SHORE REGIONAL HIGH SCHOOL DISTRICT West Long Branch, New Jersey Content Area: Career Education Department: Technology Course: Mr. Leonard Schnappauf, Superintendent/Principal Dr. Robert McGarry, Director of Curriculum and Instruction BOARD OF EDUCATION Anthony F. Moro, Jr., President Tadeusz Ted Szczurek, Vice President Nancy DeScenza David Baker Elizabeth Garrigal Diane Merla Russell T. Olivadotti Ronald O Neill Frank J. Pingitore Paul Rolleri Date of Last Revision/Board Adoption: 9/24/2009
Career Education Technology AKNOWLEDGMENTS Monroe Township Schools 2
Educational Goals 1. Explore career opportunities and identify resources for future study. 2. Develop alternative design solution for problem solving. 3. Apply organizational skills and present information in a clear, concise and appropriate manner. 4. Utilize communication technology to visualize and present a design idea. Introduce students to the world of drafting in industry through project-based learning. 5. Review the importance of AutoCAD in industry. 6. Identify the basic AutoCad commands needed for two dimensional construction. 7. Use tool bar commands for layering, dimensioning, isometrics, and templates. 8. Prepare working and assembly drawings. 9. Use the elements of design to develop new products. 3
A note about Technology Literacy Standards and. Technology integration is the seamless and effective use of 21st century technology within an instructional setting to support students and teachers in the learning process with administrative support and evaluation. Curriculum integration: infuses 21st Century technology across all curriculum areas in a relevant learner-centered environment that engages students and increases achievement; effectively implements technology that requires teachers to develop teaching strategies that lead to academic success for each student; supports higher-order thinking skills such as information-gathering, information-organizing, evaluating, problem solving and decision making, while working as a team member and developing communication skills; and Requires support of all stakeholders within the community.. A complete copy of the new Standards for Mathematics may also be found at: http://www.state.nj.us/njded/cccs/s8_tech.htm 4
Scope and Sequence I. Drafting in Industry a. Products b. Drafting Review III. AutoCAD a. AutoCAD in Industry b. AutoCAD Review c. Command Line d. Drawing Setup Quarter I II. Quarter II The Product Design a. What makes a good food design? b. New design c. Brainstorming d. Views e. Isometrics f. Power Point IV. Fundamentals of 2D construction a. Basic AutoCAD Commands b. layers c. Dimensioning V. Isometrics a. Understanding Isometrics in AutoCAD b. Set-up template VI. Working Drawings in AutoCAD a. What is an assembly drawing? b. Assembly Drawings vs. Working Drawings c. Information required in drawings Quarter III VII. The Product Design a. Design Techniques b. Product Design c. Brainstorming Quarter IV VIII. Applying AutoCAD to the Product Design layout a. Drawing Set-ups b. Assembly Drawing c. Working Drawings 5
1.1. to discuss various product designs to determine the strength and weaknesses of each. 1.2. design a product for their given company. 1.3. review the basic drafting skills to include but not be limited to design layout, borders, sketching. Goal 1: Drafting in Industry Introduce students to the world of drafting in industry through project-based learning. What makes a product a good product? What are the layout measurements that are used in drafting? Computers, internet, paper, handouts on different types of food products, Class discussions to include product designs and their strengths and weaknesses. Teacher observation Project Based Learning Activity: solving a problem where sales are down in a given company. s Standards: 8.2.8.B.1. thru 8.2.8.B.3. (these standards are also cross-content standards for Science 5.2 & 5.4) 6
2.1. brainstorm new ideas to do for food product design. 2.2. sketch new idea. Must include all 6 views and everything must be shown on each view. 2.3. draw using correct placement on paper with all six views of object showing all sides finished. 2.4. draw an isometric of product using the correct centering method. 2.5. build a colored model of product. 2.6. deliver a sales pitch to the class and selected members of the staff. Standards: 8.1.8.B.5, 8.1.8.B.9, 8.1.8.B.11, 8.1.8.B.12 8.2.8.B.1. thru 8.2.8.B.3. (these standards are also cross-content standards for Science 5.2 & 5.4) Goal 2: Product Design The student will be able to design a new food product for a given company in order to increase sales. What are the needs, who are your consumer, what type of new food products could you design? What is the correct placement of the 6 views? What is the proper way to center an isometric drawing? What information needs to be included in the power point presentation? All drafting tools, paper, pencils Colored pencils, x-acto knifes, scissors, paper, boxes, drawings Computers, television, power point, drawings. Internet research on assigned company Teacher observation Labs Teacher discussions Project Based Learning Activity: solving a problem where sales are down in a given company that is assigned by the teacher. Project: Sales are down; design a new product to increase sales. What is the best way to go about designing the new product? Power Point Presentation on Project 7
