'DOCUMENT RESUME - ERIC · low voltage alarm,' Introductory materials are a complete listing of....

ED 254 693

TITLE

INSTITUTIONSPONS AGENCYPUB DATE.NOTE

PUB 'TYPE

'DOCUMENT RESUME

CE.040.969

Low Voltage Alarm Apprenticeship. Related TrainingModules. 29.1-29.5 DraOing.Lane.Community Coll.,.tugene, Oreg.'Oregon State Dept. of Education, Salem.[82)87p.; For other apprenticeship documents related tothis trade, see CE 040 962-968. Forpre-apprenticeship documents on drawing (using manyof the. same modules), see ED 217 275-278. Many of themodules are duplicated in CE 040 973.Guides Classroom Use Materials (For Learner)(051)

EDRS PRICE . MF01/PC04 Plus Postage.DESCRIPTORS *Alarm Systems; *Apprenticeships; Behavior4

Objectives;,*Blueprints; *Drafting; Freehand Drawing;,Individualized Instruction; Job Skills; LearningModules; Orthographic Projection; PostsecondaryEducation; *Trade and Industrial Education

ABSTRACTThis packet of five learning modules on drawing is

one of eight such packets developed for apprentliceship training forlow voltage alarm,' Introductory materials are a complete listing ofall available modules and a.supplementary reference list. Each modulecontains some or hll of these components: goal, performanceindicators,/ study guide (a:cbeck,list of steps the student shouldcomplete), a vocabulary list, an introduction, information sheets,assignment sheet, job sheet, self-assessment, self-assessmentanswfts, 'post-assessment, instructor post-assessment'answers, and alist of supplementary references. Supplementary*reference aaterialmay be provided. The five training modules cover types of drawingsand views, blueprint r g/working drawings, scaling anddimensioning, sketching, aid machine and weldillg symbols. (YLB)

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STATEMOT OF ASSURANCE

IT IS THE POLICY OF THE.OREG207D PARTMENT OF EDUCATION

THAT ,NO PERSON BE SUBJECT TO DIS RIMINATION ON THE

BASIS OF RACE',' NATIONAL 0 GIN, SEX, -AGE, HAND[ CAP OR.

MARITAL. STATUS IN ANY PROGRAM, SERVICE,ORAtTIVI-TY4FOR

WHICH THE' OREGON DEPARTMENT OF'EDUCATION IS RESPONSIBLE,

THE DEPARTMENT,WILL COMPLY WITH THE REQUIREMENTS OF STATE

AND FEDERAUPLAW CONCERNING NONDISCRIMINATION AND WILL

STRIVE BY: ITS ACTIONS TO ENHANCE THE DIGNITY AND WORTH

OF ALL PEOSONS.

a

STATEMENT OF DEVELOPMENT

THIS. ROJECT WAS DEVELOPED AND PRODUCED UNDER A SUBCONTRACT

FOR T E OREGON DEPARTMENT OF EDUCATION BY LANE COMMUNITY

COLLEGE, APPRENTICESHIP DIVISION, EUGENE, OREGON, ]984k

LANE COMMUNJTY.COLLEGE IS AN AFFIRMATIVE,ACTION/EQUAL

OPPORTUNITY INVITUTION.

APPRENTICESHIP

DOW VOLTAGE ALARMRELATED TRAINING MODULES

History of Alarms

.TRADE MATH

Page I

1 .1..1' Linear - Measurement .

1.2 Whole Numbers-

1.3 Addition and Subtraction of Common Fractions and Mixed Numbers1.4 Multiplication and Division of Common Fractions and Mixed Numbers1.5 Compound Numbers

ti.'67

PercentMathematical Formulas .

,

1.8 Ratio' and Proportion1.9 Perimeters, Areas and Vblumes1.10 Circumference and Area of Circles1.11 Areasof Planes, Figures, and Volumes of Solid Figures1.12 Graphs

,

1.13 Basic Trigonometry1.,14 Metrics

ELECTRICITY/ELECTRONICS

.

2.1 Basics of Energy2.2 Atomic Theory2.3 Electrical Conduction2.4 Basics of Direct Current2.5 Introduction, to Circuits2.6 Reading Scales2.7 Using a V.O.M.2.8 OHM'S.Law2.9 Power and Watt's Law2.10 Kirchoff's Current Law2.11, Kirchoff's Vbltage Law2.12 Series Resistive Circuits2.13 Parallel Resistive Circuits2.14 Series - Parallel Resistive Circuits2.15 Switches and Relays'2.16 Basics of Alternating Currents1n17.4 Magnetism3.1 Electrical Symbols3.2 CircuitDiagrams and Schematis3.3 Schematics and Alarm Design4.1 , Solid State Pswer Supply System4.2' Charging Circuits4.3 Selecting the Power Size of Power Supply4.4 Fuse and Circuit Breaker Protection4.5 Battery Standby Capacity4.6 qatteries5.1 Troubleshooting - Electrical Tracing5.2 Ti-oubleshooting - Environmental Fd4ors5.3 Documentation of Design

SAFETY

6.1 General Safety4 6.2 Hand Tool Saly

6.3 Power Tbol Sa ty

6.4 Fire Safety6.5 Hygiene SafetY`6.6 Safety and. Electricity

ALARM BASICS

7.1 Theory of Diodes7.2 Theory of Bi-polar Devices7.3 Theory of Integrated Circuits8.1 Binary Numbering Systems8.2 Logic Gates8.3 Dialers9.1 Blueprint Reading, Building Materials and Symbols

9.2 Design of Alarm Systems10.1 Types and Applications of Alarm Systems10.2 Burglar Systems10.3 Fire Alarms10.4 Hold -up Alarm Systems10.5 Bank Alarm Systems10.6 Wireless Alarm Systems11.1 Hand and Power Tools11.2 Maineain'Hand and Power Tbols11.3 Safety Practices ,

121 Photoelectric Space Detectors12.2 Passive Infrared Motion Detectors12.3 Microwave Detectors (Radar)12.4 Stress Detectors in Space and Volumetric Applications12.5' Capacitance detectors,12.6 Sound Discrimination12.7 Ultrasonic Motion Detectors

12.8 Gas Detectors12.9 Airborne and Structural Problemmi12.10 Audio Detection Systems13.1 TradepTerms14.1 Invisible Beam Detectors14.2 Fen6e Distrubance Sensors14.3 Electric - Field Sensors

.14.4 Seismic Sensors14.5 Car Annunicators15.1 Annunciators15.2 Fire Extinguishing Systems15.3 Signal Reporting Systems16.1 Detection Devices

16.2 Contacts#16.3 Vblumetric and Space Devices

16.4 Problems am! Applications of.Devioes,

17.1 Key Stations )17.2 Keyless Contfol Stations

17.3 Types of Annunication

17.4 Shunt Switches

.0

Page II

DRAWING

18.1 Red Tapd Procedures19.1 Builder Board Requirements19.2 Licensing

20.1 Central Stations20.2 ,Fire Department Monitoring20.3 . Police Department Monitoring20.4 Telephone Answering Service Monitoring21:1b Fire/Police/Emergency Responses22.1 Card Access Control22.2 Telephone Access Control22.3 COmputerized Controls hand Interfaces22.4 Key' Access Control V

(

22.5 Vehicular Access Control23.1 Telephone Services ,,,

'24.1 Basic Sound Systems25.1 Business Letters26.1 Video Surveillance Systems26.2 CCTV Cameras26.3 CCTV Cables26.4 CCTV Monitors and Recorders26.5 Time - lapse Video Recorders and Videotape.26.6. CCTV1Camera bans26.7 CCTV Computer Interface Control26.8, Video Transmission26.9 CCTV Enclosures26.10 C CCTV Control Equipment

COMPU'T'ER USAGE .

