Drafting and Computer-Aided Design Main Menu

Core and Optional Modules

Module 29: Surveying (Optional)

Suggested Time: 10-15 hours	Level: Introductory
Prerequisite: none

Foundational Objectives

To understand the use of different tools used in surveying.
To appreciate the concept of scale and proportion.
To be able to understand the terminology of surveying.

Common Essential Learnings Foundational Objectives

To learn the basic technical terms and skills associated with surveying. (COM)
To use numeracy skills to measure and calculate required sizes and shapes for surveying. (NUM)
To understand the use of surveying technology and its application in the world around us. (TL)

Note: other CELs may be emphasized here.

Learning Objectives Notes
29.1 To become familiar with latitude and longitude. (COM) Use a globe as an example of the parallels of latitude and the meridians of longitude.
29.2 To be able to identify the difference between magnetic north and true north. Discuss how true north is the earth's geographic pole and magnetic north is the direction a free magnet responds to the earth's magnetic pull.
29.3 To become familiar with both bearing and azimuth. (COM) Calculate various bearings with quadrants. (NUM)
29.4 To be able to plot deflection angles on both an open traverse and closed traverse. (NUM) Plot out a closed traverse using deflection plotting. Plot out a closed traverse using bearing plotting.
29.5 To be able to find angles between bearings. Calculate angles between two bearings: with one quadrant, two quadrants, three quadrants and four quadrants.
29.6 To understand the vernier scale on a drafting machine. (TL) Relate the vernier of the drafting machine to the vernier on a transit.
29.7 To be able to set up and use surveying equipment. Level the transit/level in various grades or locations. Practise holding the surveyors rod plumb.
29.8 To understand the basic terms associated with the leveling process. (COM) Use benchmark, temporary benchmark, height of instrument, back sight, foresight, turning point, station point, and evaluations.
29.9 To be able to sight levels using engineer's level/transit and rod. Use different objects to sight their heights.
29.10 To be able to find unknown elevations and enter the readings into field notes. Start from a known elevation at the benchmark. Establish various backsights and foresights to establish unknown elevations. Enter all readings into field notes.
29.11 To plot out a lot. (NUM) Plot out a lot in a wide open field space with stakes and a steel tape.

Module 30: Career Opportunities (Core)

Suggested Time: 2-5 hours	Level: Introductory
Prerequisite: none

Foundational Objectives

To become aware of the career opportunities that exist in the field of drafting.

Common Essential Learnings Foundational Objectives

To identify personal interests and aptitudes in order to initiate career exploration. (IL, PSVS)
To evaluate ideas related to career choices. (CCT)
To develop technological skills to access career information. (TL, IL)

Note: other CELs may be emphasized here.

Learning Objectives Notes
30.1 To develop a list of career opportunities related to the field of drafting. (COM) Students may list the many different career opportunities in the professional, semi-professional, and skilled trade areas related to the field of drafting. They should begin by listing all of the guest speakers who have made presentations throughout the course, then list workers within the field of drafting in the community. Students are encouraged to use a variety of sources of information such as guidance counselors, career software packages, personal interviews, and websites.

Mechanical Draftsperson
Architect
Engineer
Architectural Draftsperson
Civil Draftsperson
Surveying
Mapping Draftsperson
Utility mapping Draftsperson
Piping Draftsperson
Electrical Draftsperson
Geographic Information Systems
Housing
Construction

30.2 To identify personal skills and interests that may lead to a career exploration. Ask each student to create an inventory of favorite activities and interests. Have students examine their lists to determine how these activities and interests might be job related. This task of creating an interest inventory may be done using a variety of computer program software packages. Once students have determined areas of interest related to drafting, they should research the career using available resources in the library, community or internet. (PSVS)
30.3 To determine skills and interests that would enhance career choices. (CCT) Using the list created, students may select two choices of possible careers for further research. Investigate the career choices including: the description of work duties; what personal qualities an individual must possess to succeed in the career; process to become certified within the career/trade; length of education and training; school locations; cost of education and up-grading; trends within the business or career; the best and worst parts of the job; beginning salary; and opportunities for advancement.

If a work study will be done, the student may investigate career links within the community for possible work study placement. The student may interview the professional/tradesperson within the community as part of the career research.

A class presentation may be done by students, if time permits.

	Learning Objectives	Notes
29.1	To become familiar with latitude and longitude. (COM)	Use a globe as an example of the parallels of latitude and the meridians of longitude.
29.2	To be able to identify the difference between magnetic north and true north.	Discuss how true north is the earth's geographic pole and magnetic north is the direction a free magnet responds to the earth's magnetic pull.
29.3	To become familiar with both bearing and azimuth. (COM)	Calculate various bearings with quadrants. (NUM)
29.4	To be able to plot deflection angles on both an open traverse and closed traverse. (NUM)	Plot out a closed traverse using deflection plotting. Plot out a closed traverse using bearing plotting.
29.5	To be able to find angles between bearings.	Calculate angles between two bearings: with one quadrant, two quadrants, three quadrants and four quadrants.
29.6	To understand the vernier scale on a drafting machine. (TL)	Relate the vernier of the drafting machine to the vernier on a transit.
29.7	To be able to set up and use surveying equipment.	Level the transit/level in various grades or locations. Practise holding the surveyors rod plumb.
29.8	To understand the basic terms associated with the leveling process. (COM)	Use benchmark, temporary benchmark, height of instrument, back sight, foresight, turning point, station point, and evaluations.
29.9	To be able to sight levels using engineer's level/transit and rod.	Use different objects to sight their heights.
29.10	To be able to find unknown elevations and enter the readings into field notes.	Start from a known elevation at the benchmark. Establish various backsights and foresights to establish unknown elevations. Enter all readings into field notes.
29.11	To plot out a lot. (NUM)	Plot out a lot in a wide open field space with stakes and a steel tape.

	Learning Objectives	Notes
30.1	To develop a list of career opportunities related to the field of drafting. (COM)	Students may list the many different career opportunities in the professional, semi-professional, and skilled trade areas related to the field of drafting. They should begin by listing all of the guest speakers who have made presentations throughout the course, then list workers within the field of drafting in the community. Students are encouraged to use a variety of sources of information such as guidance counselors, career software packages, personal interviews, and websites. Mechanical Draftsperson Architect Engineer Architectural Draftsperson Civil Draftsperson Surveying Mapping Draftsperson Utility mapping Draftsperson Piping Draftsperson Electrical Draftsperson Geographic Information Systems Housing Construction
30.2	To identify personal skills and interests that may lead to a career exploration.	Ask each student to create an inventory of favorite activities and interests. Have students examine their lists to determine how these activities and interests might be job related. This task of creating an interest inventory may be done using a variety of computer program software packages. Once students have determined areas of interest related to drafting, they should research the career using available resources in the library, community or internet. (PSVS)
30.3	To determine skills and interests that would enhance career choices. (CCT)	Using the list created, students may select two choices of possible careers for further research. Investigate the career choices including: the description of work duties; what personal qualities an individual must possess to succeed in the career; process to become certified within the career/trade; length of education and training; school locations; cost of education and up-grading; trends within the business or career; the best and worst parts of the job; beginning salary; and opportunities for advancement. If a work study will be done, the student may investigate career links within the community for possible work study placement. The student may interview the professional/tradesperson within the community as part of the career research. A class presentation may be done by students, if time permits.