use object snaps endpoint, tangent, and intersection with the 3-point circle.
STEP 7
Trim the two circles and erase all construction lines. Offset the bottom of the hex head .016” into the head and trim to create the washer-like surface. See Figure 9.
[pic]
Figure 9. Step 7.
STEP 8
To create the bolt shaft with the simplified threads, follow the directions from the exercise, “Drawing Threads by the Simplified Method”.
STEP 9
The bolt thread length is twice the major diameter plus .25” for bolts under 6” long and twice the major diameter plus .50” for bolts over 6” long. The thread length for the 4” long bolt, with a major diameter of 1.00”, will be 2.25” long.
STEP 10
To create the nut, mirror the hex head onto the shaft. Then use the stretch command to increase the thickness of the hex nut to equal .875” X the major diameter of the thread. Add the washer face as you did for the hex head. Save the drawing as a 1-hex-bolt.dwg. Plot or print a hardcopy of the threads for your instructor.
[pic]
Figure 10. Step 10.
UNIT D: Threads and Fasteners
Performance Test D504.02.01
Competency: D504.00
Construct various types of thread and fastener representations and their annotations.
Objective: D504.02.01
Construct an assembly drawing requiring the use of fasteners.
Requirement:
Using the equipment provided, construct a full sectional view assembly of the Coupling, shown on the following page. Show all bolts, nuts, key, keyseat, and keyway as required.
1. When plotted the drawing should fit on a size A (8.5” X 11”) sheet of paper at a scale of 1:1.
2. Center the drawing within the working area of the borders. Layout to be assigned by the test Administrator.
3. Letter your name, problem number (D504.02.01), scale, and date in the title block, as assigned by the test Administrator.
4. Save your work on the diskette provided or as directed by the test Administrator.
5. Time Limit = 90 minutes.
6. Your drawing will be evaluated on its accuracy and completeness.
7. Dimensions may be omitted. However apply local notes for bolt and key sizes according to ANSI standards.
8. Use the following specifications for drawing set-up:
a. Units = decimal
b. Limits = size A paper (11” X 8.5” landscape)
c. Layers = as shown in the chart below.
|LAYER NAME |COLOR |LINETYPE |LINEWEIGHT |
|Visible |Magenta |Continuous |.028 |
|Hidden |Yellow |Hidden2 |.014 |
|Center |Red |Center2 |.010 |
|Dimension |Green |Continuous |.010 |
Assessment: The 2D CAD drawing should be evaluated based on the following criteria:
Criteria Point Range
CAD Set-up 20 points
Accuracy 25 points
Line and Feature Representation 25 points
Dimensioning and General Annotations 25 points
Layout and Title Block Information 5 points
UNIT D: Threads and Fasteners
Performance Test D504.02.01
[pic]
[pic] [pic]
EXPLODED ASSEMBLY ASSEMBLY
Rubric for Threads and Fasteners – Construct an assembly drawing requiring the use of fasteners – D504.02.
CAD Setup
|Numerous errors in setting up layers, |Some errors in setting up layers, |Layers, limits, units, colors, line |Total |
|limits, units, colors, line weight, and |limits, units, colors, line weight, and |weight, and line types are constructed |Points |
|line types. |line types. |according to specifications. | |
|0-14 points |15-18 points |19-20 points | |
Accuracy
|Numerous errors in measurements. |Some errors in measurements. |When measured, the sizes of features and|Total |
| | |their locations agree with the given |Points |
| | |problem. | |
|0-17 points |18-23 points |24-25 points | |
Feature Representation
|Numerous errors in the illustration of |Some errors in the illustration of |The illustration of the simplified |Total |
|threads, bolt head and nut |threads, bolt head and nut |threads, bolt head and nut |Points |
|representation, and key design. |representation, and/or key design. |representation, and key design are all | |
| | |according to standards. | |
|0-17 points |18-23 points |24-25 points | |
Dimensioning and General Annotations
|Dimensions and text styles and text size|Some errors in dimensioning techniques |Dimensions, text styles, text size, and |Total |
|do not meet accepted standards. |and text. No more than one spelling |spelling meet standards according to |Points |
|Misplaced or missing dimensions and/or |error. |ANSI. | |
|general notes. | | | |
|0-14 points |15-18 points |19-20 points | |
Layout and Balance
|The drawing is extremely out of balance |The drawing is to some extent out of |The drawing is reasonably balance within|Total |
|and is very difficult to interpret. |balance and could be better oriented |the working area and very simple to |Points |
| |within the working area. |read. | |
|0 points |3 points |5 points | |
Title Block Information
|Majority of the information given is |Most of the information is correct with |All of the required information is |Total |
|incorrect and some spelling errors were |no more than one spelling error noted. |correct and properly spelled. |Points |
|noted. | | | |
|0 points |3 points |5 points | |
Total Score
Answer key for Threads and Fasteners – Construct a 2D CAD drawing requiring the use of fasteners.
[pic]
Working Drawings
005.
Demonstrate working drawing principles and techniques
005.01
Explain the concepts and principles underlying the creation of detail drawings
005.02
Explain the concepts and principles underlying the creation of assembly drawings
005.03
Interpret information on a working drawing
005.04
Construct working drawings
UNIT E: Working Drawings
Competency: D505.00
Demonstrate working drawing principles and techniques.
Objective: D505.01
Explain the concepts and principles underlying the creation of detailed drawings.
Introduction: The purpose of this unit is to show that working drawings give all the information needed to manufacture or build a single part or a complete machine or structure.
Working drawings must be complete and clear, and they must conform to drafting standards.
Knowledge of the design requirements, manufacturing processes, and drafting practices on the part of the design and drafting team is critical. Working drawings normally include detail and assembly drawings.
Trade and industry conforms to the drafting standards set by ASME and ISO; however, it is important to note that some companies have created their own software and additional standards for personal drawing needs. While it is impossible to explain all formats that companies use, it is imperative for the drafter to recognize the differences.
(BTD 335-350, TD 411-423)
Explain the following:
A. Detailed drawings are production drawings that show necessary views, dimensions, and notes required to make a part without the use of additional information.
B. Number of details per sheet.
1. All details can be placed on individual sheets.
2. When large or complicated mechanisms are represented, the details may be drawn on several sheets with several details to a sheet.
3. If the structure is small or composed of few parts, all details can be drawn on one sheet.
C. Drawing standards for details
1. Attention should first be given to spacing.
2. The same scale should be used for all details.
3. Each detail should be represented by the regular views, sections, or auxiliaries needed to describe the part clearly.
4. Must have all dimensions and notes.
5. All parts must be identified or drawn with the exception of standard parts.
D. Identifying parts.
1. The old method is to letter a title note under each detail, which would then be circled or underlined.
2. The new method is to give a parts list or bill of materials.
3. A bill of materials or parts list consists of an itemized list of the several parts of a structure shown on the drawing. When numerous parts are used, the list can be given on a separate sheet.
a. Lists part number, title, material, and quantity required.
b. May include pattern numbers, stock sizes, and weights.
4. The parts list is located above the title block reading upward or in the upper right corner reading downward.
5. Parts should be listed in general order of size or importance of details.
6. Standard parts should be listed even when they are not drawn.
C. Every drawing should have a title strip or title block to show in an organized way all necessary information not shown on the drawing itself. The title strip should contain but is not limited to the following:
1. Name of the object represented.
2. Name and address of the manufacturer.
3. Name and address of the purchasing company, if any.
4. Signature of the drafter that made the drawing and the date of completion.
5. Signature of the checker and date of completion.
6. Signature of the chief drafter, chief engineer, or other official, and the date of approval.
7. Scale of the drawing.
8. Number of the drawing.
D. Drawing numbers.
1. Every drawing should be numbered.
2. It is advisable to use simple serial numbers, but varies from industry to industry.
3. It is advisable to avoid using drawing numbers to convey other information; however some companies place a prefix such as A, B, C, or D in front of the number to denote the sheet size.
