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This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the mechanical drafting cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 23 tasks typically performed by workers involved in mechanical drafting. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The following are among the tasks for which skill standards are provided: measure using scales; draw geometric constructions; reference information from available sources; create a computer-aided drafting (CAD) model; and analyze CAD models. The following items are appended: glossary; list of Illinois Occupational Skill Standards and Credentialing Council members; list of Transportation, Distribution, and Logistics Subcouncil members; list of Mechanical Drafting Cluster Standards Development Committee members; Transportation, Distribution, and Logistics Subcouncil Mechanical Drafting Cluster skill standards recognition proposal; and list of necessary workplace skills. (MN)

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the architectural drafting cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 25 tasks typically performed by workers in the architectural drafting cluster. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The following are among the tasks for which skill standards are provided: measure using scales; draw geometric constructions; construct multiview and dimensional drawings; draw architectural plans; and check completed architectural plans. The following items are appended: glossary; list of Illinois Occupational Skill Standards and Credentialing Council members; list of Transportation, Distribution, and Logistics Subcouncil members; list of Architectural Drafting Cluster Standards Development Committee members; Transportation, Distribution, and Logistics Subcouncil Architectural Drafting Cluster skill standards recognition proposal; and list of necessary workplace skills. (MN)

This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 2-year vocational training program to prepare students for entry-level employment in computer-aided drafting and design in the machine tool industry. The program was developed through a modification of the DACUM (Developing a Curriculum) technique. The course syllabi volume begins with the MASTER (Machine Tool Advanced Skills Technology Educational Resources) Program Consortium competency profile with seven duties (and supporting technical workplace competencies): apply mathematical concepts; demonstrate fundamental drafting skills; plan and organize activities; prepare mechanical production drawings; assist engineering personnel; and use computer-aided drafting system. The first volume contains the justification, documentation, and course syllabi for the courses. Each syllabus contains the following: course description; prerequisites; course objectives; required course materials; methods of instruction; lecture outline; lab outline; Secretary's Commission on Achieving Necessary Skills competencies taught; and appropriate reference materials. The instructor's handbook consists of technical training modules that include some or all of the following: time required; duty; task; objective(s); instructional materials list; references; student preparation; introduction; presentation outline; practical application; evaluation; summary; and attachments, including handouts, laboratory worksheets, and self-assessment with answer key. The handbook is arranged by duty grouping, with technical modules developed for each task box on the competency profile. The student laboratory manual contains a DACUM chart and learning modules. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (KC)

