CURRICULUM ALTA A32 - Archive

CURRICULUM

T

351.5A321969

'.cr tttM*?

ALTA.2

GrlO-12

CURRGDHT CURR

N LIBRARYUi. Or. ALBERTA

CURRICULUM GUIDE

BDUCATION LIBRART

Senior High School

CURRICULUM GUIDE

Vocatioj

DpAFTTNP; 12 22 32

(Revised Edition)

Province of Alberta

Department of Education

September, 1969

CU

JBRAR7

ACKNOWLEDGEMENT

The Department acknowledges with appreciation the contributions of

the Ad Hoc Subcommittee on Drafting to this Curriculum Guide for

Drafting 12., 22, 32. The Ad Hoc Committee worked under the

guidance of the Secondary School Curriculum Board.

Mr. F. W. Appelt, Head, Drafting Department, N.A.I.T., Edmonton

Mr. K. II. Fawcett, Drafting Teacher , Victoria Composite High School.Edmonton

Mr. W. Greenwood. Drafting Teacher, Red Deer Vocational High School,Red Deer

Ilr. J. P. Haracsi. Drafting Teacher, St. Joseph High School; Edmonton

Mr. G. R. Howarth, Head. Drafting Department, S.A.I.T., Calgary

Mr. J. C. Smith, Drafting Teacher, Western Canada High School,Calgary

Mr. R. G. Taylor, Drafting Teacher , Bowness Composite High School.,

Calgary

Mr. R. H. Cunningham, High School Inspector of Vocational EducationDepartment of Education, (chairman)

NOTE: This is a service publication only. The official statement

concerning the course is contained in the High School Program

of Studies. The information contained in the Guide is

prescriptive insofar as it duplicates that given in the

Program of Studies. The Guide, however, contains, as well as

methods of developing the content, suggestions for the use of

teaching aids and additional reference books.

TABLE OF CONTENTS

page

Introduction

Objectives

General Information

Obj ectives for Drafting 12 5

Outline for Drafting 12 5

Objectives for Drafting 22 19


Objectives for Drafting 32 47


INTRODUCTION

This curriculum guide has been prepared for Alberta high schools

teaching vocational drafting.

Instructors of this subject should endeavor to follow this guide

closely in order to facilitate, as much as possible, Province-

wide standardization, thus enabling students to transfer from

centre to centre and continue with their course with a minimum

of adjustment.

It is hoped that this guide will prove to be of assistance and will

be used extensively by drafting instructors.

- 2 -

OBJECTIVES

The general objectives of the vocational drafting course are as

follows:

1. Prepare a student to a degree of competency acceptable

to the Institute of Technology and Art for entrance into their second

year of Drafting Technology or Architectual Technology Course.

2. Adequately prepare a student to the level where he will

be successfully employable in the drafting industry.

3. Supply those not necessarily interested in drafting as

a vocation, with enough skills so that they may use their knowledge

of drafting and blue print reading in one of the related fields.

4. To assist in developing the personality of the student

so that he will be a reliable, industrious, cooperative, socially

acceptable adult; and to retard any personal traits that would be

detrimental to the individual as an employee or fellow worker.

5. To assist the student in being able to read, appraise,

understand and use material written in a technical language.

6. To develop a systematic approach to solving problems

similar to the type likely to be found in industry.

- 3 -

GENERAL INFORMATION

1. Course Credit Values

Drafting 12 - 5 creditsDrafting 22 - 15 creditsDrafting 32 - 15 or 20 credits

NOTE: Drafting 22 includes 5 credits of machine shop and DraftDrafting 32 includes 5 credits of building construction.

2. Instructors ' Records

The instructor should keep accurate records of:

a. student enrolment and attendanceb. students' accountsc. student workd. theory taughte. tests givenf. student achievement

g. up-to-date inventory of all equipment

3. Students ' Records

Instructors should ensure that the student develops andmaintains a neat and accurate record of:

a. notes on theoryb. daily shop or drafting activities (time cards)

4. Guidance and Vocational Information

Instructors must assume responsibility in their trade areato ensure that students and school guidance officials are aware ofthe local situation. It is essential that the instructors be active,interested and informed regarding the opportunities in the trade.

NOTE : In order to permit students from an academic Grade X programto cross over into the vocational program at the Grade XIlevel, schools may combine the 12 and 22 courses into onecourse for a total of 20 credits. Where these courses arecombined it is recommended that students purchase the Grade XItext only .

NOTE ALSO : Whereas Drafting 12 is an exploratory course open to allGrade X students, the Drafting 22 and 32 courses are definite-ly vocational and only those students who have displayed abil-ity and aptitude for the program should be encouraged to con-tinue. It is not fair to the student to permit him to continuein a program which demands a large portion of his school time,and in which the instructor and/or the guidance counsellor feelthat he has little chance of success.

- 4 -

Instructions on the Use of the Guide

The pages of this guide are divided into three columnsmarked:, Basic Information, Operations and Projects, and References.The first colmun might be considered as detailed topics that must becovered by the instructor in class. The second column is a guide to

the student's activities. This covers explicit operations and skillsthat the student must master. The third column refers to places in

various reference books that the instructor should become familiarwith in order to successfully present the required information. Thesebooks are recommended for drafting room reference.

CODE FOR REFERENCES

C.S.A. Canadian Standards Association. Mechanical EngineeringDrawing Standards . Latest edition. B78.1

C.G.S.B. Canadian Government Specifications Board. ArchitecturalDrawing Practices . 33-GP-7.

F V French, Thomas E. and C. 'T. Vierk. Engineering Drawing .

9th edition. Toronto: McGraw-Hill of Canada, 1960.

F S French, Thomas E. and Carl L. Svenson. Mechanical Drawingand problem sheets (Levens and Edstram, Pts. 1 and 2),Toronto: McGraw-Hill of Canada, 1966.

G Giesecke, Frederick E. et al. Technical Drawing . 5th ed.Gait, Ontario: Macmillan Company, 1967.

Y Yankee, H. W. Machine Drafting . Toronto: McGraw-Hill ofCanada, 1966 edition.

Z Zozzora, Frank. Engineering Drawing . Toronto: McGraw-Hill of Canada, 1958.

In the event of conflict between texts, the C.S.A. andC.G.S.B. manuals will be the final authority.

The projects that are listed are to be used merely as aguide to present some standard of accomplishment throughout theprovince. Individual instructors may select other projects of similarnature, but that would demand an equal effort from the student asthose suggested in the guide.

- 5 -

OBJECTIVES FOR DRAFTING 12

The first year should be considered to be an exploratory yearduring which the students investigate drafting generally. This shouldenable them to make an informed decision about further study ofDraft ing

.

The more specific objectives for the Grade Ten or first yearare as follows:

1. To create a desire for proficience and accuracy in bothdrafting and related theory.

2. Develop habits of neatness, cleanliness and orderlinessin work situations

.

3. Become aware of positions and employment opportunitiesin the drafting industry.

4. Understand the importance of drafting, related technicalskills and knowledge in an industrial nation.

DRAFTING 12(130 Hours)

TEXT: Jenson. C. H. and F. H. Mason. Drafting Fundamentals. 2ndedition. Toronto: McGraw-Hill of Canada.

Basic Information Operations and Projects References

Unit 1: Introduction

General class organi- Students should begin Text Chptr 1

zation, issuing of notebook with place for F.S. Chptr 1

supplies and equipment. Glossary of terms.Introduction of draft-ing as the language ofthe industrial andtechnical world. Over-view of course andstandards expected.

- 6 -


Unit 11: Instruments and Materials

Introduction to thetools ; compasses

,

dividers , spring bows

,

T-square, set squares(30 -60 -45 ), scales,erasers , erasingshields, sandingblock, drafting tape

3

drawing papers, etc.Care and storage ofequipment . Boardrequirements . Fasten-ing paper to board.Construction and useof T-square, test for aaccuracy. Methods ofsharpening pencils,correct method ofdrawing lines, etc.Use of protractor,compass, dividers,scale (1/16 inchdivisions), architects'scales, erasing shield,etc. Alphabet of lines,sizes of drawings (ASA)

Stress correct use ofinstruments. Mountingpaper, border, title,

block, etc. Horizontallines, verticle lines,angles of 15 multiplesusing both triangles.Drawing parallel lineswith set squares . Divid-ing a line or space byparallel line method.Drawing of differenttypes of lines , circles

,

arcs, tangents.Construction lines,center lines , hiddenlines, outlines, orderof drawing and darkening.Suggested projects:G - P. 60 rig. 94

P. 61 Fig 96 or someof Fig. 97

P. 62 Fig. 99

Text Chptr II

F.S. Chptr II

Unit III: Lettering

Importance of letteringin drafting. Forms ofAlphabets and their use.Caps and lower case

.

Compressed, normal andextended lettering.General proportions,order of strokes andcomposition. Letteringmust be taught andchecked all during theyear.

Single stroke uppercase Gothic lettering.Students become profi-cient with 1/8", l/4 ;

and 3/8 K lettering,centering of titles andtitle blocks, etc.Lettering on the faceof drawings shall be1/8' vertical, singlestroke Gothic.Suggested projects :

2 plates 81/2 x 11 to

Text Chptr II

G. Chptr IIIF.S. Chptr III

- 7 -


include alphabets

,

numerals, fractions,words, phrases, etc.

in three sizes 1/8',

1/4' and 3/8 .

Vertical single strokeGothic.

Unit IV: Geometrical Construction

Terms; points, lines,

angles , triangles

,

quadrilaterals, poly-gons , circles , arcs

,

tangents, etc. The

draftsman's method ofdrawing these shouldbe demonstrated and

stressed.

Applications ofgeometric construction

Bisection of a line.

Bisection of an arc.

Bisection of an angle.Construction of a line

through a point parallelto a given line.

Construction of a line

parallel to a given line

at a given distance fromit.

^he division of a lineinto equal parts

.

The construction of aline through a point per-

pendicular to a givenline.The construction of a

triangle with givensides.The construction of asquare.The construction of a

hexagon across cornersand across flats.The construction of a

circle through threepoints not in a straightline.The construction of a

circle tangent to a lineat a given point

.

The construction oftangent arcs

:

- to two lines at rightangles

.

Text Chptr III

G. Chptr IV

F.S. Chptr IV

- 8 -


to two lines at acuteor obtuse angles.

to an arc and a straightline.

Unit V: The Theory of Projection Drawing

This should be consider- Text Chptr IVed as an introductory G. p. 9

unit, stressing 'che (see chart)following: F.S. Chptr V

A. Drawings arenecessary in the indus-trial world to record,express and convey ideasand information, neces-sary for the construc-tion and erection ofmachines and structures.

B. There are differentmethods of drawing therepresentation of anobject.

C. It is difficult todraw things accuratelyand at the same timemake them appear as realobjects.

D. Standard ways ofrepresenting objectsare necessary for uni-versal understandingof the representation.The instruction shouldshow examples of

:

1. Single pointperspective

.

2. Two pointperspective.3. Three pointperspective.

- 9 -


4. Isometric.5. Cabinet.6. Cavalier.7. Orthographic.

This section is to leadup to the next unit

\

orthographic projection,

Unit VI : Orthographic Projection

A. Introduction—or-thographic true shape.

B. Views of an objectsglass box; arrangementof views. The C.S.A.

layout of views one

,

two, and three viewdrawings. (Familiarwith alternate viewdrawings, position ofviews, partial views.)How to balance 2 viewdrawing and 3 viewdrawing

.