4. The drawing number is usually the number of the part itself.
5. The drawing number is bold, ¼” high, and located in the lower right and upper left corner of the sheet.
E. When a drawing is completed it is turned over to the checker. It is checked for soundness of design, correct views, complete dimensioning, legibility, clearances, materials, standard parts, and title block information.
F. Change records.
1. A change strip or revision strip is included at some convenient place on the drawing.
2. In the change strip, the change is briefly described, initialed, and dated.
3. The change is labeled on the drawing usually by an encircled letter.
UNIT E: Working Drawings
Competency: D505.00
Demonstrate working drawing principles and techniques.
Objective: D505.02
Explain the concepts and principles underlying the creation of assembly drawings.
Explain the following:
A. Assembly drawings guide workers in assembling parts properly and for general reference throughout the shops.
B. Assembly drawings show the assembled machine or structure, with all detail parts in their functional positions.
C. In selecting views for an assembly drawing, the drafter must keep in mind the purpose of the drawing, which is to show how the parts fit together and to suggest the function of the entire unit.
1. The assembly should not describe the shapes of individual parts.
2. The views selected should be the minimum views or partial views that will show how the parts fit together.
D. A subassembly is used with large or complicated machines when it is not possible to show all parts in one assembly and a separate drawing is needed.
E. Title strips are the same for an assembly drawing as a detail drawing except for the addition of the word assembly in the title.
F. A parts list may be placed on a separate sheet or in any convenient open corner on the drawing. It is preferred to be read up from the title block or down from the upper right corner.
1. The parts list includes the part number, name, material, and number of pieces required.
2. Each part is identified on the drawing by lettering the part numbers in .438 or .500 diameter circles near the assembly, and drawing leaders to each part where it is clearly shown.
3. The circles should be arranged in groups and in vertical or horizontal rows.
G. Assembly sections.
1. In an assembly drawing where several adjacent parts are sectioned, it is necessary to draw the section lines in different directions to distinguish the pieces clearly.
a. The first large area is section-lined at 45o .
b. The next large area is then section-lined at 45o in the opposite direction.
c. Additional areas are section-lined at 30o or 60o with horizontal.
d. If necessary, to make any area contrast with the others, any other angle may be used.
2. Section lines do not meet at the visible lines separating the areas.
3. For small areas the lines are drawn closer together.
4. In sectioning very thin parts, when there is not enough space for section lining, the sectioned parts may be shown solid.
5. It is customary not to section parts that would make the drawing less clear, such as bolts, nuts, shafts, keys, ribs, gear teeth, spokes, screws, nails, ball and roller bearings, and pins.
H. Design assemblies or layouts.
1. One of the initial drawings created by the designer, usually drawn to full scale to enable the designer to visualize the part more clearly.
2. Includes the views necessary to show the size and shape of each part of the mechanism, but dimensions are omitted.
I. Outline assembly or installation assembly
1. The purpose is to give general information regarding the character and size of the unit and how it fits in its environment.
2. In an outline assembly there is little or no section lining.
3. Only the principal overall and center-to-center distances needed to clarify questions of installation are given.
4. Outline assemblies are sometimes referred to as exploded assemblies.
J. Working drawing assembly
1. A working drawing assembly combines detail and assembly drawings giving complete dimensions and notes for all parts.
2. Used in place of separate detail and assembly drawings for simple parts.
K. General assembly
1. Shows how the part fits together and how the assembly functions.
2. Chief use is in the assembly shop where all finished parts are received and put together.
3. Views shown may be regular, sections, auxiliary, and partial.
4. No dimensions are usually given on a general assembly.
UNIT E: Working Drawings
Competency: D505.00
Demonstrate working drawing principles and techniques.
Objective: D505.03
Interpret information on a working drawing.
Explain the following:
A. Approaching the print.
1. Analyze the title block.
[pic]
Figure D505.03.01 Example of a title block
A-Revision strip, B-name and address of the manufacturer, C-Notes and tolerances not specified on the drawing, D- Drawing standard, E- Scale of the drawing, F- Material description of the part, G- Part name, H- Personal privacy statement, I- Name of drafter, J Number of sheet, K- Date drafter completed drawing, L- Part number, M- Name of checker, N- Date drawing was checked
2. Determine the language of the print, and whether it is drawn in first-angle projection or third-angle projection. The standard can be written in the title block or shown as a symbol.
[pic]
Figure D505.03.02 Symbols for projection
3. Clarify which views are seen on the drawing.
a. Determine placement of the regular views.
b. Determine cutting plane lines and corresponding section views.
c. Determine detail size and descriptions.
1. Details should be labeled by a phantom line circle on the drawing where they occur.
2. Details can be placed in any convenient space on the drawing. Under the separated detail should be the name and scale of the detail.
[pic]Figure D505.03.03 Examples of details on a drawing
4. Examine all notes within the title block and on the drawing.
a. General notes may be given in any convenient open space on the drawing.
b. Local notes can be indicated through use of a leader or a bubble.
[pic]
Figure D505.03.04 Examples of notes on a drawing
5. Locate datums and reference dimensions.
6. Decipher line types, dimensions, symbols, and abbreviations.
a. A complete list of abbreviations used on engineering drawings can be found in ANSI Y 1.1
Table 00X.03.01 Commonly Used Abbreviations
ALLOW-Allowance
ALUM-Aluminum
ALY-Alloy
ANL-Anneal
APPD-Approved
APPROX-Approximate
ASSY-Assembly
AUX-Auxiliary
B/M-Bill of Materials
BEV-Bevel
BRG-Bearing
BRKT-Bracket
BRS-Brass
BRZ-Bronze
BUSH-Bushing
C TO C-Center to Center
C’BORE-Counterbore
C’SINK-Countersink
CDS-Cold Drawn Steel
CH-Case Harden
CHAM-Chamfer
CI-Cast Iron
CL-Clearance
CONC-Concentric
COND-Condition
COP-Copper
CRS-Cold Rolled Steel
CSTG-Casting
CYL-Cylinder
DAT-Datum
DCN-Drawing Change Notice
DIA-Diameter
DWG-Drawing
EA-Each
ECO-Engineering Change Order
ECR-Engineering Change Revision
EQ-Equal
ES-Engineering Specifications
EST-Estimate
FAB-Fabricate
FAO-Finish All Over
FIL-Fillet
FIN-Finish
FORG-Forging
FST-Forged Steel
GA-Gage
GALV-Galvanized
GRD-Grind
GSKT-Gasket
HCS-High Carbon Steel
HEX-Hexagon
HOR-Horizontal
HT TR-Heat Treat
ID-Inside Diameter
INSTL-Installation
KWY-Keyway
LH-Left Hand
MACH-Machine
MAG-Magnesium
MATL-Material
MAX-Maximum
MI-Malleable Iron
MIN-Minimum
MISC-Miscellaneous
MOD-Modification
NO.-Number
NOM-Nominal
NTS-Not To Scale
OD-Outside Diameter
P-Pitch
PROC-Process
QTY-Quantity
QUAL-Quality
R-Radius
REF-Reference
REQD-Required
REV-Revision
RH-Right Hand
RIV-Rivet
SCH-Schedule
SCR-Screw
SECT-Section
SF-Spotface
SH-Sheet
SPEC-Specification
SPL-Special
SQ-Square
SST-Stainless Steel
STD-Standard
STL-Steel
SYM-Symmetrical
TEM-Temper
THD-Thread
TOL-Tolerance
TYP-Typical
VAR-Variable
VERT-Vertical
W-Width
WI-Wrought Iron
WT-Weight
TASK SHEET: D505.01
Print Reading for Comprehension
Cap Block Quiz
Study print 505.01. The answers to the questions can be found within the print.