This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 1-year vocational training program to prepare students for entry-level employment as automated equipment repair technicians. The program was developed through a modification of the DACUM (Developing a Curriculum) technique. The course syllabi volume begins with the MASTER (Machine Tool Advanced Skills Technology Educational Resources) Program Consortium competency profile with 10 duties (and supporting technical workplace competencies): apply science to solve industrial problems; use drawings to analyze and repair systems; use calibrated measuring instruments to test/calibrate components; resolve system failures with critical thinking, troubleshooting theory, and metrology; use techniques to isolate malfunctions of electrical/electronic systems; measure/isolate malfunctions of mechanical/fluid power systems; apply computer science to computer controlled industrial equipment; correct malfunctions in PLC [programmable logic controllers] controlled industrial equipment; resolve malfunctions in computer systems controlling manufacturing processes; and assemble/disassemble mechanical, electrical, electronic, and computer systems. The first volume contains the justification, documentation, and syllabi for the courses. Each syllabus contains the following: course description; prerequisites; course objectives; required course materials; methods of instruction; lecture outline; lab outline; Secretary's Commission on Achieving Necessary Skills competencies taught; and appropriate reference materials. The instructor's handbook consists of technical training modules that include some or all of the following: time required; duty; task; objective(s); instructional materials list; references; student preparation; introduction; presentation outline; practical application; evaluation; summary; and attachments, including handouts, laboratory worksheets, and self-assessment with answer key. The handbook is arranged by duty grouping, with technical modules developed for each task box on the competency profile. The student laboratory manual contains a DACUM chart and learning modules. Each module includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (MN)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in drafting: drafting I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of 14 units on the following topics: orientation; leadership/personal development; safety; introduction to drafting; tools and equipment; lettering; geometric constructions; orthographic projections; basic computer-aided design (CAD); dimensioning; threads and fasteners; sectional views; auxiliary views; and pictorial drawings. Topics covered in the 12 units constituting the second course are the following: orientation; safety; advanced leadership; employability skills; architectural drafting; area planning; structural systems and building materials; architectural working drawings; advanced CAD; civil drafting; plumbing/heating, ventilation, and air-conditioning drafting; and residential wiring plans. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the two course sequences of the state's postsecondary-level drafting and design technology program: architectural drafting technology and drafting and design technology. Presented first are a program description and both suggested course sequences. Section I lists baseline competencies taught in the program. Included in section II are outlines of each course in the residential carpentry technology course sequence: fundamentals of drafting, principles of computer-aided design (CAD), machine drafting I, intermediate CAD, descriptive geometry, architectural design I, elementary surveying, advanced CAD, structural drafting, mapping/topography, machine drafting II, quality assurance, computer numerical control drafting, geometric dimensioning and tolerancing, construction materials, fundamentals of machining processes, highway drafting, cost estimating, statics and strength of materials, electronic drafting, pipe drafting, architectural design II, steel ship building/design, special project, work-based learning in drafting and design technology, and blueprint reading I and II. Courses in the related academic sequence are as follows: English composition I, oral communications (principles of speech), and college algebra. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the plumber and pipefitter/steamfitter cluster. Presented in the introductory section are program descriptions and suggested course sequences for the plumbing and pipefitting programs. Section I lists baseline competencies for each program. Section II consists of course outlines for each course in the following sequences: plumbing and pipefitting (fundamentals of plumbing/pipefitting, blueprint reading for piping trades, sketching, and low-pressure boilers); pipefitting (tacking, brazing, and burning; basic pipe fabrication, pipe specifications and systems, rigging and signaling, advanced pipefitting lab, steel ship building and marine construction, special project in pipefitting and work-based learning in pipefitting); and plumbing (gas piping, drainage and sewer systems, plumbing fixtures lab, back flow cross connection, advanced plumbing lab, heating devices, domestic systems, piping level/transit, special project in plumbing, and work-based learning in plumbing). Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This training guide, developed during a project to retrain defense industry workers at risk of job loss or dislocation because of conversion of the defense industry, is designed for a course in blueprint reading for welders. The following are among the topics covered in the course: information on a blueprint; orthographic projection; views in orthographic drawings; representing an object; sketching an isometric drawing; surface identification; basic lines and their identification; local and general notes; title blocks; dimensions; dimension units; rules for dimensioning; tolerance dimensions; welding symbols; reference lines; basic weld symbols; types of welds; supplementary symbols; welding symbol and elements; fillet welds and finishes; and groove, plug, slot, spot, seam, and flange welds. Included in the guide are the following: course outline; transparency masters; student handouts; quiz; student exercises; and reference tables. (MN)

This training guide, developed during a project to retrain defense industry workers at risk of job loss or dislocation because of conversion of the defense industry, is designed for a course in blueprint reading for sheet metal workers. The following are among the topics covered in the course: orthographic projection; isometric and oblique projection; auxiliary views; surface identification; basic lines; drawing notes; title blocks; dimensions; flat pattern layout; tabulation tables; assembling drawings; and orthographic drawing interpretation. Included in the guide are the following: course outline; transparency masters; student handouts; quiz; student exercises; and reference tables. (MN)

