Professional Documents
Culture Documents
June 2004
“Technical Drawing”
(with an introduction to CAD)
In collaboration with:
Developer:
Project Directors:
Content Consultants:
Digitally available at
www.oswego.edu/~waite
3
Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS
Education Department to refresh and modernize existing Technology Education course
outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts to
Technology Education in the 1980s. These courses have proven to be very popular and
most durable for the profession. In fact, many have been used as course models in
other states.
Hundreds of sections are offered in New York state each year, according to the Basic
Educational Data System (BEDS). However, the objectives need to be revisited with a
current eye, successful teaching strategies need to be surveyed in the field,
bibliographies should be updated, and Internet resources added, as they were
unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:
provide a solid graduate research project for the developers involved (learning by
doing)
update the bibliography of each course to reflect the last ten years of literature
review
include Internet resources both useful as general professional tools, and as specific
content enhancement
develop an index showing how NYS M/S/T standards are accomplished for each
course objective
This course will provide a background in technical drawing and teach students basic
drawing, tools and equipment, and applications of drawing skills. Students will actively pursue
solutions to drafting problems that are concurrent to the needs of industry. Emphasis will be
placed on communication of thoughts, ideas, and knowledge through technical drawing.
Course Goals
This curriculum will provide students with knowledge about the vast subject of technical drawing.
The three modules will provide the foundation, direct applications, and utilization of CAD to create
technical drawings consistent with industry standards. Students who complete this course will be
able to identify line types, dimension styles, drafting tools, multi-view drawings, and pictorial
drawings with the knowledge acquired through instruction, demonstration, and homework.
Course Description
This curriculum is designed as a half-unit, 18-week course. The three modules develop student
problem solving skills with emphasis placed upon technical drawing and s a universal language.
The focus is directed toward the application of the tools and processes of drafting and design in
order to solve basic design problems. Course topics include: design processes, instrument
drafting, and introduction to computer aided drawing (CAD), projections, sections and working
drawings.