_____________
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1. What is the distance between the centers of the two counterbored holes?
2. What is the part number?
3. What is the tolerance on dimensions with significant digits of two decimal places?
4. What type of material is the part?
5. How many revisions required an engineering change order?
6. What is the maximum width of the part?
7. What scale is the print?
8. What is the first revision, and when was it made?
9. What is the basic size of the large hole?
10. How many holes have a counterbore?
11. What is the maximum distance the two small holes can be spaced from one another?
12. How many corners have been rounded?
13. What is the depth of the counterbore?
14. What is the minimum depth of the part?
15. How many checkers signed off on the print?
16. What is the maximum distance from the top side of the part to the center of the large hole?
17. What tolerance is allowed of three significant digit dimensions?
18. What is revision C?
19. What is the lower limit of the width dimension?
20. What is the diameter of the counterbore?
Print D505.01
TASK SHEET: D505.01 KEY
Print Reading for Comprehension
Cap Block Quiz
1. .74
2. A426575
3. .010
4. Cold Rolled Steel
5. 2
6. 2.875
7. 1:1, Full
8. Remove sharp edge, made 9-12
9. .7395
10. 2
11. .75
12. 4
13. .100
14. .234
15. 1
16. .70
17. .005
18. Width changed from 2.955 to 2.875
2.945 2.865
19. 2.865
20. .380
TASK SHEET: D505.02
Print Reading for Comprehension
Rear Packing Gland Quiz
Study print 505.02. The answers to the questions can be found within the print.
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1. What is the diameter of the large cylinder?
2. How many drawings are there in this particular set?
3. From the finish box, what does FAO mean?
4. What type of material is the part?
5. What is the part name?
6. What does the arrow at the top of the front view signify?
7. What scale is the print?
8. What is the first revision and when was it made?
9. What was the previous distance between the centers of the two countersink holes?
10. What is the overall width of the part?
11. What is the minimum distance between the center of the lower small hole and the center of the part?
12. To what radius should the rounded corners be machined?
13. What is the maximum depth of the part?
14. From the front view, what is the diameter of the cylinder opening?
15. When was the print approved?
16. Where is the part number located?
17. What should be removed before this part is complete?
18. What type of section is found on this drawing?
19. What is the countersink diameter?
20. What is the overall height of the part?
Print D505.02
TASK SHEET: D505.02
Print Reading for Comprehension
Rear Packing Gland Quiz
1. 2.75
2. 8
3. Finish All Over
4. Aluminum Casting
5. Rear Packing Gland
6. The line of sight for the section view
7. 1=1
8. Degree of countersink angle has changed from 78 to 82 on 8/2
9. 3.88
10. 1.87
11. 1.99
12. .125
13. 1.76
14. 2.00
15. 7/28
16. Lower right hand corner of the title block
17. All sharp edges, burrs, and flash
18. Half section
19. .75
20. 5.76
UNIT E: Working Drawings
Competency: D505.00
Demonstrate working drawing principles and techniques.
Objective: D505.04
Construct working drawings.
Requirements: Each student is required to complete a set of working drawings.
1. Study the print carefully. Dimensions for mating parts are implied from one part to another.
2. Using the drafting software provided, make a solid model of each part.
3. From the models, produce an assembly drawing of the structure. The assembly and parts list should be on one sheet. Each part should be labeled clearly following drafting standards.
4. The parts list should identify each part including standard parts. Include the material description, quantity, and part number.
5. In the assembly titleblock, include name, date, institution, scale, sheet number, drawing number (D505.04.001), and the word ‘ASSEMBLY’.
6. From the models, produce a detailed drawing of each custom part. The detailed drawings should include all necessary views to fully describe the part. Include all missing dimensions and notes.
7. In the detailed drawings title blocks, include name, date, institution, material description, scale, part numbers, and sheet numbers. Instructor can add tolerances at their discretion.
8. All detailed drawings should be completed at a scale of 1:1 (full size). The assembly drawing should be completed 1:2 (half size).
9. Time Limit = 180 minutes.
10. An effort should be made to create a balanced appearance in spacing. Place only one detail per sheet, except in assembly.
11. Your work should reflect an understanding of working drawing concepts and principles. The views, dimensions, title strips, and parts list must conform to drafting standards. You will be evaluated on accuracy, completeness, and clarity.
Assessment: The problem will be evaluated based on the following criteria:
Criteria Point Range
Accurate perception of a detailed print 10 points
Concepts and principles of assembly drawings 50 points
Concepts and principles of detailed drawings 20 points
Layout and balance 10 points
Complete and clear identification of all parts 10 points
[pic][pic]
[pic]
Rubric for Working Drawings – Construct working drawings – D505.04.01
Accurate perception of a detailed print
|Student does not comprehend the language|Student has some difficulty |All dimensions, notes, and views are |Total |
|of the print. The student needs help |understanding the notes, dimensions, |read correctly and the structure is |Points |
|deciphering several notes, dimensions, |views and part placement in order to |reproduced accurately. Student | |
|and views and does not visualize the |reproduce a model properly. |demonstrates an understanding of how | |
|parts as a structure. | |parts will fit together. | |
|0-6 points |7-9 points |10 points | |
Concepts and principles of assembly drawings
|One or more views may be missing or |All views are displayed, but may not be |Assembly shows how all custom and |Total |
|inappropriately drawn. Impossible to |clear on how the parts are assembled. |standard parts fit together. All views |Points |
|see the structure clearly. | |are correctly displayed. All parts are | |
| | |center-to-center. | |
|0-37 points |38-43 points |44-50 points | |
Concepts and principles of detailed drawings
|Regular views are absent or misplaced. |Features are aligned and appropriate |Each custom part is represented by |Total |
|Section views have been left out. |views are shown for each part. Some |appropriately aligned regular and |Points |
|Dimensions and notes do not completely |visible, hidden or section lines may be |section views and correctly describes | |
|describe the part. |absent or misplaced. All dimensions are|the shape of the object. All notes, | |
| |present, but may be disorderly. |size, and location dimensions are | |
| | |displayed completely and clearly. | |
|0-13 points |14-16 points |17-20 points | |
Layout and title block
|Drawing layout is too congested to be |Views, dimensions, and notes are |All parts are spaced appropriately to |Total |
|clear. Title block is incomplete and |crowded, but readable. Title block has |have enough room for views, |Points |
|does not conform to drafting standards. |correct form but missing information. |dimensioning, and notes. Title block is| |
| | |complete with appropriate information | |
| | |displayed in correct form. | |
|0-6 points |7-9 points |10 points | |
Complete and clear identification of all parts
|The parts list and labeling on drawing |The parts list is complete, but not |The parts list follows drafting |Total |
|is incomplete and does not follow |appropriately labeled. Labeling on the |standards. The list displays all |Points |
|drafting standards. |drawing is complete but does not follow |appropriate information and parts are | |
| |standards. The parts list is located in|listed in order of size and importance. | |
| |an inappropriate location. |The parts are appropriately labeled on | |
| | |the drawing. | |
|0-6 points |7-9 points |10 points | |
Total Score
Basic Geometric Dimensioning and Tolerancing
006.