27.1 Digital Language27.2 Digital Logic27.3 Computer Overview27.4 Computer Software

28.12 Personal Finance

29.1 Types of Drawings and 'Views29,.2 Blueprint Reeding/working Drawings29.3 Scaling and Dimensioning29.4 Sketching29.5 Machine and Welding Symbols

6.0

HUMAN RELATIONS

A

28.1 Communication Skills28.2 Feedback28.3 fixlividual Strengths

28.4 Interpersonal Conflicts28.5 Group Problem Solving, Goal-setting and Decision-making28.6 Worksite Visits28.7 Resumes28.8 Interviews28.9 Work Habits and Attitudes28.10 Expectations28.11 Wider Influences and Responsibilities

-' Page III

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VOLTAGE ALARM

SUPP ARY REFERENCE MATERIAL

, .

Intrusion Detection Systems: Principles of CperatiOn and Application

Author: Robert L. BarnardEdition: 1981 .

Understanding and Servicing Alarm Systems

Author: H. William TrimmerEdition: 1981

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In the event additional copies are needed, they may be purchased through* \

Butterworth>Publishers10 Thwer-Odice ParkWoburg, Ma. 01801

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.4 RECOMMENDATIONS FOR USING TRAINING MODULES

The following pages list modules and their corresponding numbers fop this

particular apprenticeship,trade: As related training classroom hours

vary for different reasons throughout thestate, we recommend that

the individual apprenticeship committees divide the total packets to

fit their individual class schedules.

There are over 130 modules available. Apprentices can complete -th

whole set by the end of their indentured apprenticeships.. SOme

apprentices may already have nowledge and. skills-that are covered

in particular modules.. In those cases, perhaps credit couldbe)

granted for, those subjects, allowing apprentcies 6-advance to the

remaining modules.'

)Ve suggest the the ap.prentrceship'instructors assign the modules in

numerical order to make this learning iool' most effective.

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P

Perfoimance Indicators:

.The apprentice Will be able! to

identify-types:of drawings andAg .

:

A

I. Identify orthographic protections.

2. Identify types of lines.

1. -Identify perspective drawings.

4. Identify pictorial drawings.

5r. Identify axonometric drawings.

6.;, Identify isometric drawings.

I

a

,INDIVIDUALIZED LEARNING SYStEMS.

tudy. GuidES

; I

I

For successful completion of this module, complete the tasks in the order liSted

below. 'Check each one off as you complete it..0

3

r

4

Read the Goal and Performance Indicators on the cover of.this module.

This will explain what you can be expected to.learn from the module and

how you will it.

Read the Introduction section and study the Information section. In.

these sections you will acquire the knowledge necessary to, pass the

Self and Post Assessment exams.

Complete the required assignmentg'on the Assignment pages. Turn them in

our instr o for review.

; Complete tire Self Ass sment exam. This will show how well you can expect

to do on the Post..Assess nt exam.. Compare your answersviith those on

, the .Self Assessment Answer Sheet found immediately following the exam.

Ifou scored poorly, rT-st dy the Information section or ask your .

instructor for help.

P.

.5. 'Complete the Post AsSessment exam. Turn the answers in to your instructor.

It is 'recommended you score 9O %,,or better before continuing with the

next module. ;

V

INDIVIDUALIZED LEARNING SYSTEMS

o

Introduction.

If

I

:One of the'problems in all drawing is how to depict a three-dimensionsal object on

a two-dmensional sheet af paper. Any attempt at showing all three, dimensions on

a single drawing will result in foreshortened lines that will not represent true

dimension's of the object. To show an object's true shape, the(.1

d'raftsperson must

'make two or more related drawings, each of which depicq the object in two of its

principal dimensions only -width and depth, width and height, or height,and depth.

AlMost without exception, working drawings are made this way.

Sometimes, howeVer, it is lirable to portray the object more nearly as an observer

would normally see it--that is, to show all three principal dimensions at once. T/".

, Several methods are employed for making drawings of this picture-like type, and all

are useful for illustrating the ovgrall shape and general feature's of technical

objects. However, all of these pictorial drdWing methods'have a common disadvantage

that make's them generally dhsuitable for the productiah of working drawings: the

true measurements of the object.

0 )

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'0,1,4 INDIVIDUALIZED LEARNING *SYSTEMS

InformationI's

ORTOHOGRAPHIC ,PROJECTION

The drawing method almOSt universally employed in the making df architectural and

engineertiigworktng drawings is called orthographic projection; the drawings,

produced in this way are called, orthographic or "true" drawings, as opposed to the

picture-like drawings made by pictorial drawing methods. Unlike most pictorial

drawings, orthographic drawings are'drawn to scale, and true measurements can be

taken from them,

\

An orthographic view shows one face or side of an object to the extent that It

would be seen by an observer looking squarely at. that side or face. No pictorial

techniques'are employed for an orthographic drawing, the object beingshown..in its

actual form, not is apparent form. This makes it possible for the draftspe'rsonto../

indcate,in a series of related orthographic views, the true size, shape, and

location of every part of the object and to present dimensions in a clear and-

precise way.

VISUALIZING THE OBJECT FROM ORTHOGRAPHIC WORKING ORAWINGS

'The orthographic-projection' drawing method (also called "three -view" or "multivi.ew"

drawing) can best be understood from a study of the three most common orthographic

vilews--tbp, front, and Ode views--as they are employed in mechanical drawings toQ

represent a simple object, as for example in Fig. F -13..

Each of the_ three orthographic viewsin Fig. F-13 reveals the shape of the object As /1

perceived from a particular viewing direction. Collectively, the three views provide

a complete illustration of the object. The top view shows it in width and depth.

the front view, which is obtained by rot ting the object 90° on its vertical axis

away from the frdnt view, shows_it in heigh nd depth, If.additional orthographic

views are required to,pomPlete the description offan object, they will be developed%,

by further 90° rotationst.and thus will will bear right-angle relatlOnshipsWthe

40top, front, and side. views. Front, side, and,rear views are called ele'vations.

Hidden features are indicated on orthographic drawings ty means of dotted lines,

as in the front and.side views in Fig.. F -14. /)

In an orthographic drawing, only those object lines that are perpendicular to the

observer's direction of view--that i's, parallel with the picture-planeare shown

in their true scale length..., The Oblique line A-11 is drawn in true proportion in

the top' view in Fig. F-15. ja the front view,howeveryo the line A-B is drawn

shorter than its true sale length andtheref6k,i4 not,phown in true proportion..

TOP VIEW -DEPTH

WIDTH

room'vito,v

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Orthographic (multiview) projections-

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TOP viEw.

A

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J.noNT VIEW.