Content Outline
1.2.2.1. Paper
1.2.2.2. Pencils
1.2.2.3. Eraser
1.2.3.Techniques
1.2.3.1. Freehand lines
1.2.3.2. Straight lines
1.2.3.3. Arcs/circles
1.2.3.4. Ellipses, squares, and cubes
1.2.4.Estimation
1.2.4.1. Blocking horizontal/vertical lines
1.2.4.2. Transferring distances
1.2.4.3. Drawing by sight
1.2.5.Levels
1.2.5.1. Temporary
1.2.5.2. Permanent
1.2.5.3. Presentation
1.2.6.Sketching an Object
1.2.6.1. Styles
1.2.6.1.1. Pictorial
1.2.6.1.2. Oblique
1.2.6.1.3. Isometric
1.2.6.2. Visualization of single view
1.3. Drafting Tools/Equipment and Materials
1.3.1.Drawing Equipment
1.3.1.1. Equipment used by draftspersons
1.3.1.1.1. T-square
1.3.1.1.2. Triangle
1.3.1.1.3. Compass
1.3.1.1.4. Etc.
1.3.1.2. Purpose of each item
1.3.1.3. Proper use of each item
1.3.1.4. Scales
1.3.1.4.1. Types of scales
1.3.1.4.1.1. Draftsmen
1.3.1.4.1.2. Engineer
1.3.1.4.1.3. Architect
1.3.1.4.1.4. Metric
1.3.1.4.2. Reading a scale
1.3.1.4.3. Using a scale
1.3.1.4.4. Proper measurement techniques
1.3.2.Drafting Media
1.3.2.1. Drawing paper
1.3.2.2. Tracing paper (vellum)
1.3.3.Drawing Pencils
1.3.3.1. Types
1.3.3.2. Hardness/Softness
1.3.3.3. Use based on lead type
1.3.3.4. Sharpening
1.3.4.Alphabet of Lines
1.3.4.1. Definition
1.3.4.2. Purpose of each line
1.3.4.2.1. Border
1.3.4.2.2. Hidden
1.3.4.2.3. Object
1.3.4.2.4. Etc.
1.3.4.3. Pencil selection and line construction
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1.7.4.1. Placement
1.7.4.2. Alignment
1.7.4.3. Shared dimensions
1.7.4.3.1. Height
1.7.4.3.1.1. Front
1.7.4.3.1.2. Right side
1.7.4.3.2. Width
1.7.4.3.2.1. Top
1.7.4.3.2.2. Front
1.7.4.3.3. Depth
1.7.4.3.3.1. Top
1.7.4.3.3.2. Right side
1.7.4.4. Spacing
1.7.5.Using Different Line Types
1.7.5.1. Construction lines
1.7.5.1.1. Purpose
1.7.5.1.2. Line weight
1.7.5.2. Object lines
1.7.5.2.1. Purpose
1.7.5.2.2. Line weight
1.7.5.3. Hidden lines
1.7.5.3.1. Purpose
1.7.5.3.2. Line Weight
1.7.5.3.3. Dashes and spaces
1.7.5.4. Center lines
1.7.5.4.1. Purpose
1.7.5.4.2. Line Weight
1.7.5.4.3. Dashes and spaces
1.7.5.4.4. Views containing circles/holes/bores
1.7.6.Centering a Drawing on the Page
1.8. Career Exploration
1.8.1.Careers in Technical Drawing
1.8.2.Job Categories/Job Descriptions
1.8.3.Availability
1.8.4.Benefits/Environment
1.8.5.Opportunities for Advancement/Job Security
1.8.6.Required Education and Training
10
Technical Drawing is an important course in which students learn the necessary skills to
become successful drafters. As the industry changes it seems that the shift is beginning from
mechanical drawing to computer-aided drawing.
The majority of this course would be taught at drafting tables where students would
acquire knowledge and skills in hand drafting applications. The last segment of the course would
be spent learning basic CAD applications.
The following list outlines general materials that would be desirable in a Technical
Drawing laboratory:
Topic: Introduction
Students will develop the ability to:
1. Prepare a written/oral presentation on the development of technical drawing.
2. Articulately describe the similarities and differences between technical drawing and
artistic drawing.
Topic: Sketching
Students will develop the ability to:
1. Use rapid visualization techniques to convey ideas.
2. Replicate objects accurately using proper sketching techniques.
Topic: Lettering
Students will develop the ability to:
1. Identify different styles of lettering and explain the differences in style.
2. Explain the need for uniformity in lettering.
3. Choose the proper pencil to create neat and accurate lettering.
Topic: Dimensioning
Students will develop the ability to:
1. Use proper lead types to create dimension lines, extension lines, and arrowheads.
2. Describe the purpose of a leader and indicate proper leader placement.
16
Topic: Introduction
1. Create a mural with the class using cave drawing or hieroglyphics and compare with
modern drafting techniques. Discuss the effectiveness of the technical drawing.
2. Show examples of both excellent and poor technical drawings. Have students explain
the reasons why each drawing is acceptable or unacceptable
Topic: Sketching:
1. Demonstrate sketching techniques.
2. Discuss the rapid visualization process.
3. Provide students with sketching problem handouts in varying levels of difficulty.
Topic: Lettering
1. Present students with problems involving different lettering styles.
2. Have students practice form, spacing, and composition.
Topic: Dimensioning
1. Demonstrate proper creation of dimension lines, extension lines, leaders, and
arrowheads.
2. Provide students with a copy of ANSI standards.
Module 2 – (7 Weeks)
Applications of Technical Drawing
Topic: Sectioning
Students will develop the ability to:
1. Describe how section drawings provide the most amount of detail to the reader.
2. Understand the purpose of a cutting plane line and how to produce a cutting plane line.
3. Properly space and draw section lines on a sectional view.
4. List and describe the various section views.
Topic: Sectioning
1. Create a poster to be hung in the classroom that models proper sectioning techniques
and applications. Include examples of exceptional student work.
2. Present the students with objects that are cut to demonstrate the various section
drawings. Have students create section drawings that correspond with each object.
