124p.getting results f - 3 assuring learner success f - 4 learning styles inventory f - 5...
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DOCUMENT RESUME
ED 425 313 CE 077 617
TITLE Train the Trainer. Facilitator Guide Sample. Basic BlueprintReading (Chapter One).
INSTITUTION Saint Louis Community Coll., MO.SPONS AGENCY Office of Vocational and Adult Education (ED), Washington,
DC. National Workplace Literacy Program.PUB DATE 1997-00-00NOTE 124p.
PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Assembly (Manufacturing); *Blueprints; Classroom
Techniques; Curriculum Guides; Instructional Materials;Learning Activities; Manufacturing Industry; PostsecondaryEducation; *Teacher Improvement; Teaching Methods;*Trainers; Vocational Education; *Workplace Literacy
ABSTRACTThis publication consists of three sections: facilitator's
guide--train the trainer, facilitator's guide sample--Basic Blueprint Reading(Chapter 1), and participant's guide sample--basic blueprint reading (chapter1) . Section I addresses why the trainer should learn new classroomtechniques; lecturing versus facilitating; learning styles inventory;suggestions for tactile, visual, and auditory learners; ideas for interactivetraining; and arranging the room. Section II contains the curriculum forchapter 1 on basic blueprint reading. Introductory facilitator materialsinclude a one-page summary of course basics, objective, and course overviewwith blueprint reading content and learning strategies; and checklist ofmaterials needed. Information and exercises are provided on learningstrategies, study strategies, reading strategies, key terms, note taking, jobaids, memory aids, organization, and classroom strategies. Symbols thatrepresent the various terms and ideas are presented in a side column and usedin the curriculum to alert the trainer and/or student that certain activitiesor responses are recommended. Throughout the sample curriculum, facilitatorpages provide tips for the facilitator. The guide provides objectives,learning materials, activities, chapter review, answer keys, Checkpoint 1,and participant score sheet. Section III contains a complete set of learner'smaterials suitable for duplication. (YLB)
********************************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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Train the TrainerFacilitator Guide Sample
Basic Blueprint Reading (Chapter One)
froriewmeelk
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
ED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changeS have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
St.Louls CommunityCollege
Community Development Division/Workplace Literacy Services Center
2
Copyright © 1997 by Workplace Literacy Services Center, Community DevelopmentDivision, St. Louis Community College
The contents of this publication were developed under a grant from the Department ofEducation. However, those contents do not necessarily represent the policy of theDepartment of Education, and you should not assume endorsement by the FederalGovernment.
3
Table of Contents
St. Louis Community College Train the Trainer
Contents
Facilitator's Guide Train the TrainerIntroduction F - 1
Why Should You Learn New Techniques for the Classroom9 F - 1
Lecturing vs. Facilitating F - 2
Getting Results F - 3
Assuring Learner Success F - 4
Learning Styles Inventory F - 5
Suggestions for Tactile Learners F - 6
Suggestions for Visual Learners F - 7
Suggestions for Auditory Learners F 8Facilitation Activity F - 9
Ideas for Interactive Training F - 10
Arranging the Room F - 11
Facilitator's Guide SampleBasic Blueprint Reading (Chapter 1)Course Basics and Objective F - 12
Course Overview F - 12
Materials Needed F - 13
Learning Strategies LS - 1
Study Strategies LS - 1
Reading Strategies LS - 7
Classroom Strategies F - 14
Introductory Activity F - 19
Introductory Activity A - 1
Preview F - 20
The Title Block and Alphanumerics 1
Objectives 1
Key Words F - 21
The Title Block 2
Community Development Division/Workplace Literacy Services Center
Table of Contents
St. Louis Community College Train the Trainer
Similarities and Differences Activity F - 22
Balloons and Flags Activity F - 23
Alphanumeric Activities F - 24
Alphanumeric Systems 8
Abbreviations 9
Memory Tricks 11
Part Number/Drawing Number 12
Questions and Exceptions to the Alphanumeric System F - 25
Basic Blueprint Reading Chapter 1 Review 15
Chapter 1 Answers 18
Checkpoints and Response Sheets F - 26
Checkpoint 1 The Title Block and Alphanumeric System 20
Checkpoint 1 Answers F - 27
Participant Score Sheet 22
Participant Feedback 23
How Are You Doing? F - 29
Follow-up Checklist F - 30
Participant's Guide SampleBasic Blueprint Reading (Chapter 1)Introductory Activity A-1
The Title Block and Alphanumerics 1
Objectives 1
The Title Block 2
Alphanumeric Systems 8
Abbreviations 9
Memory Tricks 11
Part Number/Drawing Number 12
Basic Blueprint Reading Chapter 1 Review 15
Chapter 1 Answers 18
Checkpoint 1 The Title Block and Alphanumeric Systems 20
Participant Score Sheet 22
Participant Feedback 23
Community Development Division/Workplace Literacy Services Center
Facilitator
Train the Trainer
St. Louis Community College
Facilitator's Guide Train the Trainer
Community Development Division/Workplace Literacy Services Center 6
Facilitator
Facilitator's Guide Train the Trainer
Introduction
St. Louis Community College Train the Trainer
Why Should You Learn New Techniques for the Classroom?
Ask yourself the following questions and check one
appropriate box for each.
Yes
rLI
LJ
LJ
No
rLJ
rLJ
rLJ
Would you like to improve the results of your classes?
Do you believe all learners can succeed?
Are you looking for more interactive training methods?
If you answered yes to any of these questions, then this manual is for you.
Community Development Division/Workplace Literacy Services Center F - 1
Facilitator
Facilitator's Guide Train the Trainer
Lecturing vs. Facilitating
St. Louis Community College Train the Trainer
Which do you believe is more effective: lecturing or facilitating?
Based on adult learning theory, effective facilitation with adult learners relies on some
important facts:
Facilitators should ask questions throughout training.
Facilitators should use a variety of presentation methods allowing all learners to use
their learning strengths (visual, auditory, and tactile).
Adult learners must understand how the training ties into their lives.
Adults learners must have the opportunity to use what they are learning.
And remember: Of all teaching strategies, lecturing produces the lowest retention rate.
This curriculum is designed to maximize participant retention through an interactive
approach to learning. The facilitator guide pages, printed on colored paper, provide tips for
the facilitator.
Community Development Division/Workplace Literacy Services Center F - 2
Facilitator
Facilitator's Guide Train the Trainer
Getting Results
St. Louis Community College Train the Trainer
Do you:
Prepare the ovetheads, flip charts, and class agenda prior to class?
Organize?
Make smooth transitions between topics?
Move around the classroom?
Involve the participants through questions?
Keep lecture to a minimum?
Pause to allow thinking time?
Try to be creative with your class materials?
Use visual aids often?
Speak clearly and use appropriate vocabulary?
Provide learning opportunities for all learning styles?
The information on the following pages will help you approach your classes with confidence
and with a better understanding of adult learners.
Community Development Division/Workplace Literacy Services Center F - 3
Facilitator
Facilitator's Guide Train the Trainer
Assuring Learner Success
St. Louis Community College Train the Trainer
Have you ever been frustrated when learning a new skill? If so, perhaps your learning
style was not addressed. Do you know which of these three primary styles best de-
scribes the way you learn?
Auditory
Identify your learning style by taking the inventory on the following page.
Consider giving the inventory to your participants at the beginning of your course.
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F - 4
Facilitator's Guide Train the Trainer
St. Louis Community College Train the Trainer
Facilitator
Learning Styles Inventory
Your learning sryle is your preferred way to process, recall, and remember information.Place a check next to the activities below that best describe you.
I like to/I: I: I:
D fold paper when told to makecolumns.
U love to talk. D ignore spoken directions.
Ei rock in a chair. LD love to listen to someone reador talk.
D ask for repeated directions.
0 shake my leg. D talk to myself. D look to see what othersare doing.
D tap or wiggle pens, pencils,etc.
D read aloud. 0 get the words to a songwrong.