Demonstrate basic geometric dimensioning and tolerancing techniques
006.01
Explain geometric dimensioning and tolerancing terms and techniques
006.02
Construct a drawing with geometric dimensions and tolerances
UNIT F: Geometric Dimensioning & Tolerancing
Competency: D506.00
Demonstrate basic geometric dimensioning and tolerancing techniques
Objective: D506.01
Explain geometric dimensioning and tolerancing terms and techniques
Introduction: The purpose of this unit is to give an introduction to the topic of geometric dimensioning and tolerancing. With the increase of interchangeable manufacturing where companies are producing parts all over the world, it is necessary to produce drawings where nothing is left to interpretation. Geometric dimensioning and tolerancing, when applied appropriately, leaves little room for interpretation. It allows for consistency between design, manufacturing, and inspection. The standard that specifies correct practices for dimensioning and tolerancing is ASME Y14.5M. This unit will cover terminology used in geometric dimensioning and tolerancing, method for reading feature control frames, datum reference frame theory, and explanations of each geometric characteristic.
Explain the following:
Geometric Dimensioning and Tolerancing is a three-dimensional, mathematical system. Within this system, features on an object are oriented or located relative to a Cartesian Coordinate System or Datum Reference Frame. This is done using Feature Control Frames, which specify acceptable tolerance zones for the features relative to the Datum Reference Frame.
A. Explain the following terms related to the Datum Reference Frame:
1. Datum Reference Frame - Sufficient datum features, those most important to the design of a part, or designated portions of these features are chosen to position the part in relation to a set of three mutually perpendicular planes, jointly called a datum reference frame. The datum reference frame exists in theory only and not on the part: R2(250-251), R3(200-204).
[pic]
Figure 1. Datum Reference Frame.
2. Datum - A theoretically exact point, axis, or plane derived from the true geometric counterpart of a specified datum feature. A datum is the origin from which the location or geometric characteristics of features of a part are established.
3. Datum feature - An actual feature of a part that is used to establish a datum.
4. Datum Feature Symbol - The datum feature symbol is the symbolic means of indicating a datum feature and consists of a capital letter enclosed in a square frame and a leader line extending from the frame to the concerned feature, terminating with a triangle.
a. Applying a feature control frame to a feature without size such as a surface.
[pic]
Figure 2. Applying a Feature Control Frame to a Feature Without Size.
b. Applying a feature control frame to a feature of size such as a hole, cylinder or slot. Datum B is the axis of the .498-.500 hole, datum C is the median plane of the .375-.380 slot, and datum D is the axis of the .997-1.000 cylinder.
[pic]
Figure 3. Applying a Feature Control Frame to a Feature With Size.
5. Datum feature simulator - A surface of adequately precise form contacting the datum feature(s) and used to establish the simulated datum(s). Typically this surface must be at least 10 times better in quality (flatness) than the tolerances specified on the drawing.
[pic]
Figure 4. Datum Terminology.
4. Feature - The general term applied to a physical portion of a part, such as a surface, pin, tab, hole, or slot.
5. Feature of size (feature with size) - A feature of size is a cylindrical or spherical surface, or a set of two opposed elements or opposed parallel surfaces, associated with a size dimension.
6. Feature without size - Typically this is a planar surface.
B. Types of Geometric Tolerances. A Geometric tolerance is the maximum permissible variation of form, profile, orientation, location, and runout from that indicated or specified on the drawing R1(340), R2(250).
Identify and describe the following:
a. Straightness - Form tolerance where an element of a surface or a centerline is a straight line. Each longitudinal element on the surface must lie between two parallel lines. The shape of the tolerance zone is a 2D area between two parallel lines. R1(346-347), R2(253).
[pic] [pic]
Figure 5. Straightness.
b. Flatness - Form tolerance in which all surface elements are in one plane. All points on the surface must lie between two parallel planes. The shape of the tolerance zone is a 3D area between two parallel planes. R1(346-347), R2(255).
[pic] [pic]
Figure 6. Flatness.
c. Circularity (Roundness) - Form tolerance specifying a tolerance zone bounded by two concentric circles within which each circular element of a surface must lie. All points on the surface must lie between two concentric circles. The shape of the tolerance zone is a 2D area between two concentric circles. R1(346-347), R2(253-254).
[pic] [pic]
Figure 7. Circularity.
d. Cylindricity - Form tolerance of a surface of revolution in which all points of the surface are equidistant from a common axis. All points on the surface must lie between two concentric cylinders. The shape of the tolerance zone is a 3D area between two concentric cylinders. R1(346-347), R2(255-256).
[pic] [pic]
Figure 8. Cylindricity.
e. Profile - A profile tolerance is the outline of an object in a given plane. Profiles are formed by projecting a three-dimensional figure onto a plane or by taking cross sections through the figure. R1(346-348), R2(253-256).
• Profile of a Line - Each point on the specified path must lie between two parallel contours. The shape of the tolerance zone is a 2D area between the two contours. Perfect geometry is located with basic dimensions.
[pic][pic]
Figure 9. Profile of a Line.
• Profile of a Surface - Each point on the surface must lay between two parallel/ concentric contours. The shape of the tolerance zone is a 3D area between the two contours. Perfect geometry is located with basic dimensions.
[pic][pic]
Figure 10. Profile of a Surface.
f. Parallelism - Orientation tolerance of a surface or center plane, equidistant at all points from a datum plane; or an axis, equidistant along its length from one or more datum planes or a datum axis. All points on the surface must lie between two parallel planes. The shape of the tolerance zone is a 3D area between two parallel planes. R1(349), R2(255).
[pic] [pic]
Figure 11. Parallelism.
g. Angularity - Orientation tolerance of a surface, center plane, or axis at a specified angle (other than 90º) from a datum plane or axis. All points on the surface must lie between two parallel planes. Perfect geometry is located using basic dimensions. The shape of the tolerance zone is a 3D area between two parallel planes. R1(349), R2(255-256).
[pic] [pic]
Figure 12. Angularity.
h. Perpendicularity - Orientation tolerance of a surface, center plane, or axis at a right angle to a datum plane or axis. All points on the surface must lie between two parallel planes. The shape of the tolerance zone is a 3D area between two parallel planes. R1(349-350), R2(255-256).
[pic] [pic]
Figure 13. Perpendicularity.
i. Runout - Runout is a composite tolerance used to control the functional relationship of one or more features of a part to a datum axis. R2(253-256).
• Circular Runout - All points on the surface must lie between two concentric circles relative to the datum feature. The shape of the tolerance zone is the 2D area between the two concentric circles.
[pic][pic]
Figure 14. Circular Runout.
• Total Runout - All points on the surface must lie between two concentric cylinders relative to the datum feature. The shape of the tolerance zone is the 3D area between the two concentric cylinders.
[pic][pic]
Figure 15. Total Runout.
j. Concentricity - Location tolerance where the median points of all diametrically opposed elements of a figure of revolution are congruent with the axis of a datum feature. All points on the axis must lie within a cylinder relative to the datum axis. The shape of the tolerance zone is a 3D area within the cylinder. R1(351), R2(257-259).
[pic] [pic]
Figure 16. Concentricity.
k. Position - Location tolerance which defines a zone within which the center, axis, or center plane of a feature of size is permitted to vary from a true position. All points on the axis must lie within a cylinder. The cylinder is located with basic dimensions from the datums. The shape of the tolerance zone is a 3D area within the cylinder. R1(342-346), R2(257-259-Figure in book is incorrect).
