Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
CONTENTS
TECHNICAL DRAWING: THE SECONDARY CURRICULUM
Rationale
Introduction
iii
iv
1
1
2
3
3
4
5
6
13 - 29
30 - 37
38 - 44
45
47
49
52
53
APPENDIX
Appendix I.I - I.II
Appendix II.I
55
61
TECHNICAL DRAWING
THE SECONDARY CURRICULUM
Rationale
The Caribbean Examinations Council offers Technical Drawing as an essential companion to the cognate Caribbean Secondary
Education Certificate (CSEC), Industrial Technology programme, as well as an integral component of the General Education
curriculum. The programme of studies in Technical Drawing caters for secondary school studies. The learners who pursue the studies
will proceed to studies at tertiary level institutions and/or seek entry level employment in related fields.
The performance of candidates in the Technical Drawing examinations have been significantly poor, to the extent that the Ministry of
Education seeks to provide an intervention that should stimulate improved performance.
iii
INTRODUCTION
This document aims to assist teachers with a curriculum structure for the Caribbean Examination Council (CXC) Technical Drawing
syllabus. The Caribbean Examinations Council (CXC) is a non-governmental organization that offers examinations in subjects as a
means of matriculation for further studies. Although the syllabus suggests two years of study it assumes previous studies. This
curriuclarised structure suggests a three year period. However, it has not added nor subtracted any requirements of the syllabus. The
teachers, however, must be cognizant of the attempt of every suggestion to highlight the:
requirements of the syllabus (2000 for first examination in 2002) including the restructuring of the School Based Assessment
components and the weighting of papers and questions.
integration of units
It is anticipated that a holder of this document may not revert to the syllabus, which includes information on the requirements for the
Basic Proficiency which has now been discarded. This document therefore includes the total of amendments included in various issues
of the current syllabus. (Particularly, the SBA requirements and the acceptance of Computer Assisted Drawings CAD)
One of the main difficulties in teaching Technical Drawing has always been the amount of time that is consumed by repetitive
requirements, particularly the preparation of drawing sheets. It is recommended that every effort be made to obtain and use prepared
drawing sheets.
iv
Every one concerned is reminded that Technical Drawing is a practical subject that requires special facilities including
drawing boards/tables, quality drawing paper, selected instruments, specified graded pencils, and adequate lighting. Schools
are therefore required to provide appropriate classroom work area or laboratory. When drawing tables are not provided, basic
drawing boards cut from furniture plywood (6 per sheet of plywood) suffices. The suggested time slots are 2 x 40 minutes period for
UNIT I Plane and Solid Geometry, and 3 x 40 minutes session for UNIT 2 or 3 Building Drawing or Mechanical Engineering
Drawing.
NOTE: Where the subject is offered at introductory stage only at Grade 9 and lower Grades the work is concentrated only on
UNIT 1 as set out for Grade 9/Form 3, to include developing basic drawing skills, basic geometric constructions, free-hand
sketching, pictorial drawings and orthographic projection of geometric solids and simple models using First and Third Angle
projection methods.
SECTION 0NE
THE SYLLABUS REQUIREMENTS AND REGULATIONS
RATIONALE FOR TEACHING TECHNICAL DRAWING
Technical Drawing is generally recognised as the language of communication of technical/vocational occupations and as such, has
widespread applications in the life of consumers. It is, therefore, being recommended that every secondary student should have, at the
minimum, a basic knowledge of Technical Drawing.
To this end, the Caribbean Examinations Council recognizes the need to provide a programme of studies in Technical Drawing which
will cater not only to the above stated interest, but also to those students who will proceed to studies at tertiary levels and/or seek entry
level employment in related fields.
The Technical Drawing course as conceived will be an essential companion to the cognate CSEC Industrial Technology programme as
well as an integral component of the general education curriculum.
GENERAL OBJECTIVES
The syllabus is designed for candidates to:
(i)
develop and understanding of and appreciation of Technical Drawing in the Caribbean Industrial Society;
(ii)
discover and develop their talents in the fields of Technical Drawing and related knowledge;
(iii)
develop technical problem-solving skills in Technical Drawing as related to materials and processes;
(iv)
develop the correct and accepted Technical Drawing skills as demanded by Industry;
(v)
be aware of the career opportunities available in Technical Drawing and its related fields;
(vi)
(vii)
CANDIDATE POPULATION
The syllabus is designed to be covered in the final two years of the five year secondary school programme and is intended for students
enrolled in full-time programme. (NOTE: This assumes previous studies that validate a three year approach in schools). However,
candidates who do not attend school full-time may undertake the course by observing the following guidelines:
A.
Candidates entering for examination through private institutions recognized by the council will be require to
complete all the components of respective proficiencies.
(ii)
The School-based Assessment of such candidates must be monitored by the tutors in the institution through which
they register.
B.
A private candidate is one not entered through a school or other approved institution.
(ii)
A private candidate will be required to complete all the components of the respective proficiencies.