Module 3 - (3 Weeks)
Computer Aided Drafting in Technical Drawing
Bibliography
Brown, W., Kicklighter, C. (1995). Drafting for industry. Tinley Park, IL: Goodheart-Willcox Co.
ISBN: 1566370485
Davis, P., Juneau, K. (1999). Technical drawing. Upper Saddle River, NJ: Prentice Hall. ISBN:
0130259543
Dennison, J., Johnson, C. (2003). Technical illustration: Techniques and applications. Tinley
Park, IL: Goodheart-Willcox Co. ISBN: 1566378710
Giesecke, F., Spenser, Dygdon, Mitchell, Hill, Novak (1999). Technical drawing. Upper Saddle
River, NJ: Prentice Hall. ISBN: 013022569X
Giesecke, F., Mitchell, A., Spencer, H., Hill, I., Dygdon, J., Novak, J., Hill, I.L. (2002). Technical
drawing (12th Edition). Upper Saddle River, NJ: Prentice Hall. ISBN: 0130081833
Goetsch, D.E., Nelson, J., Chalk, W., Goetsch, D.L. (1999). Technical drawing, 4E.
Independence, KY: Delmar Learning. ISBN: 076680531X
Jefferis, A. (2002). Commercial drafting and detailing. Independence, KY: Delmar Learning.
ISBN: 0766838862
Spencer, H., Dygdon, J., Novak, J. (1995). Basic technical drawing 6th edition. New York:
McGraw-Hill. ISBN: 0026856603
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Appendices
http://www.adda.org/ros/ros.htm
http://www4.district125.k12.il.us/faculty/djohanns/TechEdHomePage/TDProgram.html
http://www.geocities.com/tech_ed_2000/units/wadd/drawing.htm
http://www.ider.herts.ac.uk/school/
http://ghstechdraw.com/main.html
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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology
(Complete text of standards available on line at : www.emsc.nysed.gov
Go to MST icon)
25
Standard 5
“Technology”
Engineering design Module 1 – Intro to Basic Technical Drawing
Module 2 – Applications of Technical Drawing
Module 3 – CAD in Technical Drawing
Tools, resources, Module 1 – Intro to Basic Technical Drawing
and Module 3 – CAD in Technical Drawing
techno
logical
proces
ses
Computer Module 3 – CAD in Technical Drawing
techno
logy
Technological Module 3 – CAD in Technical Drawing
syste
ms
History of Module 1 – Intro to Basic Technical Drawing
techno Module 3 – CAD in Technical Drawing
logy
Impacts Module 3 – CAD in Technical Drawing
Management Module 3 – CAD in Technical Drawing
Standard 6 –
“Interconnectiveness:
Common Themes”
Systems thinking
Models Module 2 – Applications of Technical Drawing
Magnitude and Module 1 – Intro to Basic Technical Drawing
scale
Equilibrium and Module 1 – Intro to Basic Technical Drawing
stabilit Module 2 – Applications of Technical Drawing
y
Patterns of change Module 1 – Intro to Basic Technical Drawing
Optimization Module 1 – Intro to Basic Technical Drawing
Standard 7 -
“Interdisciplinary
Problem Solving”
Connections Module 1 – Intro to Basic Technical Drawing
Module 2 – Applications of Technical Drawing
Module 3 – CAD in Technical Drawing
Work habits Module 1 – Intro to Basic Technical Drawing
Module 2 – Applications of Technical Drawing
Module 3 – CAD in Technical
Drawing
Skills and Module 1 – Intro to Basic Technical Drawing
strateg Module 2 – Applications of Technical Drawing
ies Module 3 – CAD in Technical
Drawing
27
Drafting media:
Drawing Paper:
White – display drawings
Cream – greatest preference
Green – lessen eyestrain
Strong fibers that give superior erasing qualities, folding strength and toughness
Will not discolor with age
ANSI:
A. *8 ½ x 11” – basic sheet size
B. *11 x 17”
C. 17 x 22”
D. 22 x 34
E. 34 x 44
All of these sizes can be cut from standard rolls of paper without waste (24” and 36”
rolls)
Vellum:
Thin transparent paper on which drawings are made for the purpose of reproducing by
blueprinting or other processes
Tracing paper threaded with waxes or oils to become more transparent
Paper Placement:
Place the paper fairly close to the working edge of the board (1 ½ - 2”) – decreases error
from “swing” of T-Square blade
Place equally far from top and bottom of board
Hold paper steady with one hand and slide T-Square to the middle of the paper
Smooth the paper from the center and fasten upper left and lower right corners
Fasten remaining corners
Line up top of paper with T-Square blade
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Alphabet of Lines:
Technical drawing is a universal language of industry and is governed by the American
National Standards Institute (ANSI). Each line on a drawing has a definite meaning and
is drawn in a certain way.