C. Hidden lines, themeaning of lines , theprecedence of lines.

D. Transferring depthmeasurements

.

E. Visualization-inter-pretation of views.

F. Surfaces, edges,corners , normal surfacesand edges , inclinedsurfaces , obliquesurfaces

.

Laying out and drawingof simple two and threeview drawings . Theinstructor should selectsuitable objects orprojects out.The instructor may alsouse self devised blocksand job sheets for bettervisualization by thestudents.Drawings of objects maybe selected from G. 6 F.S.The instructor shouldalways keep in mindstudent interest whenselecting the drawingsto be drawn by the studentcovering all the fore-mentioned points underBasic Information.Sketching should be

included as project work.

Text Chptr IV

G. Chptr VI

F.S. Chptr Vand VII

G . Scale drawings

.

- 10 -


H. Orthographicsketching.

(See Unit XI)

Unit VII: Dimensioning

Introduction

:

1. Size description.2

.

Scale of drawings

.

3. Lines used in

dimensioning.4. Placement ofdimension and exten-sion line.5

.

Arrowheads andleaders

.

6. Fractional anddecimal dimensioning.7. The lettering andreading of dimension-al figures

.

8. Symbols for feetand inches.9. Dimensioning,angles , arcs , fillets

,

and rounds

.

10. Size and locationand dimensioning.

Dimensioning problemsfrom the text.Problem sheets - couldbe made up and have thepupils place the properdimensions

.

The previous units canbe dimensioned, afterall the factors indimensioning have beencovered.

Text Chptr VI

Unit VIII: Isometric Drawing

Isometric drawing.1. The position ofisometric axes

.

2. Offset locationmeasurements

.

3. Hidden lines inisometric drawings

.

4. Centre lines.5. Box construction6. Non-isometriclines.

7. Isometric

Students should draw anumber of simple iso-metric drawings

.

The instructor whenselecting drawings,should always keep inmind the points underBasic Information andstudent interest

.

Sketching should beincluded as projectwork.

Text Chptr XG. Chptr XVIIF.S. Chptr XIV

- 11 -


dimensioning,8. The use of iso-metric drawings in

industries

.

Unit IX: Oblique Projection

A. Types of oblique Text Chptr X

projection G. Chptr XVII1. Cabinet projection. F.S. Chptr2. Cavalier. XIV

B. The Choice of positionof the object.C. The steps followed.D. Dimensioning anoblique drawing.E. Sketching in oblique.

NOTE: Students should make drawings of the sameobject by e?ch of the methods of obliqueprojection.

Unit X: Technical Sketching

A. Value of technical Sketching may be Text Chptr II

sketching. applied in all units. F.S. Chptr VI

1. A means ofexpression of ideasthat are difficult toput into words.2. A simple and quickmeans of expressing an

idea (Thinking with apencil)

.

B. Sketching meterials. G. p. 1301. Pencil H, HB. M. p. 10-112. Eraser Z. p. 42

3. Papery plain white,squared

9isometric

,

thin paper placed overdark lined squared orisometric paper.

- 12 -


C. Line technique.1. Outline.2. Dimension line.

3. Invisible line.

Draw several drawingsrequiring various types

of lines . It would be

desirable to use severalof the types of paperlisted in column one.

D. Proportions

E . Circles , arcs andellipses.

1. Blocking in circles2

.

Use of radial lines

,

3. Use of squaredpaper to draw circles.4. Isometric paper andellipses.

Proportion and line

techniques should be stressed.

One exercise in freehanddrawing of curved linescircles and ellipses.Hake use of modelsavailable in the class-room. Students couldmake sketches of manyof the drawings theywill complete at a

later date.

F.S. Chptr VI

Unit XI : Primary Auxiliary Views

A. Primary auxiliaryview.

1. This is a viewprojected to a planeperpendicular to oneof the three principalplanes ; front , top orside and inclined tothe other two.

B. How to draw an auxi-liary view.

1. How to draw areference lineparallel to the edgeof a view. The ref-erence line can beconsidered a foldingline.2. The reference lineis used to locatepoints on the auxi-liary view.

Text Chptr IX

Use classroom models assamples for auxiliaryviews

.

- 18 -


3. The convenienceand accuracy gainedwhen the referenceline is passed througha plane or points ofthe object itself.

C. Construction of auxi-

liary views, (simpleobjects)

1. Procedure forsimple auxiliaryviews

.

D. Partial auxiliaryviews

.

1. The practice ofshowing only the shape

and details of theinclined surface andnot a view of the

entire surface.

E. Auxiliary view tocomplete a principalview.A situation is oftenencountered where an

auxiliary view is

necessary to completeother views

.

1. Know the proce-dure of showing theinclined plane as an

edge to construct a

principal view.

Keep the projects simple,

F. True length of line1. True length ofline seen only on a

plane of projection.

Unit XII: Sections

A. Visualizing asection.

- 14 -


1. Make use ofdrawing in text

.

2. Use mockups madeof wood.

Cutting plane.1. A portion of anobject nearest theobserver that has

been removed by meansof a cutting plane toreveal section linesand arrows.

Draw a simple sectionfrom a model or fromexamples

.

C. Section lining.1. A method ofdistinguishingsections by lining.2. The drawing ofparallel lines acrosjall surfaces cut.

Draw a simple fullsection. Examples maybe a section of pipe,bearing or flange

.

Students should doseveral simple drawingsto develop some skill.One drawing should beof such a nature thatspecial angle linesneed be used.

D. Section liningtechniques

.

1. Proper line anglefor good contrast

.

2. Use of symbolicsection lining.

E. Kinds of sections.1. Full sectionsA longitudinal lineextending through anentire object.2. Half.A symmetrical objectdrawn so that onlyhalf of it is sec-tioned. One side ofthe centre line only.3. Offset sections.Placing the cutting

A simple drawing thatmust be lined at aspecial angle.Include a drawing linedto indicate material.This could be a drawingof standards used, etc.

If time permits :

One simple drawing thatcould contain several ofthese sections.

Text Chptr VIII

- 15 -


line through otherthan the main axis sothat it shows directfeatures and details.

If time permits :

4. Broken out.

A section drawn notindicating the cuttingplane used only toshow some isolateddetail.5 . Removed

.

Sections drawn similarto revolved except theyare placed outside or

at one side of thedrawing

.

6

.

Revolved

.

The imaginary cuttingplane is passed throughthe object perpendicularto the horizontal axisand revolved on its

centre 90 into thepaper.

Show on^ isolatedsection of one of theabove drawings

.

One of the above draw-ings might be repeatedto show the revolvedsection more clearly.

G. p. 217

F. Breaks and ribs in

sections

.

1. When cuttingplane cuts flatwisethrough a web geartooth or flat element;a false impression ofsolidity should be

avoided.2. The flat rib shouldnot be sectioned.

Any one of the abovedrawings could containa rib or webb.

Unit XIII: Reproduction of Drawings

A. Tracing media.1. The selection oftracing papers

.

2. Test the abilityof the paper to take

Students should be ableto observe the transpar-encies of the variouspapers . A demonstrationwith various papers would

Text Chptr VI

F.S. Chptr VIII

- 16 -


ink, pencil, erasing,re-inking, smooth orrough line, etc.3. Tendancy of paperto discolor and becomebrittle.4 . Tracing cloth andits use because ofdurability and perma-nency. Good for inkand pencil. Shiny anddull side. PolyesterBase Films.

be excellent, pointingout the value of ragcontent

.

Demonstration

B

.

Reproductions

.

C. Diazo prints (whiteprints)A process based on light-sensitive diazo compounds.Advantages of thisprinting process

D. Reproduction quality.1. Demonstration andlecture of what to lookfor in good prints

.

2

.

Recognize poorprints due to poortracings, paper quality,over and under exposure.

Students should do at

least one print usingthis process if equip-ment is available.

Unit XIV: Drawing Interpretation

The term applies to thereading of the languagefrom the drawings ofothers. The studentsshould be able tointerpret the ideasexpressed on technicaldrawings

.

Have the student reador interpret drawingsfrom the files or text

.

This could be in theform of a writtenassignment

.

Ask for some oral inter-pretation for confirmationof students understanding.Have students study fellow

Text Chptrs.XII & XIII

- 17 -


students J drawings orspecial file drawings co

observe errors that havebeen made

.

Unit XV: Employment Opportunities

The place of drafting in

industry. Comparisonof incomes—opportunitiesfor advancement . Relatedoccupations. Stability ofthe job. Hours of work.Training and costs

.

Employment opportunities.

- 19 -

OBJECTIVES FOR DRAFTING 22

1. To develop in the student an appreciation of craftsman-ship in the field of drafting and promote a desire to attain a highdegree of drafting skill and understanding.

2. To develop the ability to work in an orderly and effi-cient manner.

3. To develop skills in lettering, mechanical drawing andsketching.

4. To provide practical knowledge and experience in thefield of metalworking.

Drafting 22 consists of: Part One - Drafting - 10 creditsPart Two - Metalworking - 5 credits

The number of hours to be devoted to each unit are indicatedat the beginning of the unit . These are to be used as a guide inapportioning the time available so as to assure that all units arecovered and in the same depth that the allotted time permits.

DRAFTING 22

(3S0 hours - total)

PART ONE

TEXTS: Giesecke, Frederick E. et al. Mechanical Drawing . 5th ed.

Toronto: McGraw-Hill Book Company.

Yankee , Herbert W . Machine Drafting and Related Technology ,


NOTE: Unit VIII 'dimensioning' 1 is applicable to most other unitsand should be taught in conjunction with them.


Unit I : Lettering - 9 hours

A. Gothic capitals, Use of cross-section F.S. Chptrnumerals and fractions. paper or ruled squares III

Freehand. Vertical. (Perhaps 1/2 1 or 3/4 r

) G. Chptr III

- 20 -


1. Form and propor-tion.2

.

Order of strokes

,

3. Uniformity in form,slope, height andstroke. Strokes dark,sharp, definite and ofapproved width.

4. Fractions. Heightsof fraction in relationto whole number.Fraction bar is notoblique. Figures donot touch fraction bar.5. Spacing lettersand words

.

6. Simple titles andtitle blocks.

7. Meaning.of "light-face 11 and "boldface !i

lettering.

8. Compressed andextended letters.

for practice in formingletters of proper Gothicform, correct height in

relation to width, andapproved sequence ofstrokes. Use C.S.A.alphabet

.

Lettering practice.Use thin faint guidelines for 1/4" and l/8 :;

letters and numerals

.

Students should havelettering instrumentsto make guide lines

.

Practice for height andproportion in fractionsand proper placementand alignment offraction bar.

Lettering words andsentences 3/8" , 1/4"1/8 • high. Stress theimportance of carefuland extensive practice.Learn and apply methodsof centering words andphrases through practiceexercises. A suggestedassignment is the design-ing of a title page fordrafting notes andassignments. Applylettering practice tosimple title blocks ortitle strips and deviseone suitable for mostof the drawings

.