(iii)
A private candidate must identify a teacher/tutor from a registered institution (school/technical institute/community
college) who will assess and approve the candidates submission for the School-Based Assessment component of
the syllabus. The name, school, and territory of the identified teacher/tutor should be submitted to the Council on
registration for the subject.
ALLIED SUBJECTS
School candidates should be encouraged to include the following subjects in their programme of study: one of the Industrial
Technology subjects (Building Technology; Mechanical Engineering Technology; Electrical and Electronic Technology), English A,
Mathematics, Physics.
UNIT 2:
Building Drawing
UNIT 3:
Candidates are expected to undertake UNIT 1: Plane and Solid Geometry, and either UNIT 2: Building Drawing or UNIT 3:
Mechanical Engineering Drawing.
Note: The UNITS are broken into Modules (See the outline). Emphasis is placed on grouping the drawing concepts. The curriculum
structure aims at spreading the fundamental principles of drawing so that the learner will master the basic principles thoroughly
before advancing to more complex principles. Every new competence is incorporated into the other concepts and drawing principles
so as to maintain a progressive step.
CERTIFICATION AND DEFINITION OF PROFILES
The Technical Drawing course is an integral component of the Technical/Vocational Education programme offered by the Council.
Technical Drawing will be examined for certification at General Proficiency level only. Candidates have the option of using
Computer Aided Draft (CAD) method/application to complete Paper 02, Paper 03, and the SBA component of the syllabus.
Candidates will be awarded overall grades reported on a 6-point scale, that is, Grades 1 6. In addition to the overall grade,
candidates performance will also be reported under the profile dimensions reported under the profile dimensions, Knowledge,
Application and Practical Ability.
Definitions
Knowledge:
Recall and comprehension of terms, principles, methods, theories and structures; interpretation, and
extrapolation.
Application:
Use of concepts, principles, methods and theories to solve problems in a given situation; analysis, synthesis,
and evaluation.
Practical Ability:
Demonstration of manipulative skills involving the use of drawing instruments, equipment, and materials in
problem solving situations.
A paper consisting of sixty (60) multiple choice items on Unit 1 (Plane and Solid Geometry).
(11/4 hours)
Each item is worth one mark. Knowledge, Application, and Practical Ability will be tested in the approximate
ratio
5:4:1.
Paper 02
(11/2 hours)
Candidates are to attempt four questions, two from each part. Each question worth 20 marks distributed in the
ratio 4:7:9 for (knowledge), (Application), and (Practical Ability).
Paper 03
(3 hours)
Eight questions testing the objectives of Modules in Unit 2: Building Drawing and Unit 3: Mechanical
Engineering Drawing of the syllabus. The Building Drawing paper contains four questions, and the
Mechanical Engineering Drawing paper contains four questions. Candidates must attempt two
questions:
one sectional working/assembly drawing and one sketch and design from area of choice.
The Sectional working/assembly drawing question will be worth 80 marks of which 16 will be for (Knowledge)
and 32 for (Application) and 32 for (Practical Ability). The sketch and design question will be worth 20 marks
of which 3 will be for (Knowledge), 7 for (Application) and 10 for (Practical Ability)
OR
Paper 03
(3 hours)
Eight questions testing the objectives of Modules in Unit 2: Building Drawing and Unit 3: Mechanical
Engineering Drawing of the syllabus. The Building Drawing paper contains four questions, and the
Mechanical Engineering Drawing paper contains four questions. Candidates must attempt two
questions:
one sectional 2D working/assembly drawing and one 3D solid model design drawing from area
of choice. The
sectional working/assembly drawing will worth 80 marks of which 16 will be for (Knowledge),
32 for
(Application), and 32 for (Practical Ability). The 3D solid model and design drawing question
will
worth 20 marks of which 3 will be for (Knowledge), 7 for (Application), and 10 for (Practical
Ability).
therefore, makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of
students for the development of those skills.
School-Based Assessment
During the first two terms in the final year of the course candidates will be required to complete a project testing the candidates ability
to design/redesign a Building component or Mechanical Engineering device/gadget to solve a simple functional problem in one of the
ten categories, namely:
Categories
i)
Household
ii)
Educational facilities
iii)
Agricultural/Fishing
iv)
Health facilities
v)
Transportation
vi)
Business/Office
vii)
Power
viii)
Recreation
ix)
Construction
x)
Manufacturing
Candidates will be required to complete a set of working drawings of the Building component or Mechanical Engineering
device/gadget. Sketches, working/assembly drawings should be kept in a portfolio (laboratory book) which will be assessed by the
teacher. Candidates must include a Full or Part Sectional View of the fully assembled component or device/gadget for the Building or
Mechanical Engineering Unit. The project will carry 60 marks 6 for (Knowledge), 24 for (Application), and 30 for (Practical Ability)
and will account for 20% of the composite score.
NB:
The teacher should prepare candidates for the drawing project by discussing with them the stages in the design process:
recognition of need; definition of problem; illustration of various aspects of solution; selection of best solution; evaluation of
selected solution; and presentation of chosen solution.