This document provides lists of tasks, performance objectives, and enabling objectives for 1,800 hours of postsecondary instruction or 900 hours of secondary instruction in the drafting and design technology program. Following a list of tasks and an explanation of the program, the bulk of the document consists of 25 modules, each of which is a list of tasks and the performance objectives and enabling objectives that pertain to each task. The titles of modules, considered duty areas, are as follows: (1) demonstrate employability skills and habits; (2) demonstrate knowledge of program; (3) apply basic drafting skills; (4) solve technical mathematical problems; (5) prepare multiview drawings; (6) prepare sectional views; (7) prepare auxiliary drawings; (8) apply basic dimensioning; (9) prepare pictorial drawings; (10) prepare sheet metal developments; (11) utilize drafting applications; (12) prepare basic charts and graphs; (13) perform basic computer skills; (14) prepare basic computer-aided drawings; (15) prepare basic architectural drawings; (16) prepare basic structural drawings; (17) prepare basic civil drawings; (18) prepare basic electrical/electronic drawings; (19) prepare basic pneumatic/hydraulic drawings; (20) prepare basic mechanical drawings; (21) prepare advanced electronic/electrical drawings; (22) prepare advanced computer-aided drawings; (23) prepare advanced mechanical drawings; (24) prepare tool and die drawings; and (25) apply basic surveying skills. (CML)

This manual was developed to guide drafting instructors and vocational supervisors in sequencing laboratory instruction and controlling the flow of work for a 2-year machine trades training program. The first part of the guide provides information on program management (program description, safety concerns, academic issues, implementation strategies, and evaluation strategies), lifetime skills, entrepreneurship skills, a list of items needed for student tool kits, the drafting laboratory and consumable items, lists of units of instruction for conventional or computer-aided drafting programs, and a competency list for a conventional drafting program. Following sections contain information on organization of the 2 years of the program and outlines of 11 units for junior year and 12 units for senior year. Each unit includes time allotted, lab status, number of new competencies, instructional objective, list of competencies, equipment, tools, materials, and supplies; and suggested management and evaluation strategies. The junior year units cover the following topics: developing professional behavior; developing basic lab skills; drawing geometric projections; creating orthographic projections; dimensioning; sectioning; developing and reinforcing competencies; drawing pictorials; drawing intersections and developments; developing basic computer-aided design skills; and developing and reinforcing competencies. Senior units cover reviewing junior year; developing intermediate computer-aided design skills; preparing machine drawings; developing and reinforcing competencies; preparing architectural drawings; preparing structural drawings; developing and reinforcing competencies; mapping; surveying; preparing electrical and electronic drawings; and developing and reinforcing competencies. An appendix provides drafting laboratory progress charts for recording student competencies. (KC)

Reports the results of a survey that collected information on the focus areas instructors feel are important when grading different types of drawings. Also explores the reasons given for the grading criteria. (DDR)

Illustrates the use of a course focused on developing 3-D spatial skills at Michigan Technological University. Provides data to support the recommendation that some students take the spatial skills course before enrolling in the regular engineering graphics courses. (DDR)

Describes group design techniques used within the engineering design graphics sequence at Western Washington University. Engineering and design philosophies such as concurrent engineering place an emphasis on group collaboration for the solving of design problems. (Author/DDR)

Teacher and student editions of Civil Technology Applications are one in a series of competency-based instructional materials for drafting and civil technology programs. It includes the technical content and tasks necessary for a student to be employed as a drafter or civil technician in a civil engineering firm. Introductory pages in the teacher edition are training and competency profile, instructional/task analysis; basic skills icons and classifications; basic skills matrix; and tools, equipment, and materials list. Teacher pages include suggested activities, answers to assignments, written test with answers, learning activities sheets, teacher supplements, and transparency masters. The 12 units are introduction to civil technology applications; map scales and measurement; computer applications in the civil engineering field; standard symbols and abbreviations; map projections, reference systems, and legal land descriptions; interpretation of surveyor's notations; topographic mapping; municipal mapping, plats, and subdivisions; transportation mapping; structural drafting; construction surveying; and procedures for the preparation of maps and plans. The student edition contains some or all of these components for each unit: unit contents, objective sheet, information sheet, student supplements, assignment sheets, and job sheets. (YLB)