[pic] [pic]
Figure 17. Position.
Define the following terms:
a. Basic Dimension - A numerical value used to describe the theoretically exact size, profile, orientation, or location of a feature or datum target. Basic dimensions are enclosed within a rectangular frame. R1(341).
b. Material Condition Modifiers R1(344-346).
i. Maximum material condition - The condition in which a feature of size contains the maximum amount of material within the stated limits of size - for example, minimum hole diameter, maximum shaft diameter.
ii. Least material condition - The condition in which a feature of size contains the least amount of material within the stated limits of size - for example, the maximum hole diameter, minimum shaft diameter.
iii. Regardless of feature size - The geometric tolerance value is the same no matter what the size of the feature.
Identify and describe the make-up of a feature control frame. R1(340-341), R2(252).
a. Sentence structure for given feature control frames.
b. Frame for the geometric characteristic symbol.
c. Frame for the zone descriptor, feature tolerance and material condition modifier.
d. Frames for the primary, secondary and tertiary datum references.
e. Between points identifying under feature control frame.
f. Reading feature control frames.
[pic]
Figure 18. Reading a Feature Control Frame.
i. The feature must be parallel within a five-hundredths of a millimeter tolerance zone relative to datum feature A.
[pic]
ii. The feature must be positioned within a one-thousandth of an inch cylindrical tolerance zone at maximum material condition relative to primary datum feature A, secondary datum feature B, and tertiary datum feature C.
[pic]
Identify the symbols representing the following (see Table 1 for correct geometric characteristic symbols): R1(340), R2(252).
a. Straightness.
b. Flatness.
c. Circularity (Roundness).
d. Cylindricity.
e. Profile of a Line.
f. Profile of a Surface.
g. Angularity.
h. Perpendicularity.
i. Parallelism.
j. Position.
k. Concentricity.
l. Symmetry.
m. Circular Runout.
n. Total Runout.
o. Maximum Material Condition. [pic]
p. Least Material Condition. [pic]
q. Diameter.[pic]
r. Between.[pic]
s. Basic Dimension. [pic]
Table 1. Geometric Characteristic Symbols.
[pic]
[pic]
Figure 19. Common Symbols used with Geometric Dimensioning.
UNIT F: Geometric Dimensioning and Tolerancing
Competency: D506.00
Demonstrate basic geometric dimensioning and tolerancing techniques
Objective: D506.02
Construct a drawing with geometric dimensions and tolerances
Requirements: Each student is required to apply geometric dimensions to a simple drawing. Your instructor will either provide you with the drawing below or ask you to reproduce it using the appropriate CAD software.
1. The drawing should be completed at a scale of 1 : 1.
2. Use accepted drafting standards for all line weights.
3. Add your name, problem number (D006.02.001), scale, and date in the title block.
4. Time Limit = 90 minutes.
5. Your work should reflect an understanding of the basic concepts related to geometric dimensioning and tolerancing. It will be evaluated on your ability to correctly draw and apply geometric dimensions, feature control frames, datum feature symbols, and basic dimensions.
6. Apply the following information to the ANGLE PLATE:
a. Make the right-hand face in the side view flat within .005. Identify this surface as datum feature A.
b. Make the bottom surface in the front view perpendicular within .005 to datum A. Identify this bottom surface as datum feature B.
c. Make the left-hand surface in the front view perpendicular within .005 to datum A (primary) and B (secondary). Identify this left-hand surface as datum C.
d. Make all dimensions basic except the size tolerances (the limit dimensions).
e. Position the two larger holes within a diameter tolerance zone of .010 at MMC relative to datum A (primary), B (secondary), and C (tertiary).
f. Position the .250 diameter hole within a diameter tolerance zone of .008 at MMC relative to datum A (primary), B (secondary), and C (tertiary).
g. In the front view, identify the top left-hand corner as point X. Identify the bottom right-hand corner as point Y. On the surfaces between points X and Y (toward the top right of the view), apply a profile of a surface tolerance of .020 total referenced to datum A (primary), B (secondary), and C (tertiary). Under the profile feature control frame state that the tolerance applies between points X and Y.
Assessment: The problem will be evaluated based on the following criteria:
Criteria Point Range
Correct format and placement of feature control frames 50 points
Correct format and placement of datum feature symbols 30 points
Correct identification of basic dimensions 10 points
Correct application for identifying points X and Y 5 points
Titleblock information 5 points
[pic]
Rubric for Geometric Dimensioning and Tolerancing – Construct a drawing with geometric dimensions and tolerances – D506.02
Correct format and placement of feature control frames
|Feature control frames do not have the |Most feature control frames have the |All feature control frames have the |Total |
|correct format. Feature control frames |correct format. Most feature control |correct format. All feature control |Points |
|are not placed in the correct location. |frames are placed in the correct |frames are placed in the correct | |
| |location. |location. | |
|0-35 points |36-45 points |46-50 points | |
Correct format and placement of datum feature symbols
|Datum feature symbols do not have the |Most datum feature symbols have the |All datum feature symbols have the |Total |
|correct format. Datum feature symbols |correct format. Most datum feature |correct format. All datum feature |Points |
|are not placed in the correct location. |symbols are placed in the correct |symbols are placed in the correct | |
| |location. |location. | |
|0-21 points |22-27 points |28-30 points | |
Correct identification of basic dimensions
|Basic dimensions are not correctly |Most basic dimensions are identified |All basic dimensions are identified |Total |
|identified. |correctly by placing a box around them. |correctly by placing a box around them. |Points |
|0-6 points |7-8 points |9-10 points | |
Correct application for identifying points X and Y
|Neither point is identified correctly. |Only one point is identified correctly. |Points X & Y are identified correctly. |Total |
| | | |Points |
|0 points |3 points |5 points | |
Titleblock information
|Major errors in titleblock information. |Minor error in titleblock information. |All titleblock information is shown and |Total |
| | |spelled correctly. |Points |
|0 points |3 points |5 points | |
Total Score
Portfolio Development and Representation
007.
Demonstrate portfolio development techniques
007.01
Describe methods for creating an electronic portfolio
007.02
Create an electronic portfolio of your engineering graphics work
UNIT G: Portfolio Development and Representation through the use of Desktop Publishing.
Competency: D507.00
Demonstrate portfolio development techniques.
Objective: D507.01
Describe methods for creating an electronic portfolio.
Introduction
The purpose of this unit is to help students develop an electronic portfolio of their work from the course. The intent is for the portfolio to be used to showcase their best work to potential employers or as an application for college or university entrance. This unit covers some of the basic content students need to know when creating electronic portfolios. The tools and software used to deliver this unit will vary between school systems; however, every student should have access to some means of creating a basic electronic portfolio.
Also included in this unit will be basic desktop publishing. With the demand on drafters to stay on top of the latest publishing techniques, the ability to exchange drawing as well as image files and converting DWG files to image files is almost a necessity. We will include these in this unit.
Benefits of Electronic Portfolio over a Hard Copy Portfolio
A. Storage and Accessibility
With traditional portfolios, folders, boxes, or 3-ring binders hold papers, pictures, cassette tapes, and more. With an electronic portfolio, information can be stored digitally on a computer hard drive or some sort of removable media (floppy disk, Zip disk, CD, etc.). This electronic information takes up very little physical space and is easily accessed. Viewers have instant access to the information without looking through several mediums or loose documents.
B. Multimedia and Presentation
You can easily add sound, pictures, graphics, and even video to an electronic portfolio. Depending on your audience, you can ooh and awe as much or as little as you want.