The drawing project must be done in its entirety in classroom/laboratory. Since this project is part of School-Based Assessment, it
must be done under the guidance of the teacher but must be the candidates own work.
Candidates who opt to use Traditional Drawing Method for Paper 02 and Paper 03 may, nevertheless, opt to do the SBA drawing
project using the Computer Aided Drafting method/application.
REGULATIONS FOR RESIT CANDIDATES
Resit candidates who obtained 50% or more of the SBA total may choose not to repeat their SBA provided that they rewrite the
examination no later than the subsequent year.
Candidates who obtained less than 50% of the total SBA marks must be re-assessed during Terms 1 and 2 of the year of examination.
WEIGHTING
The percentage weighting of the examination component is as follows:
General Proficiency
Paper 1
20
Paper 2
27
Paper 3
33
School-Based Assessment
20
DISTIBUTION OF MARKS
General Proficiency
Profiles
Knowledge
Paper 1
30
Paper 2
16
Paper 3
19
SBA
6
Total
71
Application
24
28
39
24
115
Practical
Ability
36
42
30
114
60
80
100
60
300
KNOWLEDGE
MARKS
B/
D
APPLICATION
TOTA
L
Knowledge of:
Statement of
the problem.
MARKS
B/
D
Principles of:
Statement of problem:
- specific.
PAPER:
5
Drawing:
- Pictorial
- Sectional
assembly/worki
ng
Design
- function
- safety
- suitability
of materials
1
2
Dimensioning
2
4
Dimensioning
2
6
24
MARKS
B/
D
Accuracy of:
Design
Drawings:
- pictorial
- sectional
assembly/
working
Dimensions
Dimensioning
Techniques
Line work/
Line type
(outline,
centre
line,
hidden line,
hatching line)
Text/print
- name of
project
- category
Neatness/CAD
Conditions
Operation
Drawings:
- Pictorial
- Sectional
assembly/workin
g
PRACTICAL
ABILITY
TOTA
L
Conditions
SBA
TOTA
L
6
3
5
4
2
4
2
4
30
presentation
SECTION 2
OUTLINE OF COURSE
Skills/Knowledge
Skills/Knowledge
2.
Skills/Knowledge
3.
4.
Letter and
dimension
drawings
Thick lines:
Outlines
Break lines
Thin lines:
Dimension lines
Extension lines
Section lines
Centre lines
Hidden lines
Leaders
Cutting plane lines
Thick lines:
Outlines
Break lines
Thin lines:
Dimension lines
Extension lines
Section lines
Centre lines
Hidden lines
Leaders
Cutting plane lines
Thick lines:
Outlines
Break lines
Thin lines:
Dimension lines
Extension lines
Section lines
Centre lines
Hidden lines
Leaders
Cutting plane lines
Alphabet of lines
Lettering: styles, guidelines,
sizes, composition in
lettering.
Lettering: styles
(horizontal/vertical),
guidelines, sizes (5mm
space for Titles and 3mm
space for sub headpins).
composition in lettering.
Use
N.B: Always draw faint
guide lines for printing.
Print letter in upper-case.
Use Vertical lettering or
Sloping style. If sloping
style is adopted the slope
must remain constant.
Alternative:
Computer Aided
Drafting Operation.
5. log on to
system network
6. practice basic
Computer
Aided Drafting
operations
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Draw perpendicular to a
given line, at a point on a
line or from a point outside
of the line.
Notes/Comments
Collaborate with
Mathematics classes
relative to definition of
lines (line segments),
angles, and arcs.
Parallel: being in the same
direction. Include as
parallel: _______ _______
(a)
(b)
Skills/Knowledge
Skills/Knowledge
Revise the concepts that
have been previously
taught, (objectives 1, 2, 3)
Use practice exercises.
Construct triangles:
o Perimeter and
proportion of
sides
o Altitude and base
angles
o Perimeter and
base angles
Skills/Knowledge
Notes/Comments
Construct a square
given the length of one
side and the diagonal
Quadrilaterals: squares,
rectangles, parallelograms
Construct a
Construct a
parallelogram given the
lengths of two adjacent
sides and an angle.
Construct a rhombus
given the length of one
diagonal and the length of
one side.
Construct a
rhombus given the length
of one diagonal and the
length of one side.
Construct a trapezium
given the length of the
sides, the perpendicular
distance between them
and one angle.
Construct a trapezium
given the length of the
sides, the perpendicular
distance between them
and one angle.
Construct a
regular hexagon and
octagon given the
distance across flats
(A/F) or given distance
across corners (A/C)
Construct a
regular hexagon and
octagon given the
distance across flats
(A/F) or given distance
across corners (A/C)
Construct any
regular polygon given
the length of one side.
Construct any
regular polygon given
the length of one side.
polygon.
Skills/Knowledge
Skills/Knowledge
Construct a circle to
pass through:
o three given
points
o a fixed point and
touching a line
at a given point
o two given points
and touching a
given line
o two given
points and
touching a
given circle
Skills/Knowledge
Notes/Comments
Definition of the circle: A
closed plane curve such that
any point on the curve is
equidistant from the fixed
point on the plane the
centre.