Goal 3: AutoCAD in Industry The student will review the importance of AutoCAD in industry. 3.1. discuss the advantages and disadvantages of AutoCAD and why it is the leading drafting program used in industry. Why has AutoCAD become the leading software program in Educational and Industry? Handouts to include various areas where AutoCAD is used. Class discussion on how AutoCAD has changed the drafting world. Computers and Internet to look up different companies and educational Institutes that use AutoCAD as their primary source of drafting. Standards: 8.1.4.A.1. thru 8.1.4.A.9. 8
4.1. set up drawing templates by adjusting the units. 4.2. set up drawing templates by adjusting the limits. 4.3. set up drawing templates by adjusting the snap. 4.4. set up drawing templates by adjusting the grid. 4.5. draw assigned drawings using the polar method. Goal 4: AutoCAD The student will review the basic AutoCad commands learned in Drafting. How do you determine the limits of a drawing? What units should the drawings be in? Can you use any number for your snap and grid? When using the polar method can you use the icons, or do you have to type the command in the command line? Computers AutoCAD Handouts on setting up the template Class discussion on saving the template to the server. Lab Power Point TV for hook up of computer Standards: 8.1.4.A.1. thru 8.1.4.A.9. 9
5.1. to draw various size circles by using the command line or the icons. 5.2. draw a line and offset it a given distance to a certain side. 5.3. trim a line using the trim command. 5.4. use the osnap settings with an icon or typing in design settings in the command line. 5.5. demonstrate the use of the extend command. 5.6. demonstrate the use of the polar and rectangular array commands. 5.7. demonstrate the use of the copy command. Fundamentals of 2 Dimensional Construction Goal 5: The student will demonstrate an understanding of the basic commands needed for 2-Dimensional Construction. When is it necessary to use the r (radius) and d (diameter) commands? What does it mean to offset? Compare offset to copying. Why would you need the trim command? Draw a circle with a line through it and trim off part of the line. If you were to erase the line would you get the same results? What is Osnap, why do we need it? When should the extend command be used? Draw tow line, one perpendicular, and one horizontal but that are not touching, and then extend the horizontal one to the vertical one. What is the difference between the polar array and the rectangular array? Is the copy command the same as offset command? Computers AutoCAD Class discussions on what 2-D construction means. Teacher demonstration using TV monitor on how to do the commands for objectives Drawings that require students to use the commands being taught. Standards 8.1.4.A.1. thru 8.1.4.A.9. 10
6.1. draw a three point arc. 6.2. draw an object and rotate it manually or by typing in degrees. 6.3. draw an object and create a mirrored image while saving the original. 6.4. fillet the edges of two lines to make it rounded. 6.5. chamfer the edges of two lines. Advanced 2 Dimensional Construction in AutoCAD Goal 6: The student will demonstrate an understanding of the basic commands needed for advanced 2D construction. When drawing a three point arc do you have to use a radius dimension? Why would rotating an object come in handy? Why would mirroring an object be useful? What does it mean to fillet? What does it mean to chamfer? Computers Teacher demonstration using TV monitor on how to do the commands for objectives Drawings that require students to use the commands being taught. AutoCAD LAB Standards: 8.1.4.A.1. thru 8.1.4.A.9. 11
7.1. to set-up a new template to include new layers control. 7.2. set up the following layers (lines, construction lines, hidden lines, center lines, and dimension lines.) Goal 7: Layers The student will be able to use the layers toolbar to set up new layers for their drawings. What are the layers used for? Why is it necessary to use multiply layers? Computers AutoCAD Drawings that require students to set up layers. Teacher demonstration using TV monitor to show students how to set up layers. Class discussion on why layers are important Standards: 8.1.4.A.1. thru 8.1.4.A.9. 12