Return to short letter-ing practice exercisesduring the term. Laterassignments shouldinclude informationand practice in apply-ing "lightface" and"boldface" lettering,and compressed andextended letters.

C.S.A.

CSA B78.1

- 21 -


9. Lettering with ink.

10. Mechanical letter-ing devices

.

Speedball, rapidographmapping.

Unit II: Instruments and Materials - 8 hours

Scales1. Types—discussand demonstrate thethree basic types(Architect, MechanicalEngineer, and CivilEngineer) with theuses of each.2. Use of CommonlyAccepted Scales

.

These are

:

a. Architect:1/8" - l»-0"1/4" - l'-0"

G. Chptr II

Z. Chptr IVF.S. Chptr II

Scale a number of givenlines using the varioustypes of scales when thelines are drawn tovarious scales.

3/4" - l'-0" Draw a number of linesll/2 r: - l'-0' T of given length to3" - l'-0" various scales.

b. Mechanical:Engineer

:

full size Start with full sizehalf size scale and introducequarter size others

.

eighth sizec. Civil Engineer:

10

20

40

50

3 . Scale shapes andmaterials

:

a. triangularb. flat-single bevelc. flat-double beveld. box woode. box wood withplastic facingf . all plastic

- 22 -


4. Methods of divi-sion:

a. open dividedb. close (or chain)divided

B. Pencils.1. Hardness andgrade from 7B (soft-est) to 9H (hardest).

2. Quality-draftingpencils generally-

high quality.3. Composition-stan-dard pencil (graphiteand clay); combinationof graphite and plastic;all plastic. Whereused.4. Points and sharp-ening. Sharpeningwith draftsman'ssharpener. Shapingconical and chiselpoint and screw driver.5. Mechanical pencils--point out availability,construction, grades oflead.

Students should purchasesoft, medium and hardpencils. Other gradescan be circulated in theclass if desired.

Demonstrate advantages anddisadvantages of variouscompositions of pencil onvarious surfaces.

Demonstrate sharpeningprocedure and insurethroughout the coursethat students keeppencils sharp and clean,

C. Compasses.1. Adjusting andusing compass.2. Adjusting andusing bow instruments.3. The drop compass.4. The beam compass.5. Sharpening thelead.

6. Adjusting and careof the pen.

D. Dividers.1. Types and uses.2. Adjustment.3. Transferringlengths.

Draw 1 plate of circlesof specified sizes.

Demonstrate correctoperations carefully.Divide given lines andarcs into equal spaces.Transfer measurements

- 23 -


4. Dividing lengths.

E. Parallel RuslingDevices.

1. T-square—materials(wood, plastic, metal,individual and in

combination); testingof; care of; correctuse.

2. Parallel rule,(cable type) testingof; care of; correctuse.3. Drafting machines.Types (band, parallel-ogram, rail mounted);adj ustment s ; care

;

correct use.4. Straight edges

—

types and uses.5. Triangles, fixed.Shapes (2 basic)

;

materials (wood,

metal, plastic) test-ing, trueing, use of.

6. Adjustable tri-angles — advantagesand disadvantages,use of.

from one simple drawingto another in combinationwith T-square andtriangle practice.Students should startwith problems involvingT-square and triangles,then advance to combi-nation with 'caseinstruments 1,

.

G. Chptr II

Z. Chptr IV

Suitable projects maybe found in all refer-ence books.

F. Irregular and flexi-ble curves.

1. Irregular (French)curves—types; uses of.

2. Flexible curves

—

two main types—adjust-able curve and spline.

Practice may be includedin an assignment includ-ing plotting of ellipsesof other non-circularcurves; graphs, etc.

Protractors1. Materials used,shapes (semi-circularor circular); plainor vernier.2. Used to lay outangle

.

Measure angles on aproblem sheet.

Layout angles

.

- 24 -

Basic Information Operations and Projects' References

3. Used to measureangle

.

H. Paper types and uses1 . Drawing papers

,

HP, CP: and R and

their uses for penciland water color work.

2. "Natural' tracingpapers of variousgrades.3. "Prepared 1 ' tracingpapers of variousgrades

.

4. Special drawingmedia, cloth, film, etc,

I. Drawing boards andcovers

.

1. Drawing boards

—

materials in order ofpreference: construc-tion: true edge: careof.

2. Drawing boardcovers—plasticizedpaper • drawing paper

;

linoleum; plasticlaminate. Point outthe advantages anddisadvantages of each.

Erasing devices.1. Hand erasers

—

point out damagecaused by hard, grittyerasers. Pink erasersfor erasing of linework.

Examine and draw on

various types andgrades of papers.In compliance withindustrial practicehowever, most assign-ments throughout theyear should be com-pleted on tracing paper,

Examine the boardsavailable to thestudents. Point outgood and bad featuresand have them checkout their boards fortrueness of edge, etc.Demonstrate as manytypes as possible. It

would be advantageousif each of the severalcovers is provided onseveral boards whichcan be used by thestudents.

Early practice in thecorrect use of thevarious erasers andaids is desirable,before an advanceddrawing is torn orspoiled due to lackof proper instruction.

- 25 -


2. Erasing shields

—

advantage of metal overplastic; correct use.3. Electric erasingmachines—care in theuse of

K. Drawing inks.

1. Black and color2. Types and qualities.

Unit III: Geometrical Constructions - 28 hours

A. Draftsman's methods Review problems G. Chptr IV

applied to geometry. previously studied Z. Chptr V

in Drafting 12.

B. The function ofgeometrical construc-tions in solvingdrafting problems.The mathematical reasoningin relation to problems e.g.

tangents in relation toarcs and ellipses, theellipse as a conicsection, loci;, termsand definitions.The importance of theseconstructions in developingskill and precision in

the use of instrumentsand sharp pencils. Theapplication in a techni-cal sense of these con-structions.

C. Geometrical Drawing assignmentsconstructions: involving the new

1. Tangent arcs constructions listed.a. arc tangent totwo arcsb. series of arcsjoined at tangentsforming a curve

- 26 -


c. a tangent to a

circle through a

given point- on the circle- outside the circle

2

.

Ogee curve

.

3. To rectify an arc.4. Ellipse - trammeland concentric circlemethod. Four centreapproximate foci andparallelogram method.5. Helix.6. Pentagon7

.

Octagon8. Constructionnecessary to findcentre of a circle.9

.

The constructionof a regular hexagongiven

:

a. the circum-scribed circle.b. the inscribedcircle.

c. the distanceacross corners.d. the distanceacross flats.e. one side ofthe hexagon.

10. Measurement ofa given length alonga given arc.

Drawing assignments and/

or job sheets applyingthese constructions toproblems - e.g. geomet-rical figures, arches,"instrument panels 1 ',

and "gaskets' 1

.

Unit IV: Theory of Projection - 3 hours

This section deals withprojection systems andtheir relation to eachother. Individualsystems of projectionand their resultingdrawings will be takenseparately and in a

- 27 -


detailed manner laterin the course.There are two classi-fications of projectivesystems

:

Perspective or centralprojection and Parallelprojection.

A. Perspective1. The eye of theobserver is at a

finite distance fromthe object.2. Projectors con-verge to a stationpo int

.

3. Projectors piercethe picture planeat varying angles

.

*+. Types of linearperspective:

a. one poirt(parallel)b. two point(angular)c. three point(oblique)

The instructor shouldnot attempt to teachthe theory of perspec-tive or the method ofprojecting a perspectivebut should sketch simpleobjects using one andtwo vanishing points

.

He could show samples

of the various kinds ofperspectives teachingrecognition of thesetypes

.

B. Parallel projection.1. The eye of theobserver is at an

G. p. 9

see chart

This information shouldbe made up in their notescomplete with diagramsof a simple object such

as a box, cube, etc.,drawn in the three typesof perspective.

Students are not expectedto make perspectivedrawings at this time.

F.S. ChptrXIV

The information given bythe instructor should be

- 28 -


infinite distancefrom the object.

2. The projectorsdo not converge butare parallel.3. The projectorspierce the pictureplane at the sameangle

.

4. Types ofparallel projection,

a

.

orthographici. multiview

ii . axonometric- isometric- dimetric- trimetric

b. obliquei. cabinet

ii. cavalier

included in the student '

s

notes , complete withdrawings of simple objectsillustrating the kinds ofparallel projection.They should also make a

sketch or chart of theprojective systems similarto that shown in Giesecke,page 9 , showing therelationship betweensystems

.

Note : Industriallyaccepted classificationimplies that ortho-graphic means multiviewand that others arepictorial.

Unit V: Multiview Orthographic Projection - 21 hours

Third angle

A. Definition of ortho-graphic projection (seeF.S. p. 64, 5.6)

Memorize definition F.S. Chptr V

(page 66)

B. Planes of projection1. Horizontal2

.

Frontal3. Profile

G. Chptr VI

F.S. Chptr V

and VII

C. Projectors are per-pendicular to planesof projection.

D. 'Glass box' 1 suppliesprinciple.

E. C.S.A. (A.S.A.)arrangement of views

Notes , completewith sketches.

G. Chptr V

and VI

- 29 -


F. Alternate position(civil)

G. Principle of thirdangle projection - 4

quadrants

.

H. Representation oflines.

1. Edge view.

2

.

Inters ect ion

.

3

.

Surface limit

.

I. Classification oflines and surfaces.

1

.

Normal surfaces

.

2

.

Normal edges

.

3. Inclined surfaces4. Inclined edges.5. Oblique surfaces.6. Oblique edges.

7

.

Parallel edges

.

8

.

Curved surfaces

.

a. single curved.b. double curved.

F.S. Chptr V

Z. Chptr II

Notes and drawings ofvery simple objects toillustrate these surfacesand edges as shown onthe drawing.

J. Line characteristics,1. Constructionlines (with hardpencil)2

.

Centre lines

.

3. Object lines.4. Hidden lines.

K. Precedence of lines.

L. The three spacedimensions.

1. Height.2

.

Width

.

3. Depth.

M. Selection of views.

N. Spacing of views,(paper sizes based oncommercial letterheadsize of 81/2 x 11).

The student could drawsamples of these linesor they could be incor-porated into a drawingof a simple object.They should master thetechniques of drawinggood lines before pro-ceeding to more diffi-cult drawings.Notes.

Notes and exercises.

Notes and a simpledrawing using onemethod of spacing.

G. Chptr II

Z. Chptr III

F.S. Chptr V

Chptr V

and VI

F.S. Chptr V

- 30 -


0. Projecting theviews

.

1. Use of projectors2

.

Transferringmeasurements

.

a. with dividers.b. by use of mitreline.

c. swinging arcswith compass

.

d. with scale.3. Projecting anelliptical boundary.4. Projecting acurved boundary.5. Fillets, rounds,and runouts

.

Fundamentals i.e. lay-out, accuracy, neatness,correct line weights,lettering, etc. must bestressed at all times.It is felt that a largenumber of simple drawingsgradually becoming moredifficult is more usefulthan a few laboriousdrawings. The abcve tobe followed by a minimumof three drawings ofactual objects.

P. Order of drawing.

Q. Multiview drawings(first angle).

1. Theory behindfirst angle.2. Quadrant used.

3. Where this kindof projection is used

Notes, etc.

It is desired thatstudents have a

knowledge of thismethod only.