Define parts of the circle
diameter, radius, arc, chord,
and quadrant. Properties of
a circle.
three centres.
three centre
o
o
circumference
a circle from any
given point outside
of the circle
two given circles
MODULE V:
EQUIVALENT AREAS;
REDUCING AND ENLARGING PLANE FIGURES
Suggested time: 1 Session (2 x 40 minutes) = 80 Minutes per week (No single period
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
1.
o
o
o
Learners should be
able to construct:
rectangles equal in
area to triangles
squares equal in
area to triangles
triangles equal in
area to
quadrilaterals and
other polygons
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Construct rectangles
equal in area to
triangles
Construct triangles
equal in area to
quadrilaterals and other
polygons
Graphic determination of
areas of laminae and
combined plane figures
Similar triangles and
proportional figures.
Revise principles
involved in reducing or
increasing figures by
linear measurements or
ratio of sides and by
ratio of areas.
Principles involved in
reducing and enlarging
areas of figures
NB: The family of polygons
does not stop at the octagon
the usual extent of
exercises.
NB: Similar figures:
Figures having the same
shape but may be different
in sizes.
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Revise construction of
ellipse, and related
concepts.
.
Construct normal and
tangents at a point on the
curve
Conic Sections
relationships.
Ellipse: definition and
properties. The ellipse as
loci of a moving point.
Methods of construction of
the ellipse. Parts of the
ellipse; major and minor
axes, directrix, vertices,
focus
NB: Use wooden models to
demonstrate conic sections
Involute of a circle
Draw an Archimedean
Spiral
Learning Objectives
1. The learner should be
able to construct the
pictorial drawings of
geometric solids and
simple models:
o isometric
o oblique
o 1- point and 2point perspective
Skills/Knowledge
Construct the
pictorial drawings of
geometric solids and
simple models:
o Isometric
Sketch freehanded
pictorial drawings of
geometric solids and
simple models:
o isometric
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Construct the
pictorial drawings of
geometric solids and
simple models:
o isometric
o oblique
o 1- point and 2point perspective
Construct the
pictorial drawings of
geometric solids and
simple models:
o isometric
o oblique
o 1- point and 2point perspective
Principles of pictorial
drawings isometric,
oblique, and perspective of
geometric solids: cones,
prisms, pyramids, cylinders,
simple models, blocks,
isometric circles
Sketch freehanded
pictorial drawings of
geometric solids and
simple models:
o isometric
o oblique
Sketch freehanded
pictorial drawings of
geometric solids and
simple models:
o isometric
o oblique
o 1- point and 2point perspective
Principles of freehand
sketching.
Learning Objectives
1. The learner should be
able to draw orthographic
projections of geometric
solids and simple models
using First angle or Third
Angle project.
Skills/Knowledge
Draw orthographic projections of
geometric solids and simple
models using First angle or Third
Angle project.
4
Skills/Knowledge
Draw orthographic
projections of
geometric solids and
simple models using
First angle or Third
Angle project.
Skills/Knowledge
Draw orthographic
projections of geometric
solids and simple models
using First angle or Third
Angle project.
Notes/Comments
Planes of projection:
horizontal and vertical
planes.
Plans and elevations.
Freehand orthographic
drawings.
Learning Objectives
1. The learner should be
able to draw primary
auxiliary views by
projection.
2. The learner should be
able to determine the true
lengths of straight lines
by;
o revolution
o auxiliary method
3. The learner should be
able to determine the
true shapes of laminae
by auxiliary projection
4. The learner should be
able to determine the true
shapes of sectioned
surfaces of geometric
solids
5. The learner should be
able to construct curves
of inter-penetration of
geometric solids with
their axes in the same
plane.
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Auxiliary planes of
projection oblique planes
inclined to both horizontal
and vertical planes.
Learning Objectives
Skills/Knowledge
Skills/Knowledge
Skill/Knowledge
Notes/Comments
Learning Objectives
The learner should be able
to:
1. draw a single
helical curve on a
cylinder
2.
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Draw helical
spring of circular
cross section
spring
Notes/Comments
Define helical curve, pitch
and lead
Learning Objectives
The Learner should be able
to:
1. demonstrate the
application of Local
Building Codes as
they apply to
standard building
drawing procedures.
2.
3.
prepare drawing
sheets
demonstrate
knowledge of
standard
architectural
practices
4.
prepare drawings to
given scales
5.
produce 2D and 3D
drawings of models
of a building or its
components
Learning Objectives
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Building Codes are standards
and guidelines for
construction of buildings to
ensure a minimum level of
safety for the occupants. They
include:
- set backs, road sizes, verge,
water zone.
Identifying forces that
natural hazards impose:
water, fire, hurricanes, floods
Standard drawing practice,
for example, line weight,
lettering, symbols,
conventions.