D reach out to touch everything. 1J am distracted by noises. D turn the radio or TVup very loud.
E3 do not trust my eyes or earsuntil I touch something.
D use my fmger to read. 0 write lots of notes.
D collect "things." lj put my head near my work. 0 watch the speaker's mouth.
D have a low interest in reading. D hood my eyes with my hand. lj don't like to talk on thephone.
D break up toothpicks orplay with straws.
D don't do well with charts& graphs.
U go off into another worldwhen lectured to.
U take things apart, put thingstogether.
D need words to go with acartoon.
U enjoy reading.
D dress for comfort. D can't draw withoutsomething to copy.
D do well with chartsand graphs.
D take lots of baths or showers. D can't use maps; need oraldirections,
El need maps; get lost withoral directions.
0 talk fast, using my hands. CI use jingles to learn things. 0 have good handwriting.
El tend to interrupt. CI don't do well with symbols. D am good at puzzles.
LI like to try new things. D can't stand silences; need totalk and need others to talk.
0 am organized; like things neat.
Total = (Tactile) Total = (Auditory) Total = (Visual)
Count the check marks in each column and place the total at the bottom. The column withthe most checks indicates your primary learning style.
My primary learning style is
Community Development Division/Workplace Literacy Services Center F - 5
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Facilitator
Facilitator's Guide Train the Trainer
St. Louis Community College Train the Trainer
Suggestions for Tactile Learners
Highlight the tips that you can apply to your work.
Demonstrate something instead of simply talking about it.
Allow students to move around and/or interact with concepts.
Use props to illustrate ideas.
Include opportunities for learners to write and speak during class
through partnered and small-group activities.
Use logs or journals for reflective feedback.
Give tactile learners an opportunity to teach whenever possible.
Add other tips that work for you:
Community Development Division/Workplace Literacy Services Center F - 6
12
Facilitator
Facilitator's Guide Train the Trainer
St. Louis Community College Train the Trainer
Suggestions for Visual Learners
Highlight the tips that you can apply to your work.
Show visuals when discussing information, e.g., overheads,
drawings, pictures, props, etc.
Use and ask learners to create visual material, e.g., art, graphs,
and games for problem solving.
Assign reading prior to presenting information in class.
Use logs or journals for reflective feedback.
Videotape learners and ask for learner assessment.
Add other tips that work for you:
Community Development Division/Workplace Literacy Services Center F - 7
13
Facilitator
Facilitator's Guide Train the Trainer
St. Louis Community College Train the Trainer
Suggestions for Auditory Learners
Highlight the tips that you can apply to your work.
Allow students to record your class, or record yourself and allow
learners to check out recordings.
Use activities that encourage conversation, e.g., brainstorming,
interviews, study groups, games, etc.
Ask open-ended questions to stimulate discussion when using
visual information.
Use individual conferences to touch base with students.
Add other tips that work for you:
Community Development Division/Workplace Literacy Services Center F - 8
Facilitator
Facilitator's Guide Train the Trainer
Facilitation Activity
St. Louis Community College Train the Trainer
Read the paragraph below and answer the following questions to practice identifying learning styles.
Steve is a renegade you have in one of your classes. Your first encounter with Steve
occurred when he asked you, in the middle of class, if you were married and persisted
in asking personal questions. Steve also has numerous ideas for how you should teach
the class. Steve's limited attention span is obvious in his intense pencil tapping, his
obsession with his baseball hat, and his frequent and inappropriate talking.
1. What is Steve's learning style?
2. What clues helped you identify his style?
3. What techniques would you use with Steve?
Community Development Division/Workplace Literacy Services Center F - 9
Facilitator
Facilitator's Guide Train the Trainer
Ideas for Interactive Training
St. Louis Community College Train the Trainer
Interactive training can address all learning styles. Which of the following techniques will
increase participants' understanding of the content material?
Partnered or small-group problem-solving activities
Colorful visuals
Use of questions throughout presentations
Use of highlighters with written materials
Discussions and brainstorming
Debates
Participant-generated questions that stimulate discussions
Allowing participants to teach sessions
What interactive training ideas would work with your learners?
Community Development Division/Workplace Literacy Services Center F - 10
Facilitator
Facilitator's Guide Train the Trainer
Arranging the Room
St. Louis Community College Train the Trainer
Room arrangement has a tremendous impact on learning. Try to arrange your training room
like one of the following examples.
0
Example 1
Example 2
0Community Development Division/Workplace Literacy Services Center F - 11
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Facilitator
Train the Trainer
Facilitator's Guide Sample
Train the Trainer
St. Louis Community College
Community Development Division/Workplace Literacy Services Center
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Facilitator
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Course Basics and Objective
Time = 24 Hours [1 Hour Classes, 2 Times per Week (Optimal)]
The objective of this course is twofold: the understanding of Blueprint Reading combined with
learning strategies.
Course Overview
The Blueprint Reading content and the learning strategies work together.
Blueprint Reading Content
Chapter 1Title Block and AlphanumericsComponents of Title BlockNumbering System for Parts and Prints
Chapter 2Departmental DocumentationForms That Compliment Blueprints:Parts Lists, Work Orders, Schedules,Modifications
Chapter 3Math and MeasurementDecimalsTolerancesFractionsGeometric FormulasMeasurement & ToolsMachinist Terminology
Chapter 4VisualsLine TypesViews
Learning Strategies*
Reading Strategies
PreviewingQuestioningSkimming
Study Strategies
Key TermsNote TakingJob AidsMemory SkillsOrganization Skills
Classroom Strategies
Group ActivitiesFeedback
*learning strategies are integratedwith Blueprint Reading contentmaterial throughout the course
Community Development Division/Workplace Literacy Services Center
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F - 12
Facilitator
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Materials Needed
St. Louis Community College Train the Trainer
Checklists
Facilitator's Materials Participant's Materials
O Facilitator's GuideIncludes Overheads
O Overhead Projectorand Screen
O Set of Blank OverheadFilm
O Set of Overhead Markers
O Blackboard or MarkerBoard
O Flip Chart
O Machinist Scale
O 10-15 Copies of Blueprints
O Calculator
O Objects From theCompany to Measurein Chapter 3
O 6-8 Meter Sticks
O Three-DimensionalGeometric Shapes
O 1 Learner's Guide*
O Highlighter(s)*
O 2-3 Pencils*
O 1 Name Tent/Tag*
O 1 Calculator*
O 1 Machinist Scale*
O Plenty of Scrap Paper
*items/parficipant
Community Development Division/Workplace Literacy Services Center
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F - 13
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Note Taking
Job Aid
Memory Aid
-401P-
Organization
St.Louis Community College Train the Trainer
Learning Strategies
Study Strategies
1. Key Term
Look for new words, abbreviations, main ideas,
definitions, and formulas.
2. Note TakingIdentify your study strengths and develop a
system that works for you (i.e., use highlighters,
abbreviations, shorthand, outlines, etc.)
3. Job AidCreate and use visual tools to help you on the
job.
4. Memory Aid
Use tips, formulas, and memory tricks.
5. OrganizationManage your documents, duties, ideas, and time.
Community Development Division/Workplace Literacy Services Center LS - 1
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Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Si.Louis Community College Train the Trainer
Key Term
A key term is a new idea, definition, or formula that you need to
remember. This is the key term symbol used throughout the course.
When you see it, note all of the key terms on the page.
When learning a new skill, you sometimes need to learn a new
"language." Key terms are the basics of a language. They are often
underlined, bold, or italicized and can frequently be found in a
book's glossary.
What can you do to help yourself remember key terms?
In Chapter 1, what are four key terms?
Community Development Division/Workplace Literacy Services Center LS - 2
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Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Note Taking
St.Louis Community College Train the Trainer
Note Taking
Note taking is identifying a system that helps you remember
information. This is the note taking symbol used throughout the text.
When you see it, use these tips to get the most out of taking notes:
Draw pictures. Repeat information out loud. Ask the speaker to repeat
information. Tape record the information to take notes at
a later time. Highlight written material to skim faster. Abbreviate
for margin notes and outline notes. Develop your own shorthand.