Z. Chptr II

G. Chptr VI

Unit VI: Sections and Conventional Practices - 28 hours

A. Definition.

B. Cutting plane andline.

C. Full section.

D. Half section.

E. Offset section.

F. Removed section.

Study complete chapter. F.S. p. 98, 8.2

F. p. 216,8.3 - 8.8

G.p.213, 250-

253, 255

- 31 -


G. Revolved section.

H. Aligned section.

I. Broken out section.

J. Assembly section.1. Mechanical2. Building detail.

K. Section liningtechnique thin materials— outline sectioning,etc.

L. Conventionalpractices

.

1. Ribs, spokes,

lugs, etc. in

section.2. Alternate crosshatching.3. Aligned views.4. Conventionalbreaks

.

5. Developed view.6. Half views.

M . Phantom

G. Chptr VIIZ. Chptr VIII

F.S. Chptr X

Unit VII: Pictorial Drawing - 40 hours

Linear forms only willbe treated in thissection.

A. Axonometric projec-tion and drawing - 20hours

.

1. Review theory ofUnit IV.

2

.

Types of axonometrica. isometric.b. dimetric.c. trimetric.

G Chptr XVI

F.S. Chptr XIVZ. Chptr XI

- 32 -


3. Axonometric drawingversus axonometricprojection.4. Positions of theaxonometric axes

:

a. normal.b

.

reversed

.

c. other positions.5. Purposes and appli-cations of the differenttypes of axonometricdrawings

.

B. Oblique projection - G. Chptr XVII20 hours

1. Review theory cfUnit IV.

2

.

Types of obliqueprojection.

a

.

cavalier

.

b. cabinet.c

.

miscellaneoustypes

.

3. Positions ofoblique drawing.

a. four normalpositions of theoblique axis

.

b. using the horizon-tal plane as the planeof projection.

4. Purposes andapplications of obliqueprojections.

a. cavalier -

mechanical.b. cabinet -

joinery and cabinetwork

.

c. contrast theuses , advantages

,

disadvantages , andease of drawing ofaxonometric andoblique drawing.

C. Pictorial drawingmethods

.

- 33 -


This portion should betaught as applying toall forms of linear pic-torial drawing since almostall methods apply to allforms. Chosen axes, scalesand pictorial results arethe material differences.

1. Methods of construc-tion pictorials.

a. box method.b. offset method.c. centre linemethod (applied toi:h= drawing ofcylindrical objects

in oblique projectionsand the same in iso-metric drawing whereisometric templatesare used.

2

.

Spacing of pictorialson the drawing sheet

.

3. Treatment of hiddenlines on pictorials

.

4. Treatment of anglesand non-linear lines

.

5. Drawing of circlesand irregular curves.

a. four center method.b. plotting of circlesand irregular curves fromorthographic constructions.c. use of ellipse guides.d. relationship betweencircles and the cylindricalaxis.

6. Pictorialsectioning.7. Exploded pictorialviews

.

D. Perspective drawing.

Make reference to

perspective in brief.

This is covered in

detail in Drafting 32.

- 34 -


Unit VIIl: Dimensioning - 40 hours

A. Introduction todimensioning.

B. Systems ofdimensioning.

1. Aligned system.2. Unidirectionalsystem.

3. Base line ordatum.

This unit should be

introduced early inthe course and appliedto all drawing problemsin the other units.

Note: use soliddimension line.

G. Chptr XI

Z. Chptr VIIF.S. Chptr XI

C. Placement ofdimensions

.

1. Off views wherepossible.2. Between views.3. Close to partaffected.4. On contour view.5. Specified distancefrom views and fromother dimensions.6

.

In limitedspaces

.

D. Dimensioning of:1

.

Prisms

.

2. Cylinder.3

.

Hexagons , octagons

,

etc.4

.

Pyramids

.

5. Circles, arcs,fillets and rounds

.

6

.

Chamfers

.

E. Geometric breakdown.1. Size dimensions.2. Location dimensions.

F. Notes1. Types and uses.2. Placement of notes.

G. Dimensioning practiceson pictorial drawings.

- 35 -


Unit IX : Reproduction of Drawings - 5 hours

A. Introduction.1. General purposeof reproducing.

B. Materials1. Sensitized papers.2

.

Masters

.

3. Prints

C. Blueprints.

D. White prints.

E. Photographic methods

Examples only and generalprocedure used.Examples and experiencein producing prints and

tracing.

PART ONE - METALWORKTheory - 65 hours

Frier, W. T. Elementary Metallurgy. Toronto: McGraw-Hill Book Co.,19527"

Krar, S. J. and J. E. St. Amand. Machine Shop Training . Toronto:

McGraw Hill Book Co.

The following units on Metalworking Related Theory, are tobe taught in the drafting room by the drafting instructor. Whereverapplicable , this material should be related to the mechanical drafting

in the previous units. It is imperative that the drafting and the

machine shop instructors work in close harmony with each other in

order that their students may obtain the greatest value from this

theory, and the practical experiences in Part Two - Metalworking.

Unit I : Layout Work

Measuring tools

.

1. Fractional systems

of measurement

.

2. Steel rules:plain, hook end,depth gauge

.

Students could sketch,measure and dimensionobjects such as machineparts , using the measur-

ing tools listed.

Krar Chptr IV

Jam Handy Film-

stripsMeasurementsand measuringparts 1 and 2,

- 36 -


3. Calipers: out-side, inside,

hermaphrodite

.

4. Micrometer caliper,a. parts andconstruction.b. theory behind.c. how to use.

5. Vernier calipers.a. parts andconstruction.b. theory behind.

B. Layout tools.

Students should 'mike'

thicknesses of stock,machined diameters, etc,

Layout workpart 1 and 2.

Layout toolsand measuringinstruments.

Taught in shop.

Unit II: Bench Work

A. Drill bits -

cutting principles

,

drill angles,parts of

twist drills. Limitsof accuracy.

B. Hand threading -

threads, thread profilesparts of threads,specifying threads,plotting a helix,thread representation,calculating tappingdrill size.

Iiotes on parts ofdrills, cutting anglesand relief angles. Howto represent drilled holesin sectional drawings andin hidden detail. Angleused for drawing. (120instead of 118 etc.).Sketching and drawing ofthreads. Problems cal-culating tapping drillsize. Exercises incalling up threads ondrawings. Use of tablesin drafting books.

Krar p. 60-62

F.S. p. 152-160

C. Taps - taper, plugand bottoming, size

;

identification.

Sequence of steps intapping. Lubricants.

Krar p. 42-43

D. Dies - sizeidentification.

Sequence of steps. Krar p. 44

E. Hand reaming, Purpose, accuracy,amount of metal that canbe removed calling up ona drawing.

- 37 -


Unit III: Metal Fasteners

A. Threaded fasteners1. Bolts and nuts.2. Cap screws.3. Machine screws.4. Studs.

Definitions of eachand where used. Coarseand fine thread series.

B. Rivets—head shapeswhere used, advantagesand disadvantages ofriveting. Types ofriveted joints.

C. Pins.1. Dowel.

2

.

Taper

Definitions; where usedadvantages and dis-advantages .

D

.

Keys1

.

Round

.

2. Woodruff.3

.

Square

.

4. Gibb Key.

E

.

Washers

.

Examples, notes,sketches and drawingsusing some of themore common fasteners.Use of tables in deter-mining proportions, depthof tapped holes, etc.

Students should be able

to recognize and specifyeach of these fasteners

.

Wrench clearance required.Recognition of headshapes and correct methodof specifying rivets ondrawings. Determininglength of rivet required.Clearance, holes, hotand cold riveting.

Krar p. 44F.S. Chptr XII

G. p. 698

Unit IV: The Drill Press

A. Parts, drillholding devices, types

of twist drill shanks

,

speeds and feels

,

lubrication and cuttingfluids , work holdingdevices, spotfacing,

Lessons - notes andtests, etc. on thesubjects listed on theleft : where and why theseare used. Method ofcalling processes upon a drawing. Problems

Krar, ChptrXII

- 38 -


counterboring, counter-sinking, etc., whereused.

calculating cuttingspeed, r.p.m. etc.

Unit V: The Engine Lathe

History, importance,parts and construction,safety. Operatingspeeds , carriage con-trols and feeds

.

Turning tools. Chucks—chucking work,centering, facing centerholes, etc.Turning between centresetc. Recessingchamfering, etc. Taperturning, threading.

Drilling, boring andreaming on a lathe.

Cutting speeds andfeeds

.

Students should berequired to makenotes and answer tests,etc.

Krar Chptr X

Jam Handy Film-strip on EngineLathe

.

Film #1 - #10How to run a

lathe . SouthBend Lathe Co.

Unit VI: The Shaper

Parts and construction.

Speeds and feeds.

Work-holding devices.

Types of shaping, i.e.flat, vertical, angular andcontour.

Unit VII: Milling Machine

Parts and construction.

- 39 -


Speeds and feeds.

Work-holding devices.

Types of work thatlend themselves tothis process.

Unit VIII: Abrasives and Grinding

A. Abrasives.

1. Free particles.a. kinds.b. grain size.

2. Stones (rotary)a. composition andmethod of manufactureb. shapes - somecommon shapes andwhere used.

c. paper and cloths—grading and gritsize, where used.

3

.

Ground surfaces

.

a. kinds of surfacefinish and accuracythat can be expectedfrom grinding.b. surface finishsymbols.

Introduction only is

intended. Depth ofcoverage to be deter-mined by the instructor.

Krar ChptrXIII

Y. Chptr XII

and XIII

Unit IX: Metallurgy

A. Properties ofmetals

.

1. Hardness.2. Brittleness.3. Malleability.4. Ductility.5. Elasticity6. Fusibility.7. Tensile strength.

Krar Chptr VI

Frier.

- 40 -


B. Manufacture ofIron and Steel.

1. Pig iron—blastfurnace constructionand principles ofoperation. Propertiesof pig iron.2

.

Cast iron—howproduced . Cupolafurnace, gray and whitecast ; where each used

.

Sand casting process,parts of flask, cores,etc. Permanent mold G. p. 271cast ing

.

3. Steel—conversion ofiron to steel.

a. Bessemer process.When invented—advan-tages and disadvantages.b. open hearth process.Construction and opera-tion, why used. Purity Frierto be expected. Size,capacity, etc. Control-ling carbon content andimpurities

.

c. electric furnaceprocess - where andwhy used.d. carbon steel -

importance of carbonin steel. Low, mediumand high carbon steelswhere each used.e. alloy steels -

function of alloying metalsused for alloying. S.A.E.system of classifying alloys.Importance of calling upalloy spec, on drawings.f. heat treatment,

i . annealingii. hardening

iii. temperingiv. hardness testing

- 41 -


A simple treatment of heattreating is all that is re-quired. The general principleof Brinell and Rockwell hardnesstesting could be explained.

C. Copper - refiningof copper; characteristics;where used: strength.

D. Bronze - alloy ofcopper and tin; character-istics j where used: strength.

E. Brass - alloy of copperand zinc: characteristics,where used- strength.

F. Aluminum - character- Alcan - Kand-

istics: where used- how book of

strength can be increased Aluminum

by alloying.

PART TWO - METALV70RK

Practical - 130 hours

TEXT: Krar5S.J. and J. E. St. Amand. Machine Shop Training.