Sketching in proportion,
working drawings to scale
Drawing Aids, drawing
construction lines (c-Lines)
using cross, parallel with full
distance, drawing outline,
inserting dimensions,
hatching, using mirror copy,
saving and printing.
Notes/Comments
2.
Learning Objectives
Notes/Comments
3.
4.
Simple reinforcement,
orthographic, pictorial and
freehand sketches
Instrument drawings/section
details.
draw foundation
plans
Learning Objectives
Notes/Comments
3.
4.
draw elevations of
buildings
Learning Objectives
MODULE V: FLOORS
Suggested time: 3 x 40 minutes weekly (2 hours)
Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Learning Objectives
The learner should be able to:
1. draw details of
various types of
walls
&
2. differentiate between
internal and external
load bearing and
non-load bearing
walls
&
3. draw detailed frame
timber partition
4.
make working
drawings of wall
details.
&
&
&
Draw simple detailed frame
timber partition
Notes/Comments
Emphasise:
Stone rubble walls
concrete block walls
brick walls
-composite walls
internal and external wall
Rendering.
Sectional details.
&
Emphasise load and non-load
bearing walls constriction in
blocks and timber.
&
Treatment of openings in
walls
Plastering to walls and
ceilings. Internal and external
renderings.
Sectional details.
Learning Objectives
The learner should be able to:
1. draw plans and
elevations of various
types of roof and
roof structure
2.
3.
4.
prepare working
drawings of roof
anchorage systems
prepare a working
drawing of a roof
showing truss details
prepare working
drawings showing
open and closed
eaves
Notes/Comments
Identify common types of
roofs found in the region.
Demonstrate knowledge of:
(a)Roof terms: ridgeplate,
common rafters, valley
rafters.
(b) Flat roofs in timber an
their coverings, gable-end
roofs.
(c) Pitched roof construction
with various coverings.
(d) Treatment of gutters,
parapets and ventpipes.
Learning Objectives
The learner should be able to:
1. prepare drawings
showing various
types of doors and
windows and their
fittings;
2.
draw detailed
section of a sliding
window in a
masonry wall;
3.
prepare typical
sectional drawings
to show door and
window details
Notes/Comments
Emphasise the demonstration
of knowledge and skills in
drawing internal and external
doors with linings and frames.
Common types of windows
Horizontal and vertical
sliding windows.
Learning Objectives
The learner should be able to:
1. draw stairs and
calculate risers from
given heights
2.
prepare drawings of
common inside
stairway
3.
prepare sectional
working drawing of
a straight flight
staircase
4.
prepare a detailed
drawing of the parts
of a step
Learning Objectives
The learner should be able to:
1. prepare full sectional
drawings of single
storey buildings
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
MODULE X: SECTIONS
Suggested time: 3 x 40 minutes weekly (2 hours)
Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Prepare full sectional
drawings of single-storey
buildings
Notes/Comments
Principles of construction of
straight flight stairs both
timber and reinforced
concrete.
Notes/Comments
Using principles of
orthographic projection:
foundation, floors, walls,
roofs.
Learning Objectives
The learner will be able to:
1. prepare drawing
sheet with
appropriate title
block
Grasde9/Form 3
Skills/Knowledge
Layout basic drawing sheets
to include Name of School,
Title of drawing, Drawn by,
Scale, Date, Drawing No.
Grade 10/Form 4
Skills/Knowledge
Layout basic drawing sheets
to include Name of School,
Title of drawing, Drawn by,
Scale, Date, and Drawing No.
Grade 11/Form 5
Skills/Knowledge
Layout basic drawing sheets
to include Name of School,
Title of drawing, Drawn by,
Scale, Date, Drawing No.
Notes/Comments
Pencils: HB lettering; 2H
drawing. (Option: use H- for
sketching).
Methods of fastening
drawings to boards
masking- tapes, draftsmans
tape, clips as available.
(Demonstrate use of
traditional equipment even if
parallel motion T-squares are
standard).
Always draw faint guide lines
for printing. Print letters in
upper-case. Use Vertical
lettering or Sloping style. If
sloping style is adopted the
slope must remain constant.
Refer: B.S. 308 parts 1 &2;
Engineering Drawing Office
Practice PD 7308; ISO
9000.
Learning Objectives
Skills/Knowledge
2.
3.
Skills/Knowledge
Skills/Knowledge
use machining
symbols on machine
parts and
components
prepare scaled
orthographic views
of simple machine
parts and
components in First
Angle or Third
Angle projection
Notes/Comments
Orthographic views in First or
Third Angle Projection of
vee blocks, Plummer block,
tool holders, tool post,
connecting rod, pulley frame,
pulleys, pulley yoke, lever
bracket machine vice body,
shaft bearing, angle plate
base, pivot block, bearing
block, angle support.
Learning Objectives
2.
put dimensions to
drawings.
3.
apply conventional
representations of
welding and brazing
symbols on fabricate
Conventional representation
of bearings, metric screw
thread, shafts, springs, gears,
knurl, flat on round, square,
lap, countersink, counterbore,
spot face, chamfer, bevel,
tubular force.