There are three distinct thicknesses of lines:
Widths are generally of ratio of 2 to 1.
.3mm minimum for thin lines
.6mm minimum for thick lines
Thick
Medium
Thin
All lines should be clean cut, dark, and uniform throughout the drawing (with the
exception of construction lines) and properly spaced
Thick:
.6mm
F or H pencil
Border lines
Visible lines (Object Lines)
o Should be the outstanding feature on the drawing
o Outline of the object
o Shows visible edges and surfaces
o Thick
o dark
Cutting plane lines
o Locates the plane of projection for section or cut-away views
Short-break lines
o Used to show a break on a small object
o Line thickness is .3mm
Medium:
Hidden lines
o Thin
o Dark
o 1/8” dashes
o 1/16 in between the dashes
Thin:
.3mm
2H pencil
Long-break lines
o Used to show a break on an Overly large object
o Line thickness is .5mm
Section lines
o Shows solid areas of an object
Center lines
o Should be as dark as the visible or hidden lines
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All lines except construction lines should be dense black so that they will be clearly
reproduced by blueprinting or copying. The contrast in line type should come from the
thickness, not the darkness.
Construction lines are extremely light, so light that they can not be seen when the paper is
held at arm’s length. Use a hard pencil, such as 4H. These lines are used to “block in” or
construct a drawing before the lines are made heavy. Construction lines are also used as
guide lines for lettering.
Hidden lines are dashed lines that represent an edge or surface that cannot be seen in the
view.
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REVIEW
OF
DRAWING
STYLES
Technical Drawing
Rome Free Academy
Ms. Roberts
Fall 2003
33
Isometric Drawings
Hold object in your hand and tilt toward you creating a 90degree vertical line and 30
degree angles replace the horizontals
Using light construction lines to sketch an enclosing box
Use light construction lines to sketch the features of the object
Erase out construction lines
Fill in the object with heavy lines
Use dashed lines to show hidden features
Section Views
Used to clarify interior or hidden details on a multi-view drawing of an object.
A sectional view usually replaces one of the principal views (top, front, right side) but
may also be an additional view or a series of supplemental views depending on the type.
Full Section – used to show the object as if one half of the object was removed.
Half Section – used to show the object as if one quarter of the object was removed.
Removed Section – used to show the variable shape of the object from end to end.
Revolved Section – used to show the uniform shape of the object from end to end.
Aligned Section – used to show the shape of features that do not align with the vertical
and horizontal center lines of the object.
Broken-out Section – used to show the material thickness of a hollow object.
Partial Section – used to cover a larger area than a broken-out section but less than a half
section.
Assembly Section – used to show the arrangement and relationship of parts that make up
an object.
Pictorial Section – used to show the arrangement and relationship of parts that make up
an object in a three dimensional view with a quarter to a half of the object removed.
1. Dimension lines are fine, dark lines terminated by arrows and broken where the
dimension is inserted.
2. Extension lines are fine, dark lines. They are kept 1/16” away from the object
outline and extend 1/8” beyond the arrowheads.
3. Select a recognized method-aligned or unidirectional.
4. Keep dimensions between views , to the right, and to the bottom of the view
whenever possible. (Outside the view) (Consider clarity)
5. Generally, dimension lines are kept ½” away from object outlines and 3/8” away
from each other.
34
6. Place smaller dimensions closer to the view to avoid the crossing of dimension
view lines with extension lines. Larger dimensions are farther away from the
view.
