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: I Understand the common tools used to create and read a blueprint. I Recognize and identify basic blueprint terms and components. I Recognize different classifications of drawings such as those used in construction, electri- cal, plumbing, and manufacturing trades. I Recognize and identify common abbreviations and symbols used for blueprints. I Understand how to reference notations and revisions to actual locations on a blueprint. I Interpret and use drawing dimensions. I 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. I Recognize and identify basic blueprint terms, components, and symbols. I Relate information on blueprints to actual locations on the print. I Recognize different classifications of drawings. I Interpret and use drawing dimensions. I Describe the types of drawings usually included in a set of plans and list the information found on each type. I Identify the different types of lines used on construction drawings. I Identify selected architectural symbols commonly used to represent materials on plans. 2 Copyright © 2005 SHOPWARE® I Identify selected electrical, mechanical, and plumbing symbols commonly used on plans. I Identify selected abbreviations commonly used on plans. I Read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings. I State the purpose of written specifications. I Explain the basic layout of a blueprint. I Describe the information included in the title block of a blueprint. I Identify the types of lines used on blueprints. I Identify common symbols used on blueprints. I Understand the use of architect’s and engineer’s scales. I Create an isometric drawing. I Demonstrate proficiency in the use of technology. I Demonstrate a sound understanding of the nature and operation of technology systems. I Practice responsible use of technology systems, information, and software. I Employ technology in the development of strategies for solving problems in the real world. I Use technology resources for solving problems and making informed decisions. I Use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. I Use technology tools to enhance learning, increase productivity, and promote creativity. I 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. I 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 I 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. I 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. I Understand the relationship between educational achievement and career planning. I Demonstrate how to apply academic and vocational skills to achieve personal goals. I Describe the relationship of academic and vocational skills to personal interests. I Describe how skills developed in academic and vocational programs relate to career goals. I Demonstrate transferable skills that can apply to a variety of occupations and changing occupational requirements. I Describe how learning skills are required in the workplace. I Locates, evaluates, and interprets career information. I Describe the educational requirements of various occupations. I Identify how employment trends relate to education and training. I Demonstrate academic or vocational skills required for a full or part-time job. I Demonstrate employability skills necessary to obtain and maintain jobs. I Understand how societal needs and functions influence the nature and structure of work. I Describe how occupational and industrial trends relate to training and employment. I Describe career plans that reflect the importance of lifelong learning. I 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 I An architect or designer develops an idea and then creates a plan, or blueprint, which