Blueprint Fundamentals: Interpreting Symbols and Specs

TEACHER’S GUIDE

SHOPWARE® INTRODUCTION

This Teacher’s Guide provides information to help you get the most out of Blueprint Fundamentals: Interpreting Symbols and Specs. The contents in this guide will allow you to prepare your students before using the program and present follow-up activities to reinforce the program’s key learning points.

Blueprint reading is a skill that spans many different industries including construction, electri- cal, plumbing, engineering, architecture, and manufacturing technology. By viewing this pro- gram students will develop the basic skills required for reading, interpreting, and visualizing blueprint drawings. An introduction to common blueprint language and terminology is pre- sented relative to building and manufacturing trades. Students will also be exposed to various career opportunities that require blueprint-reading skills.

LEARNING OBJECTIVES

After viewing the program, students will be able to: Understand the common tools used to create and read a blueprint. Recognize and identify basic blueprint terms and components. Recognize different classifications of drawings such as those used in construction, electri- cal, plumbing, and manufacturing trades. Recognize and identify common abbreviations and symbols used for blueprints. Understand how to reference notations and revisions to actual locations on a blueprint. Interpret and use drawing dimensions. Identify career opportunities that require blueprint-reading skills.

EDUCATIONAL STANDARDS

National Standards This program correlates with the Competencies and Objectives for Blueprints from the National Center for Construction Education and Research, the National Educational Technology Standards (NETS) from the International Society for Technology in Education (ISTE), and Project 2061 Benchmarks for Science Literacy from the American Association for the Advancement of Science. The content has been aligned with the following education- al standards and benchmarks from these organizations.

Recognize and identify basic blueprint terms, components, and symbols. Relate information on blueprints to actual locations on the print. Recognize different classifications of drawings. Interpret and use drawing dimensions. Describe the types of drawings usually included in a set of plans and list the information found on each type. Identify the different types of lines used on construction drawings. Identify selected architectural symbols commonly used to represent materials on plans. 2

Copyright © 2005 SHOPWARE® Identify selected electrical, mechanical, and plumbing symbols commonly used on plans. Identify selected abbreviations commonly used on plans. Read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings. State the purpose of written specifications. Explain the basic layout of a blueprint. Describe the information included in the title block of a blueprint. Identify the types of lines used on blueprints. Identify common symbols used on blueprints. Understand the use of architect’s and engineer’s scales. Create an isometric drawing. Demonstrate proficiency in the use of technology. Demonstrate a sound understanding of the nature and operation of technology systems. Practice responsible use of technology systems, information, and software. Employ technology in the development of strategies for solving problems in the real world. Use technology resources for solving problems and making informed decisions. Use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Use technology tools to enhance learning, increase productivity, and promote creativity. Understand that computers have greatly improved the power and use of mathematical models by performing computations that are very long, very complicated, or repetitive. Therefore computers can show the consequences of applying complex rules or of chang- ing the rules. The graphic capabilities of computers make them useful in the design and testing of devices and structures and in the simulation of complicated processes.

The competencies and objectives from the NCCER have been reprinted with permission. National Center for Construction Education and Research, affiliated with the University of Florida, P.O. Box 141104, Gainesville, Florida 32614-1104, 1-888-NCCER20, www.nccer.org.

The National Education Technology Standards reprinted with permission from the International Society of Technology Education.

From BENCHMARKS FOR SCIENCE LITERACY by the American Association for the Advancement of Science, copyright 1993 by the American Association for the Advancement of Science. Used by permission of Oxford University Press, Inc. Please note: judgments about the alignment of content presented here with the learning goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not repre- sent the opinion or endorsement of the AAAS or Oxford University Press, Inc.

English Language Arts Standards The activities in this Teacher’s Guide were created in compliance with the National Standards for the English Language Arts from the National Council of Teachers of English. The content has been aligned with the following standards from this organization.

Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabu- lary) to communicate effectively with a variety of audiences and for different purposes. 3 Use a variety of technological and information resources (e.g., libraries, databases, comput- er networks, video) to gather and synthesize information and to create and communicate knowledge. Read a wide range of print and non-print texts to build an understanding of texts, of them- selves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace.

Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.

Career Standards This program also correlates with the National Career Development Guidelines from the National Occupational Information Coordinating Committee. The content has been aligned with the following standards from this organization.

