Part of Unit: Auxiliary Drawing
Lesson Plan Overview / Details
In this lesson a team of three students will develop a fully dimensioned multi-view drawing from an isometric drawing that will include an auxiliary view.
The drafting team composed of three drafting students will collaborate to complete an auxiliary drawing together. Each student as part of the team will draw a major view with the associated dimensions. One will draw orthographically the view from where the auxiliary view will originate. A second student will draw a partial view not including the sloping surface. The third, the major player on the team will draw the auxiliary view which will project the true shape of the inclined plane. Engineering drawing is communicating graphically. Teamwork from the original idea, through the development of the design and documentation of the product through manufacturing is based on TEAM WORK. TIME IS OF THE ESSENCE.
This lesson is based on utilizing board drafting however with modifications CADD operations could be employed.
- 2 class periodes plus 30 minutes from previous class
- 55 Minutes
- 0 Minutes
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
Objectives and Goals
- * Team Work
- * Shared Responsibilites Between Team Members
- * Completion of a Working Drawing Involving an Auxiliary View
- * Individaul Effort to Contribute to the Total Success of the Project
- * Reinforcement of Previous Knowledge
Activities in this Lesson
- 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 - 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.
- Assessment Types:
- Observations, Drawing Checking Criteria
Since this was a two and one/half day project assignment that involved three students working as a team, a value of at least 30 points would be assigned to the team drawing that met all criteria for mastery and understanding of the application of auxiliary view(s).
The team members would earn the same point grade.
In addition an additional grade could be assessed for the team work and cooperation between members.
When the modification to the original work is completed a third score would be assessed based on the updated work. This assignment could be worth 60 points. Maximum 30 points for the original effort, 10 points for the cooperation and team work, and 20 points for the revised drawing.
TIME WAS OF THE ESSENCE .