This planning guide is one of three that addresses the concerns of postsecondary college administrators and planners regarding the planning and implementation of technician training programs in high technology areas. It specifically focuses on a 30-step planning process that is generalizable to various high technology areas. (The other two documents address computer-aided design and robotics programs.) Contents are divided into three parts. The first part reviews the problem, objectives, methods, and outcomes of the project. Preplanning for long-range activities is discussed in part 2. Fourteen questions are answered that have been identified as being important to answer before identifying members to serve on an advisory council or attempting to implement high technology training programs. Part 3 presents the 30 steps of a 2-year planning process for high technology training programs. The 30 steps are grouped into 5 major phases of activity including long-range planning, program planning, development, implementation, and evaluation and refinement. Each step or activity is discussed in detail, along with lists of "do's and don'ts." Appendixes are a compilation of site visits by project staff and a publication on the Develop a Curriculum (DACUM) process. (YLB)

This guide is one of three developed to provide information and resources to assist in planning and developing postsecondary technican training programs in high technology areas. It is specifically intended for vocational-technical educators and planners in the initial stages of planning a specialized training option in computer-aided design (CAD) and/or computer-aided manufacturing (CAM). (Two companion guides offer generalizable procedures for program development in high technology and curricular information for planning a robotics training program.) The first part reviews the problem, objectives, methods, and outcomes of the project. Information is presented in the second part on industry trends, CAD curricular requirements, and training implications of CAD technology. Emphasis is given to a listing of CAD drafting competencies and a detailed course outline of teaching topics that is oriented toward mechanical and product applications. Part 3 overviews CAM. The general and specific skill requirements of CAM users are addressed, and training guidelines are offered. A basic curriculum for CAM instruction is presented. Current and long-range market trends for CAM are described. Appendixes include an overview of CAD from the user's perspective, training considerations for users of CAD systems, and a survey of Applicon CAD system users. (YLB)

Designed to meet the job-related metric measurement needs of architectural, civil, mechanical drafting students, this instructional package is one of six for the communication media occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activites, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

This teaching and learning guide is designed for students who seek specialized training in mechanical drafting. Contents are organized as follows: (1) Introductory section giving the course philosophy, general course objectives, instructional plan, and bibliography, (2) course outline (which includes the 12 units of the graphic language; use and care of instruments; lettering; geometric construction; multiview projection; freehand sketching; reproduction and control of drawings; sectional views; auxiliary views; revolutions; and axonometric and oblique), and (3) written instructional aids consisting of job sheets, operation sheets, and sample information and assignment sheets. Over l00 suggested jobs are listed to provide experiences for the student in developing skill competencies. For each job, a corresponding job sheet tells the student what to do in performing the job. Information on the job sheet includes the material and tools needed, specific procedures or steps, related teaching/learning activities, and method of evaluation. Operation sheets supplement the job sheets and indicate how to perform the operations necessary to complete the assigned job. The information sheets and assignment sheets needed to supplement the job sheets are to be prepared by the instructor following the samples provided. (Author/RG)

Focusing on design occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include architects, commercial artists, display workers (retail trade), floral designers, industrial designers, interior designers, landscape architects, and urban planners. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a campanion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This industrial arts curriculum guide for drafting is divided into two parts. The information in Part 1, Overview, should be considered directions for delineating the requirements of physical facilities, tools, instruments, equipments, machines, instructional materials, procedures, processes for guidance, research, implementation, and evaluation of any (K-12) drafting situation. Part 2, Behavioral Objectives, begins with a section of selected behavioral objectives related to drafting and design technology from which the teacher may select and/or develop his own set. The next section presents information for curriculum implementation in Industrial Drawing (40 areas of involvement) and Architectural Drawing (5 areas of involvement). Information, presented in chart format for each area of involvement, includes (1) further description or outline of the area of involvement, (2) designation of appropriate course level (I, II, III, IV) and grade (K/6, 5/9, 9/12), and (3) discussion of goals general for the worlds of work, recreation, living, and related. (YLB)