Understand the relationship between educational achievement and career planning. Demonstrate how to apply academic and vocational skills to achieve personal goals. Describe the relationship of academic and vocational skills to personal interests. Describe how skills developed in academic and vocational programs relate to career goals. Demonstrate transferable skills that can apply to a variety of occupations and changing occupational requirements. Describe how learning skills are required in the workplace. Locates, evaluates, and interprets career information. Describe the educational requirements of various occupations. Identify how employment trends relate to education and training. Demonstrate academic or vocational skills required for a full or part-time job. Demonstrate employability skills necessary to obtain and maintain jobs. Understand how societal needs and functions influence the nature and structure of work. Describe how occupational and industrial trends relate to training and employment. Describe career plans that reflect the importance of lifelong learning. Demonstrate knowledge of postsecondary vocational and academic programs.

The National Career Development Guidelines reprinted with permission from the Center for Civic Education.

MAIN TOPICS

Topic 1: Blueprint Fundamentals This introductory segment provides an overview of the history and uses of blueprints. The use of computer aided drawing (CAD) programs and plotters is discussed, and various types of blueprints are introduced.

4 Topic 2: Basic Anatomy of a Blueprint This section takes a general look at elements common to all kinds of blueprints. Basic com- ponents such as the title block and change block are identified. A more detailed examination of the drawing itself includes an explanation of scale, various types of lines, different types of views, and reading dimensions.

Topic 3: Blueprints for Building Here, the common types of views included in a set of building plans are identified and explained. Other elements unique to electrical, plumbing, or mechanical components are also detailed. Common symbols and abbreviations found on these types of blueprints are provid- ed. The importance of understanding and following industry and local codes is stressed.

Topic 4: Blueprints for Products This section provides examples of the many practical and often specialized uses of blueprints in modern industry. Elements unique to manufacturing and machining components are also detailed, including an overview of tolerance and standards. Common symbols and abbrevia- tions found on these types of blueprints are provided. The importance of understanding and following industry standards is stressed.

Topic 5: Putting Blueprints to Work The program concludes with examples of careers that utilize blueprints. The responsibilities associated with each career are summarized, and typical training requirements are outlined.

FAST FACTS

An architect or designer develops an idea and then creates a plan, or blueprint, which explains the details of the idea. The architect then provides the blueprint to another person, who will interpret and follow it to bring the idea to life. The term “blueprint” originated in 1842 with a copying method that created blue and white prints. The original blueprint method produced a white image on a dark blue background. Today, many blueprints are drawn using computer aided design, or CAD, software, and output directly to large-scale printers called plotters. Although the term “blueprints” is still commonly used, most computer-generated prints are actually black and white. In most cases, it is not practical to draw the product at its full size, so the blueprint shows the product smaller or larger than its true size. “Tolerance” defines the amount of variation that is acceptable for a finished part. If a manu- factured part does not measure within the tolerance range, the part may be rejected, as it is not likely to function as required. Carpenters often refer to blueprints in order to determine how to cut, fit, and assemble wood and other materials for the construction of buildings, highways, bridges, docks, industrial plants, boats, and many other structures. Electricians work with blueprints when they install electrical systems in factories, office buildings, homes, and other structures. Blueprints indicate the locations of circuits, outlets, 5 load centers, panel boards, and other equipment. Mechanical engineers develop, design, and manufacture engines, machines, and other mechanical devices including elevators, robots, machine tools, and automobiles. Computer- Aided Design (CAD) programs assist mechanical engineers by accurately and efficiently performing computations, and by permitting the modeling and simulation of their designs. Machinists use machine tools, such as lathes, milling machines, and machining centers, to produce precision metal parts. The Oval Office at the Truman Library was designed to exactly replicate President Truman’s Oval Office in the White House. However, because of a blueprint error, the replica was not built to the exact standards of the original.