Fig. F-15

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Hidden finds in iorthioraphic views , Oblique lines in orthographic projection-

13

From this disCussion,,it will be seen-that the shape of an object cannot be

visualized from a single orthographic view; all the-related.views must be studied

together. The importance of this.rule will become apparent as more-complex working

drawings are encountered. (

TYPES OF LINESAN WORKING DRAWINGS.

I

5

Several types of lines, each having a specifib meaning, areemplotyed in the making,. .

of working drawings; some lines are thicker than others,s9me'aiT solid, and some

are Woken. Some of the more commonkpes of lines with an example of their appli-

cation-,, are shown in Fig. F-16. Sycb a listing of conventional drafting lines is

Aped an' "alphabet of lines."

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14

PICTORIAL DRAWINGS

411 Because a pictorial drawing shows more than one face of the object, it can give more

information about the shape of the object than would be possible with any single

orthographic view. For this reason, persons withouttechnical training find pictorial

drawings the easier type to understand.- The main disadvantage of pictorial drawings

lies in their distortion of true object lines and angles; this makes them unsatis-,1

factory for' describing complete'and detailed for . HOwever,they are useful in

cases where vthe measurements of the image need n correspond exactly with those of

the actual object. For example, the architect us a pictorial drawing to show hi.s./

or her client how the house_will lo9k when completed.

ij

The two principal types of pictorial drawings are perspective and axonometric

drawings. A third type, the oblique drawing, js partly axonometric and partly

orthographic. Because of the distorted appearance of objects drawn by the oblique

method, it /s not widely used for pictorial representWon and will not be discussed

further here.

Am PERSPECTIVE DRAWINGS

11" The type of pictorial drawing that represents an object most clearly as it is seen

by the human eye is the perspective drawing. The optical line relationships in a

perspective drawing are like those in a photograph; that is, all lines that are,

parallel on the actual object tend to converge at some distant point on the drawing.

Perspective drawings are seldom used as working drawings; thgy are used mainly in

sales and promotion work and as architectural "presentation" drawings.

AXONOMETRIL DRAWINGS

The term "axonometric" refers to the class of pictorial drawings in which all the

measurements necessary for making the drawing are made on the three principal axes

of the object or on lines parallel with those axes. A rectangular solid drawing-in

this way consists of three sets of lines, each set being parallel to one of the

principal axes, and reveals three of its faces. An infinite number of axonometric

positions is possible, the choice of position depending upon how the object is to

be viewed. (See Fig, F-17.) The isometric positign, second from`the right in the

Amkillustration, is the one most often employed. An axonometric drawing in the isometric

Wposition is`' ided an isometric drawing.

15

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Fig. F-17. Axonomeiric drawings in several positions

THE THEORY OF ISOMETRIC DRAWING

The Theory of isometric drawing is that the object is viewed from the exact

positionin which three of its sides are seen equally foreshortened. In maktng an

isometric drawing, the draftspersonfirst lays out the three isometric axes--one

vertical and other two tipped up 300 from a horizontal base line, as shown inAg.

F-18. The height, width, and, depth. of the object are measured off o these axis .

lines. Since all lines on or parallel with the isometric axes are foreshortended

equally, they'will be in trues proportion; however, they will never appear as true

scale lengths,as do the lines in orthographic drawings. The relationship of an

isometric view and three orthographic views-of an object is shr in Fig. F-19.,

ANGLES IN ISOMETRIC DRAWINGS

Angles cannot be directly transferred from orthographic drawings to isometric

drawings; this is so because angles do not appear in their true Aape in isometric

drawings. To transfer angles in making an isometric drawing from orthographic

views, the draftsperson first transfers the'intersection points of the lines that Y

Arm the angles, then draws the angles from the transferred 'points. (See Fig. F-20.)

CURVES IN ISOMETRIC DRAWINGS

Like angles, curves suffer distortion in being transferred from orthographic drawings

to isometric draWings. To transfer a'curve, the draftsperson first plots points on

the isometric drawing from similar locations alo g the curve on the orthographic.

drawing, then connects tho points with'a curved ine. (See Figs. F-21 and F-22.)

To simplify transferring the points, he or she m y lay out a grid of rectangular

coordinates on the multiview drawing and a corresponding isometric grid on the

sheet for the isometric drawing. C\

16

47

110 RI ZO NTA L BASE LI

Fig. F-1.8. Layout of isometric axes

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ISONI T RI C DRAWING

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Isometric drawing and orthographic .views of an object

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Fig. F-20

Orthographic projection and isometric

. dracAng of an object with an angled

surface

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Fig. F-21

Orthographic projection and isometric

drawing of an object with a curved

surface

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Fig. F-22

Orthographic. projection and isometricdrawing of an object with a centerhole

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AssignmEnt

In each of ttiq two rectangular grids on this page, 'sketeh%the top, fiont, and right

side e'ews of i he object shown in the small isometric drawing. , In each of the four

isometr c grids on the following page, make isometric- sketches of the object shown

in the small multiview drawing.

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INDIVIDUALIZED L ARNING SYSTEMS.

SelfAssEssmEnt

1

After ylt have studied the material in the module, complete the exercises by

writing in the word that belongs in each ace.

1.® The drawing method used for making most working drawings is called

Orthographic drawings are-drawn to

can be takenfrom them.

An orthographic view shows only one

and' measurements

or of an object.

In architectural drawings, a view from above is calledia(n) view.

5. A listing of conventional drafting lines used in the making of a working

drawing is called a(n) of

The type of drawing that represents an object most nearly as it would be seen

in a photograph Is a(n) drawing. .

7. A pictorial drawing shows more than one of an object.

8. The type of pictorial drawing in which all of the principal axes are equally

foreshortended is t?ie axonometric drawing.

9. In an isometric drawing: two of the three principal axes are tipped up. .

degrees from the horizontal; the third axis is

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SELF ASSESSMENT ANSWER SHEET

,/'1. orthographic projection

2. scale, true

2, face, side

top

alphabet, lines

6. pictorial

view

axonometric

9. 30°, 90°

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INDIVIDUALIZED' LEARNING SYSTEMS

ostAsessmEnt

Q.

-sated below each numberea item are four possible answers or completing phrases.

Decide which of the four is correct, or most nearly correct; then write the

correoonding letteriln the blank spe to the left of:that item.-

The.drawirmethod almost upiversally emplOyedformaking working, drawingsis called:

a. orthographic projection

b. .ipmetric phojection

c. 'perspective drairing

d. scaling

One disadvantageApf pictorial .drawings is that in general they:

a.b.c:d.

are too larbe,for use on the jobare sujtaffld only for exterior_ viewsdo not accurately represent object lines and anglesgive a poor overall view of an object

An isometric drawing is one kind of:

a. orthographic drawingb. perspective drawing

An

a.b.

c. axonometric drawing

d. multiview drawing

orthographic view shows how many sides or faces of 'an object?

one c. three

two d. _four

5. The true shape of an

a. orthographic viewb. perspectikie view

The drawing shown bel

a. pictprialb. orthographic

object caPnot beyisualized,from a single

c: pictorial viewd. axonometric view

ow is-properly called:

c. mu tiviewd. is metric

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23

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7. The drawing-shown belOw is properly Called:

a. perspectiveb, isometric

c. axo metricd. orth, graphic.