Abbreviate w/o losing meaning.
andatcash, cost, or money
2A
toup
ea each wh/ which
ex example wl with
nonumber
wlo withoutyou
Listening = Tune in 2 the speaker's motions, vocal tone, &rhythm 2 know what's important.
Tip! Bored? Ask a question or make a comment!
Analyzing = Think of the speaker's outline. Practice thinking likethe speaker.Tip! Answer the questions who?, what?, where?, when?, why?,& how?
Selecting = Highlight w/ colors 2 pull headlines & important facts
off the page.Tip! Find & highlight the 5 Ws & How.
Writing = Divide paper in 2 lengthwise; write notes on the left &headlines on the right.Tip! Make small drawings in the margins 2 lift key ideas off thepage. Write legibly.
Highlight the information on this page that you want to remember.
Community Development Division/Workplace Literacy Services Center LS - 3
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Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Job Aid
St.Louis Community College Train the Trainer
Job Aid
A job aid can be a drawing, chart, memory device, or instructions
almost anything that makes a task easier to remember. This is the job
aid symbol used in the course. When you see it, use the included job
aid used in class or create one of your own.
A job aid can be created by anyone. Have you ever created a
to-do list, a chart for household chores, or a flashcard for learning
new ideas? These are all job aids.
What other job aids have you created?
Do you have any ideas for a work-related job aid?
Community Development Division/Workplace Literacy Services Center
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LS - 4
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
7,'"1
Memory Aid
St.Louis Community College Train the Trainer
Memory Aid
A memory aid is a device that helps you remember information.
This is the memory aid symbol used throughout the course. When
you see it, practice the given memory aid or create one of your own.
A memory aid can be created by anyone and can be used for almost
anything. For example, one way to remember the five Great Lakes is
the word "HOMES."
Huron Ontario Michigan Erie Superior4M110
What are some memory devices you already know?
In small groups, share your memory aids. Write the ones which are
new to you.
Discuss with your group what is needed to create a good memory aid.
Community Development Division/Workplace Literacy Services Center LS - 5
25
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Organization
Stiouis Community College Train the Trainer
Organization
Organization is keeping track of ideas, papers, things that need
to be done, and time in a systematic way. How you organize
may be different than how someone else organizes. This is the
organization symbol used in the course. When you see it,
check how organized you are.
Studies show that one of the keys to success is being organized.
On a scale of 1 to 10 (1 being low, and 10 being high) how would
you rate your organization skills?
In terms of organization, what is your greatest strength?
What is your greatest weakness?
What can you do to improve?
Community Development Division/Workplace Literacy Services Center LS - 6
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Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Preview
Question
Skim
St. Louis Community College Train the Trainer
Reading Strategies
1. Preview
Look over the text. Look at the title, subtitles,
table of contents, index, glossary, and illustra-
tions.
2. Question
Answer "What do I need to know?" by asking the
5 W's (Who, What, When, Where, Why) and
How.
3. SkimRead information quickly to get the main idea.
Skim Text
Look for words that are bold, in italics, or under-
lined.
Read the first and last sentences in each para-
graph.
Skim Graphics (charts, tables...)
Look for titles, keys, legends, and other blocks of
information in columns, rows, and corners.
Community Development Division/Workplace Literacy Services Center LS - 70 7
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Preview
St. Louis Community College Train the Trainer
Preview
This is the preview symbol used throughout the course. When you
see it, practice previewing the chapter.
Preview by reading the titles and subtitles in a document or chapter to
find the major concepts. Previewing also includes asking yourself
what you know and don't know about these major concepts.
1. Take five minutes and preview the entire manual. List the major
concepts.
2. Compare your list with a partner. Did you come up with the
same list? Why or why not?
3. Which concepts on your list are unfamiliar to you? Highlight
these.
Community Development Division/Workplace Literacy Services Center LS - 8
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Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Question
St. Louis Community College Train the Trainer
Question
This is the question symbol used throughout the course. When you
see it, answer the stated question or come up with a question of your
own.
Question what you need to know by identifying the 5 W's and How:
Who? What? When? Where? Why? How?
Preview this manual and create some questions using the 5 W's
and How.
Ask, for example, "What do I need to know? Where can I use this
information? How can I use this information?"
Create your own questions with the 5 W's and How.
Who
What
When
Where
Why
How
Community Development Division/Workplace Literacy Services Center LS - 9
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Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Skim
St. Louis Community College Train the Trainer
Skim
This is the skim symbol used throughout the text. When you see it,
practice skimming the information instead of reading it thoroughly.
Skim by reading information quickly to get the main idea.
Imagine that the following is a whole page of text. The blanks are
the words you don't read when you are skimming.
Usually, the first paragraph will be read all the way through at
average speed. It will contain an overview of what will be
talked about in the following paragraphs.
Sometimes the second paragraph contains some important
information, so read this as well.
... and last sentences of the rest of the paragraphs.
After the first sentence,
... watch for bold
... and italicized ...
and underlined ... ... key words.
What information do you usually skim?
Community Development Division/Workplace Literacy Services Center
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Facilitator
Facilitator
Overhead
Activity
ParticipantFeedback
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Classroom Strategies
1. Facilitator Guide
Tips and instructions for facilitators.
2. Overhead
Used to emphasize and clarify concepts.
3. Activity
Individual, partner, or group skill-building exercise.
4. Participant Feedback
For confidential communication between facilitator and partici-
pant.
Community Development Division/Workplace Literacy Services Center F - 14
31
Facilitator
Facilitator
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Facilitator Guide Pages
When you see this symbol, use these ideas in your training, or
come up with your own.
Facilitator guide pages are blue. They are inserted into the
facilitator's guide to offer suggestions and guidance.
These pages are structured to help you facilitate the course infor-
mation.
Facilitator tips are included on each of the pages. Use these
pages and tips, but don't hesitate to be creative when
adapting them to your particular learning environment.
Community Development Division/Workplace Literacy Services Center F - 15
Facilitator
Overhead
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Overhead
When you see this symbol, use the enclosed overheads or make your
OWn.
An overhead is a transparency copied from the text and used with an
overhead machine. It provides a visual for examining details.
Use overheads to emphasize, illustrate, or introduce a concept.
Visuals are more effective than discussion only.
Use colored transparency markers to highlight information.
Ask volunteer participants to point out important information on
overheads. (Peer teaching is a valuable learning strategy.)
Make certain that all overheads can be read by everyone in the
room.
Community Development Division/Workplace Literacy Services Center F - 16
3 3
Facilitator
Ii.
0.204
Activity
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Activity
When you see this symbol, allow the participants to complete the text
activity or create another.
Use an activity to challenge learners and provide opportunities for
learners to solve problems together.
Alternate participant activity setups. Use whole group, small
group, partnered, and individual activities.
Be creative! Come up with your own activities or use sugges-
tions from the participants if the activities are too short, too long,
or not appropriate for you participants.
Think about the activities that have worked well for you in your
own learning. Why have they worked? Transfer those elements
to the activities of the participants.
Community Development Division/Workplace Literacy Services Center F - 17
34
Facilitator
ParticipantFeedback
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Participant Feedback
When you see this symbol, usually at the end of a chapter, give each
participant a feedback sheet.
Participant Feedback sheets enable participants to assess both their
own learning and the facilitation of course material. Feedback is
essential for effective communication both in training and work.
Collect the completed Feedback sheets, initial, date, and write
responses on each form. This technique allows the learners to
have ongoing, one-on-one communication with the facilitator.
Encourage participants to communicate their thoughts and feel-
ings, and to be honest. Positive feedback is great, but negative
feedback can be the basis for improved facilitation. Do the
negative comments have merit? If so, what can you do to im-
prove? You can change the pace of a class, develop more prac-
tice exercises, and defuse any negative thought or feelings.
Community Development Division/Workplace Literacy Services Center F - 18
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Facilitator
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Introductory Activity
Have participants choose partners.