VOCABULARY TERMS blueprint: A detailed set of diagrams which include instructions and specifications necessary to construct something. CAD: Computer aided design software used to draw blueprints and other mechanical drawings. datum: A common starting point from which all required dimensions originate. Also referred to as “zero.” detail: A close-up, enlarged view of some part of a section view, used to show exactly how various elements fit together. diazotype: An older method of creating blueprint copies using chemically sensitized paper exposed to light and other chemicals, which produced dark blue lines on a pale blue or white background. dimension: Measurement. elevation: An eye-level view of the exterior of a building such as front, rear, or side views. feature: A physical part of a mechanical object. floor plan: An overhead view looking directly down on a building with the roof removed, it shows the layout of the floor including walls and fixtures. Geometric Dimensioning and Tolerancing (GD&T): A standard industry method for speci- fying dimensions and tolerances using a standard set of symbols. isometric: A three-dimensional pictorial view. orthographic projection: A two-dimensional view of an object showing height and length of an object or structure. These drawings are usually shown in a group, typically a front, and top and side view. plotter: A large scale printer used to output blueprint copies. plot plan: Also referred to as a site plan; an overhead view looking directly down on the lot or plot of land showing the structure in place, including the lot boundaries and easements. revision: Any information that has been changed in order to meet the needs of the client, government regulations, or budgetary constraints. scale: The ratio between the size of the drawing and the size of the actual product. schedule: Provides specific information on material selections. Typical schedules include windows, doors, finishes, plumbing fixtures, and mechanical and electrical fixtures. section: An interior view of a building or object as if it had been cut through vertically; a dissection view. Also called a sectional view. 6 specifications: Information that supercedes all other information provided, and used to further clarify products and materials in a set of building plans. tolerance: The amount of variation that is acceptable for a finished part. visualize: To form an imaginary picture in one’s mind.

PRE-PROGRAM DISCUSSION QUESTIONS

1. What are blueprints used for? 2. What types of things are made from blueprints? 3. What professions involve blueprints? 4. What might happen if a blueprint was not read correctly? 5. Name some common elements that can be found on most blueprints.

POST-PROGRAM DISCUSSION QUESTIONS

1. Name some items in your home or classroom that were likely to have been made from blueprints. 2. How does tolerance affect the performance of a machine such as a car? 3. Although there are many standard conventions, different organizations show some types of blueprint information in their own way. Do you think that all organizations should have to follow the same conventions for blueprint drawings? Why or why not? 4. What could you do if you don’t understand something on a blueprint? 5. What should you do if you discover an error on a blueprint?

GROUP ACTIVITIES

Blueprints at Work Arrange for a tour of a local manufacturing facility or building site to get a first-hand look at how blueprints are used in the real world. Talk to some of the people who work with blueprints and have them explain the information they obtain from them. Could they do the same job without a blueprint?

Precision and Tolerance Explore the importance of precision in manufacturing by conducting a simple exercise. Divide the class into groups of three or four students. Then assign each group a common object such as a paper clip, rubber band, screw, or pencil. Each group must then determine the measura- ble characteristics of the item (length, weight, etc.). For each characteristic, a “tolerance” should them be set which will determine whether the item would be considered “acceptable” or “unacceptable” during manufacturing. Discuss why manufacturers must stay within toler- ance ranges, and brainstorm some ways in which unacceptable items might be filtered out.

7 INDIVIDUAL STUDENT PROJECTS

Understanding Views Develop your understanding of views and your visualization skills by drawing blueprints for some simple objects. Choose three or four simple objects found in your classroom or at home. Draw as many different views (orthographic or isometric) as necessary in order to provide all the information needed to produce the item. Include dimensions and required materials, and be sure to note the scale.

INTERNET ACTIVITIES

Got a Plan? Use the Internet to see what types of building plans are available on-line. Print out a set of floor plans and/or elevations. Label as many different parts as possible, such as symbols for utilities, structures, and types of lines.

ASSESSMENT QUESTIONS

Q: Today, most blueprints are ______. (a) black images on white paper (b) blue images on white paper (c) dark blue images on pale blue paper (d) white images on blue paper A: (a) Feedback: Today most blueprints are output directly to large-scale printers, called plotters. The copies produced by a plotter are printed in black on white paper.

Q: Today, most blueprints are drawn using ______. (a) blue ink on white paper (b) vellum and pencil (c) CAD software (d) plotters A: (c) Feedback: Today most blueprints are not drawn by hand, but are created using special com- puter software programs call CAD, or computer aided drawing programs.

Q: Where would the name of the drawing or part number be found on a blueprint? (a) Revision block (b) Border (c) Change block (d) Title block A: (d) Feedback: The title block indicates the name of the drawing or part number, the name and address of the person or company who created the blueprint, and the completion date of the 8 original drawing. Q: Scale is the ratio between the size of the drawing and the size of the actual product. (True or False) A: True Feedback: In most cases, it is not practical to draw the product at its full size, so the blue- print shows the product smaller or larger than its true size.

