Drafting

Drafting/Special Projects

COURSE DESCRIPTION

This drafting / special projects class will provide all students an opportunity to develop basic practical knowledge and skills related to technical drafting. Through a variety of hands-on activities students will learn the fundamentals of mechanical drafting, basic construction techniques, and will be introduced to new technologies in drafting (C.A.D.) Students will have the opportunity to design and build various small projects of their choice from a set of workings drawings that they consruct. They will also gain practical knowledge and skills about shop safety and maintenance, power and hand tool use, basic design and project construction, and vocational careers. Throughout this course students will also learn and be expected to demonstrate appropriate “ Work-Place” Skills and Attitudes that will help them to succeed in the work-force. Appropriate safety attitudes, rules, and procedures and the proper use of power equipement will be stressed. By satisfying requirements of this study, all students will become more informed, skilled, productive , employable, and socially responsible citizens.

SWRSD OUTCOMES

Outcome 5: Students exhibit a positive attitude and self initiative
Outcome 6: Students use a variety of ways to think and to reason when solving
problems and making thoughtful decisions.
Outcome 8: Students demonstrate their awareness of their own strenghts and skills and
have self confidence to take risks that will realize their potential as life
long learners.
Outcome 11: Students demonstrate skills and attitudes that will enable them to achieve
post high school education.

COURSE OUTLINE

CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher-made tests and rubrics)

Major Units of Study

A. Introduction to Drafting

Alaska Content Standard(s): Alaska Employability Standard C: A student should be able to develop skills that promote personal knowledge, growth, and responsibility.
Key Elements: Student will know about, understand, and demonstrate the ability to

1. Understand what drafting is, and its importance in industry
2. Be able to demonstrate the proper use of various drafting tools (t-squares, compass, protractor, triangles, scales, irregular curves, lettering quide, etc.
3. Explore current related careers (benefits, responsibilities, requirements, life style).

B. Planning / Project Design

Alaska Content Standard(s): Alaska Employability Standard A A student should be able to apply critical and creative thinking skills to make decisions and solve problems

Key Elements: Student will know about, understand, and demonstrate the ability to

1. Be able to read and make a plan of materials, drawings, and patterns.
a. Interpret plans, specifications, and sectional views from blueprints, charts, graphs, and tables.
b. Identify key factors affecting decisions (money, time, space, skills, materials).
c. Make accurate computations (area, volume, and estimate materials, time, and costs).
d. Using the appropriate tools, make simple sketches and plans.
e. Produce a bill of materials for a particular project.
f. Determine and follow a correct sequence of operations.

C. Drafting Techniques

1. Express ideas through graphic representation.
a. Be able to select appropriate drawing tools (lead, technical pens, compasses, erasers).

b. Be able to select appropriate drawing medium (paper, vellum, mylar, sepia).

2. Be able to use specific criteria when analyzing or producing a design.
a. Be able to use appropriate line weights and types to complete drawings.
b. Be able to letter quickly and legibly according to industry standards.
c. Be able to use standard drawing symbols to designate objects, details, and other appropriate information.
d. Be able to read and interpret blueprints.

3. Be able to determine and represent sectional drawings.
a. Be able to produce pictorial sketches and pictorial drawings (axiometric, oblique, perspective, isometric).
b. Be able to produce renderings or technical illustrations using accepted design principles.

4. Understand mathematical principles necessary for drafting.
a. Be able to calculate area, volume, weight, angles and convert between fractions- decimals and English-metric units.
b. Be able to use geometric construction procedures to divide lines, arcs, and circles.
c. Be able to construct parallels, perpendiculars, and tangents lines, circles, curves, ellipses, and polygons.

5. Be able to interpret/construct correct developments of flat planes to three-dimensional objects.
a.Be able to produce preliminary design drawings for a residential or light commercial building.
b.Be able to identify building materials commonly used in construction.
c.Be able to assemble a simple architectural model to study a proposed project.
d.Be able to construct floor plan drawings
e.Be able to construct elevations

D. General Safety

Alaska Content Standards: Alaska Employability Standard B: A student should be able to apply principles of effective oral, written, and listening communication skills to make decisions and solve problems.

Key Elements: Student will know about, understand, and demonstrate the ability to

1. Be able to dress appropriately, use hand tools, power equipment, and materials in safe, and considerate manners.
a. Determine proper attire, maintain proper tool adjustments, and use tools for intended purposes.
b. Perform tasks according to industrial safety standards.
2. Follow explicit written and oral directions

E. Use of Tools / Machines

Alaska Content Standard(s): Alaska Employability Standard C: A student should be able to develop skills that promote personal knowledge, growth, and responsibility.