C. Computer Skills
Students can gain valuable computer skills as well as desktop publishing skills while creating or editing parts of their own electronic portfolio. These skills will also enhance student’s employability skills.
Principles of Desktop Publishing
The role of drafters continues to grow with change in industry. More and more, they are being called upon to create documents requiring some knowledge of desktop publishing, either for a job proposal, a company report, or even a technical manual. If you sending a document electronically, or pulling a drawing into a document another document for others to see, the need for knowledge of producing documents of publishing quality is becoming a must.
Publishing is the process of producing typeset pages, which may include text, illustrations or drawings, and even photographs arranged in an attractive format that is ready for printing. The publishing process involves three major activities:
1. Preparation
2. Page makeup or layout
3. Printing
Desktop Publishing Systems
A desktop publishing system consists of a combination of software and hardware. Both the software and hardware requirements are somewhat different from CAD systems.
Tools Necessary to Create an Electronic Portfolio
❖ Computer
✓ A PC with AV (audiovisual) capabilities works best. You will want video input and output, as well as audio in and out.
❖ Scanner
✓ A flatbed scanner will help to import documents that are not PC generated.
❖ Digital Camera with close-focus adjustment (macro)
✓ This type of camera lets you focus in close enough to capture your work samples if a scanner is not available. It also allows you to capture video and take single frame pictures.
✓ If you don't want to invest in a digital camera, you can take pictures with your 35mm camera and ask your photo processor to put your images onto a CD -- or you can import your printed photos with the above flatbed scanner.
❖ A Multimedia Software Program
✓ Perhaps the easiest software for creating your portfolio is Microsoft’s PowerPoint. Others are Corel, Hyper Studio, or several Adobe programs.
Once the portfolio is completed, it can be saved to several formats or media types, or could be uploaded to the Internet so that it could be shared with educators, prospective employers, or friends.
Producing Your Portfolio
It is important when producing your electronic portfolio that you do so in a user friendly package to allow the viewer ease in viewing. It may be necessary, if possible, to contact your viewing audience and make sure your product can be viewed at their facility. Not only software programs, as in Microsoft’s PowerPoint, In Design from Adobe, Quark Press from Quark, Inc., but make sure the operating system is compatible. Microsoft Windows, Macintosh System X, and UNIX are all examples of operating systems.
Be sure to include in your presentation instructions as how to view your electronic portfolio. No matter how great it may be, if your viewer can’t operate it either by your complexity or their lack of knowledge, you will make an even greater impression if you make your presentation user friendly.
Backup your work. Today’s most common form of archiving is the CD (compact disk.) You may wish to also print a hard copy for record keeping.
Proof your work carefully before sending it to any prospective viewer. Have another “set of eyes” to look it over. Nothing is more embarrassing than to miss and obvious or careless mistake.
Terms and Definitions
1. Desktop Publishing: in publishing, the process of page makeup when it occurs on a desktop computer system.
2. Flush left: the alignment of text where all type is in line on the left side of the paragraph. It is also commonly called rag right.
3. Font: the detailed appearance of the type within a type family.
4. Indent: in publishing, setting the left or right margin of text in from the base margins.
5. Justification: alignment of text in a paragraph. It causes text to fill text lines in a paragraph, leaving no spaces at either side of the text line.
6. Kerning: the horizontal space between letters.
7. Landscape: the horizontal placement of a document.
8. Leading: the vertical space between lines, measured from the base of one line to the base of the next.
9. Pasteboard: the area in a software program where an image can be imported into a document or template.
10. Portrait: the vertical placement of a document.
11. Pica: the unit of measure commonly used in publishing. In general, 1 pica equals 1/6 of an inch, or 12 points.
12. Pixels: a collection of tiny dots, or picture elements, that makes up raster images.
13. Raster file: a drawing file format that consists of a collection of pixels, or picture elements.
14. Template: a special blank page that controls the layout of the page.
15. Tracking: the horizontal space between words.
16. Type: the letters and other characters as they appear on a printed page.
17. Vector file: a drawing file format in which the placement of geometry is defined using a set of mathematical instructions.
18. Word processing: a computer program or software used to layout type and images when creating a document for desktop publishing or portfolio.
Definitions of Common Graphic File Extensions
Drafters should be familiar with conversion techniques and the file formats likely to be required for desktop publishing. File formats vary with specific software. Here are a few of the commonly used extensions:
1. Encapsulated PostScript (EPS)
2. Tagged-Image File Format (TIFF or TIF)
3. Joint Photographic Experts Group (JPEG or JPG)
4. Bitmaps (BMP)
5. Graphic Interchange Format (GIF)
6. Metafile (MTF)
Converting CAD Drawings
Because the number of illustration file formats accepted by most desktop publishing programs is limited, CAD drawings must usually be converted into a different format. By default, AutoCAD creates drawings in DWG format. This file format is commonly used among CAD operators, and more and more other types of CAD software can sometimes read DWG files. Many CAD programs can create Drawing Exchange Format (DXF) files and Initial Graphics Exchange Specification (IGES) files. These file formats work well to share among different CAD systems, but none of them are commonly accepted by desktop publishing programs. Most CAD programs can export to other file formats. Below are a few accepted extensions:
Screen Capturing
When the need to include an illustration is necessary and perhaps the software program being used cannot be easily exported, you may use what is commonly known as screen capturing. Many screen capturing software packages are available. However, one common way is to use the Windows program Paint. Simply open your file program in which the illustration is located, and have the view you wish exported on your screen. Simply hit the “print screen” or “prt sc” function key on your keyboard.
Next, launch, or have open, Paint. Then, simply go to the EDIT menu, and select paste (or hit “ctrl + v”.)Your entire screen will be imported into the program, as shown below.
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Next, select the area you wish to be illustrated, using the “select” feature window.
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Next, in the EDIT menu, choose COPY. Now, select NEW from the FILE menu. When asked if you want to save changes, select no. Now, once the new window is opened, choose PASTE from the EDIT menu. The area you selected will be inserted into your screen.
Now, simply choose SAVE AS from the FILE menu and choose which extension you wish to export your picture.
[pic]
Another common and easy way to capture images is again to use the print screen function, and paste the image into PowerPoint. In PowerPoint, you can add multiple images, as well as, include text. When you have the image as you want, one of your save options is to save it as a desktop recognized image, like JPEG, TIFF or GIF. The advantage of using PowerPoint is that the file can actually be saved as a named image. Using the COPY and PASTE features in Paint will not allow easy move ability once pasted into your document.
What to Include In an Electronic Portfolio
A. Title or Opening Slide. The title slide or opening slide should show the name of the student, the year, and the teacher. This slide might also include a picture or video of the student.
B. Table of Contents. This slide shows the viewer the contents of the portfolio at a glance. On a web document, buttons can be added to link the viewer to the desired information. The viewer can choose what information he/she wants to see and in what order
C. Information Slides. These slides will hold information, as much or as little, as student desires. If work has been saved for entire career in high school, include samples of best work, even if some may be from Drafting One. Ideas for slides:
• Hand lettering sample (can be scanned in)
• Samples of detailed sketches (can be scanned in)
• Samples of manually drafted drawings (can be scanned in)
• Samples of computer-generated work, including assembly drawings, detailed drawings, etc.
• Photos samples of any models, which may have been fabricated from drawings.
Also include the following information, (these may be modified for either application for work or college):
• Letter of Introduction
• Letter of application
• Resume
• References
• Certificates, awards, and honors (can be scanned in)
Explain the following:
A. Explain what should be included in a portfolio.
1. Letter of application
2. Resume
3. References
4. Certificates, awards, and honors
5. Collection of work from the course
B. Common graphics file formats.
1. bitmap graphics files.
