California Career and Technical Education Standards

• ED.C.C10.1 Understand the process of producing proportional two- and three-dimensional sket...
• ED.C.C3.1 Know how the various measurement systems are used in engineering drawings.
• ED.C.C3.2 Understand the degree of accuracy necessary for engineering design.
• ED.C.C4.1 Understand the commands and concepts necessary for producing drawings through tr...
• ED.C.C4.2 Understand the orthographic projection process for developing multi-view drawings.
• ED.C.C4.3 Understand the various techniques for viewing objects.
• ED.C.C6.1 Know a variety of drafting applications and understand the proper dimensioning s...
• ED.C.C6.2 Apply dimensioning to various objects and features.
• ED.FS.11.0 Demonstration and Application

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2
• M.7.MG.1.2 Construct and read drawings and models made to scale.11

• The Contract - Demo / Modeling

  At the last 30 minutes of  the previous period, the concept of TEAM DRAFTING will be introduced.   I will explain that all engineering and manufacturing activities are completed in an environment where people work together.  I will propose that the next drawing assignment will be a team effort of allowing classmates to set up teams of three each to complete the next assignment.  But before I further explain how the teams will be formed I will project an isometric drawing that would involve an auxiliary view as part of the solution.

  Using one portion of the white board I would sketch the view from which the auxiliary view would be projected.  I would have two students copy my sketch on regular unlined paper.   I would move to another portion of the white board and sketch a partial view of either the additional orthorgaphic views not to include the foreshortened surface.  I would assign two other students to also sketch this view.  I would move to a third section of that board and set up the angle that is perpendicular to the inclined surface and sketch the auxiliary view .  Just the auxiliary view.  Again I would assign two students to copy my sketch. 

  The students and I would agree as to where the dimensions should be placed.  The dimensions should be placed on the view that best describes the shape.  After agreeing on where to place the dimensions we would transcribe the dimensions onto each of our surfaces., with the teacher on the white board and the students on the sketched paper. 

  Selecting the better of the sketches I would cut out each view and glue each of the views in their relative proper position on an "A"  size title block.  That is, the views would be placed in their proper orthographic position.

  The team has produced a working drawing where time is of the essence. 

  The students would have just two minutes to form themselves in teams of three.  If the group cannot be divided into groups of three then teams of two will be developed.  The attached TEAM DRAFTING letter will be distributed for signatures.

  The next class the drawing assignment will be issued.

  • Team Drafting [ View Image ] [ Download Original ] Handout for team members to add their company name with signatures and further information related to this drawing assignment.
• Team Drafting - Group Work

  The next assignment would open with the distribution of the problem to the teams.  The team would meet to plan out their strategies to complete the assignment.  The three students have to be separated from sitting together at a CAD workstation.  If they need to discuss information, duties, responsibilities for view development, dimension selection and placement, they would meet at the staging area (an area away from the computers).  No notes or sketches allowed.

  Each student would work independently to complete their portion of the assignment.  One would have the additional responsibility to create a "A'" size drawing sheet where the individual drawings  would be glued in place.   Necessary information would be added to the B size drawing sheet.That would be plotted (printed) out when available.
• Working Quickly as TIME IS OF THE ESSENCE - Lab / Shop

  The team member would draw their part of the working drawing.  The problem would be set up as to have one student draw the principle (front) view with the dimensions that should be associated with that view.  The second and third members would draw the view that they agreed to complete the working drawing.  That is, one would draw the top or right side view with the auxiliary surface foreshortened.  The third would draw the projected auxiliary surface with the "true dimensions"

  Upon completion of their individual drawing portions each would print/plot out their work. 
• Assembly of the Working Drawing - Group Work

  The team would move over to the assembly area (table away from the computers) that have scissors and glue available.  Working as a team they would cut out their portion,  line up and place their view with the dimensions on the master titled block drawing.

  They would use a copying machine and make five (5) copies of their "SCISSORS " drawing, a common practice used in industry.  Each student gets one copy, the instructor two.  One for grading purposes, and the other to be posted for review by the remaining class members.

  Later the team would have an opportunity to redo their input to develop a working drawing with an auxiliary view to industry standards.   They would also have the opportnity to add the general notes.