St. Louis Community College Train the Trainer
Ask: What do you already know about this print just by skimming? Make
a list with your partner.
Do one example as a group first.
Ask: For example, what company owns this print?
If participants have difficulty getting started, prompt them with the
following questions.
Ask: Are there tolerances given on this print?
Have you seen this part before? What is it?
Has the print been revised?
Do you know any of the line types?
What's the material used in this part?
Facilitator Tip
Some participants will know more than others. Try to have these experts explain
ideas as much or even more than you do. Peer tutoring is a powerful learning tool.
Community Development Division/Workplace Literacy Services Center F- 19
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Introductory Activity
Tell Us What You Know
St. Louis Community College Train the Trainer
With a partner, locate anything that you already know something about from the print on
the following page. List below.
Community Development Division/Workplace Literacy Services Center A - 1
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Preview
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Preview the chapter with the participants. Refer to the Preview Process Page in the process
section at the beginning of the text.
Ask: Why are these guidelines important?
Brainstorm answers on a flipchart and ask participants to list the responses on the
back of their page.
Facilitator Tip
Don't be afraid to make errors. Create an environment where it's okay for both
participants and facilitators to make and correct mistakes. Both are important parts of
the learning process.
Community Development Division/Workplace Literacy Services Center F - 20
4 0
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Preview
Key Term
St. Louis Community College Train the Trainer
The Title Block and Alphanumerics
Objectives
To identify the title block on a blueprint and know what each title
block component means.
To become familiar with an alphanumeric system.
The title block is framed information on a blueprint that gives spe-
cific facts about that print. Always examine the title blockfirst when
looking at a print.
Alphanumerics are letters and numbers organized in a systematic
way. An alphanumeric system helps a company keep track of
information.
Blueprint Guidelines
Never get in the habit of memorizing a drawing.
Always keep only the latest change drawing in the file.
Always read and understand all notes on a print before you start
working.
Always examine the title block first.
DRAWNG #I
DRAIM NG #
NOTES
PART/ASSEMBLY DRAWING
TITLE BLOCK
Community Development Division/Workplace Literacy Services Center 1
Facilitator
Key Term
Note Taking
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
KeyWonls
Refer participants to Key Word Learning Strategies section page at
the beginning of the Facilitator Guide Sample.
Ask: Why do you need to know the information on the Title Block?
What information is given on a Title Block?
As participants answer, have them highlight the main words
from each definition (Example: #3 Revisions = changes) Do
not have them highlight whole definitions, paragraphs, or
pages.
Facilitator Tips
Encourage participants to use highlighters selectively. High-
lighting every bit of text has the same effect as not highlight-
ing anything at all.
Of all classroom strategies, lecturing provides for the lowest
retention rate. Ask questions! Do what you can to get the
participants talking about the content.
Community Development Division/Workplace Literacy Services Center F - 21
4 2
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Note Taking
St. Louis Community College Train the Trainer
The Title Block
The title block consists of sub-blocks of information and is similar
from company to company. The numbers below correspond to the
drawing on the next page.
1. Tolerance BlockSpace that provides tolerances on the print.
2. Material (MATL)Item used to make part.
3. Revisions (REV)Changes made to original drawing. Letter ofthe alphabet indicates the number of revisions. A = 1, B = 2,C = 3 . . . . Revision Blocks list revisions.
4. FileIndicates drawing control number.
5. TDRTechnical Data Release.
6. Drawing NumberAlphanumeric code for drawing.
7. Drafter (BI9Initials of person who created blueprint.
8. ScaleThe relationship of the size of the image on the drawingto the actual object.
9. Title of DrawingThe complete name of the drawing.
10. Company NameThe name of the company that produced thedrawing.
11. Revision DateThe date of the latest revision.
Community Development Division/Workplace Literacy Services Center 2
4 3
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Activity
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Title Block #1 ActivityDrawing #35FH4000A01
1. What are the allowable tolerances for making this part?
A. Angle allowance =
St. Louis Community College Train the Trainer
B. Decimals to three places =
C. Decimals to two places =
2. What is the material used for fabrication?
3. How many times has the drawing has been revised?
4. What is the relationship of the size of the drawing to the real object?
5. Who is the drafter?
6. What is the date of the latest revision?
7. What is the file number, for drawing control?
8. What is the function of the TDR number (Technical Data Release)?
9. What is the company name?
10. Is this a piece-part or subassembly drawing?
11. What is the drawing number?
Community Development Division/Workplace Literacy Services Center 3
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Activity
St. Louis Community College Train the Trainer
Title Block #2 ActivityDrawing #54FE5000
Turn to Drawing #54FE5000, End Cap Brush Assembly. All title
blocks have some features in common and some differences. For
example, Title Block #1 refers to a piece-part, a drawing which
illustrates one part. Title Block #2 refers to a sub-assembly, a
drawing which illustrates several components.
Make a list of the similarities and differences between Title Blocks
#1 and #2.
Title Blocks #1 & #2 Activity
Similarities:
Differences:
Community Development Division/Workplace Literacy Services Center 4
4 7
Facilitator
Activity
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Similarities and Differences Activity
Have participants divide into pairs. Allow the pairs ten minutes to
find as many *linilarities and differences as possible. When ten
minutes are up, ask the following questions to the entire group.
Ask: First, what similarities did you find between the two prints?
As participants answer, record their responses on the overhead.
Ask: What differences did you find? (Record these also)
Ask: What does this tell you about title blocks in general?
Facilitator Tip
Try partnered activities as a way to encourage teamwork. If the
partnered activities aren't successful, try whole group and/or
individual ones. Variety in how you conduct activities is
essential.
Community Development Division/Workplace Literacy Services Center F - 22
4 3
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IX\Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Note Taking
St. Louis Community College Train the Trainer
Notes
Notes contain special instructions and appear outside the title block.
Look to the left of the title block on drawing #54FE5000 for two
circles (balloons) and three triangles (flags). What do these shapes
mean?
Balloons and Flags
Balloons. Some companies use a balloon system to illustrate how the
piece-parts from the Bill of Materials work together.
1. How many piece-parts are in this sub-assembly?
Flags. Some companies use triangular flags to highlight either a
work procedure, a nontypical material, or a note.
2. In Flag #2 (under Notes) what do you suppose Item 6 might be?
3. What is the assembler in Flag #3 being instructed to do?
Community Development Division/Workplace Literacy Services Center 5
Facilitator
Note Taking
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Balloon and Flag Activity
For the balloon and flag activity, highlight the balloons in one color
and the flags in another on the transparency.
Have participants highlight the balloons and flags in the same way on
their copy.
Ask:
When would you see a flag on a print?
When would you see a balloon?
How is flag #2 connected to balloon #6?
Have you ever seen a balloon in a piece-part drawing? Why or
why not?
Facilitator Tip
Use color as much as possible. According to one study, color
increases retention by 55%.
Community Development Division/Workplace Literacy Services Center F - 23
5 2
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Question
St. Louis Community College Train the Trainer
Title Block #3 ActivityFrame Information
Note the four colunms of numbers and letters immediately above the
title block on Drawing #35RC0002. Column 3 is entitled, "Finished
'A' Length," and Column 4 is entitled "Cut-Off 'A' Length." For
Frame 516, the cut-off length is 2.14 and the finished length is 2.090.
1. What is the difference in length between the two?
2. Why is there a difference in the length?
3. Who is the drafter of this drawing?
4. What part is being illustrated?
5. What material is being used?
6. How many revisions has this drawing gone through?
7. What is the largest frame size?
Challenge
8. Why are there eight different frame sizes listed on this print?
Community Development Division/Workplace Literacy Services Center 6
53
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Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Activity
St. Louis Community College Train the Trainer
Blueprint Activity
Answer the following questions with Drawing #37FH4000A01 on
the next page.