7. Keep dimensions in line when possible.
8. Stagger figures to prevent crowding.
9. Generally, the top and front views provide a majority of the dimensions.
10. Do not dimension to hidden lines unless necessary.
11. Do not repeat dimensions.
12. Give only those dimensions which are necessary for production or inspection.
Omit unnecessary dimensions.
13. Dimensions should be placed on the view that shows true length (not
foreshortened).
14. Values should be approximately midway between arrowheads.
15. Always give locating dimensions to the center of the circles and arcs. Extend the
center line to serve as an extension line.
16. Dimension from finished surfaces which can be readily established.
17. All notes must read from the bottom of the drawing.
18. Dimensions up to and including 72” are expressed in inches. Dimensions greater
than 72” are expressed in feet (‘) and inches (“).
19. If no inch or feet symbol is shown, the dimensions are automatically presumed to
be in inches. Where all dimensions in a drawing are in inches no symbol in
needed.
Auxiliary Views
Reference Planes: The reference plane should be assumed in the position most
convenient for transferring distances with respect to it.
Reference lines are always at right angles to the projection lines between the views.
A reference plane appears as a line in two alternate views, never in adjacent views.
Measurements are always made at right angles to the reference lines, or parallel to the
projection lines.
In the auxiliary view, all points are the same distances from the reference line as the
corresponding points are from the reference line in the alternate view.
Partial Auxiliary Views: The use of an auxiliary view often makes it possible to omit one
or more regular views and thus to simplify the shape description.
Partial views are often sufficient and the resulting drawings are considerably simplified
and easier to read.
Usually a break line is used to indicate the imaginary break in the views. Do not draw a
break line coinciding with a visible line or a hidden line.
Hidden Lines: Hidden lines should be omitted in auxiliary views unless they are needed
for clearness.
35
Auxiliary views are created by adding a "line of sight" (LOS), a "reference line"
and "projection lines".
The "LOS" represents the direction you are looking at an object. The "line of
sight" must be perpendicular (90°) to any view of a line to find the "true length"
(TL) of the line. The "line of sight" must be perpendicular (90°) to the "edge view
of a surface" to find the "true shape" (TS) of the surface.
A "reference line" represents the intersection of two imaginary "projection planes"
(Horizontal/Frontal) (Frontal/Profile) (Horizontal/Auxiliary Elevation)
(Frontal/Auxiliary Inclined) and is used to measure distances from the planes to
points on an object. "Reference Lines" are drawn as a "phantom lines" (long,
short, short, long) and at 90° angles to the "LOS".
2 Point Perspective
Always draw lightly because several parts of each line will be erased.
1. Draw a horizon line.
Try up-center for greatest effect, but you can also go low.
Dead-center is exactly what it sounds like; it will also give you a flat building with little
opportunity for demonstration of depth.
2. Add two points on that horizon line to use as vanishing points.
Play with close and far away to get the size and shape of building you seek.
Close points will create a tiny building and suggest great distance from the image.
Wide points will, of course, do the opposite.
Consider why there is a distortion to the image.
3. Draw a line perpendicular to your horizon. This is the front corner of your building.
The length of this line may cause your image to look taller
It may cause your image to look very close.
It may cause your image to look squat.
Finally, it may make your image look very far away.
4. Draw a line from the top of your perpendicular line to each vanishing point (2 lines
created).
5. Draw a line from the bottom of your perpendicular line to each vanishing point (2
lines created).
6. You should now have a double "Vee" created. Another way to look at this is that you
now have two triangles with a common line drawn on your paper.
7. Draw two more perpendicular lines within the triangles. These lines create the far
walls of the building.
The perpendicular lines do not have to be at equal distances from the original
perpendicular line.
37
Play with where the lines fall until you like the image. Lines close to the original
perpendicular create a boxier and taller building. What happens when they are placed
farther away?
8. Draw lines from the top and bottom of each line to each of the vanishing points. DO
NOT ERASE THE LINES NORMALLY HIDDEN FROM VIEW THROUGH THE
BUILDING. This should create a cube.