Q: Which of the following may be needed in order to accurately illustrate an object? (a) Isometric projection (b) Auxiliary views (c) Section views (d) All of these (e) None of these A: (d) Feedback: A set of plans includes as many different views as are needed to properly visual- ize and build the product.

Q: A set of building plans typically includes an elevation for ______. (a) each side of the building (b) the front and one side of the building (c) just the front of the building (d) the top of the building A: (a) Feedback: An exterior elevation is included for each side of the structure including the front, rear, and both sides.

Q: Tolerance is the suggested amount of variation for a finished part. (True or False) A: False Feedback: Tolerance indicates the range within which a part must conform in order to be considered acceptable. Parts that do not fit these parameters are rejected.

Q: Mechanical and plumbing plans indicate the all of the following except______. (a) air conditioning (b) plumbing (c) electrical wiring (d) ventilation A: (c) Feedback: Electrical wiring is indicated in its own separate plan.

Q: On a manufacturing print, a section view may be ______. (a) a small area of an object that needs clarification (b) based on an imaginary cut made along the full length of the object (c) cut along an offset line (d) all of these (e) none of these A: (d) Feedback: Section views are based on an imaginary cut made along a plane line, which 9 reveals the interior structure of an item. Q: In a set of building plans, which of the following would indicate the location of easements on the property? (a) Mechanical and plumbing plans (b) Exterior elevation (c) Plot plan (d) Floor plan A: (c) Feedback: The plot plan, also called a site plan, shows the size of the property, longitude and latitude bearings, and location of the structure on the building site. These plans often indicate the location of sewer, water, gas, electrical hookups, roads, drainage and easements.

ADDITIONAL RESOURCES

WEB RESOURCES

National Center for Construction Education and Research www.nccer.org

House Plan Drafting 101 Online Course http://homedesign.8m.com/default.htm

ILX Construction Training www.ilxct.com/800/outline.htm

Blueprint Reading for Machinists http://search.universalclass.com/i/search/8683.htm

BOOKS

Blueprint Reading Basics: Manufacturing Print Reading Third Edition by Warren Hammer. Industrial Press Inc. ISBN: 083113125X

OTHER PRODUCTS

Design and Planning, VHS/DVD, Meridian Education Whether it’s a country cottage or a Tudor mansion, it all begins on the drawing board. This program will show students how homes get built on paper, what kinds of considerations drive many of the decisions and choices, and how to read the blueprints. Correlates to the Competencies and Objectives of the National Center for Construction Education & Research Order #: 31948, www.meridianeducation.com, 1-800-727-5507

Drafting, VHS/DVD, Meridian Education Whether your students are just beginning to learn basic drawing skills or are already involved in CAD programs, this video series will ignite an interest in the “drafting world-of-work.” The 10 set of 3 videos covers: technical/ mechanical drawing, including the tools and equipment needed; computer-aided design and drafting concepts; and drafting specialties, such as architectural drafting. Viewers are encouraged to explore various drafting occupations—requir- ing different levels of education and experience. What a great way to introduce your students to a wide world of opportunities for a useful career! The series includes: An Overview of CAD, An Overview of Drafting, Education and Career Choices in Drafting Order #: 25219, www.meridianeducation.com, 1-800-727-5507

Planning Installations, VHS/DVD, Meridian Education Before a foot of cable is pulled or a single wire is hooked up, an electrician needs to make a plan. That’s where this video comes in: it makes sense of the complexities of planning instal- lations according to blueprints and electrical codes—and to make sure no one is left in the dark, it reviews how to read blueprints and circuit diagrams, as well. Order #: 32078, www.meridianeducation.com, 1-800-727-5507

Vanishing Points: An Introduction to Architectural Drawing, VHS/DVD, Films for the Humanities & Sciences From conceptual sketches to detailed blueprints, drawings serve as the vehicle for translating architectural visions into masterpieces of design and construction. This outstanding program provides a concise demonstration of axonometric, isometric, and one-point and two-point per- spective drawing. Computer graphics are employed to help explain the underlying principles of architectural drawing, while student projects serve as examples of well-executed drafting. Item no: 11117, www.films.com, 1-800-257-5126

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