1. What is the part number?
2. What is the name of this part?
3. Who made this drawing?
4. How many revisions has this drawing had?
5. Is this drawing a piece-part or a sub-assembly?
6. What is the date of the last revision?
7. What is the scale of this drawing?
Challenge
8. What does the FH stand for?
Community Development Division/Workplace Literacy Services Center 7
5 6
Facilitator
Key Term
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Alphanumeric Activities
If participants have difficulty guessing what these terms mean,
Ask:What other words include the term alpha? (alphabet)
Does the term numeric remind you of another word? (number)
What does sequential mean? What is a sequence? (1, 2, 3, order)
What is something that is significant? (has meaning of its own)
What examples of significant numbers do you see every day?
What sequential numbers do you see every day?
Facilitator Tip
Encourage participants to use word associations early in the
training. These will be used again in the chapter 3 discussion
of tolerances.
Community Development Division/Workplace Literacy Services Center F - 24
5 7
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Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Question
Key Term
St. Louis Community College Train the Trainer
Alphanumeric Systems
Many companies use several alphanumeric systems.
What does alpha mean?
What does numeric mean?
The numbers in an alphanumeric system can be either sequential or
significant. Sequential means that whatever is being categorized is
listed in "1, 2, 3..." order.
Significant means that the numbers and letters in the system have
meaning. Drawing 35RC0002 illustrates how numbers and letters are
used together: 35 and RC are significant. The 0002 is sequential.
Are the following numbers significant or sequential?
Area Code
Zip Code
The Dewey Decimal System
Check Numbers
Community Development Division/Workplace Literacy Services Center 8
G
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
4:caSkim
St. Louis Community College Train the Trainer
Abbreviations
Knowing company abbreviations can help to quickly identify what is
on a drawing. The XYZ abbreviations, which are significant, are
divided into three categories (by department):
Motor
SH Shaft
RC Rotor Core
EP Endplate
SC Stator Core
WS Wound Stator
SB Stator Band
SA Stator Assembly
RA Rotor Assembly
AA Armature Assembly
NS Insulation
CM Commutator
LD Lead Assembly
CL Coil
BP Brush/Brush Holder
RK Rocker Arm
Community Development Division/Workplace Literacy Services Center 9
61
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Note Taking
St. Louis Community College Train the Trainer
Parts
BA Base
FH Fan Housing
CB Conduit Box
CV Inspection Cover
RB Bearing Retainers
FN Fan
HA Hardware or Housing Adaptor
Lamination
RL Rotor Lamination
SL Stator Lamination
AL Armature Lamination
FL Field Lamination
MM MaSter Coil Lamination
Tft Tool Number
Highlight the abbreviations which are unfamiliar to you.
Community Development Division/Workplace Literacy Services Center 10
62
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Memory Aid
St. Louis Commitnity College Train the Trainer
Memory Tricks
Because there may be many abbreviations in a company's alphanu-
meric system, creating memory tricks can be helpful.
For example, the directions on a compass can be remembered by:
sever Eat Shredded Eheat.
(North, East, South, West)
XYZ's Alphanumeric MM for Master Coil Lamination can be
thought of as:
MCL (the name Michael) likes MMs (the candy).
(MCL = MM)
Look at the list of abbreviations. Choose one and create a saying to
help you remember it.
Community Development Division/Workplace Literacy Services Center 11
63
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Note Taking
St. Louis Community College Train the Trainer
Part Number/Drawing Number
An XYZ part number and drawing number are often the same. Thistype of alphanumeric system is not used in all companies.
Once you are familiar with how to break down a part number in onedepartment, you will be better able to understand the alphanumerics
in other departments.
For example, Drawing 34FH4000A01 can be broken down into the
following categories:
34 = Frame
FH = Fan Cover or Housing
4000 = Material Used (steel)
A01 = Sequential number for variations to 34FH4000
A drawing number in Laminations would break down as:
09 = Frame
RL = Rotor Lamination
5 = Pole Number
64 = Number of Slots
1-9 or E = A sequential number or E (experimental)
Community Development Division/Workplace Literacy Services Center 12
61
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Question
St. Louis Community College Train the Trainer
Another variation to this system is number 27A01W234:
27 = Frame
A01 = Mechanical Layout
W234 = Electrical Layout
What drawing number are you most familiar with in your
department?
Break down this alphanumeric like the examples above. What do the
numbers and letters mean?
Circle the sequential numbers in your example. Box the significant
numbers.
In the examples, two different meanings are given for an A01. How
will you know which is which?
Community Development Division/Workplace Literacy Services Center 13
6 5
Facilitator
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Questions and Exceptionsto the Alphanumeric System
Questions and exceptions to the alphanumeric system are bound to
come up in discussion. As with any training, have a contact person
at the company who can be available to answer your questions.
Some of the XYZ part numbers won't match the system outlined in
Chapter 1. For example, the Charlotte plant was recently purchased
and operates under a different alphanumeric system.
Facilitator Tip
How can you encourage participants to learn all the company
abbreviations?
Allow small groups of participants to create a mini-quizfor other teams. Have teams trade questions and seewhich team knows the most answers.
Sponsor an abbreviation contest. Give participants time inor out of class to create memory aids. Award the winningcreator or team of creators a prize. Have a panel of partici-pant judges if possible.
Create a job aid with the abbreviations. Copy informationon 3 x 5 inch cards and distribute to all participants. Orhave participants create this job aid.
Community Development Division/Workplace Literacy Services Center
66F - 25
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Activity
St. Louis Community College Train the Trainer
Activity
Chapter 1 of this course included the following prints.
1. Break down each of these alphanumerics.
A. 35FH4000A01
B. 35RC0002
2. Where would you look to find the exact material type for the
4000 in question 1?
3. What is that material type?
4. What is the 0002 material type in question 2?
5. How would you break down 29FL4240?
Community Development Division/Workplace Literacy Services Center 14
6 7
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
St. Louis Community College Train the Trainer
Basic Blueprint Reading Chapter 1 Review
1. How is a piece-part drawing different from a sub-assembly drawing?
2. What information does a Title Block provide? (at least three)
a.
b.
C.
3. Answer the questions with the blueprint on the following page.
a. What is the drawing number?
b. What does the "SH" mean?
c. When was the original print drawn?
d. How many revisions has it had?
e. Who approved this drawing?
Community Development Division/Workplace Literacy Services Center 15
68
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
f. How many flags are on this drawing?
St. Louis Community College Train the Trainer
g. How much tolerance is allowed to two decimal places under the English system?
h. What material is used in this part?
4. Identify the following abbreviations.
a. RC
b. BA
c. EP
d. SL
e. MM
f. AL
g. RK
h. CV
i.SH
j. FH
Community Development Division/Workplace Literacy Services Center 16
6 9
sx\Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
5. Break down the following part numbers:
a. 34BA4003
St. Louis Community College Train the Trainer
b. 14RL2401
Community Development Division/Workplace Literacy Services Center 17
70
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Facilitator's Guide Sample - Basic Blueprint Reading (Chapter One)
Tools for Learning
Chapter 1 Answers
St. Louis Community College Train the Trainer
Title Block #1 Activity, Page 3 Title Block #3 Activity, Cont'd, Page 6
1. A. Bend radius: 015B. Angle: .5C. Two-place decimals: +/- .020
2. 18 Gage C.R. Steel (.0478)3. C = 3 times4. The drawing is .6 to the fan housing's true size.5. PGM6. 8/11/937. AAA000036598. To match this print to the actual TDR documents9. XYZ Electric Company
10. Piece-part. If other parts were shown and how theywork together, this print would be a sub-assembly.
11. 35FH4000A01
5. Hot drawn seamless steel tubing6. 8
7. 5808. To save the company from having to create 8
different prints for the same part.
Blueprint Activity, Page 7
1. 37FH4000A012. Fan cover 37/307 Frame w/greaser3. BGM4. 5
5. piece-part6. 10/11/947. 7
8. Fan housing or fan cover
Title Block #2 Activity, Page 4
1. Similarities: (Answers may vary.)Both have a title block.Both list tolerances.Both have had same # of revisions.Both have numbers in decimal form.Both have drafter's initials given.(etc.)