This creates the back walls of your building.
Erase the lines extending beyond the rectangular shape of the building.
9. Insert a perpendicular line where the lines intersect at the back of the building to
create the back side of the building.
To Draw an Object
A. Select the best direction from which to view an object;
B. Select additional views that completely describe the shape of an object;
C. Select an appropriate scale for drawing an object;
D. Select an appropriate size sheet of drawing paper that will accommodate the necessary
views of an object;
E. Locate and center the required views within the working space of the drawing sheet;
F. Layout the overall measurements of an object;
G. Draw the views of an object to their basic shape;
H. Layout the detail measurements of features on an object;
I. Draw the details such as arcs and circles;
J. Draw additional lines needed to complete the views;
K. Erase unnecessary lines;
L. Darken lines where necessary making them sharp, black and of the proper thickness;
M. Identify the basic views of an object;
O. Prepare multiview drawings;
P. Identify and describe the symbols used to describe the size of an object;
Q. Draw extension and dimension lines, arrowheads and leaders;
R. Dimension horizontal, vertical and angular distances;
S. Dimension arcs and circles;
T. Read and apply fractional, decimal and metric units to views;
U. Apply the unidirectional and aligned methods of dimensioning to multi-view
drawings;
V. Apply size and location dimensions to multi-view drawings;
W. Apply acceptable technical dimensioning techniques to multi-view drawings
Centering a Drawing
When making a multiview drawing of an object using basic drafting tools, you will have
to center the views on the sheet of paper before starting. The following guidelines, terms
and formulas can be used to arrange views on a sheet of drawing paper:
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An equal amount of space should be placed above and below the views
An equal amount of space should be placed to the left and right of the views
An minimum space (S) of 1.5" should be placed between the top and front views
as well as between the front and side views (does not have to be an equal amount
of space)
Always layout views from the left to the right and from the top of the sheet
downward
Vertical Working Space (VWS) - The distance from the top line of the title block
to the border line at the top of the sheet
Horizontal Working Space (HWS) - The distance from the border line on the left
side of the sheet to the border line on the right side of the sheet
Length (L) of object, longest side, is shown in the front and top views
Width (W) of an object, shorter side, is shown in the top and side views
Height (H) of an object, vertical distance, is shown in the front and side views
Working Space for an "A" size sheet is 6.5" vertically by 10" horizontally
Working Space for a "B" size sheet is 10" vertically by 15" horizontally
STANDARD FORMULAS
VERTICAL SPACING (Space at top of page):
Space from Top Border Line = VWS minus (H + S + W) divided by 2
HORIZONTAL SPACING (Space at top of page):
Space from Left Border Line = HWS minus (L + S + W) divided by 2
ORTHOGRAPHIC PROJECTION
In simple terms, orthographic drawings are views (front, side, top, and so on) of an
object.
An orthographic view is only one side.
It takes several views to show all of the object.
Orthographic Projections show 3 views: front, top, right side.
The front view goes in the lower left hand corner of the page.
The top view goes directly above the front view in the upper left hand corner of the page.
The right side view goes directly to the right of the front view in the lower right hand
corner of the page.
When creating orthographic drawings use true dimensions of height, width, and depth.
If the true dimensions are too large scale the object to fit the paper.
39
Top
View
Front Right
View Side
View
40
\
41
42
1. An Orthographic Projection
2. A Sectional View
3. A Pictorial View (Isometric or Perspective)
1. Presentation 20%
2. Orthographic Projection 25%
3. Sectional View 25%
4. Pictorial View 25%
5. Title Block and Border 05%
3. Which grade pencil lead would be the best choice for drawing construction or layout
lines?
a. H
b. 2H
c. 4H
d. 6H
4. When drawing a 5 inch diameter circle the proper compass setting is:
a. 2 ½ inches
b. 3 inches
c. 2 5/8 inches
d. 5 inches
10. If given the front and top views of an object, what angle would be used to project the side
view?