Apply conventional
representations of welding
and brazing symbols on
fabricated machine parts and
Apply conventional
representations of welding
and brazing symbols on
fabricated machine parts and
Apply conventional
representations for machine
parts and components
Notes/Comments
Apply conventional
representations for machine
parts and components.
Learning Objectives
The learner should be able to
prepare sectional drawings of
simple machines, machine
parts and components.
components.
components.
Notes/Comments
Identify and use the types of
sections: full, half, part, offset, revolved, removed, and
local., sectional plan and
elevations of parts or
components including vee
block, pulleys, lever brackets,
machine vice body, angle
base plate, support arm,
support plate, bracket, lathe
tool post, link connector,
compound rest, crank.
Pay attention to the current
convention for Cutting plane
lines (Cutting planes are
shown by long chain lines,
thickened at the ends, thin
elsewhere and are labelled by
capital letters. The direction
of the viewing is shown with
arrows resting on the cutting
line.
Learning Objectives
The learner should be able to:
1. make free-hand
orthographic
sketches of
engineering
fasteners
2.
make orthographic
drawings of
engineering
fasteners
Learning Objectives
The learner should be able to:
1. draw plan and
elevations of
assembled machine
parts and
components in First
Angle or Third angle
projection
2.
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Notes/Comments
Parts that are assembled are
held together by fasteners.
Standard Fasteners are not
sectioned when shown as
applied in sectional assembly
drawings.
Engineering Fasteners:
Temporary fasteners: nuts
and bolts, screw, studs,
cotters, locknuts, slotted nuts,
castle nut, self-locking nut,
parts
3.
4.
machine parts.
machine parts.
Learning Objectives
The learner should be able to:
1. make freehand
sketches of
engineering
components
2.
produce 3D sketches
of engineering
components
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Make freehand sketches of
engineering parts and
components
SECTION 3
SOME SUGGESTIONS FOR IMPROVING PERFORMANCE
Notes/Comments
Show sketching of
engineering features using
standard graphic symbols,
sectional assemblies.
(1) the number of questions contained in the paper and the difficulty levels illustrated in each question.
(2) the paper requirements, that is the weight of each section or question
(3) and an approximate amount of time that should be spent on a selected question.
Structure of questions: Questions are normally set at a specific level of difficulty to ensure the credibility of the Criterion
Referenced assessment practiced. Some questions may appear easier than others, but that depends on the skill and
knowledge of the individual reading the questions. All questions are based on the syllabus requirements that are set out in
specific performance objectives. For each question, every effort is made to avoid demanding any skill or knowledge
outside of those specified in the syllabus.
Attention must be paid to the rubric of a question, as instructions and/or requirements on how parts are assembled and for any
instructions for omission or inclusion.
For example, a Mechanical Engineering question may require candidates to:
(a) Show six main dimensions to include a radius, a diameter, a metric thread specification and an overall dimension.
(b) Print the title Pulley Block and the scale used, and show projection method by symbol.
These are very specific instructions on skills that are assessed. The orthographic views of the Sectional Assembly drawing may have
errors or even in complete sections by the candidate, but the requirements of (a) and (b) are specific skills to be assessed, therefore
candidates are to ensure that those are demonstrated for assessment.
Some teachers may have dislike for some units of the syllabus, and the tendency is to bypass them by not providing instructions or
even provide practice exercises. This, of course, is undesirable, and is unjust to learners. Teachers should seek assistant to interpret
requirements of a syllabus.
1.
The correct response is (D).The teacher should discuss with the learners what makes (D) a part section, and elaborate on each of the
other sectional representations given.
3. Which of the scales listed below would be used to produce smallest drawing?
A.
B.
C.
D.
1:2
1:5
2:1
5:1
The correct answer is (B), the drawing being 1/5 the normal size. The teacher should elaborate on the other ratios.
The SBA project introduces to the learner a very basic approach to the Engineering Design Process. The instructor should read very
carefully the CSEC (CXC) requirements for the SBA project. The objective of the exercise does not lie in the complexity of the gadget
but more so in the process which includes the learners attempt to identify a problem, maintaining a folio for recording the details in
obtaining a solution, and presenting that solution in notes, sketches, and working drawings. This does not prevent any learner who
exercises initiative to investigate possibilities for solution to a fairly complex problem. The end result, however, must meet the
examination requirements.
Texts dealing with basic principles of the design process will assist the learners in how develop the design and reporting the CSEC
(CXC) SBA project.
It is of importance that an instructor recognises that the successful completion and presentation of a learners project earns
him/her the 20% of the total marks/grades for that examination.
c) illustration of various aspects of the solution: The learner should illustrate optional shapes, whether redesign of any part of
existing item, specify specifications of purchased parts. The learner may also begin to identify methods of fastening. For
example, there might be stipulation of rivetting or welding without specifications.
The learner should have sketches of no less than three options. He/she should be encouraged not to remain on any one sketch
for too long., or being set upon a single option so that the others become a routine of providing three sketches.
The set of sketches below shows six possibilities for the design of a Circle Scriber.