This portion of the Drafting 22 program is intended to give

the student some practical experience in the field of metalworking.

For efficient presentation of this unit, there should be

close liaison between the machine shop and the drafting instructors.

It is intended that the theory, Units I to IX, Part I, will be

taught in the drafting room by the drafting teacher, leaving the shop

instructor free to concentrate on shop instruction and practice. This

arrangement should insure that the metalworking portion will be present-

ed in a manner that will emphasize those shop procedures important to

the draftsman.

Hate: In the study and use of machines, emphasis in this subject

should be on the use and capabilities of the machines. No

attention should be devoted to such facets as construction

names of parts., maintenance and so forth, excepting those

items which are directly useful and necessary to the

operation of the machine.

- 42 -

Tools and Processes Theory- Shop Work

Unit I: Measuring and Layout

A. Measuring tools.1. Care of tools.2. Fractional systems.3. Steel rules: plainhookend , depth guage

.

4. Calipers: outside,inside, hermaphrodite.5. Micrometer calipersoutside and inside.6. Vernier calipers.

B. Layout tools.1. Surface prepara-tion: layout fluid,copper sulfatesolution, etc.

2. Surface platesand layout benches

.

3

.

Scriber

.

4. Prick punch.5. Centre punch.6

.

Squares : try

,

combination set.7. Dividers.8

.

Templates

.

Discuss how the drafts-man uses each of thesetools to measure existingobjects in order to makesketches and drawings ofthem. Construction andtheory and use of micro-meters is particularlyimportant.

Demonstratehow each ofthese tools is

used. Havestudents usemost of themin the layoutof simpleprojects.

Unit II: Bench Work

A. Machinists vise:Use of soft jaws.

B. Hammers: ball pen,soft faced.

C. Chisels: flat,cape , round nose anddiamond point.

D. Files and filing:parts , shapes , cutsand uses of variousfiles.

Parts, shapes, andcuts. Finishes andaccuracy that can beexpected from filing.

Cutting principles

,

drill and angles.Drawing of drilledholes in hidden detailand sections. Limitsof accuracy that canbe expected.

Thread shapes, parts

Bench opera-tions to beperformed:cutting, shap-ing and fin-ishing of mildsteel, handsawing ofthick materialsand tubing,drilling andtapping of mat-ing and posi-tion

- 43 -


E

.

Hacksaw : bladetypes and uses , selec-tion of proper toothsize.

F. Drills: electricand hand.

G. Drill bits: typesand use , sharpeningtwist drills

.

H. Taps: plug, taperand bottoming, sizeidentification , use,cutting oils.

I. Dies: size identi-fication, use, cuttingoils.

J . Hand reaming

:

purpose , method of use

,

lubrication, care

K. Metal fasteners:

Machine screws , bolts ,

cap screws and studs

,

dowel and taper pins

,

rivets and riveting,wrenches and their use

of threads , specifyingthreads , calculatingtapping drill sizes,plotting a helix,drawing sharp veethreads , threadrepresentation

.

Purpose for reamingaccuracy that can be

counted on. Amountof metal that can

be removed.

Definitions of eachtype, where used, use

of tables to determineproportions, etc. depthof tapped holes . Where

to use coarse and finethread series, specify-ing these on a drawing.

Purpose of riveting.Types of head shapes

,

clearance holes , hot

and cold riveting.Where used. Length.

Use of tables todetermine wrenchclearance.

positionedholes* counter-boring,counters inkingand spotfacingholes ; thread-ing a rod andfitting it toa tapped hole-

drilling andreaming tofit an exist-ing shaft

;

rivetinground and flathead rivets in

thick and thinmaterials.Correct use ofopen end, boxend and socketwrenches.Filing - flat

work, testingfor flatness

,

prevention ofpinning, drawfiling.Fasteningparts togetherusing variousforms offasteners

.

Unit III: Abrasives and Grinding

A. Abrasives.1. Free particles.2. Stones.

3. Paper and cloths

B. Grinding machines.

1. Bench andpedestal grinders.

Definition of abrasives,

surface finish,accuracy, etc. Polishing.

Safe operationand use ofavailable

- 1*4 -

Tools and Processes Theory Shop Work

2. Surface grinders.

3. Cut off wheel.4. Centerlessgrinder.5. Portable grinders

C. Tool grinding.(Offhand)

types . Hold-ing work,selection anddressing ofwheels. Mount-

ing wheels.Recognitionand tests formaterials.Grinding lathetools , twistdrills, etc.

Unit IV: Drilling

A. The drill press.Parts and construction.Operation and care.

Tool holding devices.Twist drills: parts andtypes of shanks , systemsof sizing. Speeds andfeeds cutting fluids.Drilling spotfacingcounter boring. Counters inking , reaming

.

Parts of D.P. (draw-ing). Where drilling,spotfacing, counter-sinking are used. Howto specify them on

drawings. Notes on

tool holding devices.Accuracy of drilledholes. Calculatingcutting speeds, r.p.m.etc.

Projectsincorporatingthe processesat the left.These shouldbe simple butinteresting.These projectsor exercisesshould be madefrom workingdrawings

.

Unit V: The Engine Lathe

A. Parts and construc-tion.

1. Work holdingdevices , chucks faceplates, drive plates,dogs, etc.

2. Facing - turningbetween centres . Roughcut , finish cut

,

turning to accuratesize, (plus or minus.003), Knurling.Turning to a shoulder,necking (thread relief)

Printed sheets showinglathe components

.

Jam Handy Filmstrips

.

Demonstrationin shop.Shop demonstra-tion and studentuse.

Students shouldturn exercisesor projectsthat includethe processeson left.

- 45 -

Tools and Processes Theory Shop Work

3. Taper turning.a. offset tailstock.b. taper attachment.c

.

compound rest

.

Drilling, boring andreaming on a lathe.

4

.

Threading

.

a. tapping.b. cutting ext.

threads with a die.

c. cutting externalV. threads with a

lathe tool.

For moreadvancedstudents,

Unit VI; Shaper

A. Parts and construc-

tion.1. Work-holdingdevices

.

2

.

Feed mechanisms „

3. Cutting tools.

Purpose of the shaper,

Speeds and feeds

.

Safety precautions

.

Simple shap-ing projects

Unit VII: Metallurgy

Properties of metals

B. Manufacture of iron

and steel.

1. Pig iron.

2

.

Cast iron

.

3. Castingprocesses

.

4. Steela. mild steel.

b. carbon steel.

c. alloy steel

Hardness , brittleness,malleability., ductility,

elasticity sfusibility,

tensile strength.

Blast furnace - construc-

tion and principles ofoperation (simple chemicalreactions)Cupola furnace - grey

cast iron and white cast

iron. Difference; where

each used.

Sand casting.

Cores . Permanent

mold casting. Bessemer

Converter. When inven-

ted. Advantages and

Trip toindustry

.

Films.

Spark test

for highcarbon steel,

- 46 -


disadvantages

.

Open hearth furnace.Construction and opera-tion. Why used. Purityto be expected. Generalsize, capacity, etc.

Controlling carbon andimpurities. Electricfurnace. Annealing,hardening and temperingsteel. Desirability ofalloys. Metals used foralloying. S.A.E. systemof numbering Importanceof calling up alloyspec. nos. on drawing.

C. Copper, Refining: character-istics, where used,strength

D. Bronze, Alloy of copper andtin. Characteristics,where used, strength.

E. Brass Alloy of copper andzinc. Characteristics,where used, strength.

F . AluminumProperties of metals,

Characteristics - Howalloys can change.

- 47 -

DRAFTING 32

(390 - 420 hours total)

TEXTS: Giesecke, Frederick E. et al. Technical Drawing . 5th editionToronto: McGraw-Hill Book Company.

Canadian Wood-Frame House Construction . Published byCentral Mortgage and Housing Corporation (free on request).

Drafting 32 consists of: Part One - Drafting (10 or 15 credits)Part Two - Building Construction (5 credits)

PART ONE - DRAFTING


Unit I: Trade Information - 10 hours

A. The place of thedraftsman in industry.

B. Comparison of

incomes.

C. Opportunities foradvancement

.

D. Related occupations.

E. Stability of the job.

F. Hours of work.

G. Employment outlook.

H. Health hazards.

I. Training and costs.

J. Opportunities for

employment

.

K. New developments and

trends in drafting.

Reports, discussions,field trips and speakersfrom industry.

- if8 -


The following is a list of additional references recommended for this

unit:

Canadian Occupations Careers in Drafting , Department of

Labour, Otaawa.

Career Guide for Demand Occupations , Guidance Branch,Department of Education.

Engineering Graphics , Keuffel - Essler.

Graphic Science . David Z. Orlow Publishers, Reader ServiceDepartment Graphic Science, Two John Street, New York.(Subscription $9.00 per year - complementary copy possible)

High News , 1964 Career Supplement and Canadian BusinessGuide, Brompton, Ontario. #18, Vol. XXVI (Issue for theyear)

Industrial Design as a Career , The Society of IndustrialDesigners, New York 17, N.Y. (Prints for drafting)

Industry , Published by the Manufacture Association, 67Younge Street, Toronto.

Occupational Bulletin , Department of Veteran Affairs,Draughtsman issue.

Occupational Trends and Employment Opportunities , GuidanceBranch, Department of Education, Edmonton

Reprographics , Hughes Owens.

Summary of Employment Conditions , National EmploymentService, Prairie Region, Winnipeg.

Unit II: Auxiliary View - 21 hours

A. Definition of pri-mary auxiliary view.

B. The auxiliary plane. Study all of Chptr IX Z.p.167 9-1(F.S.)

C. Folding lines. G< p>2 34, 263G. p. 234, 264

D. Reference planes. G> p#2 35, 265

- 49 -


E. Director of viewand projectors.

F. Transferring measure-ments.

G. How to draw a primary-

auxiliary view:1. Using a foldingline.

2. Using a referenceplane

.

H. Plotting curves,circles, etc.

I. Completing principalviews from auxiliaryviews.

J. Hidden lines inauxiliary views.

K. Revolution of a

line.

L. Steps to follow in

drawing a primaryauxiliary view.

The theoretical portionof this subject should be

covered in the student'snotes complete withdiagrams, etc. Suggesteddrawings

.

F.S. Problems: Fl, F2,

F4, F8, F9, F10.

Fundamental techniquesand methods must bestressed and checked

at all times.

r.S. p. 112, 9.

6

G. p. 236,266

G. p. 243, 277

F.S. p. 114,9.7 to p. 118,9.16

Unit III: Developments and Intersections - 20 hours

A. Fabrication from flat

stock by developingpatterns to be folded

or rolled and fastened.

Compare above method withdiestamplng, shaping

as in art metal, and

metal spinning.

B. Methods or types of

development s

.

1. Parallel linemethod for prisms

G. Chptr XVI

Illustrate by sketching

examples of objects that

would be developed by

each method.

J.M. Chptr(Jensen 6

Mason," Drafting

- 50 -


(objects that haveuniform cross-section:edges or elements runparallel to each other)2. Radial line methodfor right cones andpyramids. Patterns aredeveloped as sectorsof circles.3. Triangulationmethod for offsetcones and pyramids

,

and for transitionpieces connectingducts of differentcross-section.