This outline of instruction, instructor guide, and student job sheets for a secondary-postsecondary-level course in Drafting I are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the sixty-three-hour course is to teach the student to use drafting tools and perform the techniques and procedures related to basic drafting. The plan of instruction suggests number of hours of classroom and practical experience time for nine lessons: Lettering, Technical Sketching, Geometric Construction, Orthographics, Sections and Dimensions, Auxiliary Projection, Isometric and Oblique Drawings, Reproduction Processes, and Tracing. The outline of instruction gives objectives; lists of texts, references, tools, equipment and materials, training aids and devices, and training aids equipment; and a master schedule. Instructor guides provide lesson plans with an outline of instructional content, instructor and student activities, criterion objectives, tests, and review questions and answers. Eight job sheets are provided. A required chapter from a recommended text is included; other military and commercially published books, slides, transparencies, and films are suggested. (YLB)

This self-paced student training module on scaling and dimensioning is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to teach students the concepts of scales and dimensions, their symbols, and how they are applied in reading and drawing blueprints. The module may contain some or all of the following: a cover sheet listing module title, goal, and performance indicator; study guide/checklist with directions for module completion; introduction; information sheets providing information and graphics covering the module topic(s); self-assessment; self-assessment answers; post assessment; and post-assessment answers. (YLB)

This study guide is part of a program of studies entitled Science and Engineering Technician (SET) Curriculum. The SET Curriculum was developed for the purpose of training technicians in the use of electronic instruments and their applications. It integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology. This guide provides basic information related to the following topics: (1) lettering and use of equipment; (2) geometrical construction; (3) sketching and shape description; (4) multiview projection; (5) auxiliary views; (6) sectional views; (7) drawing; and (8) charts and graphs. (Author/SK)

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on construction print reading is designed to provide Marines of all ranks and Military Occupation Specialities with the basic information to recognize the terms and symbols used in construction prints; it is adaptable for nonmilitary instruction. Introductory materials include specific information for MCI students, a course introduction, and a study guide (guidelines to complete the course). The 20-hour course contains four study units. Each study unit begins with a general objective. The study units are divided into numbered work units, each presenting one or more specific objectives. Contents of a work unit include a text and study questions/exercises. Answer keys are found at the end of each study unit. At the end of the course is a review lesson. Topics covered in the study units include principles and methods, plans and drawings (plot plan, foundation plan, floor plan, elevation drawings), structural information (scale and dimension, detail drawings, framing plan, types of frame construction), and utility, heating, and air conditioning (electrical plans, plumbing plans, heating and air conditioning). (YLB)

This curriculum guide contains operational guidelines to help local administrators, teacher educators, and industrial arts teachers in the State of Louisiana determine the extent to which their technical drafting courses are meeting the needs of the youth they serve. It consists of a discussion of course prerequisites, goals, content, and implementation as well as 14 units devoted to various subject areas addressed in technical drafting courses. Covered in the individual units are rules and regulations, sketching, drafting room safety, lettering techniques, care and use of equipment, geometric construction, orthographic projection, dimensioning/size description, pictorial drawings, sectional drawings, auxiliary drawings, thread representations, and working drawings. Each unit contains objectives, time allotments, suggested topics, student activities, teacher activities, and resources. Among those items appended to the guide are information sheets, explanations of various drafting procedures, a course evaluation sheet, suggested projects, a sample lesson plan, sample tests, suggested student expectations, a list of tools and equipment, and resources.(MN)

Designed to be used as a supplement to a two-book course in basic drafting, these instructional materials consisting of 14 units cover the process of drawing all working drawings necessary for residential buildings. The following topics are covered in the individual units: introduction to architectural drafting, lettering and tools, site conditions, residential design, structural systems and building materials, introduction to working drawings, dimensioning, foundations, details, plumbing, forced air heating/ventilating/air conditioning (HVAC) systems, electrical systems, specifications, and presentation drawings. Included in the individual instructional units are some or all of the following: performance objectives, suggested activities for instructors, information sheets, transparency masters, job sheets, assignment sheets, tests, and test answers. Instructional materials in the publication are written in terms of student performance, using measurable objectives, and are accompanied by criterion-referenced instruments. (MN)