Sketches adopted from: W. R. Miller & H. C. Rose, INSTRUCTORS AND THEIR JOBS, American Technical
Society, Ill. (1975).
d) selection of the best solution: The decision to opt for a particular project design must be taken with the instructor.
e) evaluation of selected solution: Now that the project design has been selected the learner evaluates all options relative to
parts (including purchased parts, if necessary), methods of fastening (welding, rivetting), finish, and sizes.
Elements of the other the other designs may be used if they will enhance the selected option.
f) presentation of the selected solution: This includes all notes and sketches associated with the design or redesign of the
project, the assemble/working drawings (including dimensions, sectional views (whether full sectional view, removed sections,
revolved sections or part sections), notes for finishing. Computer generated drawings are also acceptable.
The presentation format should highlight the work of the candidate. It should begin with the cover page indicating the project
title, the name of the school, the class or group, the name of the candidate and the date. The body of the report should
have a content page, working drawing / sectional assembly, a pictorial drawing showing the assembled project item,
notes for specific instructions, folio presentation of sketches and research details.
NB: In the ordinary industrial system the next step would be to produce a prototype using the working drawings and instructions.
This, however, is not a requirement for the CXC Technical Drawing Examinations.
Complexity of project;
Some teachers do feel that a successful project must entail high level of complexity. The objective of the exercise
does not lie in its complexity, but more in the learners attempt to identify a problem, maintaining a folio for
details
in obtaining a solution, and presenting that solution in notes, sketches, and working drawing.
(b)The concept of Sectional Assembly
A misconception is that the solution to the problem must have Full Sectional Assembly. The purpose of a sectional
view in a working drawing is to show the details of an assembly that enable manufacturing of the item.
There are various types of sectional views, namely:
( i.)
(ii)
A Full Section - where the cutting plane (imaginary) passes entirely across the object.
Half Section - exposes a half section view of the interior to view. It has the advantage of showing the interior
and at the same time maintaining the shape of the exterior.
(iii)
(iv)
Revolved Section showing the actual cross-sectional shape of objects, such as bars, and spokes.
(v)
Removed Section -which may include increased scale to show greater details?
(w)
(C)
Lesson Planning
Lesson planning is actually the final link in the instructional planning process. It provides directions for the instructional process. It is
therefore not the intention to elaborate on instructional models and philosophies but to refer to assumptions relating to teaching
learning concepts. These are:
The teaching process: The learner is provided with learning stimulations, support and advice.
The teacher/facilitator: The teacher/facilitator sets out the problem and provides the necessary resources to deal with the
problem. As a facilitator he/she reacts to learners needs that help to shape the learning process.
The learning process: The learning outcome is as a result of an active situational process. It can not be predicted but it
can be encouraged or influenced.
The learner: The learner plays a very active and self-directed role in the teaching-learning process
The goal and content of the teaching-learning process: The goal of teaching is that learners should be exposed to
available knowledge. Technical Drawing becomes a graphic expression of the knowledge garnered through research, and
collaboration with related subjects, especially the technology subjects, mathematics and science. Every effort must be made
to provide materials that are not readily available. A simple exercise is to collect samples of fasteners, such as bolts, nuts
and screws. For example: A small collection of Set Screws to illustrate the optional heads,(Square, slotted,
hexagonal, hexagonal socket) and the variety of points (cup, flat, oval, full dog, one-half dog, and cone.)
Evaluation: Evaluation is an integral part of the teaching/learning process. It calls for instruments to capture the
assessment of knowledge, application, and practical ability. (See the CXC definitions). The learners, however, must be
afforded the opportunity for redoing and re-submitting assignments to develop and demonstrate mastery of drafting skills.
Feed-back between attempts should be provided. Ensure transparency, and make sure that learners who demonstrate
mastery without re-doing and re-submitting do not feel penalized, as they should, by then, be developing mastery of other
skills. The achievement of mastery must be emphasised, and those skills mastered must be demonstrated in subsequent
evaluation exercises..
NB: This can not be an indefinite activity for any learner. He/she should master the drawing techniques so as to
move on.
The following is a Lesson Plan Format that has been considered to be an effective tool in planning for teaching.
LESSON PLAN FORMAT
SUBJECT:
CLASS:
TOPIC:
DATE:
DURATION:
AIM(S):
INSTRUCTIONAL OBJECTIVES:
INSTRUCTIONAL MATERIALS/TECHNOLOGY:
PREVIOUS KNOWLEDGE:
LESSON PRESENTATION:
A. Introduction
B. Development
C. Recapitulation
D. Culminating Activity
LESSON EVALUATION:
NB: See the appendixs for samples of Lesson Plan, and a Specimen Paper Multiple Choice Questions.
APPENDIX
Appendix I
1.1
PREVIOUS KNOWLEDGE:
Learners have basic previous knowledge of circular and other curved shapes.