Fundamentals 11

,

1963.)F.S. Chptr. XX

C . Development ofpatterns for prisms(including cylinders).Layout procedureinvolving the use oforthographic views,identification of edgesor elements, determiningthe ' stretchout'- , andjoining points on thepattern with straightedge or with irregularcurves

.

Problem assignments anddrawings to developpatterns for lateralsurfaces of prisms. Drawobjects (one cylindrical)with truncated tops orbottoms to apply know-ledge of auxiliary viewsto develop '"lids". Adrawing of a two piece,three piece or fourpiece elbow.

D. Development ofpatterns for rightcones and pyramids(radial line method).Finding true lengths(by revolution ordiagram) of linesoblique to pictureplanes as requiredin these developments.

E. Intersections.1. Of two prisms.2. Of two cylinders3. Of a plane and apyramid.

Problem assignments.Drawings to develop thelateral surface and "lid 1 '

of a truncated pyramid anda truncated cone.

Problems and a drawinginvolving lines ofintersection of prisms.

Drawing involving inter-

- 51 -


4. Of a plane and acone.

5. Of a prism and a

cone.6. Of a cylinder anda cone.

F . Triangulat ion

.

section and developmentof cylinders in ; T or"Y" arrangement.

A drawing of thedevelopment of a

transition piece toconnect a square toa cylindrical duct.

Unit IV: Graphs and Charts - 10 hours

A. This division servesa two-fold purpose

:

1. To teach the

student how to trans-late statistical datainto graphic language.

2. To give the student

opportunities topractice ink lining.

B. Materials andtechniques.

1. To satisfy the

objective of liningpractice, i.e. lay-

out in pencil and

execution in ink, most

assignments should be

done on plain drafting

media (tracing paper,

tracing cloth, film,

or cardboard )

.

2. To acquaintstudents withindustrial short-cut and efficiencymethods , they should

be made aware of the

use of various types

Problems : may be taken

from text , or selected

from numerous statisticalsources. Students should

be encouraged to find

their own source materialbut should obtain the

in structor ' s approva

1

prior to starting on a

graph.

Students should apply a

variety of methods, using

some of the following:- Rectangular coordinate

graph

.

- Semi-logarithmic graph.

- Logarithmic graph.- Bar chart.- Percentage chart.- Pie chart

.

- Pictorial chart

.

- Flow chart.- Organization chart.- Polar coordinate graph.- Trilinear chart.- Nemograph or alignment

chart

.

- Map or distribution

chart

.

G. Chptr XXVI

Z. Chptr XIX

F.S. ChptrXXIV

- 52 -


of graph paper, Zip-A-Tone, Blue-Zip, etc.

3. Most of thelettering in thisfield should be doneby the use of a mechanicallettering set.

- Three-dimensional chart

Unit V: Perspective Drawing - 10 hours

A. Introduction.Types of perspectiveprojections.

1. Parallel orone-point

.

2. Angular or two-point .

3. Oblique or three-point.Note: In this unit,

only 1 and 2

above will beworked in detail,

Review the informationgiven in Theory ofProjection Drawing(VIII-F, EG 100) andrelate perspectivedrawing to the principlesof projection thus farcovered. This is to bea brief treatment only.

G. Chptr XVIII

B. Rules for constructionand concepts.

1. Relation of theobject of the pictureplane.2. Location of thestation point.3. The vanishingpoint (s).

4. The horizons -

object above and beloweye level.5. True length measure-ments (in picture planeonly).6. The use of multi-view drawings in makinga perspective drawing.

C. Angular or two-pointperspective.

- 53 -


(It is suggested that the

instructor introduce thissection prior to one-point perspective.)

1. Methods of con-struction.

a. the commonmethod.b. the perspectiveplan method.c. the directprojection method.

2. Considerationsa. determinationof heights.

b. horizon above,through and belowobject.c. angle of view.

d. position ofPicture Plane.

3

.

Applicationsa. perspective of

an exterior.

D. Parallel or One-Point Perspective.

1. Methods ofConstruction.

a. the commonmethod

.

b. the directprojection plan.

c. the perspective

plan method.

2

.

Cons iderat ions

:

a. location of

picture plane

b. distance of

station point,

from object.

c. height of station

point

.

d. horizontalposition ofstation point.

e. widths and heights,

A few simple projects

will be undertaken.Subjects need not be

architectural in nature

-54-

Basic Information Operations and Projects Referencss

3. Application,a. perspective of

an interior.

Unit VI : Design Fundamentals - 80 hours

Objectives:

1. To learn the techniques and develop the skill in thefreehand use of the pencil for illustration purposes

.

2. To develop, by very simple steps, a basic understandingof the fundamental principles and elements of visual design.

3. To develop and exercise the imaginative abilities of thestudent

.

4. To provide a basis for student and teacher to measureand evaluate the student's ability and interest in creative visualdesign.

References :

Code: F Feist ed, C.J. Design Fundamentals . Sir Isaac Pitman andSons.

G. Guptil, A.L. Pencil Drawing, Step by Step . New York:Watson-Guptill Publications. 3rd edition, 1965.

Itten, Johannes. Design and Form . New York: Reinhold, 1964,

Beitler, Ethel Jane and B.C. Lockhart. Design for You .

New York: Willey, John and Sons, Inc., 1961.

Collier, Graham. Form, Space and Vision . 2nd edition.Toronto: Prentice Hall, 1963.

Faulkner, R. et al. Art Today, An Introduction to Fine andStructural Arts . 4th edition. Toronto: Holt, Rinehartand Winston, 1963.

Halso, Albert 0. Architectural Rendering . Toronto: McGraw-Hill, 1960.

- 55 -

Basic Information Operations and Projects

A. Equipment1. Graphite pencils3B, 4B, 5B, 6B.

2

.

Charcoal pencilsH, 2B, 4B, 6B.

3. Carbon pencil—BB.

4. Reeves sketch book11" x 14 t;

.

5. Strathmore Alexispaper.6. Onion skin paper,17' x 22 ,:

.

7. 10 lb. bond paper,17" x 22''.

8. Kneeded eraser.

9

.

Art gum eraser

.

10. Pin pearl eraser.

11. Sketchboard3/16" x 12' x 14 ,:

tempered masonite.

12. Fixatif.

B. Divisions of the

unit.1 . Freehandsketching.

a. purposes andobjectives

.

b. materials forsketching.c. preparations for

sketching.d. strokingtechniques andpractice.e. tone buildingtechniques andpractice.f. light, shade and

shadow.

g. texture represen-

tation.h. making tannsfers.

i. constructing the

subject.

j . rendering the

subject

.

Extensive use should be made of organizedand well illustrated student notes.

Homework in this unit shall consist ofpractice assignments in the use of tech-niques demonstrated in class. A con-

siderable amount of the daily practicenecessary to develop the skills of thismeans of expression shall be obtained in

this manner. Students should be encour-aged to engage in short, but intensive

daily projects during which they quicklysketch a variety of exercise, subjects,

and design. Duration of these sketch

periods should be from 15 to 30 minutes

Results of each week's work should be

displayed, examined, criticized and

discussed by the instructor and the class

at the succeeding class period. This

practice work shall culminate in produc-

tion by the student of work for inclusion

in his portfolio. All such work should

be rated.

This unit of the course embraces two

principle topics of study - sketching

and design. The former is a tool for

the expression of the latter. It is

suggested that the two branches be studied

in a parallel program with the entire

design section being completed at the

same time as division h of the sketching

program is completed. The principles of

design developed to this point would

then be employed in the development of

divisions i and j of the sketching out-

line. Media of expression for this unit

should be the lead pencil only. Graphite,

carbon, and charcoal pencils all may be

employed. An assorted variety of smooth

and coarse textured papers also should

be used.

This is a "learn by doing" course.

Although some instruction, whi^.h is

heavily supported by demonstration and

illustration, is necessary, and well

- 56 -


2. Fundamentals ofdesign.

a. introduction anddefinitions and mean-ings of design, art,architecture, indus-trial design.b. importance ofdesign to thedraftsman.c. industrial andarchitecturaldesigns.d. principles ofdesign.e. units ofexpression.f

.

design problems- line and point.

g. design problems- area and value,h. design problems- texture.

illustrated notes are required, instructionshould be carried out largely by havingthe student sketch and design extensively.

At least two sketch portfolios shall beproduced by each student. The one shallcontain all of the final efforts in hissketching exercises, the other the finaldesign assignments, which he produces andsubmits . Students should also be encour-aged to make organized portfolios of theirpractice work. It will be necessary forall students to perserve their notes,sketch portfolio and design portfolio tobe carried forward to the next year ofthe course. These will be required duringthe f:B" year at the Technical Institute.

The student should be encouraged to extendall exercise through use of his own imagi-nation. He should be required, however,to maintain a similar order of difficulty,and discouraged from tackling complexsubjects.

Teachers are reminedd that instruction ofthis unit will be by demonstration in themedia which are being employed by thestudents. This implies both a knowledgeof and a constantly maintained level ofskill in both sketching and design.

Finally, it is suggested that this unit bedeveloped in a manner designed to help thestudent to derive pleasure and enjoymentfrom the subject. The approach should belight and imaginative and must encourageplay of interest and imagination and therapid production, rather than laborious,production of designs and sketches.

Should the program degenerate into theplodding and laborious completion of aseries of dull and detailed exercises,very little will likely be accomplished.

- 57 -


Detailed outline of the unit

A. Freehand sketching.1. Purposes andobjectives.

a

.

purposes

.

i. to develop thefacility to con-verse freely bygraphical means

.

ii. to provide a

tool for use in

visualizing , con-ceiving and invent-ing physical things,

iii. to provide a

means of expres-sing artisticdesign.

iv. to provide an

efficient toolfor gathering oftechnical dataconcerningshape descriptionof physical things,

v. to provide a

means of inter-preting technicaldrawing

.

b. objectivesi. the objectiveof this unit is to

begin to developthe ability of the

drafting student

to use to the full

his principletool - the pencil.

Facility in linear

drawing and il-

lustration areboth objectives.

2. Materials for

Sketching.Materials for this

unit of work are listed

Purposes of freehand drawing as employedin industrial world would be carefullydeveloped for the student who has littleunderstanding of and no experience withthis segment of life. It he is to havea genuine interest and to enjoy a drivingpurpose in carrying out this unit of studythese purposes and objectives must bediscussed, illustrated, and finally de-

fined and set down in notebooks for later

consultation. Upon the efficiency ofthis introduction will largely depend theinterest and success of the program.

While some of the factual information re-

lating to materials must be developed be-

fore work is begun, much of this infor-

mation is better brought out as it is

- 58 -


under Section iii"Equipment".

a. pencils: types- graphite, carbon,charcoal; hardnessrange; types ofpoints

; purposesand effect.b

.

papers : types- tracing, sketchpapers , smooth

,

medium and rough'textures', illus-tration board;purposes; effects;costs; mounting.c. erasers: types- hard , art gum

,

kneaded; purposes;methods of use.d. erasing shield:uses particularlyadapted to sketch-ing, trimming,high lighting, etc.e. sketch board:types

; purposes

;

mounting devices;baffling.f. dusting brush:purpose and methodof use.

g. fixatifs:types ; methods ofapplication.