Key Elements: Student will know about, understand, and demonstrate the ability to

1. Be able to use a variety of machines (drill press, band, skill and scroll saws, planer, jointer, router, sanders) and multiple techniques to construct projects.

a. Be able to conserve materials.
b. Demonstrate proper and safe techniques while:
* Sawing, boring, and drilling
* Filing and chiseling
* Planing, shaping, and routing
* Cutting,ripping, sanding

SKILLS (Essential processes or skills, universally taught by all teachers in all courses; assessed with teacher-made rubrics and/or tests)

Major Categories of Skills

A. Cross-curricular and/or Integrative Skills

Key Elements: Student will know about, understand, and demonstrate the ability to

1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)
2. apply a variety of mathematical concepts and skills (logic, statistical interpretation, plotting and analyzing graphs, concluding, predicting trends) to solve common day-to-day problems
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day-to-day problems
4. set and achieve goals (brainstorm, envision, plan, research, manage time, persist, complete)
5. produce quality products (plan, organize, draft, evaluate, revise, improve, persist, complete)
B. Technological Skills

Key Elements: Student will know about, understand, and demonstrate the ability to

1. use modern technology (computers, scanners, copiers, printers, calculators, audio/visual tools, telephones, fax machines, calculators) to solve common, day-to-day problems

C. Life and/or Employability Skills

Key Elements: Student will know about, understand, and demonstrate the ability to

1. behave responsibly and produce quality products related to Drafting/special projects • attend, be punctual, follow directions, manage time, stay on task, meet deadline
• safely, effectively, efficiently, accurately use the work area, materials, tools, & technology
• set short and long-term goals, plan, use higher order thinking skills, seek help, persist
2. work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
3. relate Drafting/special projects content and skills to your personal life and the lives of others
• respect and treat others equally, from the perspective of the needs and rights of all people
• responsibily examine (be aware, know resources, research, consider, discuss) current Drafting/special projects issues and/or events that personally affect you or others
• effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)
4. use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices, and predict logical consequences or possibilities
5. acquire career knowledge and skills related to employment opportunities in Drafting/special projects
• compare colleges, technical, or business schools (locations, size, costs, special programs)
• apply for admission, complete applications for scholarships or other financial aids
• develop a four-year schedule of classes, including alternatives for those not available
6. present oneself in an employable manner
• wear appropriate dress and be physically well-groomed • demonstrate good speaking and/or interviewing skills
• complete all written forms (letter of application, resume, required forms, legal documents)
• provide a portfolio that shows special products, skills, experiences, achievements, awards

D. Cultural Relevance:

Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E

Key Elements: Student will know about, understand, and demonstrate the ability to
1. respect ones own cultural heritage, traditions, and language
• interview elders in order to compile personal genealogies and/or a local history
• identify local cultural values and traditional responsibilities to the environment
• respect and live in tune with local cultural values and traditions
2. build on local knowledge and skills to achieve future success in the world at large by
• using methods from ones own traditions to learn about the world beyond ones village
• understanding how the local culture relates to others in the area, state, nation, and world
• making appropriate choices regarding the long-term consequences of ones own actions
3. participate in a variety of traditional activities related to the local culture, including
• subsistence activities, arts and crafts, dance and music, sports and recreation
• community government, tribal, and church affairs
• total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
4. engage in family-related activities based on traditional ways of knowing and learning, including
• consistent, respectful, loving interactions with Parents and Elders that show appreciation of their roles as providers and care givers, culture bearers, and educators in the community

• self-assess ones own strengths and needs in order to make appropriate life choice

INSTRUCTIONAL RESOURCES AND MATERIALS

A. Community Resources Related to Course

Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills. If available, specific examples should be included now.

B. Major Internet Web Site Addresses Related to Course (a tiny sample)
• http://www.howstuffworks.com
• http://www.interbody.com
• http://www.briggs&stratton.com
C. Media Center: Southwest Region School District
• Contact Roz Goodman, the Southwest Region Media Specialist, for help. She has lists of materials related to specific subject areas and will help you find Internet resources or other materials

D. Itinerant Travel Kits and/or Permanent Core Skills Instructors’ Materials

• Text and/or Supplemental Books Related to Course
Exploring drafting- John R Walker
Exploring drafting workbook- John R Walker

ASSESSMENT GUIDELINES AND GRADING

The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.

• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final trimester exams
designed to measure student knowledge and comprehension of basic course content.
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics,
check-lists) to evaluate in-progress and summary student skill development.

CONTENT KNOWLEDGE TESTS

Minimum Requirements: At the very least, course Content will be regularly assessed with
traditional
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).
• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
• periodic reviews and subsequent summary Unit Exams will be given in every course.
• comprehensive reviews and summary Trimester Final Exams will be given in every course.
• Unit and Trimester Final Exams should measure student retention and comprehension of the most important factual content (who, what, where, when, why, how) and improvement of basic skills (recall, reading, thinking, writing, calculating).

GRADING
All students will be held accountable for meeting the minimum requirements of all courses and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Final Grades in all courses will follow on a traditional “A”, “B”, “C”, “D”, “F”, “I”, system.