8. . The drawing shown below is properly called:.

a. pictorial\b. perspective.

c. axonometricd. orthographic

/Mr

The drawing shown below is properly called:

a. multtview ,c. obliqueb. orthographic d. isometric

24

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104 The -drawing shown below is properly cal O.

a.- pictoriai ..- 4c. isometric

6,,multiview d. orthographic

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29.2

BLUEPRINT READING/WORKING DRAWINGS

04.

Goal:

The apprentice will be ablrtodescribe types of.informatibnon a working drawing.

Performance Indicators:

1. Describe site plans.

2. Describe foundation plans.

3. Describe elevations.

4. Describe detail drawings.

5. Describe shop drawings.

6. Describe notes and schedules.

7. Describe specifications.

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INDIVIDUALIZED LEARNING SYSTEM

Study uidE

For successful completion of this-module, complete the tasks in the order listed

below. Check each de off as you complete it.

1;

4.

10.

14.

I-

Read the Goal and Performance Indicators on the Cove of this module.

This' will explain what you can be expected to learn from the module and

how you will demonstrate it.

'ead the Introduction section ,and stydy the. Information section. In

these sections'you will acquire the knowledge necessary to pass the..Self

and Post Assessment exams.

Complete the Self Assessment exam. his will show you how well you can

expect,ko do on the Post Assessment exanT. Compare your answers with

those on the4Self'Assessment Answer Sheet found immediately. fvllowini

the exam. If you scored poorly, re-study the Information section or

ask your instructor for help.

Complete the Pest Assessment exam. Turn the answers in to your instructor.

It is recommended you score 90% or better before continuing with the

next module.

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.14


Introduction

t

Anyone entering any of today's trades or technical fields must have a thorough

knowledge of the graphic language of. blueprints, Learning this special langua9e,

like learning any other, demands careful and patient study of its theory and

composition, its symbols, and its conventions. With practice, the apprentice will

. be able to read the new language without difficulty and employ it, through

sketching, to express his or her technical ideas to others. As you acquire skill

in blueprint reading, you will.be able to visualize froM its drawings how a techni-

cal object will look when completed and how its parts will fit together. The

apprentice will also'be able to determine from a study of the drawings what machines,

- equipment, and work propesses will be heeded to construct, erect, or instd11 the

object.

Working drawings--architectural or engineering drawings reproduced as blueprints--,

can be considered to be tools of _emery techniCal occupation. A skilled worker in

any of the building trades, for example,.must know h6w to get information from a .

set of working drawings quickly and accurately. To do this, the worker must be

able to visualize the object from the line drawings on the blueprints. The worker

must also understand the meanings of symbols and conventions, which are the "short-

hand" means used by the draftsperson to indicate materials, quantities, sizes,

locations, and details of construction. When necessary, the worker must be able to

get from written specifications-information regarding the quality of materials,

finish, and workmanship agreed upon bl) the contractor and the client.


InformationMany present-day buildings are very complex, and the complete set of working

drawings for.such a building usually includes separate sheets of drawings for the

several rafts--structural,plumbing, heading and ventilating, electrical, and so.

fort0--in addition to the usual architectural drawings.-Although each worker will

be primarily concerned with the working drawings for his or her own trade, he or

she mol..-413.o. need to refer to other drawings in the Complete set from time to time.

A set of worVing drawings, reduced in size, is included at the end of this module

to illustrate the discussion that follows. The apprentice should study all the

drawings carefully to get a clear idea of the kinds of information each pro4des

II/ about the construction project (a one -room elementary school). Reading working

drawings like these is part of the day-to-day work of every skilled craftsworker

in the building industry.

Mb

SITE DEVELOPMENT PLAN (SHEET 1) A

The first drawing to be considered in a set of blueprints for a construction project

is usually the site development'plan or plot plan, which may also incorporate an

area map and a site grading plan. Plot plans include the following essential

information that must be known before any building can be erected: compass

directions, property lines, contours (slopes),lbcation of the building or buildings

on the site, anelocations of roads, trees, existing structures, and utilities.

Approaches to the buildings and finished grade contours are also shown.

FOUNDATION PLAN ,(SHEET 2)

The foundation plan for a building shows the overall dimensions of the foundation

walls and includes cross sections that shoi the width, depth; and the height of the

0- footings at various locations. It also indicates the placement and sizes of steel

reinforcing rods and anchor bolts and the location and dimensions (including thick..

ness) of all concrete floor slabs and steps.

29

it

I

SFLOQRPLAN (SHEET 3) A

A floor plan shows the leyout of a single floor of a building. It is in effect the

view from above that woula'be revealed tf the building were sliced throUgh horizon-

tally at a height that would best show interior features. The floor plan shows the

arrangement, size, and shape of the rooms; the;thickness of walls and partitions;

the location of windows, doors, and other wall openings; and the size, shape, and

location of plumbing fixtures and other mechanical fixtures.

Symbols are employed to represent mechanical features and details where this results

in the simplification or clgrification of the floor plan. The apprentice should

-give careful attention to the various uses made of symbols not only on the floor

,plan but on all the other working drawings of this set as well. If the meaning

of a symbol; a term, or an abbreviation on the drawing is not clear, he or she

should, ask the instructor to explain it. .

EXTERIOR ELEVATIONS (SHEET 3)

An exterjor elevation is a view of one side or the frontflor back of a structure,

showing its shape, the size and location of-openings, and other features as roof

details and exterior finishes.

INTERTQF AND SECTIONAL ELEVATIONS ,(SHEETS 5 AND 6)

Interior elevations show the placement and relationship of interior parts of the-

building.' Sectional elevations are detailed interior elevations that represent

the building, or some part of it, as if it-were sliced through vertically. Many

interior and sectional drawings may be. needed to provide all the essential infor-

mation about such items as wall construction, joinery,'and interior openings in a

complex structure.0

DETAIL DRAWINGS (SHEETS 4 AND 7)

4sWhen a construction detail is shown with insufficient clarity or completeness in a

flOor plan, elevation, or other small- 'scale drawing, the detail "is presented else-

where drawn,to a larger scale. The detail drawing i.5- keyed to the smaller-scale

drawing by -means by an identifying number or letter.

S SHOP DRAWINGS

Shop drawings are an exception to the general rule that the-architect or engineer

shall provide all thedea4ing drawings needed for bringing the construction'project

Ilkno completion. (No examples of'shopArawings are included in this module.) A shop

drawing is ablueprint that may be supplied by a manufacturer of special equipment--

commercial cabinets and. fixtures, for example--to show how the equipment is

constructed and how it should be installed. ,Shop drawings must have the approval

of the architect or engineer.

NOTES AND SCHEDULES (SHEETS 3 and 4)

The working drawings that make up a complete set are interrelated, and they ust

be read together if they are to be used effectively. Information given on'one

drawing oftenclarifies information given on another, and a separate set of. Ifitten

specifications backs up the drawings. Also, most working drawings contain brief

notes refert;ing to other drawings or to information in the specifications that

cannot well be shown by a symbol. In addition, many working drawings also include

schedules--,charts or tables containing data on doers, windows, special equipment,

and- the. like,

SPECIFICATIONS AND THE CONTRACT

111 The written specificptions that accompany a set of working drawings present all the

information about the construction project that cannot be shown conveniently on

the drawings. They give a detailed account of the qbality of workmanship and

materials that apply in every phase of the project, spell out the responsibilities

of the contractor, the subcontractors, and the owners.