3. Preparations forSketching

a. the work sta-tion: drawingtables; drawingboards; sketchboards

.

b. mounting andpreparation ofdrawing paper: Baf-fling, fastening,bordering, identi-fying, titling.

encountered during the work of the unit.In any case, notes containing factualinformation should be compiled by thestudent and kept for the future reference,These notes may be effectively augmentedby such things as mounted samples ofpapers and illustrations of the resultsof various material combinations and soforth.

Advantages, limitations and methods ofusing sloped and vertical drawing tablesand drawing boards, the flexibility of thesketch board, should be discussed anddemonstratedSpecific methods for finishing andidentifying work and author should be setforth and invariably required.

- 59 -


c. laying out thedrawing surface.(Exercise work).

4. Stroking Tech-niques and PracticeDemonstrate and Il-

lustrate results of:

a. methods of

sharpening andusing pencil points.b. methods of hold-

ing the pencil.c. stroking methods:

arm pivot , finger

pivot , slow stroke

,

fast stroke, irregu-

lar stroke, curved

strokes, scrumbledstrokes

.

5. Tone buildingtechniques and practice

a. the value scale:

definition, eye

training value.

v. tone buildingmethods. Develop

common pencilmethods of building

tones; line tone and

Freehand methods of propor-tioning and laying outthe drawing surface shallbe demonstrated and followedby the students.

NOTE: It should be

required from the outsetthat no ruled lines ofany kind be permitted on

any freehand sketchingassignment.

Have students draw a

considerable number of

practice sheets until a

satisfactory level of

skill with all sheets

is obtained. A minimum

of four sheets at the

best level of attainment

should be submitted for

marking and inclusion in

the sketching portfolio.

Exercises similar to those

of figures 10 and 11 of

Guptil are suggested.

Suggested sheet sizes,

11" x 14" or 11" x 15".

Construct a clearly

defined 10- step value

scale in untextured

shades of grey. Have

students complete a

number of practice sheets

culminating in at least

two sheets which are to

be included in the

G. 12

G. 10 6 11

G. 13 6 14

- 60 -


true tone methods

;

flat and grades tones

;

decorative or patterntones.c. tone buildinginfluences : penciltype; pencil grade;(smooth, medium,and coarse) papers.

6 . Light , shade andshadow.

a. consideration oflight source anddirection.b. types of light:indoor , outdoor

,

intense point sources

,

diffused; effects ofthese.c. lighted areas andhighlights.d. cast shadows.e. reflected light.f. typical light,shade and shadowof basic geometricsolids

.

7. Texturerepresentation.Discuss, illustrate,and demonstrate

:

a. characteristicsrepresented bytextural treamment

:

rough-smooth; hard-soft; dull-shiny;transparent -opaque

;

much-little.b. realistictextures ; wood

,

sketching portfolio.The first of thesecould be similar to figure 13

of Guptill. The secondsheet might consist ofa two dimensional tonalrendering of some simpleobject. Or it might be asimilarly composed sheetto the first by employ-ing different tones

,

patterns , pencils andpapers

.

A minimum of two sheets G. 23should be completed underthis topic. A sheetshould be produced showingthe common geometricsolids with light, shadeand shadow shown by atleast two of line , truetone, or dot methods ofshading. Sheet may bepatterned from figure19 of Guptill andextended. The secondsheet may be of asubject similar tothat of figure 18 ofGuptill. All subjectsshould be simple at thisstage. The usualpractice work shouldprecede work for sub-mission.A minimum of two sheets G. 26, 27should be completedunder this topic. Thefirst sheet might becomposed similarly tofigure 13 of Guptill,but should show varioustextural conventionaltreatments , and shouldexemplify consrasts suchas dull-shiny, rough-smooth, etc.

- 61 -


cloth, stone, brick,grass , water ,

glass

,

trees, etc.

c. devices for rep-resenting texture:line, graded line,tone, tone-linecombinations

.

d. texturing withunderlays, The

device of employinga roughly texturedmaterial underlyinga thin paper shouldbe experimentedwith. Texture maybe "lifted" byusing the sidesor blunt ends ofany of the softpencils on the thin

paper. In thissection, specialeffort must be

made to bring into

play a wide range ofmaterials for bothimitation and under-

lay.8. Making transfers.Methods of makingtransfers using soft

pencils, thin paper,

and an embossing tool(smooth end of ballpoint pen, teaspoon or

the like) should be

demonstrated. Building

of symmetrical and

repeated transfers by

folding and retrans-

ferring should also be

demonstrated.Usefulness of this

device in other areas

of work should be

pointed out . e.g. the

Sheet two might show

real textures such as

stone, glass, water,brick, screen, as asheet similar to figure13 of Guptill, as amontage, or as simplesubjects such as areshown in figures 20,

28, 36 (1 and 2) ofGuptill. Some examplesof natural textures should

be produced by usingunderlays of materialssuch as rough paper,rough wood grain, screening,

canvas , etc

.

Extensive exercise of the

student's imaginationshould be resorted tohere.

This device may be

employed in makingseveral frames of the

textural problemsheets where an over-

all pattern may be

used. A separate sheet

of transfers alone

might be produced for

inclusion in the

portfolio of sketches.

G. 37

- 62 -


method of transferringof patterns producedfor the wood or artmetal shop.

9. Constructing thesubject.

a. by outline.b. by tracingpaper method.c

.

by scrumblingtechnique (scribblersspirals and such).d. by tracing onglass.e. by tone method.

Note: The last twomethods above are notcommon and should bedemonstrated only iftime permits. Thebetter or fasterstudents might alsobe permitted.

10. Rendering thesubject.Demonstrate with awide variety of mediaand set forth in notesthe following methodsof pencil rendering:

a. outline method,(stress and demon-strate that thismethod is a conven-

At this point severalsimple still-lifelandscapes, buildings,should be drawn. Theprinciples of designshould be now broughtinto application in theposing, construction,and rendering of fromfour to eight culminat-ing pencil renderings.These renderings willapoly and put intopractice the instructionof this and the succeed-ing section - no. 10"Rendering the Subject'Some exercise orpractice work on thesubject matter of bothsections 9 and 10should be done beforeattempting the render-ings. At least threerenderings, each by adifferent method,should be completedby each student. Onerendering, at least,should be completedusing a combinationtechnique.

G. 28, 29,

30, 31

G. 32, 33

G. 35G. 34

G. 38, 39

G. 40, 41G. 42, 43G. 44, 45G. 46, 47

- 63 -


tion and does notappear in nature).b. mass shadingmethod.c. broad linetechnique.d. fine linetechnique.e. by combinedtechniques

.

B. Fundamentals ofdesign.

1. Introduction anddefinition of terms.

The importance of propermotivation and arousingof interest in the

student in regard to

this subject cannot

be over-stressed. In

many areas of the tech-

nical work in whichhe may be laterengaged, he will be

intimately associated

with the design pro-

cess. As a technician

his function will be

to carry out the prac-

tical planning formanufacture of con-

struction of designs

created by his pro-

fessional counterpart,

the industrial designer

or architect. In many

instances in later

years of his employ-

ment, he may be directly

engaged with problems of

creative design himself.

He should be encouraged

to continue throughout

his life his interest

and a process of self

- 64 -


education in the subjectof practical aestheticdesign.

An understanding of,and practical abilityto carry out the designprocess is thereforeessential to hissuccess.

Definitions:a. design: Theactivity of planningand producingsketches and draw-ings for thecreation of somephysical thingwhich has thethree necessarycharacteristics offunct ion , aesthet icappeal and physicalsoundness.

b. art: The prin-ciples of creativework generally andhaving to do withform and beauty inarchitecture andarticles for manu-facture .

c. architecture:Having to do withthe science, art,profession andbusiness of design-ing and constructingbuildings.

At this point , inspira-tion, motivation andunderstanding of designin industrial life arethe primary objectives.The teacher must callupon all availableresources in industrialdesign, architecturaldesign and art magazines,upon visual aids, andupon any other availableresources includingfield trips to acquaintthe student with thefunction and importanceof design in theindustrial picture.The concept thatindustry is designmust be developed.

- 65 -


d. industrialdesign: Activitieshaving to do withthe design andmanufacture ofarticles whichhave beauty andaesthetic appeal,are functional,sound in construc-tion and economicalto manufacture.

2. Importance ofdesign to the drafts-man.Draftsman's functionin the design processmust be developed.As immediate associateof his principal—theindustrial designer,engineer, or architect

— it is his task to

take the designsketches which portraythe initial designconcept and producedrawings which set

forth the detailedfunctional conceptof the design in

actual materials, of

specific size, andwith efficient means

of connection. While

carrying out this

part of the processhe must be aware of

and understand the

intent of the initial

design and be able to

develop the functional

design in harmony with

the original concept.

The draftsman also finds

that, as his experience

grows, much of the

While it is essentialthat a strong beginningbe made in this respectin order to provideinitial stimulus andinterest, no opportunityto further this educationthroughout the courseshould be lost.

This section of the work

must also be developedby calling upon visualmaterial drawn fromdesign publications,and, probably mostimportant, upon typicaldesign and workingdrawings which have

been produced for

industrial and architec-

tural products and

structures, and which

exemplify the ideas

suggested here. This is

a difficult section for

which to secure source

material. The success

with which it is

developed will depend

very largely upon the

initiative and resource-

fulness of the teacher.

- 66 -


design of detail in

its entirety is hisresponsibility.3. Industrial andarchitectural designs.A wide variety ofdesigns of industrialgoods and architectureshould be reviewedwith attention tohow functional andin particularaesthetic designsuccess was achieved.A particularlyeffective deviceis to select examplesof good and of poordesign of similarsubjects, and contrastthe result. Theobjective is to bringhome to the studentthe part that theexercise of goodaesthetic designplays upon the subjectdesigned and to demon-strate that is is anactive and practicalconsideration through-out industry.4. Principles of design.The following prin-ciples of design shallbe developed as theyrelate to aestheticdesign. Design is orderproduced by

:

a. harmony - This is

the quality of agree-ment , or onenessproduced in thedesign by similarityof line, shape, size,texture, color.b. balance - This is

Illustrations fromtrade, professional,and design magazines,typical sets ofworking drawings,manufactured articlesand existing buildingsshould be studied andexamined and someinitial effort madeto discover whetherand by what meansaesthetic and functionalqualities have beenattained.Extensive use of slidesand films from art

,

architectural, andindustrial designcollections areextremely useful whenavailable.Films and scrapbooks ofsuitable materials shouldbe accumulated by theinstructor and by thestudents to further thisstudy.Notes with many accompany-ing illustrations shouldbe made by the studentto illustrate:

a. Harmony of direction,size, shape, texture,mass, color.

Fl to F4

b. Balance produced by F4 to F6

- 67 -


a state of equil-ibrium created byequal oppositionor equal attraction.This is attained by-

balancing masses,size , materials

,

textures, colors,directions in

symmetrical orasymmetrical arrange-ments.

c. rhythm - This

is 'movement created

in the design by

instability intro-

duced in the designwhich causes the

eye to move over the

design. It is pro-duced by repetition

in equal, diminishing

or increasing measure.

