metal cutting processes -...

Copyright © Texas Education Agency, 2014. All rights reserved.

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Basic Lines and Views Welding Performance Objective Upon completion of this lesson, the student will be able to read and comprehend various lines and views in order to properly read and interpret welding plans, by completing the Basic Lines and Views Exercise and the Basic Lines Exam. Specific Objectives

Identify types of lines, descriptions, and their purposes

Analyze basic views of object drawings for fabrication

Interpret welding plans Terms

Oblique View- the view that is parallel but the projection is oblique to plane

Isometric View- an axonometric projection in which the three spatial axes of the object are represented as equally inclined to the drawing surface and equal distances along the axes are drawn equally

Pictorial View- the view of an object as it would be seen in either a chosen direction or from a selected point of view

Orthographic Projection- the means of representing a three-dimensional object in two dimensions

Object Line- a thick line to show the visible shape of a part

Hidden Line- broken line of medium thickness to show edges and outlines not visible to the eye

Center Line- fine, broken line made up of a series of short and long dashes alternately spaced; to show the center of circles, arcs, and symmetrical objects

Extension Line- a line extended from the object with a slight break between the object and line that show dimensions of an object

Leader Line- a fine, straight line with either an arrow or round dot at one end that points directly to a surface for dimensioning or notes

Cutting-plane Line- a line that is either a heavy, broken line with a series of long and two short dashes, or a solid, heavy line with a series of long dashes that indicate an imaginary cut through an object

Section Line- a series of lines arranged in a specific pattern to represent a variety of materials

Chain Line- heavy, broken line made up of a series of long and short dashes that indicate the location and extent of a surface area

Short-break Line- heavy, irregular line drawn by freehand that indicates a break to show a partial section

Long-break Line- light line with zigzags that show a long break to conserve space

Phantom Line- light, broken line made up of a series of one long and two short dashes to show alternating positions of a part

Lesson Plan


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Time It should take approximately three, 45-minute class periods to complete this lesson. TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Welding

130.323 (c) o (3) The student applies academic skills to the requirements of welding. The student is

expected to: (O) use cross-sections of three-dimensional figures to relate to plane figures; (P) describe orthographic views of three-dimensional figures; and (Q) describe isometric views of three-dimensional figures.

130.323 (c) o (5) The student understands welding joint design, symbols, and welds. The student is

expected to: (A) demonstrate knowledge of a welding blueprint; and (B) Interpret blueprints, drawings, charts, and diagrams.

Interdisciplinary Correlations English Language Arts and Reading, English IV

110.34 (b) o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when

reading and writing. Students are expected to: (A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.

o (15) Writing/Expository and Procedural Texts. Students write expository and procedural or

work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(B) write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

(i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and address their potential problems and misunderstandings;

Preparation


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(iv) accurate technical information in accessible language; and (v) appropriate organizational structures supported by facts and details (documented if appropriate).

Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Mechanical Drafters O*Net Number: 17-3013.00 Reported Job Titles: Mechanical Drafter, Designer, Drafter, Design Drafter, Mechanical Designer, CAD Designer (Computer Aided Design Designer), CAD Operator (Computer Aided Design Operator), CAD/CAM Specialist (Computer Aided Design/Computer Aided Manufacturing Specialist), Project Designer, Installation Drafter Tasks

Develop detailed design drawings and specifications for mechanical equipment, dies, tools, and controls, using computer-assisted drafting (CAD) equipment.

Lay out and draw schematic, orthographic, or angle views to depict functional relationships of components, assemblies, systems, and machines.

Coordinate with and consult other workers to design, lay out, or detail components and systems and to resolve design or other problems.

Check dimensions of materials to be used and assign numbers to the materials.

Review and analyze specifications, sketches, drawings, ideas, and related data to assess factors affecting component designs and the procedures and instructions to be followed.

Modify and revise designs to correct operating deficiencies or to reduce production problems.

Compute mathematical formulas to develop and design detailed specifications for components or machinery using computer-assisted equipment.

Position instructions and comments onto drawings.

Lay out, draw, and reproduce illustrations for reference manuals and technical publications to describe operation and maintenance of mechanical systems.

Design scale or full-size blueprints of specialty items such as furniture and automobile body or chassis components.

Soft Skills

Complex Problem Solving

Critical Thinking

Mathematics

Judgment and Decision Making

Monitoring

It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation Materials Needed

Lines and views handouts

http://www.onetonline.org/


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Test

3 X 5 index cards, lined on one side, blank on the other (15 per student) o Stack cards for each student. The cards should have lines on one side and be blank on the

other.

Class copies of blueprint

Prior to lesson, divide 3 X 5 index cards into

Equipment Needed Instructor

Computer for slide presentation Learner

Prior knowledge of basic welding terminology References

Bennett, A. E., & Siy, L. J. (1999). Blueprint reading for welders. Independence, KY: Cengage Learning.