Drawings and specifications should agree in all details, but if they are found to

be in conflict in any way, the specifications are to be followed.

F

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SEIfAssEssmEnt

After you have read the Information material, answer the questions below, referring

to the working drawings at the back of the module as directed. Write each answer

in the space provided at the right of the question.

LOOK AT THE AREA MAP ON STET 1, AND ANSWER QUESTIONS 1-2.,

1. In what county is the school to be located?

2. What scale'is used for the area map?

LOOK AT THE SITE DEVELOPMENT. PLAN ON SHEET 1, AND ANSWER QUESTIONS 3-4.

0 3. What are the dimensions of the asphalt play area?

The main entrance to the school faces in what direction?

LOOK AT THE FOUNDATION PLAN ON SHEET 2, AND ANSWER QUESTIONS 5-9.

5. Anchor boltsof what size ar0 to be used to fasten the sill to

the pad?

6. What is the scale of the foundation plan?

)7. Bolts of what size are to be used to anchor the foot scrapers?

8. How thick is the floor slab?

9. What is the height from the slab to the top of the plate?

LOOK AT THE FLOOD PLAN AND ELEVATIONS ON SHEET 3, AND ANSWER QUESTIONS 10-12.

0 10. What material is to be used for the exterior siding?

11. How many exterior doors are there?

53

12. Approximately, how many square feet of floor area does the

111 teacher's office have?

LOOK AT THE DOOR AND WINDOW DETAILS ON SHEET 4, AND ANSWER QUESTIONS 13-14. REFER

AGAIN TO PREVIOUS SHEETS AS NECESSARY.

13. What material is specified for the outside doors?,,,\

414. What type of door is specified for the kitchen?

LOOK AT THE INTERIOR. ELEVATIONS ON SHEET 5, AND ANSWEg OJESTION 15.

15. What material is to be used to finish the walls in the coatroom?

LOOK AT THE STRUCTURAL FRAMING AND ROOF FRAMING SECTIONS' (SHEETS 6 AND 7),.AND.

ANSWER QUESTIONS 16-17.

16. Nails of what size are to be used on the roof sheathing?

17: How deep is the classroom sink cabinet from front to back?

III LOOK AT THE HEATING AND VENTILATING, RipMBING, AND ELECTRICAL

AND 10), AND ANSWER QUESTIONS 18-20.

18: In what-room is a thermostat to be located?

19. What means of ventilation is providedlinythe lavatories?'

20. In how many places dre hit water taps to be located?

5.

(SHEETS 8, 9

.INDIVIDUALIZED LEARNING SYSTEMS

10. Self AssessmentAnswers

VOINm..1.171.1.110ww...111.1.1NOWAYRNmplwP

1. trinity

2. 1" = 30'

3. 75' x 65'

4. south

5. 3/4"

6. 1/4" =

7. 1/2" x 8"

8. 4"

9. 6"

10 1" x 8" redwood

11. two

12. 175 sq. ft.

13. weldwood

14. solid core birth surface

005. 'horizontal redwood siding

16. 8d

17. 24"

18. general classroom

19. 12" x 24" louvred opening

20., three

4Art


PostAssessmEnt

Listed below each numbered item are four possible answers or completing phrases.


corresponding letter in the blank space to the left of that item.

tt,

1. Which one of the following kinds of information could a worker expect tofind in a set of working drawings for a building?

a. grades of lumber to be usedb. quality of paint requ4redc. separate sheets of details for the different craftsd. the time limit for completion of the project

1

2. Qhich one of the following kinds of information would normally appear inthe specifications for a building?

a. locations of utilities at the siteb. quality of plumbing fixtures requiredc. dimensions of footingsd. grade contours

3. On which one'of the following kinds of working drawings could a'carpenterexpect to find information about roof structure?

a. plot plan c. foundation planb. exterior elevations d. floor plan

The arrangement of rooms is shown on a:

a. site development plan c, detail drawingb. floor plan d. shop drawing

5 The symbol on an electrical plan indicptes a:

a. timerb. thermostat'

c. duplex receptabled. junction box

0

6. A chart appearing on a working drawing giving the names, sizes, andmanufacturers of special equipment is called a:

a. scheduleb. specification

c. detaild. cross section

411 7. Before placing electrical outlets in a new building, the electrician willconsult the:

a. architectb. general contractor

c. building superintendentd. electrical plan

56

A characteristic of a plan view (floor plan or foundation plan) is that

a: shows more detail than any other type of working drawingb.,shqps the interior construction of partitionsc. reveals the structure as it would be viewed from aboved. includes all necessary specifications for the project

An exterior elevation is a view of one side or face of a building froma viewpoint:

a. slightly above and to the right of the side shownb. slightly below and to the left of the side shownc.,,directly in front of the side shown

that reveals the maximum number of building details

10. Contour lines are normally foundion the:

a% plot plan c. floor planb. foundation plan d. elevations

N.

0.0

57

0

IFINFIUCCIOMILL Li4 1117K

*14A29.3

SCALING AND DIMENSIONING

Goal:

The apprentice will be able todescribe the concepts of scalingand dimensioning as applied toblueprints.


1. Describe scales.

2. Describe dimensions.

58

4 r.


,,,Study GuidE

0

,:o....",".gowi........1

For successful completion of this module, complete the tasks in the order listedbelow. Check each one off as you complete it.

3.

Read the Goal and Performance Indicators on the cover of this module.

This will explain what you can be expected to learn from the module and

how you will demonstrate it. :

4%Read the Introduction section and study the Information section. In

t4se sections you will acquire the knowledge necessary to pass the Self

and Post Assessment exams.

Complete the. Self Assessment exarh. hi s will show you how well you can

expect to do on the Plt Assessment exam. Compare your answers with those

on the Self Assessment Answer Sheet found immediately following the exam.

If you scored poorly, re-study the Information section or ask your

instructor for help.,

4. Complete the Post Assessment exam. Turn the answers in to your instructor.'It is recommended you score 90% or better before continuing with the

next module.

I

6

59


Introduction

Full-size (full-scale) working drawings are oft used for the graphic representa-t

tion of small technical objects or their parts. Most woOing drawings for large

projects, however, are made to a reduced size or scale each line being drawn a

fraction of the actual-length it represents.

In general, all the dimensions needed to fabricate, assemble, or inspect the object

will be given on aell-executed working drawing, and they will be presented in a

way that is convenient for the worker. If he or she has .a thorough understanding

of the conventions used by the draftsperson, the user should seldom find it neces-

sary to determine any dimensions by calculation or by scaling (using an architect's

scale or ,a. rule to take a measurement directly off the drawing). Calculation is

the preferred method f( determining an unknown dimension on a working drawing;

because of errors At might arise from such factors as shrinkage or expansion of

the paper, scaling is not recommended.


InformationJ.