2. vector graphics files.
C. Methods for screen capturing graphics.
D. Methods for exchanging files between CAD programs.
1. Creating a bitmapped image from an AutoCAD file.
2. Moving 3D data between CAD software.
UNIT G: Portfolio Development and Representation
Competency: D507.00
Demonstrate portfolio development techniques.
Objective: D507.02
Create an electronic portfolio of your engineering graphics work.
Requirements: Each student is required to create an electronic portfolio from the course. This portfolio may be in the form of a PowerPoint presentation, a web document, or other instructor approved electronic format.
Assessment: The Portfolio will be evaluated based on the following criteria:
I. Title or Opening Slide 10 points
II. Table of Contents 10 points
III. Information Slides 80 points
A break down of the information contained on these slides could contain the following:
A. Hand lettering sample (can be scanned in)
B. Samples of detailed sketches (can be scanned in)
C. Samples of manually drafted drawings (can be scanned in)
D. Samples of computer-generated work, including assembly drawings, detailed drawings, etc.
E. Photos samples of any models, which may have been fabricated from drawings.
F. Letter of Introduction
G. Letter of application
H. Resume
I. References
J. Certificates, awards, and honors (can be scanned in)
Rubric for Portfolio Development and Representation – Create an electronic portfolio of your engineering graphics work – D507.02.01
Title or Opening Slide
|The title or opening slide does not |The title or opening slide does exist, |The title or opening slide shows care |Total |
|exist, or shows no effort in |but is of poor quality or shows little |and effort. Information necessary to |Points |
|construction. |or effort. Lacks information. |explain portfolio is on the opening | |
| | |slide or slides. | |
|0-3 points |4-7 points |8-10 points |10 |
Table of Contents Slide
|The table of contents slide does not |The table of contents exists, but is of |The table of contents is complete and |Total |
|exist, or if it does, it shows no effort |poor quality and shows little or effort.|lists all information of following |Points |
|in construction or formation. | |slides. | |
|0-3 points |4-7 points |8-10 points |10 |
Information Slides
|No, or less than 3, information slides. |Only 3-7 slides shown. A lot of |8 or more information slides. All |Total |
|Slides show no effort or care. |information is missing. Needs more care |pertinent information shown. Examples of|Points |
|Information criteria are incomplete. |and effort taken to showcase student |work are well organized. Colorful and | |
|Little or no organization of slides. |work. Only a few examples of student |eye-catching slides. | |
|Checklist |work. |Checklist | |
|_ Hand lettering sample |Checklist |_ Hand lettering sample | |
|_ Samples of detailed sketches |_ Hand lettering sample |_ Samples of detailed sketches | |
|_ Samples of manually drafted |_ Samples of detailed sketches |_ Samples of manually drafted | |
|_ Samples of computer-generated work, |_ Samples of manually drafted |_ Samples of computer-generated work, | |
|including assembly drawings, detailed |_ Samples of computer-generated work, |including assembly drawings, detailed | |
|drawings, etc. |including assembly drawings, detailed |drawings, etc. | |
|_ Photos samples of any models, which |drawings, etc. |_ Photos samples of any models, which | |
|may have been fabricated from drawings. |_ Photos samples of any models, which |may have been fabricated from drawings. | |
|_ Letter of Introduction |may have been fabricated from drawings. |_ Letter of Introduction | |
|_ Letter of application |_ Letter of Introduction |_ Letter of application | |
|_ Resume |_ Letter of application |_ Resume | |
|_ References |_ Resume |_ References | |
|_ Certificates, awards, and honors |_ References |_ Certificates, awards, and honors | |
| |_ Certificates, awards, and honors | | |
|0-26 points |27-52 points |53-80 points |80 |
Total Score
APPENDIX A
Bibliography / References
Textbooks
Reference 1: Giesecke, F. E., Mitchell, A., Spencer, H. C., Hill, I. L., Dygdon, J. T., & Novak, J. E. (2003). Technical drawing (12th ed.).Upper Saddle River, NJ: Prentice-Hall. ISBN: 0-13-008183-3.
Reference 2: French, T. E. & Hensel, J. D. (2003) Mechanical drawing: Board & CAD techniques (13th ed.). New York: Glencoe/McGraw-Hill. ISBN: 0-07-825100-1.
Reference 3: Spencer, H. C., Dygdon, J. T., & Novak, J. E. (2004). Basic technical drawing (8th ed.). New York: Glencoe/McGraw-Hill. ISBN: 0-07-845748-3.
Reference 4: Madsen, D. A, Folkestad, J., Schertz, K. A, Shumaker, T. M., Stark, C. & Turpin, J. L. (2004). Engineering drawing and design (3rd ed.). Albany, NY: Delmar. ISBN: 0-7668-1634-6.
CAD Software Websites
AutoCAD-LT, AutoCAD, and Inventor –
CADKEY –
Pro/Engineering & Pro/Desktop –
Solid Edge – solid-
SolidWorks –
Student Version Pricing for CAD Software –
APPENDIX B
Vendor’s – Texts – Software – Literature
Software
Autodesk Products (ie AutoCAD 2006)
Kris Dell
ADADemic/Applied Software
3200 Northline Ave, Suite 130
Greensboro, NC 27403
Phone: 704-491-2285
Fax: 704-573-9981
kris@
ProDesktop
PTC Offices-Charlotte
2201 Water Ridge Pkwy Suite 550
Charlotte, NC 28217
Phone: 704-357-3170
Fax: 704-357-6011
SolidWorks
Joe Wilkie
SolidWorks Corporation
3112 Stone Gap Court
Raleigh, NC 27612
Phone: 919-781-7304
Fax: 928-569-5640
joewilkie@
Vendor’s – Texts
, Inc. (Book resource)
Glencoe/McGraw-Hill
Pam Angotti
6510 Jimmy Carter Boulevard
Norcross, GA 30071
Phone: 919-469-4517
Fax: 770-613-5065
Pam_angotti@mcgraw-
Goodheart-Willcox Publishing
Liz Myhre
18604 West Creek Drive
Tinley Park, IL 60477
Phone: 800-365-3907
Fax: 919-468-3792
lmyhre@
Thomson Publishing
Patrick Delaney
7813 Waterford Ridge Dr. #702
Charlotte, NC 28212
Phone: 877-430-0483
Patrick.delany@
NC-DPI
Tom Shown
Department of Public Instruction
Instruction Technology & Human Services
6360 Mail Service Center
Raleigh, NC 27699-6360
Phone: 919-807-3880
Fax: 919-807-3899
Tshown@kpi.state.nc.us
NC SkillsUSA VICA
Glen Barefoot
Department of Public Instruction
Instruction Technology & Human Services
6360 Mail Service Center
Raleigh, NC 27699-6360
Phone: 919-807-3887
Fax: 919-807-3899
Gbarefoot@dpi.state.nc.us
National SkillsUSA VICA
P.O. Box 3000
Leesburg, VA 20177-0300
Phone: 703-777-8810
Fax: 703-777-8999
APPENDIX C
Trade and Industrial Education - Drafting Facility Equipment List
Courses taught within the facility: Drafting I DFT Code: 7921
Drafting-Engineering II ENG Code: 7972
Drafting-Engineering III Code: 7973
Drafting-Architecture II ARC Code: 7962
Drafting-Architecture III Code: 7963
|Equipment |DFT |ENG |ARC |
|2D CAD Software (AutoCAD, AutoCAD LT) |1S |1S |1S |
|3D CAD Software (Rhino 3D, Solidworks) |1S |1S |1S |
|C or D size plotter/printer |1F |1F |1F |
|Drafting stool |1S |1S |1S |
|Drafting table/computer table |1S |1S |1S |
|Instructor chair |1F |1F |1F |
|Instructor desk |1F |1F |1F |
|PC to TV converter or LCD panel screen for projector |1F |1F |1F |
|Pentium III (or better) computer w/ 10 GB hard drive or higher, 450 MHz (or better) suggested |1S |1S |1S |