Giachino, J. W. (1978). Print reading for welders. 2nd ed. Orland Park, IL: American Technical Publishers.

Giesecke, F. E. & Mitchell, A. & Spencer, H.C. & Hill, I. L. & Dygdon, J. E. & Novak. (2003). Technical drawing 12th ed. Upper Saddle River, NJ: Prentice Hall, Inc.

Merriam-Webster Dictionary

Instructional Aids

Basic Lines and Views slide presentation

Basic Lines and Views Exercise

Basic Lines and Views Exercise Key

Basic Lines Worksheet 1

Basic Lines Worksheet 1 Key





Basic Lines Exam

Basic Lines Exam Key

The purpose of this lesson is to introduce students to basic line types and views to equip them with the ability to properly interpret welding plans.

Arrange student desks so that desks are placed in various spots around the room, but all pointing to the center of the room where a table is located.

Show o Place a 3-D object on a table in the center of the room.

Introduction


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Say o Using a sheet of paper, draw what you see.

Ask o What are the different views and details seen from each side of the room?

Say o See how objects look from varying viewpoints? And how we need to see all parts of an object

and/or drawing in order to create a correct design?


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Outline

MI

OUTLINE

I. Introduction

II. Basic Lines and Views slide presentation A. Basic Views (Pictorial) B. Basic Views (Multi-view) C. Types of Lines I D. Types of Lines II E. Types of Lines III F. Types of Lines IV

III. Use slide presentation of views and lines (students

use worksheets) A. Students will draw in the correct line on the

Basic Lines Worksheets 1, 2, and 3.

IV. Guided practice for students A. Write the name of line on one side of card. B. Draw the line on the back side of card. C. Create a memory game.

V. Independent practice

A. Working in teams, students can complete Basic Lines and Views Exercise.

B. Students can exchange work with other teams to discuss if there were any differences in views.

VI. Review

VII. Basic Lines Exam at the end of lesson.

NOTES TO TEACHER Begin the Basic Lines and Views slide presentation. Students take notes from the presentation on the Basic Lines and Views Worksheets 1, 2 and 3. On the 3 X 5 index cards, have students draw the different types of lines on one side of the card, turn the card over and write the definition and purpose of the line (to create flash cards for a memory game). Students can match the definitions with the correct line card. As students work on Basic Lines and Views Exercise, have some solid objects for them to see different views of. (If possible, recreate the objects on the exercise sheet.) Distribute and administer the Basic Lines Exam. Grade exam using the answer key.


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Multiple Intelligences Guide

Guided Practice Students take notes on handout Basic Lines Worksheet 1, 2, and 3 during the Basic Lines and Views slide presentation. After the presentation, students are to take notes on 3 X 5 cards using one card for each line presented. The type of line will be drawn on the blank side and the purpose and description for the line written on the other side. (Note that, usually, a view that shows the most detailed shape of the object is chosen as the front view. Three views are most commonly presented.) Independent Practice Students will complete the Basic Lines and Views Exercise for a grade. This worksheet will help the students see the most common views (top, front, and right side). As students work on the exercise, have them exchange exercises with other students to collaborate on the views. When it comes to seeing views of an object, people see things differently, and this concept will help students. Review Have students use flash cards to quiz one another on the basic line drawn, descriptions, and purpose of the line.

Informal Assessment Teacher monitors during partner quiz review activity. Formal Assessment Students complete the Basic Lines Exam. Extension Use of lines and views will be applied to future coursework.

Existentialist

Interpersonal

Intrapersonal

Kinesthetic/

Bodily

Logical/

Mathematical

Musical/Rhythmic

Naturalist

Verbal/Linguistic

Visual/Spatial

Application

Summary

Evaluation

Enrichment


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Name _____________________________________Date ____________________Class_______________

Basic Lines and Views Exercise Directions This exercise is designed to help you visualize the true shape of an object. Supply the missing views and lines.


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Basic Lines and Views Exercise Key Directions This exercise is designed to help you visualize the true shape of an object. Supply the missing views and lines.


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Name _____________________________________Date ____________________Class_______________

Directions Draw the type of line in the box provided that matches the description and purpose of the line.


Type of Line Description Purpose

Object line is a line that is thick and solid.

To show visible shape of a part.

Hidden line is a broken line of medium thickness.

To show edges and outlines not visible to the eye.

Center line is a fine, broken line made up of a series of short and long dashes alternately spaced.

To show the center of circles, arcs, and symmetrical objects, and to aid in dimensioning these parts.

Extension line is a fine line that extends from the object with a slight break between the object and line. Dimension line is a fine line with arrowheads, unbroken except where the dimension is placed.