SCALESCALE 40

The scale of a drawing is the ratio of drawing dimensions to object dimensions. The

choice of.scale for a working drawing depends on convenience, the space available

on the sheet, and the amount of detail that must be shown. The scale used is

always indicated on the drawing. A machine pat may be drawn, half size; in this

case, the drawingwould be made to half scale, which would be indicated as 1/2" =

1'. Floor plans and exterior elevations for buildings are often drawn 1/48th'size,

or to a scale of 1" = 10'0". A single scale is employed for every part of a given

drawing; however, different scales may be used for other'drawings in the set.-.

I if

The measuring devices used in the making of scale drawings are known as "scales."

Commonly used instruments of this type inclmde the architect's scale, the engineer's

scale, and the mechanical draftsperson's scale. The architect's.scale is the type

used to lay out drawings of buildings and their components. (See Fig. F-3.) A

triangular architect's scale of the type illustrated has on its three faces a total

bf'ten reduced-size scales ranging from 3/32" = 1'0" to 3" = 1'0". One face also

has a full-size scale in inches, like that of a standard ruler.

The technique of measurement with an architect's scale is/illustrated in Fig. F-4.

The unknown dimensions A-B is to be determined on a drawing having a scale of 1/4"

= The architect's scale is placed on the drawing as shown, with the scale

mark corresponding to the largest number of whole feet in the dimensions (10 ft. in

this instance) directly .under extension line A. Extension line B will then fall on

the short graduated scale that extends to the right of zero. Each of the small A

graduations to the right of zero represents one inch on the 1/4" = 1'0" scale; the

dimensions A-B in the given problem is therefore 10 ft. 9 in. If an unknown dimen-

sion is 12 in./or less, it can of course be read directly from the short inch scale.

61

Fig. F-3. An architect's scale .,

n

ar MOM/ SariginfONINA UNKNOWN t)IMENSION --- B

1-1810 1-8( I* I '1 .1 11 11110113-Th88 OZ 74

I0 4 2 0.thp.14//, ed /),M1411 MI, I Am ,,S .,;////7/ twp imulo

10.

Fig: F-i. Using an architect's scale (1/4" = 1'0" scale)

DIMENSIONS

The drawing or shape-description of an object is incomplete without dimensions or' .

size-description. Dimensions are located on working drawings by means of dimension

lines and extension lines, which are,light-bodied solid lines so placed on the

drawing that they cannot,be misinterpreted as being part of the object. Extension

lines mark the beginning and theend of the distance for which a dimensions is

shown; thellexttnd at a right angle from the desired locations on the drawing, with

a gap of 0out 1/16 in. between the'extension line and the drawing. Dimension

lines indicate the distance between two points usually between two extension lines;

they ar4laced outside the drawing of the object whenever possible. Dots or arrows

0(th= latter uniform in size and shape, about 1/8 in. long and narrow) are plAced

t the ends of the line, and the numbers giving.the'dimensions are placed near the

line, usually at theimidpoint. (See Fig. F-5.)

'An arc is dimensioned by giving its radius, as shown in Fig. F-:6. A circlemay be

dimensioned-by giving'either its radius or its diameter; unless the reference is

obvious, the dimension number should be followed by R of D, indicating radius or

diameter. If the circle represents a hole that is to be drilled, bored, reamed,

, 6

4.

or punched, its diameter is specified by a shgrt note which is connected to the

circle by a line called a leader.

2" -----

Fig. F-5. Dimensions and extension lines

et

O

Fig. F-6. Dimensioning an arc

I'(

7 HOLE

Fig. F-7. Dimensioning a hole

The placement of dimentIons should be governed ,by two considerations:, an orderly

arrangement and convenience for the workers who are to consult the drawing. At

times, space limitations or the necessity for keeping the drawing uncluttered make

it necessary to omit one or more dimensions; in this case, the draftsperson will

include all the dimensions most needed for understanding the drawing, relying on

the worker to calculate omitted dimensions from those given.

4 ott

.to

INDIVIDLliitfiltg....tEARNING SYSTEMS

SelfAssEssmEnt

V

) Read each statement ancl& decide whether it is true or false. Write I if the *state-

ment is true; write F if the statement is false.

IThe scale

object size.

#

working drawing is the ratio of the drawing size to the

All the drawings in a set art made to the same

Dimension lines and extension lines are drawn lighter than the lines o

the object.

4. Dots or arrows are used to mark the ends of dimension lines.

AQ ar'chitect's scale is a four sided instrument.

An arc may be dimensioned by giving its radius omits diameter.

r

SELF ASSESAENT ANSWER SHEET

2 T

3

5. F

f/t

AS

0,

r

4r

a

, .< / 65

a

ti


PostAssEssrnent

Listed below eactnumbered item are four possible answers, or completing phrases.


corresponding letter in the blank space to the left of that item.

1. The scale of a. drawing is the ratio of:

a. width to heightb. height to width '

c. drawing dimensions to object dimensions'd. object dimensions to drawing dimenSions

2. If an object is drawn 1/48th size, the scale of the4drawing is:

5.

a. 1/48" = 1'0"b. 1/4" = 1'0"c. 4" = 48"d. 118" = 4'0"

On a site development pima- drawn to a scale 'of,1" 10'0", a 40' x 80' '

building would be drawn:

a. 2" x 4"b. 4" x 8"c. 12" x 24"d. 40" x 80"

The scale of a working drawing can be determined by

a. inspecting the drawing on which the stale used rill be specifiedb. consulting the contractorc. looking under "scale" in the specificationsd. dividing any givgn dimension by 48

When some dimensions must be omitted in the making of a working drawing,the ones given should be:

a. those that will best fit in the available space.b. thcAe most needed for understanding the drawing,c: the smaller dimensionsd. the larger dimensions

I

41,

The dimension A-8 in the drawing below / as indicated on the,architect'sscale is: .

a. 610-1/4"---,,,,

b. 6'4"c. 7'3"d. 8'3"

4

7. The dimension C-Q in the drawing below, asscale is:

a. 4'8"b. 5'2"

4

c. 5'8"d. 6'8"

7

N

ndicated on the arc'hitect's

C

7..7 . I ' !. % / / /////,/ ./7 " .71 A7 7/62'

(

A hole is to be drilled in a par.,. How can the dimensions of thebe indicated most conveniently on a drawing of the part?

a. by roviding complete written instructions for locating and makingth hole

b. b dimensioning the material on both sides of the hoc. y a brief note conn ed by a leader to the holed. by drawing an -extension line from each side of the hole

The line shown .below is a(n):

a. extension lineb. dimension lineC4 break lined. scale' line sic)"

04

\61

C

29.4

SKETCHING

JrFlo

IMININIMINIIIMMINIMMI1111.11101M,

Goa6 l:

The apprentice will be able todescribe sketching.


1. Describe uses of sketches.

2. Describe materials for sketching.4

3. size and proportionsfor s etches.

4., Describe sketching procedures.

5. Describe sketching fines.

6. Describe basic form of sketching..

a

*1

INDIVIDUALIZED LEARNING SYSTEMS1

4

Study Guide

e.For successful completion of this module, complete the tasks in the order listed

below. Check each one off as you complete it.

Read.the Goal and Performance Indicatort on th; cover of this module.

This will explain what you can be expected to learn from the module and

how you will demonstrate.it.

Read the Introduction section and study the Information section. In

these sections you will acquire theknowledge necessary to pass the

Self and Post Assessment exams. -

3. Complete the Self Assessment exam. This will show how. well ytu can expect

to do on the Post Assessment exam. Compare your answers with those on

the Self AsSessment Answer Sheef found.immeaately following the exam.