2. Differences: (Answers may vary.)Different scalesMetric tolerances are given on one print.One has a "checked by" box.One has balloons and flags.(etc.)
Alphanumeric' Systems, Page 8
1. Alpha refers to ordering information by letter order.2. Numeric refers to ordering information by number.
,
Part Number Activity, Page'14Balloons and Flags, Page 5 1. A. 35 = Frame
FH = Fan Housing or Cover4000 = Material TypeA01 = Variations
B. 35 = FrameRC = Rotor Core0002 = Material Type
2. On the title block3. 18 gauge C.R. Steel4. Hot Drawn Seamless Steel Tubing5. 29 = Frame
FL = Field Lamination4 = Poles24 = Number of Slots0 = Family Group (a sequential number 1-9 or Efor experimental)
1. 11
2. Adhesive3. Apply Item 7 to insides of end cap before assembly.
Title Block #3 Activity, Page 6
1. .052. The finished length has been machined.3. DMB4. Rotor core
(Continued at top of the next column)
Community Development Division/Workplace Literacy Services Center
73 BEST COPY AVAILABLE
18
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Chapter 1 AnswersChapter 1 Review, Page 15
1. A piece-part drawing displays a part which may includeseveral views. A sub-assembly displays how multipleparts fit together.
2. (Answers may vary.)a. Company Nameb. Revisionsc. Drafter's Initials
3. a. 54SH0003G01b. Shaftc. 11/15/88d. 20e. RFAf. 2
g. +/- .01h. Stress-proof Steel
4. a. RC Rotor Coreb. BA Basec. EP Endplated. SL Stator Laminatione. MM Master Coil Laminationf. AL Armature Laminationg. RK Rocker Armatureh. CV Inspection Coveri. SH Shaftj. FH Fan Housing or Cover
5. a. 34BA400334 = Frame SizeBA = Base4003 = Material
b. 14RL240114 = Frame SizeRL = Rotor Lamination2 = Poles40 = Slots1 = Family Group
St. Louis Community College Train the Trainer
Community Development Division/Workplace Literacy Services Center 19
7 4
Facilitator
ParticipantFeedback
Facilitator Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Checkpoints and Response Sheets
Checkpoints
Grade the checkpoints together in class and have participants score
and correct their own answers.
Checkpoint answer sheets are not included in the Participant's
Guide, but are included in the Facilitator's Guide.
Participants should keep their checkpoint quizzes for reviewing all
chapters at the end of the course.
Response Sheets
At the end of each chapter, give participants time to complete re-
sponse sheets. Collect and write brief notes on each participant's
sheet. Hand back at next session.
Facilitator Tip
Carefully consider the participants' responsesthe good, the
bad, and the ugly. What changes can you make so that Chapter
2 will be even more effective?
Community Development Division/Workplace Literacy Services Center
7 5
F - 26
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
St. Louis Community College Train the Trainer
Checkpoint 1
The Title Block and Alphanumeric Systems
1. Answer the following questions with the attached blueprint.
a. What is the drawing number?
b. What does the "SH" in the drawing number mean?
c. When was the original drawing made? (date)
d. How many revisions has it undergone?
e. What is the name of this part?
f. What change was made in Rev. "D"?
g. When was Rev. D made?
h. How many frame sizes can shaft A01 have?
i. Which frame size is larger: CO1 or B01?
j. What is the tolerance allowed to three decimal places? (+/-)
k. What drawing does this drawing replace? (date)
1. When did this drawing become effective for use in final assembly?
Community Development Division/Workplace Literacy Services Center 20
, Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
2. Identify the common abbreviations.
a. SH
b. AL
St. Louis Community College Train the Trainer
c. BA
d. MM
e. FH
3. Break down the following alphanumerics:
a. 28FL4041
b. 36FH400A01
Community Development Division/Workplace Literacy Services Center 21
77
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Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
St. Louis Community College Train the Trainer
Checkpoint 1 Answers
Chapter 1 Title Block and Alphanumeric System
la. 35SH1449
lb. Shaft
lc. 1/18/86
ld. 6
le. Special Shaft - TEFC model 35M - NEMA 56CZ
lf. Keyway length was changed from 2.12
lg. 12/11/87
lh. 4
li. CO1
1j. .005
lk. 7/25/83
11. November 26 1991
Community Development Division/Workplace Literacy Services Center F - 27
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
St. Louis Community College Train the Trainer
2a. SH = Shaft
2b. AL = Armature Lamination
2c. BA = Base
2d. MM = Master Coil Lamination
2e. FH = Fan Housing or Fan Cover
3a. 28 = Frame Size
FL = Field Lamination
4 = Poles
04 = Slots
1 = Family Group
3b. 36 = Frame Size
FH = Fan Housing or Fan Cover
400 = Material
A01 = Variations
25 questions = 4 points per question
Community Development Division/Workplace Literacy Services Center
3 1
F - 28
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Organization
St. Louis Community College Train the Trainer
Participant Score Sheet
Record your Checkpoint scores on this sheet for your own reference.(Not required.)
Chapter 1 Checkpoint Score
Chapter 1 Areas to Work on
Chapter 2 Checkpoint Score
Chapter 2 Areas to Work on
Chapter 3 Checkpoint Score
Chapter 3 Areas to Work on
Chapter 4 Checkpoint Score
Chapter 4 Areas to Work on
Community Development Division/Workplace Literacy Services Center 22
8 P
ParticipantFeedback
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Participant Feedback
Chapter Class Time and Date
Name
St. Louis Community College Train the Trainer
1. What problems are you having with this chapter? How can we help?
2. How will you be able to use this information on the floor?
3. What can be done to improve this course?
Community Development Division/Workplace Literacy Services Center 238 3
Facilitator
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
How Are You Doing?
St. Louis Community College Train the Trainer
Check the boxes of the habits you notice in the participants.
Do they:
Listen effectively?
Make eye contact comfortablywith you and other participants?
Share their ideas constructively?
Ask effective questions?
Help each other?
Appear to understand the content?
If so, congratulations on your successful facilitation!
On the other hand, do participants:
Tap pencils and fingers often?
Avoid eye contact?
Get off the subject?
Claim to have forgotten their glasses andnot complete activities/assignments?
Refuse to participate?
These may indicate a learning difficulty. Be a detective and try to find out more from the
participant.
Community Development Division/Workplace Literacy Services Center F - 29
8 4
Facilitator
Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)
Follow-Up Checklist
Immediately after training:
Do supervisors have access to blueprints?
Are prints available for all other employees?
Is there a current job board whereprints are displayed?
Do the employees know whom to contactfor answers to blueprint questions?
One month after training:
Have you scheduled a follow-upassessment to check retention?
Has the training impacted production?
Have you found a need for additional training?
Are employees able to:
Identify production problems?
Report problems accurately?
Solve problems using blueprint knowledge?
St. Louis Community College Train the Trainer
00
0
0
00a
0a0
Community Development Division/Workplace Literacy Services Center F - 30
Facilitator
Train the Trainer
Participant's Guide Sample
Train the Trainer
St. Louis Community College
Assuring Learner Success
This section of the manual provides you with a complete set of learner's materials
IIIwithout the Facilitator's Guide pages. You may duplicate this set for your own classes.
Community Development Division/Workplace Literacy Services Center
8 6
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Introductory Activity
Tell Us What You Know
St. Louis Community College Train the Trainer
With a partner, locate anything that you already know something about from the print on
the following page. List below.
Community Development Division/Workplace Literacy Services Center A - 1
8 7
PART NO.
16SHEARED
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Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Preview
Key Term
St. Louis Community College Train the Trainer
The Title Block and Alphanumerics
Objectives
To identify the title block on a blueprint and know what each title
block component means.
To become familiar with an alphanumeric system.
The title block is framed information on a blueprint that gives spe-
cific facts about that print. Always examine the title blockfirst when
looking at a print.