LESSON PRESENTATION:
D. Introduction
a. Introduce lesson by letting students identify complete curved shapes, including circles, ovals, ellipse. Demonstrate with
the model the ellipse as conic section. Revolve circular object out of perpendicular to obtain ellipses.
b. Differentiate the characteristics of the ellipse or elliptical curve.
E. Development
Present the illustration of the ellipse and identify the various parts
Demonstrate construction of the ellipse by foci method, and by the concentric circles method given the major and
minor axes.
F. Recapitulation
Recapitulate the major points of the lesson:
Definition of an ellipse (A plane figure bounded by a smooth continuous curve an elliptical curve).
Definition of parts of the ellipse.
Procedure for construction of the ellipse by foci method and the concentric circles method.
Question learners on the various aspects of the lesson clarify where necessary
G. Culminating Activity
Set assignment to construct ellipse by foci method, and the concentric circles method from given data (major and
minor axes) under the supervision of the teacher.
Complete assignment as homework due within 3 days.
LESSON EVALUATION:
I. 11
Sample Lesson 2
A SAMPLE LESSON PLAN
SUBJECT:
CLASS:
Grade 10 /Form 4
TOPIC:
DATE:
DURATION:
AIM(S):
INSTRUCTIONAL OBJECTIVES:
(a) Given simple machine parts and components in orthographic view the learner should be able to indicate machined surface
by symbol without texture specifications.
(b) Given pictorial drawing of simple machine parts and components learner will be able to draw orthographic views and
indicate machining symbol/s on specified finished surface/s.
INSTRUCTIONAL MATERIALS/TECHNOLOGY:
1. Samples of engineering parts or components that have machined surfaces (mating parts, bearing surfaces such as for bolt
heads/washers).
2. Examples of simple orthographic drawings with machined surface/s indicated by symbol/s
PREVIOUS KNOWLEDGE:
Learners are aware of machine parts and components (castings especially) that have machined surfaces.
LESSON PRESENTATION:
H. Introduction
(a)Let learners identify surfaces of parts or components that are machined.
(b) Point to finish and machined surfaces for aesthetic and machined surfaces for mating parts and work surfaces.
B. Development
a. Explain the use of machining symbol/s finished surfaces must be marked on a drawing so that the pattern maker will
allow extra material for cutting.
b. Demonstrate the application of the symbol normal or perpendicular to the line (edge view) that represents the
machined surface, or normal to the leader line for dimensioning.
C. Recapitulation:
Recapitulate the major points of the lesson :
- the need for machining symbol
- graphic representation of the symbol
- application of the symbols on drawings.
D. Culminating Activity:
Set assignment, to draw orthographic views from pictorial drawings of simple machine parts or components. Include
machining symbols on specified surfaces.
II. I
MINISTRY OF EDUCATION
TECHNICAL DRAWING
Specimen Paper
(Multiple Choice Questions)
MINISTRY OF EDUCATION
Secondary Level Programme
TECHNICAL DRAWING
Time allotted: 30 minutes
Before you begin this test, READ CAREFULLY THE INSTRUCTIONS LISTED BELOW.
Instructions:
1. In addition to this booklet, you should have answer sheet.
2. You are required to use a B or HB pencil.
3. For each question or statement in test there are four responses, which are identified by letters A, B,
C, and D.
Select the correct response, which answers the question or completes the statement and shade in the
corresponding letter on the answer sheet provided. See this example set out below:
The lines that are drawn on the cut-away of a sectional view are called:
Sample Answer Sheet
A B C D
A Cutting plane lines
B. Projection lines
C. Extension lines
D. Section lines
4. The test has 20 questions. You will have 30 minutes to answer them.
5. Do not be concerned about extra spaces on the answer sheet.
6. Attach the completed answer sheet to the booklet before handing back to the examiner
DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.
centre line
visible outline
hidden details
cutting plane line
scale
straight edge
T- square
Protractor
4.
2. Which of the listed scales shown
below would be used to produce
the largest drawing of a given
object?
(A)
(B)
(C)
(D)
10 : 1
5 : 1
1 : 5
1 : 10
irregular curve
flexible curve
erasing shield
(D)
protractor
(B)
(C)
(D)
involute of a circle
parabola
cycloid
7
5. The numerical values given with
dimension lines on a drawing show
the
(E)
(F)
(G)
(H)
scale of drawing
scale of the object
size of the drawing
size of the object.
dimension line
section line
cutting plane line
extension line
Archimedean Spiral
65
.
8
10
involute of a circle
cycloidal curve
parabola
Archimedean Spiral
reference list
material list
title block
notes section
outlines
borderlines
construction lines
guide lines.
pair of compasses
pair of dividers
scale
template
15.
13.
T Square
set square
irregular curve
scale rule
(A)
(B)
(C)
(D)
trammel
rectangular
concentric circles
foci
16.
18.
The development of an object is a drawing laid out on a
flat surface to show
(A)
(B)
(C)
(D)
19
prism
cylinder
pyramid
cone
17
Which of the following circles shows a correct
convention for dimensioning?
20.
centre
construction
object
extension lines
pair of dividers
pair of compasses
scale
template