If you scored poorly;, re-study the Information section or ask your

instructor for help.

4. Complete the Post Assessment exam. Turn the answers in'to your instructor.

It is recommended you score 90% or better before continuing with the

next module. at

V

,69

110


Introduction PM.

For the skilled worker, the importance ofbeipg able to make quick, clear and

accurate sketches cannot, be overemphasized. Most mechanical and architectural

ideas are expressed better by means of a sketch than by a verbal description. In

general, once a technical problem has been put down as a picture, it is more

clearly defined and its complications become more obvious. In some instances,

sketches may take the plaice of regular working drawings; for example, a shop sketch

made by the foreman or a journeyman may be 66 only drawing for a small job that

is to be done in the shop.

4111In learning to sketch, the apprentice will not only acquire a needed job skill; he

or she,will also develop the ability to observe things more critically. Making an

accurate sketch of an object requires that all its details and parts relationships

be carefully studied and clearly understood.

L

.

,70


Information...,...,,....111. ........,mill.o..111

USES OF SKETCIS

The degree of'perfection and the amount of detail required in a given sketch depends

upon its intended use. Sketches made to organize ideas, or to develop dr formulate

various solutions to a, given problem, may be rough or incomplete. An architect's

quickly drawn preliminary floor plan, showing his or her ideas for room arrangement,

is a good example of sub) a r2ugh sketch. On the other hand, sketches intended for

communicating important information in wprectse way should be very carefully done.

An example of this would be a detail sketch developed from an existing drawing,

possibly to show necessary changes in conftruction or to give detailed information

about size, materialso,and installation.

MATERIALS FOR SKETCHING

The materials-required for making sketches are few--usually only a pencil, some

paper,, and an eras r. 'the pencil should have a rather soft lead--a No. 2 in the

ordinfry pencil es or an HB or F in 041 drafting pencil series. End views of

various drafting pencils, ranging from the very hard 9G tojhe very soft 7B, are

illustrated in Fig.'F-8. The harder drafting pencils are used where high accuracy

is required; medium pencils are used fo0Pgeneral sketching and lettering; and the

softer pencils are used for making large freehand drawings. (Coorflinate paper, which

has crossed lines or grids, is helpful to the beginner; the grids may be used qs

guides for drawing lines and keeping Proportions. The grids of such paper are

either rectangular or isometric. (See Fig. F-9.)

1

911 811 711 611 511 411 311 211 H F' OH II

p it:CIANOULA

211 313 411 5B GB 7D

fig.(-8.*"Nrd, medium 4 soft drafting pencils Fig. F-9. Grids of coorOinate paper' 1

71

SIZE AND PROPORTIONS OF SKETCtiES

411 In general, sketches are not made to'any, scale; but they should be as nearly in pro-

portion as postible. Before 1 sketch can be started, the overall dimensions of the

object to be drawn must be known; the size of the sketch can thtn be planned in

accordance with the area available for it on the paper. When the desired size for

the sketch has been determined, the proportions can be worked outs from the dimensions

of the object. In working out proportions, it is helpful to ask oneself questions

like these: How many times greater is the height than the width (or vice-versa)

of the object? If the object has opening, are their height and width greater

then the spaces between them?

SKETCHING PROCEDURES AND TECHNIQUES, .

The term ''skA*Ch"'is often misunderstood to mean a vague, crude drawing; hoWever;----,

if even a rough sketch is to be of any value? it must be done with reasonable care

and accuracy. Sp ed in sketching is desirable, but the beginner should concentrate

at first on developing accuracy. He or she should hold'the pencil in the normal

writing position, using wrist motion for sketching the shorter lines and foreahm

motion for the longer ones. AWlinesIshould be)drawn with a free.movement, without

hesitation, and fairly fast.

SKETCHING LINES

A group of exercises designed to develop skill in the sketching of lines it given

on the next page. In doing these exercises, the apprentice should connect the dots

irk each set as shown, making each line with one firm, quick stroke and keeping his

or her eye on the dot toward which the pencil is moving--not.on the pencil point.

Short, "hairy" strokes must be avoided; the pencil should be kept in contact with

the paper for the entire length of the,s,troke. If the resulting line looks wavy,

it was probably drawn too slow)y; if the line misses the dots, it was probably

drawn too fast. It is good practice to go through the motion of the stroke once of

twice with t pencil raised slightly off the paper before actually drawing the line;

when the stroke seems to'be going where it should, the pencil point can be lowered

onto the paper and the final stroke made.

A 11

I

72' 4

0

HORIZONTAL

VERTICAL

DIAGONAL

. EXERCISES IN SKETCHING LINES

_CURVED

4

f

73

BASK FORMS IN SKETCHING

When youThave becomeoproficienein the freehand drawing of lines, youwill be readyto try sketching the basic geometric forms--squares, rectangles, triangles,anddalesthat singly or in various combinations represent the,shapes of most objects.i.

Two simple ways to sketch rectangles or.squares when the lines are parallel to thepAper edge are shown in Fig. F-10. In the method illustrated at the left, pointsare laid out the required distance in\from the paper edges, then connected withfreehand pencil, strokes. A strip of paper or cardboard can be marked and used asavgage for laying out the points. The method illustr4ted at the right can beemployed if a sketching pad is being used; the pencil is held as shown, the finger-tips being used to guide the hand along the edge of the pad.

Fig. F-10. Two methods of sketching lines parallel to the paper edge

The sketching,of squares, rectangles, triangles, and circles is made easier bylaying them out on crosses (intersecting lines) that have been marked to providereference pdints 4or the drawing. (See Fig. F-11.)

ok'

;Circles and arcs, especially the larger ones, may also be drawn with fair accuracybyplacing the tip, of the little finger on the paper where the center of the circlewill come, holding the pencil steady and with moderate pressure on the paper, thenrotating the paper carefully. (See Fig. F-12.)

4

74

Circle

.01

-

Rectangle Triangle

Fig. F-11, Laying out figures from center .lines

VIP

Fig. F-12. Another method of drawing a circle

INDIVIDWALIZED LEARNING SYSTEMS

SElfAssEs?nent

Read each statement and decide whether it is true or false. Write T if the state-

ment is true; write F is the. statement is false.

Sketching an object may compel a person to change his or her opinion .of.

it in somp way.

A sketch developed from an existing drawing to show a change in construction

should be very carefully done.

3. To make a good-quality line for a,sketch, one should use short, overlapping

pencil strokes..'

4. Sketches are usually made to some given scale,

5. Lines are employed in.sKetching to represent 'the surfaces , edges, and

contours of objects.

7.

fr-

4 "

Most right-handed persons find that the most natural direction for drawing

horizontal lines is from left to right. 4.

I

A ruler is an essercial instrument in freehand sketching.

ee

If the lines of -.a sketch are 4avi they were probtlbly draw' too fast.,

.

, 4

SELF*ASSESMENT ANSWER SHEET

2, T

3. F

4.,

5

r

.

Po tAss ssment

`! INDIVIDUALIZED LEARNING SYSTEMS

Listed below each numbered item are four possible artwers or completing phrases.

