Drafting and Computer-Aided Design Main Menu

Core and Optional Modules

Module 11: Fasteners and Joints (Optional)

Suggested Time: 5-10 hours	Level: Intermediate
Prerequisite: Module 1 or 2

Foundational Objectives

To understand the representation of three-dimensional objects presented on a two-dimensional plane.
To be able to describe size on a multi-view drawing.
To be able to describe shape in a multi-view drawing.

Common Essential Learnings Foundational Objectives

To learn related vocabulary and use it in context. (COM)
To create drawings that demonstrate an understanding of fasteners. (TL)
To understand the concept of scale drawing. (NUM)

Note: other CELs may be emphasized here.

Learning Objectives Notes
11.1 To identify metric screw threads, square threads and acme threads. (NUM) Students should understand the relationships between the major diameter of the threads and the size of the head of the bolt.
11.2 To identify hex head bolts and square head bolts. (COM) Have lots of example of different types of fasteners that the students can hold and examine.
11.3 To draw both views of a hex head bolt or nut. The top view and side view are all that is required.
11.4 To draw thread representation using either schematic or simplified methods. (TL) Once the different methods of representing the fasteners have been mastered, then display drawings showing how the fasteners might be used and can be drawn.
11.5 To recognize metric thread designation and be able to state the components of the designation. (COM) Students should be made aware that there are hundreds of different types of fasteners, and only a very few are actually drawn in this module. (TL)
11.6 To identify different wood joints. (COM) Examine different wood joints used in cabinet making.
11.7 To place basic welding symbols on a drawing. (COM) Examine different joints used in welding.

Module 12: Working Drawings (Core)

Suggested Time: 15-20 hours	Level: Intermediate
Prerequisite: Module 1 or 2, 4, 7, 9, and 10

Foundational Objectives

To be able to produce simple working drawings for mechanical projects.
To be able to describe size on a multi-view drawing.
To be able to describe shape in a multi-view drawing.
To maintain a high standard of quality for drawings produced.

Common Essential Learnings Foundational Objectives

To learn related vocabulary and use it in context. (COM)
To use numeracy skills to meet the demands of a specific task in drafting. (NUM)

Note: other CELs may be emphasized here.

Learning Objectives Notes
12.1 To determine the correct views to draw for each part. Select an assembly of parts that are not too complicated. (CCT)

Work from an exploded pictorial view that shows the order of assembly.
12.2 To determine the correct type of drawing required to describe each part accurately. If you have the actual object they are going to draw, this really helps students to visualize.

Discuss with the students the assembly of parts and the function of the parts. (COM)

Discuss which parts require sectional views, auxiliary views and the number of views. (PSVS)
12.3 Discuss which parts require sectional views, auxiliary views and the number of views. (PSVS) Most working drawings do not include fasteners in the drawing but you might want to include them.
12.4 To lay out the parts in a title block. (NUM)
12.5 To draw an assembly drawing that shows all the parts. (TL) Discuss with the students the number of views required to show all the parts. Discuss whether a sectional view is required.
12.6 To label all the parts. (COM) If there are a number of pieces, a description of the parts relationship is needed.
12.7 To create a parts list or a bill of material.

	Learning Objectives	Notes
11.1	To identify metric screw threads, square threads and acme threads. (NUM)	Students should understand the relationships between the major diameter of the threads and the size of the head of the bolt.
11.2	To identify hex head bolts and square head bolts. (COM)	Have lots of example of different types of fasteners that the students can hold and examine.
11.3	To draw both views of a hex head bolt or nut.	The top view and side view are all that is required.
11.4	To draw thread representation using either schematic or simplified methods. (TL)	Once the different methods of representing the fasteners have been mastered, then display drawings showing how the fasteners might be used and can be drawn.
11.5	To recognize metric thread designation and be able to state the components of the designation. (COM)	Students should be made aware that there are hundreds of different types of fasteners, and only a very few are actually drawn in this module. (TL)
11.6	To identify different wood joints. (COM)	Examine different wood joints used in cabinet making.
11.7	To place basic welding symbols on a drawing. (COM)	Examine different joints used in welding.

	Learning Objectives	Notes
12.1	To determine the correct views to draw for each part.	Select an assembly of parts that are not too complicated. (CCT) Work from an exploded pictorial view that shows the order of assembly.
12.2	To determine the correct type of drawing required to describe each part accurately.	If you have the actual object they are going to draw, this really helps students to visualize. Discuss with the students the assembly of parts and the function of the parts. (COM) Discuss which parts require sectional views, auxiliary views and the number of views. (PSVS)
12.3	Discuss which parts require sectional views, auxiliary views and the number of views. (PSVS)	Most working drawings do not include fasteners in the drawing but you might want to include them.
12.4	To lay out the parts in a title block. (NUM)
12.5	To draw an assembly drawing that shows all the parts. (TL)	Discuss with the students the number of views required to show all the parts. Discuss whether a sectional view is required.
12.6	To label all the parts. (COM)	If there are a number of pieces, a description of the parts relationship is needed.
12.7	To create a parts list or a bill of material.