8.1. dimension all drawings using the dimension toolbar. 8.2. set up dimension styles according to type of drawing they are doing. Goal 8: Dimensioning The student will demonstrate an understanding of the proper way to dimension in AutoCAD. Why is dimensioning in AutoCAD different from dimensioning by hand? Do you have to change your dimension style for each drawing? Computers AutoCAD Drawings that require students to dimension. Drawings that require students to modify the dimension styles. Teacher demonstration using TV monitor to show students how to dimension. Standards 8.1.4.A.1. thru 8.1.4.A.9. 13
9.1. distinguish the relationship between drawing isometric by hand and drawing isometric in AutoCAD. 9.2. set up an isometric template in AutoCAD. 9.3. change the isometric snap by using the design settings. Goal 9: Isometrics in AutoCAD The student will demonstrate an understanding of drawing isometrics in AutoCAD. What needs to be changed to draw in isometric? What makes a template different in isometric? Where can you find the design settings? Computers AutoCAD Drawings that require students to change settings to isometric. (It is recommended to start out with something simple and then progress to harder drawings). Drawings that require students to modify the design settings Teacher demonstration using TV monitor to show students how to change template to make it isometric. LAB Standards: 8.1.4.A.1. thru 8.1.4.A.9. 14
Working Drawings Goal 10: To be able to define a working drawing and prepare a template. 10.1. discuss what a working drawing is and what information needs to be included with them. 10.2. distinguish between a working drawing and an assembly drawing. What information is needed in a working drawing? What information is needed in an assembly drawing? What is the difference between the working drawing and the assembly drawing? Computers AutoCAD Handouts that illustrate assembly drawings. Handouts that illustrate working drawings. Class discussion on comparing the two types of drawings. Project Based Learning Activity: Assign students an item with 5 or less parts that will require them to measure all parts and have them make an assembly drawing and a working drawing. LAB Standards: 8.1.8.B.5, 8.1.8.B.9, 8.1.8.B.11, 8.1.8.B.12 8.2.8.B.1. thru 8.2.8.B.3. (these standards are also cross-content standards for Science 5.2 & 5.4) 15
Goal 11: Product Design To design a toy product. 11.1. to research different toy designs and identify the advantages and disadvantages of each. 11.2. sketch an idea of a new toy design to include all parts, and all views. 11.3. Students will brainstorm new ideas for a toy design. What are the needs? Who are the consumers? Why are the sales down? What type of toy will boost the sales? Paper Pencils Computers Internet Lab Project Based Learning Activity: Students will be assigned a fictitious company. He/She will be required to design a new toy. Complete working drawings and assembly drawings must be included. Teacher Observation Standards: 8.1.8.B.5, 8.1.8.B.9, 8.1.8.B.11, 8.1.8.B.12 8.2.8.B.1. thru 8.2.8.B.3. (these standards are also cross-content standards for Science 5.2 & 5.4) 16
12.1. complete a working drawing of a toy design in AutoCAD. 12.2. complete an assembly drawing of toy design in AutoCAD. 12.3. create and present a marketing program to the class and selected staff members. Applying AutoCAD to Design Process Goal 12: The student will set up a template for working drawings, and assembly drawings. What should the limits be set to for the working drawing? What are some advantages of drawing in AutoCAD compared to drawing by hand? How does industry use AutoCad in the design process? What should the limits be set to for the assembly drawing in AutoCAD? Computers AutoCAD Sketches of drawings Handouts that tell students requirements on Power Point Presentation. Teacher Observation Final Drawings of Toy Design Standards 8.1.4.A.1. thru 8.1.4.A.9. 17
COURSE BENCHMARKS 1. Introduce students to the world of drafting in industry through project-based learning. 2. The student will be able to design a new food product for a given company in order to increase sales. 3. The student will review the importance of AutoCAD in industry. 4. The student will review the basic AutoCad commands learned in Drafting. 5. The student will demonstrate an understanding of the basic commands needed for 2 Dimensional construction. 6. The student will demonstrate an understanding of the basic commands needed for advanced 2 Dimensional construction. 7. The student will be able to use the layers toolbar to set up new layers for their drawings. 8. The student will demonstrate an understanding of the proper way to dimension in AutoCAD. 9. The student will demonstrate an understanding of drawing isometrics in AutoCAD. 10. To be able to define a working drawing and prepare a template. 11. To design a toy product. 12. The student will set up a template for working drawings, and assembly drawings. 18