Alphanumerics are letters and numbers organized in a systematic
way. An alphanumeric system helps a company keep track of
information.
Blueprint Guidelines
Never get in the habit of memorizing a drawing.
Always keep only the latest change drawing in the file.
Always read and understand all notes on a print before you start
working.
Always.examine the title block first.
DRAWING # I DRAWING #
NOTES
PART/ASSEMBLY DRAWING
TITLE BLOCK
0 cZ wM
g Z
Community Development Division/Workplace Literacy Services Center 1
'J
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Note Taking
St. Louis Community College Train the Trainer
The Title BlockThe title block consists of sub-blocks of information and is similar
from company to company. The numbers below correspond to the
drawing on the next page.
1. Tolerance BlockSpace that provides tolerances on the print.
2. Material (MATL)Item used to make part.
3. Revisions (REOChanges made to original drawing. Letter ofthe alphabet indicates the number of revisions. A = 1, B = 2,C = 3 . . . . Revision Blocks list revisions.
4. FileIndicates drawing control number.
5. TDRTechnical Data Release.
6. Drawing NumberAlphanumeric code for drawing.
7. Drafter (BI9Initials of person who created blueprint.
8. ScaleThe relationship of the size of the image on the drawingto the actual object.
9. Title of DrawingThe complete name of the drawing.
10. Company NameThe name of the company that produced thedrawing.
11. Revision DateThe date of the latest revision.
Community Development Division/Workplace Literacy Services Center 2
91
.2 2 7.
06I.
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Participant's Guide Sample Basic Blueprint Reading (Chapter One)
St. Louis Community College Train the Trainer
Tools for Learning
Title Block #1 ActivityDrawing #35FH4000A01
1. What are the allowable tolerances for making this part?
A. Angle allowance =
B. Decimals to three places =
C. Decimals to two places =
2. What is the material used for fabrication?
3. How many times has the drawing has been revised?
4. What is the relationship of the size of the drawing to the real object?
5. Who is the drafter?
6. What is the date of the latest revision?
7. What is the file number, for drawing control?
8. What is the function of the TDR number (Technical Data Release)?
9. What is the company name?
10. Is this a piece-part or subassembly drawing?
11. What is the drawing number?
Community Development Division/Workplace Literacy Services Center 34
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Activity
St. Louis Community College Train the Trainer
Title Block #2 ActivityDrawing #54FE5000
Turn to Drawing #54FE5000, End Cap Brush Assembly. All title
blocks have some features in common and some differences. For
example, Title Block #1 refers to a piece-part, a drawing which
illustrates one part. Title Block #2 refers to a sub-assembly, a
drawing which illustrates several components.
Make a list of the similarities and differences between Title Blocks
#1 and #2.
Title Blocks #1 & #2 Activity
Similarities:
Differences:
Community Development Division/Workplace Literacy Services Center 4
95
PART NO.
EB00005B-00
1.760
EB00005B-01
1.395
NOTES:
A\ DIMENSION 'A
IS SYMETRICAL WITH CL OF ENO CAP.
APPLY SMALL BEAO OF ITEM () AROUND EACH BRUSH
HOLDER BEFORE INSTALLING.
/3\ APPLY ITEM (7) TO INSIDE OF ENO CAP BEFORE
ASSEMBLY.
('.')
1290
11T7
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.O.
HO
.
8 RE
Y.
TIT
LE B
LOC
K #
2REPLACE STRAIN RELIEF WITH CABLE TIE.
SEE ECO
ADD IIEH 10 - '0-RING'
RELEASE
TOLERANCES
SIGNATURES
UN
LES
S a
lledI
SE
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Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Note Taking
St. Louis Community College Train the Trainer
Notes
Notes contain special instructions and appear outside the title block.
Look to the left of the title block on drawing #54FE5000 for two
circles (balloons) and three triangles (flags). What do these shapes
mean?
Balloons and Flags
Balloons. Some companies use a balloon system to illustrate how the
piece-parts from the Bill of Materials work together.
1. How many piece-parts are in this sub-assembly?
Flags. Some companies use triangular flags to highlight either a
work procedure, a nontypical material, or a note.
2. In Flag 42 (under Notes) what do you suppose Item 6 might be?
3. What is the assembler in Flag #3 being instructed to do?
Community Development Division/Workplace Literacy Services Center 59 3
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Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Question
St. Louis Community College Train the Trainer
Title Block #3 ActivityFrame Information
Note the four columns of numbers and letters immediately above the
title block on Drawing #35RC0002. Column 3 is entitled, "Finished
'A' Length," and Column 4 is entitled "Cut-Off 'A' Length." For
Frame 516, the cut-off length is 2.14 and the finished length is 2.090.
1. What is the difference in length between the two?
2. Why is there a difference in the length?
3. Who is the drafter of this drawing?
4. What part is being illustrated?
5. What material is being used?
6. How many revisions has this drawing gone through?
7. What is the largest frame size?
Challenge
8. Why are there eight different frame sizes listed on this print?
Community Development Division/Workplace Literacy Services Center 6
1 0 1
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
17441
Activity
St. Louis Community College Train the Trainer
Blueprint Activity
Answer the following questions with Drawing #37FH4000A01 onthe next page.
1. What is the part number?
2. What is the name of this part?
3. Who made this drawing?
4. How many revisions has this drawing had?
5. Is this drawing a piece-part or a sub-assembly?
6. What is the date of the last revision?
7. What is the scale of this drawing?
Challenge
8. What does the FH stand for?
Community Development Division/Workplace Literacy Services Center 7
102
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Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Question
Key Term
St. Louis Community College Train the Trainer
Alphanumeric Systems
Many companies use several alphanumeric systems.
What does alpha mean?
What does numeric mean?
The numbers in an alphanumeric system can be either sequential or
significant. Sequential means that whatever is being categorized is
listed in "1, 2, 3..." order.
Significant means that the numbers and letters in the system have
meaning. Drawing 35RC0002 illustrates how numbers and letters are
used together: 35 and RC are significant. The 0002 is sequential.
Are the following numbers significant or sequential?
Area Code
Zip Code
The Dewey Decimal System
Check Numbers
Community Development Division/Workplace Literacy Services Center 8
1 0 5
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
4:caSkim
St. Louis Community College Train the Trainer
Abbreviations
Knowing company abbreviations can help to quickly identify what is
on a drawing. The XYZ abbreviations, which are significant, are
divided into three categories (by department):
Motor
SH Shaft
RC Rotor Core
EP Endplate
SC Stator Core
WS Wound Stator
SB Stator Band
SA Stator Assembly
RA Rotor Assembly
AA Armature Assembly
NS Insulation
CM Commutator
LD Lead Assembly
CL Coil
BP Brush/Brush Holder
RK Rocker Arm
Community Development Division/Workplace Literacy Services Center 9
106
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Key Term
Note Taking
St. Louis Community College Train the Trainer
Parts
BA Base
FH Fan Housing
CB Conduit Box
CV Inspection Cover
RB Bearing Retainers
FN Fan
HA Hardware or Housing Adaptor
Lamination
RL Rotor Lamination
SL Stator Lamination
AL Armature Lamination
FL Field Lamination
MM Master Coil Lamination
T### Tool Number
Highlight the abbreviations which are unfamiliar to you.
Community Development Division/Workplace Literacy Services Center 10
107
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Memory Aid
St. Louis Community College Train the Trainer
Memory Tricks
Because there may be many abbreviations in a company's alphanu-
meric system, creating memory tricks can be helpful.
For example, the directions on a compass can be remembered by:
Never Eat Shredded Eheat.
(North, East, South, West)
XYZ's Alphanumeric MM for Master Coil Lamination can be
thought of as:
MCL (the name Michael) likes MMs (the candy).
(MCL = MM)
Look at the list of abbreviations. Choose one and create a saying to
help you remember it.
Community Development Division/Workplace Literacy Services Center 11
108
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Note Taking
St. Louis Community College Train the Trainer
Part Number/Drawing Number
An XYZ part number and drawing number are often the same. This
type of alphanumeric system is not used in all companies.