a. 45
b. 90
c. 60
d. 15
12. What dimension is common between the front and top view of a drawing?
a. Length
b. Height
c. Width
d. Thickness
14. A drawing that uses two or more views to describe an object is called an:
a. Isometric
b. Development
c. Perspective
d. Orthographic
16. A career field in which a person designs buildings, banks, or homes is called:
a. Architecture
b. Engineering
c. Drafting
d. Designing
19. The process of dividing a line or angle into equal parts is called:
a. Bisecting
b. Transferring
c. Intersecting
d. Conjuncting
21. When sectioning, the line used to indicate the imaginary cut made through the object to
reveal its interior character is:
a. Cutting plane line
b. Section line
c. Cross hatching
d. Phantom line
23. An isometric line is drawn usually ____ degrees from the horizontal.
a. 60
b. 90
c. 45
d. 30
24. Surfaces of an object which are at an angle or inclined are shown in a(n):
a. Front view
b. Auxiliary view
c. Side view
d. Top view
29. In choosing views to portray, the designer should choose views to:
a. Minimize the number of hidden lines
b. Show the left side with respect to the rising plane
c. Show the foreshortened views
d. Maximize the number of centerlines
32. The first dimension line is ____ away from the object line.
a. 1/8”
b. ¼”
c. 1/16”
d. 3/8”
b
36. In a __________ drawing the depth axis is drawn to full scale.
a. Cavalier
b. Position
c. Isometric
d. Cabinet
50. The minimum amount of space that should be left in between views in a technical
drawing is:
a. .5”
b. 1”
c. 1.5”
d. 2”
49
The Board of Regents, through part 100 Regulations of the Commissioner, the Action
Plan, and The Compact for Learning, has made a strong commitment to integrating the education
of students with disabilities into the total school program. According to Section 100.2(s) of the
Regulations of the “Commissioner of Education, “Each student with a handicapping condition as
such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of
programs and services set forth in this Part to the extent that such programs and services are
appropriate to such student’s special educational needs”. Districts must have policies and
procedures in place to make sure that students with disabilities have equal opportunities to
access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the
curricula content requirements of a high school diploma. Most students who require special
education attend regular education classes in conjunction with specialized instruction and/or
related services. The students must attain the same academic standards as their non-disabled
peers to meet graduation requirements, and, therefore, must receive instruction in the same
content area, at all grade levels. This will ensure that they have the same informational base
necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with
disabilities who are participating in their classes. Instructional techniques and materials must be
modified to the extent appropriate to provide students with disabilities the opportunity to meet
diploma requirements. Information or assistance is available through special education teachers,
administrators, the Committee on Special Education (CSE) or student’s Individualized Education
Program (IEP).
1. Students with disabilities may use alternative testing techniques. The needed testing
modification must be identified in the student’s Individualized Education Program
(IEP). Both special and regular education teachers need to work in close cooperation
so that the testing modifications can be used consistently throughout the student’s
program.
2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are
specific, and some students with disabilities will need continuous reinforcement to
learn them. It would be helpful to provide a list of these key words in the special
education teacher in order to provide additional reinforcement in the special
education setting.
In keeping with the concept of integration, the following subgoal of the Action Plan was
established.
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In all subject areas, revisions in the syllabi will include materials and activities related to
generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for
information, the use of libraries, and increasing student awareness of and information about
the disabled.
The purpose of this subgoal is to ensure that appropriate activities and materials are available
to increase student awareness of disabilities.
The curriculum, by design, includes information, activities, and materials regarding persons
with disabilities. Teachers are encouraged to include other examples as may be appropriate
to their classroom or the situation at hand.
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Leadership skills should be incorporated in the New York state occupational education
curricula to assist students to become better citizens with positive qualities and attitudes.
Each individual should develop skills in communications, decision making/problem solving,
human relations, management, and motivational techniques.
http://www.tsawww.org
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Appendix F: Publications
Catalogs:
Brodhead Garrett
www.brodheadgarrett.com
Brodhead Garrett
P.O. Box 8101
Mansfield, OH 44901
Phone: 1-800-321-6730
Fax: 1-877-256-3739
Magazines:
CADALYST
www.cadalyst.com