This military-developed text consists of seven lessons to teach students with basic drafting skills more advanced techniques. Covered in the individual lessons are the following topics: auxiliary views; isometric drawing; screws, bolts, rivets, and welds; detail and assembly practices; intersections and developments; machine drawing; architectural and structural drawing; map drawing; and drawing reproduction. Each lesson contains objectives, readings, review exercises, answers to the exercises, and practice drawings. The material is designed for self-paced, individualized instruction. (MN)

The second of a two-book course in drafting, this manual consists of 12 topics in the following units: sketching techniques, geometric constructions, orthographic views, dimensioning procedures, basic tolerancing, auxiliary views, sectional views, inking tools and techniques, axonometrics, oblique, perspective, and computer-aided drafting. Included in the individual instructional units are some or all of the following: performance objectives, suggested activities for teachers, information sheets, assignment sheets, job sheets, visual aids, tests, and test answers. Instructional materials in the publication are written in terms of student performance using measurable objectives and include the content necessary for employment in an entry-level drafting occupation. (MN)

The first of a two-book course in drafting, this manual consists of 13 topics in the following units: introduction to drafting, general safety, basic tools and lines, major equipment, applying for a job, media, lettering, reproduction, drawing sheet layout, architect's scale usage, civil engineer's scale usage, mechanical engineer's scale usage, and metric scale usage. Included in the individual instructional units are some or all of the following: performance objectives, suggested activities for teachers, information sheets, assignment sheets, job sheets, visual aids, tests, and test answers. Instructional materials in the publication are written in terms of student performance using measurable objectives and include the content necessary for employment in an entry-level drafting occupation. (MN)

This publication, the third in a series on drafting, is intended to strengthen students' competence in the specialized field of mechanical drafting. The text consists of instructional materials for both teacher and students, written in terms of student performance using measurable objectives. The course includes 11 units. Each instructional unit contains some or all of the basic components of a unit of instruction: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, transparency masters, tests, and answers to the tests. Units are liberally illustrated and are planned for more than one lesson or class period of instruction. Information for the teacher includes an instructional/task analysis of mechanical drafting, a list of tools, material, and equipment needed, and a reference list. Topics covered in the 11 units are the following: orientation; tools and equipment; reference materials; layouts and working drawings; dimensioning and tolerancing; fasteners and hardware; presentation drawings; materials and specifications; manufacturing processes; sheet metal developments; and power transmission. (KC)

This curriculum guide consists of materials for teaching a course in mechanical drawing and drafting. Addressed in the individual units of the guide are the following topics: the nature and scope of drawing and drafting, visualization and spatial relationships, drafting tools and materials, linework, freehand lettering, geometric construction, multiview projections, sectional views, auxiliary views, axonometric projections, oblique projections, perspectives, and machine drafting. Each unit contains some or all of the following: series of duty and task statements, series of performance objectives, suggested learning activities, lists of suggested resources, lists of tools and equipment needed to complete the unit, evaluation criteria, and transparency masters. Concluding the guide is a bibliography of works dealing with mechanical drawing and drafting. (MN)

Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level drafting II program. Introductory materials include a description of Drafting II, suggestions for optimum success in Drafting II, Drafting II options, minimum performance standards for Drafting II, discussion of sample tests provided in the guide, and suggested instructional time. Four units are provided. The first is an introduction to Drafting II and to the three Drafting II options. The next three units cover these three options/specializations: (1) architectural drafting, (2) mechanical drafting, and (3) structural drafting. Suggested instructional time and task listings begin each unit. For each task in a unit, some or all of the following are provided: performance objectives, performance actions, performance standards, recommended sources, related technical information, and other information the teacher might need. Suggested outcome-referenced tests are included. Appendixes include supplemental topics and optional tasks for Drafting II, articulation agreements, and test directions. (YLB)

These revised national standards are designed to assist local unions in establishing local apprenticeship and training programs for drafters. Covered in the individual sections are the following topics: provisions of the apprenticeship standards for drafters (definitions, qualifications for application, the selection of applicants, credit for previous experience and education, the terms of apprenticeship, apprenticeship agreements, supervision, probationary periods, hours of work, salaries, examinations, related instruction, ratios of apprentices to journeymen, work experience, management and labor relations, and equal opportunity); supervision of the program (local joint apprenticeship and training committees, responsibilities of apprentices, committee consultants, recognition of completion of apprenticeship, filing with registration agencies, safety and health, and modification of standards); and federal laws and regulations affecting the employment of apprentices. The appendixes contain schedules of recommended work processes and related technical instruction for manufacturing, marine, and architectural drafters. (MN)