Once you are familiar with how to break down a part number in one
department, you will be better able to understand the alphanumerics
in other departments.
For example, Drawing 34FH4000A01 can be broken down into the
following categories:
34 = Frame
FH = Fan Cover or Housing
4000 = Material Used (steel)
A01 = Sequential number for variations to 34FH4000
A drawing number in Laminations would break down as:
09 = Frame
RL = Rotor Lamination
5 = Pole Number
64 = Number of Slots
1-9 or E = A sequential number or E (experimental)
Community Development Division/Workplace Literacy Services Center
10912
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Question
St. Louis Community College Train the Trainer
Another variation to this system is number 27A01W234:
27 = Frame
A01 = Mechanical Layout
W234 = Electrical Layout
What drawing number are you most familiar with in your
department?
Break down this alphanumeric like the examples above. What do the
numbers and letters mean?
Circle the sequential numbers in your example. Box the significant
numbers.
In the examples, two different meanings are given for an A01. How
will you know which is which?
Community Development Division/Workplace Literacy Services Center 13
11 0
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Activity
St. Louis Community College Train the Trainer
Activity
Chapter 1 of this course included the following prints.
1. Break down each of these alphanumerics.
A. 35FH4000A01
B. 35RC0002
2. Where would you look to find the exact material type for the
4000 in question 1?
3. What is that material type?
4. What is the 0002 material type in question 2?
5. How would you break down 29FL4240?
Community Development Division/Workplace Literacy Services Center 14
111
5\ Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
St. Louis Community College Train the Trainer
Basic Blueprint Reading Chapter 1 Review
1. How is a piece-part drawing different from a sub-assembly drawing?
2. What information does a Title Block provide? (at least three)
a.
b.
C.
3. Answer the questions with the blueprint on the following page.
a. What is the drawing number?
b. What does the "SH" mean?
c. When was the original print drawn?
d. How many revisions has it had?
e. Who approved this drawing?
Community Development Division/Workplace Literacy Services Center 15
11?
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Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
f. How many flags are on this drawing?
St. Louis Community College Train the Trainer
g. How much tolerance is allowed to two decimal places under the English system?
h. What material is used in this part?
4. Identify the following abbreviations.
a. RC
b. BA
c. EP
d. SL
e. MM
f. AL
g. RK
h. CV
i.SH
j. FH
Community Development Division/Workplace Literacy Services Center 16
115
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
5. Break down the following part numbers:
a. 34BA4003
St. Louis Community College Train the Trainer
b. 14RL2401
Community Development Division/Workplace Literacy Services Center 17
116
Participant's Guide Sample - Basic Blueprint Reading (Chapter One)
Tools for Learning
Chapter 1 Answers
St. Louis Community College Train the Trainer
Title Block #1 Activity, Page 3 'Title Block #3 Activity, Cont'd, Page 6
1. A. Bend radius: 015B. Angle: .5C. Two-place decimals: +/- .020
2. 18 Gage C.R. Steel (.0478)3. C = 3 times4. The drawing is .6 to the fan housing's true size.5. PGM6. 8/11/937. AAA000036598. To match this print to the actual TDR documents9. Baldor Electric Company
10. Piece-part. If other parts were shown and how theywork together, this print would be a sub-assembly.
11. 35FH4000A01
5. Hot drawn seamless steel tubing6. 8
7. 5808. To save the company from having to create 8
different prints for the same part.
Blueprint Activity, Page 7
1. 37FH4000A012. Fan cover 37/307 Frame w/greaser3. BGM4. 5
5. piece-part6. 10/1 1/94
7. 7
8. Fan housing or fan cover
,
TitleBlock #2 Actiiity,-Tage-4 :
I. Similarities: (Answers may vary.)Both have a title block.Both list tolerances.Both have had same # of revisions.Both have numbers in decimal form.Both have drafter's initials given.(etc.)
2. Differences: (Answers may vary.)Different scalesMetric tolerances are given on one print.One has a "checked by" box.One has balloons and flags.(etc.)
Alphanumeric Systems, Page 8
1. Alpha refers to ordering information by letter order.2. Numeric refers to ordering information by number.
Part Number Activity,Page 14. .
Balloons and:Flags Page 3, 1. A. 35 = FrameFH = Fan Housing or Cover4000 = Material TypeA01 = Variations
B. 35 = FrameRC = Rotor Core0002 = Material Type
2. On the title block3. 18 gauge C.R. Steel4. Hot Drawn Seamless Steel Tubing5. 29 = Frame
FL = Field Lamination4 = Poles24 = Number of Slots0 = Family Group (a sequential number 1-9 or Efor experimental)
1. 11
2. Adhesive3. Apply Item 7 to insides of end cap before assembly.
Title Block #3 Activity,Page 6
1. .052. The finished length has been machined.3. DMB4. Rotor core
(Continued at top of the next column)
Community Development Division/Workplace Literacy Services Center
117
18
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Chapter 1 AnswersChapter 1 Review, Page 15
1. A piece-part drawing displays a part which may includeseveral views. A sub-assembly displays how multipleparts fit together.
2. (Answers may vary.)a. Company Nameb. Revisionsc. Drafter's Initials
3. a. 54SH0003G01b. Shaftc. 11/15/88d. 20e. RFAf. 2
g. +/- .01h. Stress-proof Steel
4. a. RC Rotor Coreb. BA Basec. EP Endplated. SL Stator Laminatione. MM Master Coil Laminationf. AL Armature Laminationg. RK Rocker Armatureh. CV Inspection Coveri. SH Shaftj. FH Fan Housing or Cover
5. a. 34BA400334 = Frame SizeBA = Base4003 = Material
b. 14RL240114 = Frame SizeRL = Rotor Lamination2 = Poles40 = Slots1 = Family Group
St. Louis Community College Train the Trainer
Community Development Division/Workplace Literacy Services Center 19
118
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
St. Louis Community College Train the Trainer
Checkpoint 1
The Title Block and Alphanumeric Systems
1. Answer the following questions with the attached blueprint.
a. What is the drawing number?
b. What does the "SH" in the drawing number mean?
c. When was the original drawing made? (date)
d. How many revisions has it undergone?
e. What is the name of this part?
f. What change was made in Rev. "D"?
g. When was Rev. D made?
h. How many frame sizes can shaft A01 have?
i. Which frame size is larger: CO1 or B01?
j. What is the tolerance allowed to three decimal places? (+/-)
k. What drawing does this drawing replace? (date)
1. When did this drawing become effective for use in final assembly?
Community Development Division/Workplace Literacy Services Center 20
119
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
2. Identify the common abbreviations.
a. SH
b. AL
St. Louis Community College Train the Trainer
c. BA
d. MM
e. FH
3. Break down the following alphanumerics:
a. 28FL4041
b. 36FH400A01
Community Development Division/Workplace Literacy Services Center 21
12 0
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122
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Tools for Learning
Organization
St. Louis Community College Train the Trainer
Participant Score Sheet
Record your Checkpoint scores on this sheet for your own reference.
(Not required.)
Chapter 1 Checkpoint Score
Chapter 1 Areas to Work on
Chapter 2 Checkpoint Score
Chapter 2 Areas to Work on
Chapter 3 Checkpoint Score
Chapter 3 Areas to Work on
Chapter 4 Checkpoint Score
Chapter 4 Areas to Work on
Community Development Division/Workplace Literacy Services Center 22
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uParticipantFeedback
Participant's Guide Sample Basic Blueprint Reading (Chapter One)
Participant Feedback
St. Louis Community College Train the Trainer
Chapter Class Time and Date
Name
1. What problems are you having with this chapter? How can we help?
2. How will you be able to use this information on the floor?
3. What can be done to improve this course?
Community Development Division/Workplace Literacy Services Center 23
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U.S. Department of EducationOffice of Educational Research and Improvement (0ERI)
National Library of Education (NLE)Educational Resources Information Center (ERIC)
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This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").
EFF-089 (9/97)