Zecide which of the four"is correct, V most nearly correct; then write th9

corresponding letter in the blank space to the left of tyite

1. Learning to sketch develops a technitial student's ability

a. use drafting instruments-b. understand verbal instructionsc. observe things criticallyd. use the tools of his or her trade

2. WhichWhich of the following combinations of materials would be best for the ..

beginner in sketching?

a. coordinate paperb. charcoal and woodc. unlined pa er and any soft pencil having an eraserd. typing pa r, typewriter eraser, and HB drafting pencil

3. In drawing a line freehand, one should use:

a. a series of short, overlapping strokes"b. a straightedge if the line is over 4" longc. wrist motion onlyd.. a single pencil stroke

4: The first step in learning to ske4h practide drawing: L

a. linesb. rectanglesc. planes and contours,d. three-dimensional forms

5. Coordinate tracing paper has:

a. (no lines

b. Vertical lines onlyc. horizontal lines only

crossed lines or gridsI I

6. 1 Sketches are usually made:

a. to scale and in proportionb. to scale but not in proportidnc. neither to scale nor in proportiond. in proportion but not to scale

The first step in making a sketch is to: ...

a. draw the lines representing the t9pLand bottom of the objectb.° draw'the lines representing the tides of the objectc. determine the'overall dimensions of the objectd. determine all the dimensions of the object

The degree of perfection and the amount of detail requireddepeQds upon the;

a. number of copies to be madeb. .importance of-the information given in the sketchc. time available for sketchingd. ,cpst of the item being sketched

A.

in a sketch

Which o ofr-the following is essential equipment for sketching?

6".. drafting instrumentsb. coordinate paperc. blueprint machine-d., soft eraser

ill/ 10., If a freehand-drawn line looks wavy, it probably was drawn:

a.- with too soft a pencilb. one the wrong paperc. too rapidlyd. too slowly

79Op

o'

V29.5

MACHINE AND WELDING SYMBOLS

I

4

4

v .

Goal:

The apprentice will be able toidentify common symbols. in aworking drawing.


1. Identify machine symbols.

2. Identify welding symbols.

44,

0

0

810

INDIVIDUALIZED LEARNING SYSTEMS/-

udg GuidetP

In oNer to,,successfully complete this module, do the 4ollowing tasks in the order

in which they are presented.. Check them off as you complete them.

..^-

Familiarize yourself with the Goal and Performance Indicators presented.

rn the cover of this module. :This will inform you.of what you are,

expected to gain from the study of this module, as well as how you will

be expected to demonstrate your competence:

2. Study the Information section. This will provide you with the knowiedge

necessary to complete the Self-aftd Post Assessment exams.

C-

3 Complete the Self Assessment exam, referring to the Information section

or asking your instructor when necessary. Compare your answers with

those found on the Self Assessment Answer Sheet immediately following

the exam. This will demonstrate how well you can expect toedo on the

Post Assessment exam..

4: Take t Post Assessment exam and turn'your answers in to your instructor

for ng. It is'recommended that you score 5o percent or better before

going o another module.

4,

8.1

ti


Information

)4The fifth' module of thi's section, "Working Drawings for Machining and Welding,"

eXplained that three elei'ents are found in working drawings:, lines, dimensions

and symbols or notes. That module discutsed lines and dimensions as they apply-to

the machine and metal trades; this module will discuss the symbols and notes.

MACHINE'SYMBOLS

Machined materials most often must' be ground to a desired degree of smoothribss 'or

roughness in order to meet the specifications called for by the draftsperson..

4Surface finish symbols are as follows:.

VorV = smooth finish, with the following letters placed in the V

= rough machining

= smooth machining

= ground surface

When the surface is to be more exactly controlled than simply a rough or smooth

-designation, the check markt(V) with a number placed in it is used. The number

refers to the mic es (or millioniths of an inch) of roughness height. An

example: N!!." , means that the maNed surface can have flaws of only

55/1,000,000 in/height or .epth.

In addition to surfaces, holes for keys, bolts and screws must also be specified

in many machined parts. Several typical hole drawings and dimensions are shown

Slbelow in figure

0.

82

* DIA02° CSK .395 DIA4 HOLES

a

WELDING SYMBOLS

There are two important factors which 'welding symbols p vide. First, the symbolspoint out the type of weld.to be made; secondly, they point out on what side or,

sides of a joint that particular type of weld is to be mutt. Figure H-2 illustratesthe' common types of weld joints.

11AaAmit

LAP

.Certain types of welds may be used on each of these basic jOints. The common typesof welds include seam,'groove, flange, fillet, spot and others. Each of these typeshas its own specifiosymbol. The spot weld symbol is a circle: O ; the seam weld

symbol is a circle with horizontal lines through ; the fillet weld symbolis as right triangle: Cand so on. It is not the intention here to present 'all

of them; seek complete information from this module's Supplementary Referencesection.

The second majnACtor in'welding symbols, you will rocall, is'the symbol used toPoint out the location oflhegweld, or on which side of khe.joint the.weld

be made.

III

The main part of a welding symbol

'Example:

eference linewith an arrow at one end..

The location of the weld is pointed out by the arrow, like this:

, I IV tim

111

t

.o

0

If the weld is to be made on only the side the arrow is pointing to, the appropriate

weld symbol (in this instance, we'll assume ;it to be.a fillet weld) will be placed

below the reference line, like this:

If the weld is to be made on the side opposite Of where the arrow is pointing, the

appropriate symbol will be placed above the reference like this:

zIf the weld is to be madecon both sides, then the appropriate symbol will be placed

both above and below the reference line, like this:

1

i

If it doesn't really matter 'on.which side of the joint the weld is to be made, the

symbol would be placed in the middle of the reference line, like this:

Obviously, there are,many more symbol's and numbers used on and along the referenceline to point out spacing of velds, size of welds or weldmicombinations, etc.

Consult the Supplementary Reference section for mot-6 complete information.

84

.

SelfAssEssrpEnt

I


Decide if the following Statements are true cfror-False (.F) and place the Appro-

priate letter ip the space to the left of the statement.

1. Machliged materials never have finished surfaces.

2. The term microinch refers to millionths of an inch.

3. The symbol \Sii indicates a rough finish is desired.

4. Bolt hole dimensions arelieldom given, relying usually on the lettqrs B,F, or D.

5. There are about 1,500,000'common weld joints.

6. A lap joint refers to the fact that one piece overlaps another.

7. The symbol fora spot weld is a circle.

t,

8. Welding symbols are different from all other symbols in that weldingsymbols have arrows on both ends of the reference line.

9. The positioning of the welding symbol with respect to the reference lineindicates where the weld is to be located.

10. A butt joint means that one piece will be welded at a 90 degree angle to.another piece.

A

SELF. ASSESSMENT ANSWER SHEET

1. F

2. T

3. F

4. F

5. F

6.' T

7.

8. F

9. T

10. F

86

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PpittAsEssent...

What does thi,s'veld symbol indicate?

2. Sketch the correct symbol fof" a seam weld.

d.

The symbol )v/' means that the surface must be machine smooth to a

tolerance of 55

. The main part of a wding sy bol consists 'IT a and

an arrow.

5. The letters R, S- an4,6 mean as follows.:

R

S

G

1to

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