This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the metal fabrication machinist training program requirements. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their goals, organization, and evaluation. Sections two and three provide the curriculum format for programs in grades 11 and 12, respectively. Each program is divided into units containing from 1 to 19 modules. Both course and unit general aims are cited. Modules consist of these components: goal statements, learning outcomes, and student activities to support the learning outcomes. Topics covered in the 18 units in the grade 11 program and the 17 units in the grade 12 program include cooperative career preparation; shop practices, human relations, and safety; hand tools; mechanical drawing; soldering; gas welding; oxyacetylene welding, brazing, and cutting; shielded metal arc welding; metallurgy; power saws, shapers, and milling machines; hot metals; grinding, polishing, and surface finishing; drilling, reaming, and tapping; lathes; drill press operations and setups; power saws, fitting, and assembly; measurement; blueprint reading; applied mathematics; and rigging and material handling. Section four contains resource materials and a chapter on rigging and erection. (YLB)

This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the welding/metal fabrication program requirements. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their goals, organization, and evaluation. Sections two and three provide the curriculum format for programs in grades 11 and 12, respectively. Each program is divided into units containing from 1 to 19 modules. Both course and unit general aims are cited. Modules consist of these components: goal statements, learning outcomes, and student activities to support the learning outcomes. Topics covered in the 18 units in the grade 11 program and the 11 units in the grade 12 program include cooperative career preparation; shop practices, human relations, and safety; technical reading, writing, and reporting; fasteners; tools and equipment; mechanical drawing; soldering; gas welding; metallurgy; power saws, shapers, and milling machines; hot metals; sheet metal; grinding, polishing, and surface finishing; drilling, reaming, and tapping; lathes; air carbon arc cutting; blueprint reading; and rigging and material handling. Section four lists resource materials and contains a chapter on rigging and erection. (YLB)

This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the sheet metal fabrication program requirements. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their goals, organization, and evaluation. Sections two and three provide the curriculum format for programs in grades 11 and 12, respectively. Each program is divided into units containing from 1 to 19 modules. Both course and unit general aims are cited. Modules consist of these components: goal statements, learning outcomes, and student activities to support the learning outcomes. Topics covered in the 18 units in the grade 11 program and the 12 units in the grade 12 program include cooperative career preparation; shop practice, human relations, and safety; technical reading, writing, and reporting; fasteners; tools and equipment; mechanical drawing; soldering; gas welding; oxyacetylene welding, brazing, and cutting; shielded metal arc welding; metallurgy; power saws, shapers, and milling machines; hot metals; grinding, polishing, and surface finishing; drilling, reaming, and tapping; lathes; basic drawing; applied mathematics; layout and fabrication; parallel and radial line development; triangulation; and rigging and material handling. Section four contains resource projects and a chapter on rigging and erection. (YLB)

This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the general mechanics program requirements. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their goals, organization, and evaluation. Sections two and three provide the curriculum format for programs in grades 11 and 12, respectively. Each program is divided into units containing from one to nine modules. Both course and unit general aims are cited. Modules consist of these components: goal statements, learning outcomes, and student activities to support the learning outcomes. Topics covered in the 23 units in the grade 11 program and the 13 units in the grade 12 program include cooperative career preparation; school practices, human relations, and safety procedures; tools and equipment; fasteners; technical reading, writing, and reporting; mechanical drawing; gas welding; electricity; wheels, hubs, and tires; hydraulic systems; brake systems; engines; fuel systems; cooling systems; lubrication systems; clutches; transmission; driveshafts and drivelines; steering systems, suspension, and frame designs; soldering; electrical systems; power brake systems; emission control systems; and differentials. Section four lists resource materials. (YLB)