Extension line shows dimensioning points. Dimension line touches the extension line and shows distance given by the dimension.

Leader line is a fine, straight line with an arrowhead or round solid dot at one end. It is usually drawn at an angle.

To point directly to a surface for the purpose of dimensioning or adding a note; a dot may be used at the end of the straight line where reference is made to a surface area.


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Object line is a line that is thick and solid.

To show visible shape of a part.

Hidden line is a broken line of medium thickness.

To show edges and outlines not visible to the eye.

Center line is a fine, broken line made up of a series of short and long dashes alternately spaced

To show the center of circles, arcs and symmetrical objects, and to aid in dimensioning these parts

Extension line is a fine line that extends from the object with a slight break between the object and line. Dimension line is a fine line with arrowheads, unbroken except where the dimension is placed.

Extension line shows dimensioning points. Dimension line touches the extension line and shows distance given by the dimension.

Leader line is a fine, straight line with an arrowhead or round solid dot at one end. It is usually drawn at an angle.

To point directly to a surface for the purpose of dimensioning or adding a note; a dot may be used at the end of the straight line where reference is made to a surface area.


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The preferred cutting plane is a heavy, broken line made up of a series of one long and two short dashes alternately spaced. Arrowheads are placed at right angles to the cutting plane line as shown. Alternate cutting plane line is a solid heavy line on a series of long dashes.

Section line is a series of fine lines, solid or solid and broken, arranged in specific patterns. It may be shown either straight or curved. When shown straight, it is usually drawn at a 45 degree angle. However this angle will vary when applied to adjacent parts.

To indicate where an imaginary cut is placed through the object. The arrow points in the direction in which the section should be viewed. Letters next to the arrowheads identify the section in cases where more than one section is shown on the drawing. These lines are oriented vertically, horizontally, or at the actual angle at which the part is drawn.

Name _____________________________________Date ____________________Class_______________



To indicate the imaginary cut surface referred to by the cutting plane line; to represent various kinds of materials.


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The preferred cutting plane is a heavy, broken line made up of a series of one long and two short dashes alternately spaced. Arrowheads are placed at right angles to the cutting plane line as shown. Alternate cutting plane line is a solid heavy line on a series of long dashes.

To indicate where an imaginary cut is placed through the object. The arrow points in the direction in which the section should be viewed. Letters next to the arrowheads identify the section in cases where more than one section is shown on the drawing. These lines are oriented vertically, horizontally, or at the actual angle at which the part is drawn.

Section line is a series of fine lines, solid or solid and broken, arranged in specific patterns. It may be shown either straight or curved. When shown straight, it is usually drawn at a 45 degree angle. However this angle will vary when applied to adjacent parts.

To indicate the imaginary cut surface referred to by the cutting plane line; to represent various kinds of materials.


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Name _____________________________________Date ____________________Class_______________



Indicates the location and extent of a surface area.

Chain line is a heavy, broken line made up of a series of long and short dashes, alternately spaced.

To show a short break (to conserve space on a drawing); to show a partial section.

Short-break line is a heavy, broken irregular line, drawn freehand

To show a long break (to conserve space on a drawing).

Long-break line is a ruled, light line with freehand zigzags.

To show alternate positions of a part; to show relationship of existing part to new part; to show machined surfaces

Phantom line is a light, broken line made up of a series of one long and two short dashes


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Indicates the location and extent of a surface area.

Chain line is a heavy, broken line made up of a series of long and short dashes, alternately spaced.

To show a short break (to conserve space on a drawing); to show a partial section.

Short-break line is a heavy, broken irregular line, drawn freehand.

To show a long break (to conserve space on a drawing).

Long-break line is a ruled, light line with freehand zigzags.

To show alternate positions of a part; to show relationship of existing part to new part; to show machined surfaces.

Phantom line is light, broken line made up of a series of one long and two short dashes.


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Name _____________________________________Date ____________________Class_______________

Basic Lines Exam

A. _____________________________ G. ___________________________ B. _____________________________ H. ___________________________ C. _____________________________ I. ___________________________ D. _____________________________ J. ___________________________ E. _____________________________ K. ___________________________

F. _____________________________ L. ___________________________

Directions Place the name of the type of line (identified in the diagram) in the spaces provided below.


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Basic Lines Exam KEY

A. ______Dimension Line _____ G. ______Cutting Plane Line______

B. ______Extension Line ____ H. ______Short-break Line ______

C. ______Cutting Plane Line_______ I. _______Hidden Line ___

D. ______Center Line __________ J. _______Center Line ______

E. _______Leader Line ________ K. _______Section Line ________

F. _______Object Line _________ L. _______Phantom Line________

Directions Place the name of the type of line (identified in the diagram) in the spaces provided below.

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