|clock speed, 128 MB RAM, 52X CD-ROM, 3.5 floppy drive, 17” (or larger) monitor, Open GL graphics | | | |
|card w/ 32 MB or better VRAM & input/output, multimedia capability, NIC | | | |
|Printer |1F |1F |1F |
|TV/VCR |1F |1F |1F |
Tools and Other Items Under $100
|Equipment |DFT |ENG |ARC |
|Ames Lettering Guide |1S |1S |1S |
|Brush, dusting |1S |1S |1S |
|Calculator |1F | | |
|Compass |1S |1S |1S |
|Compass Lead, tube (gross) |1F | | |
|Cover, drawing board |1S |1S |1S |
|Erasing Shield |1S |1S |1S |
|French Curve |1S |1S |1S |
|Gauge, screw pitch | |1:4S | |
|Gauge, small hole | |2F | |
|Gauge, vernier height 10” | |2F | |
|Lead Holder | |2F | |
|Lead refills, 2H & 6H |1S |1S |1S |
|Paper cutter |1F |1F |1F |
|Parallel bar |1S |1S |1S |
|Printer table |1F |1F |1F |
|Protractor, plastic |1S |1S |1S |
|Scale, triangular, architect’s 12” |1S |1S |1S |
|Scale, triangular, engineer’s 12” |1S |1S |1S |
|Scale, triangular, mechanical 12” |1S |1S |1S |
|Scale, triangular, metric 12” |1S |1S |1S |
|Template, bolts & nuts | |10F | |
|Template, circles, fraction |1S |1S |1S |
|Template, circles, metric |1S |1S |1S |
|Template, electrical | | |10F |
|Template, ellipses |1S |1S |1S |
|Template, house plan & plumbing |1S |1S |1S |
|Template, large isometric | |10F | |
|Template, machine & cap screws | |10F | |
|Template, screw threads | |10F | |
|Template, small isometric |1S |1S |1S |
|Triangle, adjustable |1:4S |1:4S |1:4S |
|Triangle, 30° x 60° 10” |1S |1S |1S |
|Triangle, 45° 10” |1S |1S |1S |
Quantities are listed per: F=Facility C=Center S=Student
APPENDIX D
Facility Design Specifications for Drafting Program
Program Area: Trade & Industrial Education
Course Title: Drafting I, Drafting-Engineering II & III, Drafting-Architectural II & III
Course Description:
Purpose:
To provide training in the use of simple and complex graphic tools to communicate ideas and concepts in the areas of architecture, manufacturing, engineering, mathematics, and the sciences.
Types of Instruction:
Lecture; demonstration; individual inquiry; small-group cooperative learning; individual and small-group viewing of video programs
Typical Activities:
Individual production of technical drawings using conventional and computer-aided drawing equipment; sketching; individual and small-group design projects involving cutting, gluing, and assembling; maintenance of tables and equipment
Maximum Recommended Class Size: 20
Typical Length of Class Period: 90 minutes (block schedule); 55 minutes (traditional)
Typical Duration of Course: Semester (block); Year (traditional)
Rationale for Program Selection:
Success in all areas of business and industry is predicated on the ability to communicate effectively. Complex graphic tools are used in all facets of the economy, including the sciences, for analyzing and sharing information. This program prepares the student to effectively use these communication tools.
Program Locations and Relationships:
May be the center for the school’s most sophisticated computer activities and appropriately located contiguous to other computer-oriented programs; May be a part of an integrated approach to math and science and located accordingly; Need not be located near other trade and industrial education programs.
Shared Space Options:
1. Other Workforce Development:
Fundamentals of Technology
Computer Applications (depending upon the number of computers)
Graphic Communications
Scientific and Technical Visualization
2. Other Elective:
Art
3. Academic:
Mathematics
Science
Space Requirements:
1. Square Footage Range: 1800 – 2200
2. Peculiar Needs:
A. Deep sink with hot and cold supply
B. 100 foot-candles of artificial lighting required for drawing
3. Special Conditions: N/A
4. Flexibility Needs: N/A
Furnishings and Equipment:
1. Typical Furniture:
A. Drafting tables (to accommodate size “C” paper) and stools
B. Flat tracing files (ten drawers minimum)
C. Teacher drawing table and desk and file cabinets
D. Lockable storage cabinets with shelves for drawing equipment and software
2. Typical Casework;
A. Bookshelves for reference books, magazines, and manuals
B. Storage shelves for drawing and reproduction media up to size “D” sheets
C. Storage shelves for student models and projects
D. Counters to accommodate twenty computers and four printers, or counters for printers only, if drafting tables are designed to accommodate computers
E. Counter space for a size “A” – “D” plotter or printer, a Diazo reproduction machine, and a paper cutter
3. Typical Equipment:
A. Size “D” plotter or printer
B. Computers for CAD
C. Printers
D. TV monitors or projectors for display of computer software techniques
E. Computer-to-TV display equipment or computer projection device
F. Small hand tools for project construction
G. CAD/CAM
Special Notes:
1. Perimeter electrical outlets above counter height
2. Accessible to local school network and Internet
3. Light dimmers near teacher station for use of projectors and TV monitors
APPENDIX E
7973 DRAFTING – Engineering III EVALUATION FORM
Your suggestions and insights are needed to improve our curriculum products including the curriculum guide, recommended activities, performance assessments, blueprint, test-item bank, and reference media. Please review all the Drafting – Engineering III curriculum materials carefully. After teaching one full course cycle, please take the time to fill out and return this evaluation form. Note that the more specific and clear your suggestions are, the more useful and influential they will be. You may wish to have an industry representative evaluate the products. Thank you for helping us serve you and your students better.
Rate the following statements from 1-5, with 1 being poor and 5 being excellent. When responding to specific curriculum content found within the curriculum guide or blueprint, please give competency and objective numbers.
Teacher's Name: _______________________________________
School Name: _______________________________________
Don't Very
Know Poor Fair Good Good Excellent
1) Blueprint is well structured and focuses on essential Unsure 1 2 3 4 5
concepts and skills. It does not contain superfluous
content.
Comments:
2) Curriculum guide clearly specifies the content Unsure 1 2 3 4 5
needed to achieve program mastery. It is easy to use
and is technically correct.
Comments:
3) Curriculum incorporates appropriate math, science, Unsure 1 2 3 4 5
technical concepts, and processes. Content is not too
complex or too simple for students.
It is technically correct.
Comments:
4) Curriculum reflects the use of state-of-the-art Unsure 1 2 3 4 5
technology. Equipment list reflects state-of-the
art technology and meets minimum standards.
Comments:
5) Program completers are well prepared for entry level Unsure 1 2 3 4 5
position in industry and/or post-secondary studies.
Comments:
Return To: Tom Shown
Instructional Technology & Human Services Phone: 919-807-3880
6360 Mail Service Center Fax: 919-807-3899
Raleigh, N.C. 27699-6360 tshown@dpi.state.nc.us
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