This instability can

be produced by mani-

pulation of mass,

area, tone, color,

texture, and so

forth

.

d. contrasts -

These are tensions

in the designcreated by contrasts

in design elements

such as large-small,

light-heavy, rough-smooth, hard-soft,dull-shiny, trans-

parent-opaque, etc.

They enhance the

magnetic interest

of the design and

are produced by the

play of natural and

conventional

equal mass, in

symmetry , unequalmasses in asymmetricalbalance, balance byvalue, balancing ofsmall areas of intense

color with large areas

of neutral color, ofsmall areas of strongtexture by large un-

textured areas, balanceby contrastingdirections, balance

of lines and so on.

Rhythm - movement createdby instability- by

regular, or decreasing

measures*, by rhythmical F6 to F9

repetitions of value,

textures, color, line,

area, shape, or arrange-

ment.

d. Tensions created in

simple designs by

contrasts of large-small

masses, hard-soft

surfaces, coarse-smooth

textured, bright-neutral

colors, shiny-dull

surfaces, intense-low

value and so forth.

In addition to reproducing

the examples given by the

teacher in his notes.,

each student should be

required to expand each

idea by contributing

- 68 -


textures , tones

,

lines , colors andpatterns

.

5. Units ofexpression.The ''bricks" or unitswith which we buildor create a designare:

a. the line -

which may bestraight or curved,flowing or angular,which may radiate orconverge , be bolddelicate or soft.It may be part ofor independentfrom the form ofthe design. Or it

may be outline,contour, and soforth.b. area - area istwo dimensional,a surface , may havetones, textures andcolors. It isbounded by contouror shape. It is

shape.c. value - Thisis the quantity oflight reflected bya surface. It mayvary from totalreflection (white)to no reflection(black). Both colorsand neutral toneshave value.Neutral tones havevalue but no hue.

one or more of his own.

While much of his designexamples must be createdby pencil techniques,some work should bedone with actual materialsin montages and so forth.

The student again shouldbe required to keepclear, neat notes whichcan be referred to in

later years of thecourse as well as duringthe study of this unit.Well selected illustra-tions should be suppliedby the teacher toillustrate the notes.These illustrationsshould be simple andin clear demonstra-tion of the principle.

Each student shouldalso be required toamplify these illustra-tions with exampleswhich he himselfcontributes.

In this section of thework, illustrations andactual work by bothteacher and studentshould be confined tothe elements of line,area , value andtexture .

Examples to illustratenotes and assignmentscan be obtained from

F 9

F 10

F 11

- 69 -


d. texture - Thisis the quality ofactual or simulatedroughness or smooth-ness of a surface.Texture appeals toboth the senses oftouch and of sight.

e. color - This is

the quality ofvisible light

reflected from a

surface or subjectwhich gives it hue.

While this is one

of the most importantfactors in design, ic

is a complex one , end

will be treated in

later units of the

course in design.

This division willbe studied underthe followingheadings:

i. introduction.- theories

about color- definition

for practicalpurposes

ii. properties of

color

.

- hue.- value.- intensity

or chroma:- degree of

saturation- temperature

of colors

.

iii. effect of

surroundingson colors- physiologically- psychologically- practicalapplications.

the problem sectionsof ''Design Fundamentals"by Feldsted.

Feldsted p. 10

Halse pp. 41-

42

Feldsted pp.42 - 47

Halse p. 42

Halse p. 43

- 70 -


iv. chromatic circles. Halse pp. 44 -

- first cclor 46wheel - VanGoethe

- Mansell colorwheel— 10 hues(equidistant)

- Ostwald colorwheel— 12 hues

v. differences Halse p. 46between lightand pigment.- light- reflected light- mixing of paints- color triangles

- color- tint- tone- shade

vi. various color Halse p. 48 -

systems. 51- one color withblack, white,or grey

- monochromaticcolor scheme

- analogousplus comple-mentary accent

- complementarycolor schemes

- split-comple-ment scheme

- triadic colorscheme

vii. harmony in colors.- value harmony- neutralityharmony

- hue harmonyf. space or volume -

This implies themanipulation in

design of solidsubjects, threedimensional subjects

- 71 -


and voids. This is

one of the primarytools of architectureand of the sculptor.In drawing and painting,space is usually a

simulated illusion asin perspective. Aswith color, this is

one of the moredifficult units ofexpression, and willbe left for latertreatment in thecourse

.

This division willbe studied under the

following headings:

i . introduct ion

:

- definition

—

Volume is massoccupyingspace

.

ii. the relationshipbetween 2 and 3

dimensions,iii. structuralfamilies

:

- objects of mass- structure ofvolume

- skeletalstructure

iv. the organization

of space:- positive space- negative space- unconsciousorganization

- conciousorganization

v. planes and

curved surfaces:- forces and

surfacetension.

Feldsted p. 10

Collier

pp. 27-43

Collier

pp. 43-58

Collier

pp. 73-94

Collier

pp. 107 -

129

- 72 -


6. Design problems -

the line.

A minimum of six designproblems shall becompleted in thissection. Each problemshould be done reason-ably quickly thoughthe length and complex-ity can be increasedwith later problems.Careful considerationmust be given by bothteacher and studentto obtaining harmony,contrast , balance andrhythm in each design(These remarks applyfor the followingsections of the workas well).

The problems of "DivisionI" of "Design Problems"are suggested as exemplaryof the sort of problemdesired.

While some definition offramework must be givento the problem, strongemphasis must be placedupon the necessity of thestudent creating his owndesign within this frame-work . The objective here,after all is to developthis creative abilityin the student.

Problem #1Continuous straight lineperpendicular. This is

to be don^ with blackIndia ink or black cut-out lines on a whitebackground (size 4" x 6").

Problem #2Continuous straightlines at angles . Thisis to be done as above.

F 12 to F 29

Feldsted p. 12

Feldsted p. 14

Problem #3

Balance of lines. Thisis to be done as abovebut size 4 r x 4".

Feldsted p. 20

Problem #4Rhythm using lines.This is to be done on4" x 12" white sheet.

Feldsted p. 21

Problems #5 and #6 tobe sleeted from Division1 in Fledsted.

Note : Stress the importanceof composition, balance,

- 73 -


7. Design problems- area and value.

A minimum of six design

problems which are

ordered in difficultyand which emphasizeconsideration of design

elements shall be

completed in this

section.

8. Design problems- texture.

A minimum of four

design problems

neatness of presentation,''filling" the pictureplane in this assignment.

All these problems are

to be presented on a

colored cardboard with

a title block indicatingthe title of the

assignment, course,

and student ' s name

.

Problem #2

Value contrastsProceed with this

problems as indicated

in the text.

Problem #3

Area and Values.

Size of design: 5;: x 8 !:

Straight line design.

Problem #2

Area and Values.

Angles plus curves.

Problems #5 and #6 to be

selected from Division II

in Feldsted.

Note: The problems are to

be presented on a cardboard

of any size the student

wishes. Title block should

be neatly arranged with

other elements. Again,

stress the importance of

the elements of design

and relate them to each

specific problem. Arrange

for "critiques' .

The problems of "Division

IV of 'design Fundamentals

Feldsted p. 32

Feldsted p. 32

Feldsted p. 36

- 74 -


which are orderedin difficulty andwhich emphasizeconsideration ofdesign elementsshall be completedin this section.

9. Design problems- color

.

are suggested as exemplary.

Problem #1

Texture simulation.Use 3 ,! squares insteadof 4 1, squares

.

Problem #1Texture design.Size 60 sq.. in. minimum.

Two additional problemsmay be selected.

Note : Use at leastthree textures (i.e.

burlap, cardboard, etc.)Colors : one color pluscolors of natural textures.

Problem #3

Value harmony. Mountcolor squares on blackbackground

.

Problem #4Neutrality harmony.

Problem #5Hue harmony.

Plus two additionalproblems of colordesign and balance

:

1. Size 4' ; x 8 ;

Colors: monochromaticcolor scheme.Lines : angles andcurves

.

2. Size 4' x 8'

Colors : complementarycolor scheme.Lines: angles, straightsand curves

.

Note: all these are to bebalanced and mounted on a

Feldsted p. 60

Feldsted p. 63

Feldsted p. 49

Feldsted p. 49

Feldsted p. 49

- 75 -


background sheet togetherwith a title block. The

student should be remindedagain of the importance ofpresentation in all designproblems

10. Design problems The student is required- space. to build a model (size

optional) of a special

problem using lines in

three-dimensions (curves,

angles, straights, etc.)

Materials : balsa wood

,

wire, string, paint, wood

base.

Objective: To create order

(visually) using lines

and/or planes in three

dimensions.

Notes

:

1. The order of complexity

of the problems of Sections

6, 7, and 8 should increase

throughout the series, Care

should be exercised that the

problems do not become very

complex and therefore tedious

and difficult to criticise

in clear-cut fashion.

2. Students and teachers are

reminded that it is extremely

important that all products

of this unit be preserved and

carried forward to the next

year of the course.

3. It is suggested that the

unit of work be suitably brought

to a conclusion with a well dis-

played exhibition of work. (This

device should also be employed on

a class basis, on the completion

of each problem for criticism

and discussion purposes.)

- 76 -


Unit VII: Blueprint Reading (Graph

i

c Interpretation) - 20 hours

Recommended Workbook: ''Blueprint Reading for the Construction Trades"- Bellis and Schmidt.

Introduction andDefinitionBlueprint reading, or(more recently) graphicinterpretation, refersto the understandingof ideas and instruc-tions which are ex-pressed on drawings

.

In all manufacturingand service trades,drawings and sketchesare used to present aclear, concise, andcomplete set of in-structions . It is

through these thatthe engineer or design-er communicates withthe skilled tradesman.

The proper use andinterpretation ofstandardized methodsis an integral partof this graphic lan-guage. This languageinvolves an under-standing of lines,sections , symbols

,

dimensions, conventions,notations and titles.

ObjectivesTo teach the student tointerpret practicaldrawings into workingideas

.

Present several simple tomore complex dimensionedorthographic drawings forinterpretation

.

Present several dimen-sioned pictorial drawings(isometric or oblique)for interpretation.

Present several unfamil-iar dimensioned ortho-graphic drawings andhave the student transferdimensions

.

Present several unfamil-iar dimensioned isomet-ric or oblique drawingsand have the studenttransfer dimensions toan orthographic

Present various detaileddrawings to check orallythe students ' ability toidentify lines, surfacesand sections.

Present working drawingsfrom any or all of thefollowing: Mechancial,sheet metal, structuralsteel, reinforced con-crete, architectural,piping, electrical,welding, etc.

T. A. Diamondor any otherintroductorytext.

T. A. Diamondor any otherintroductorytext.

Select at

random fromavailabletexts.

Blueprint Read-ing Tests fromthe varioustrades or ob-tain actualprints forindustry touse as

reference.

- 77 -


To develop the studentsskill in reading workingdrawings with speed andaccuracy

.

To stimulate interestin and increase thestudents' technicalknowledge of specifictrades

.

ADDITIONAL REFERENCE BOOKSBlueprint Reading (General 6 Specific)

1. American Tech. Blueprint Reading for the Building Trades. Pt. I

2. American Tech. Blueprint Reading for the Building Trades. Pt. II

3. Bellis, H. F. and W. A. Schmidt. Blueprint Reading for the

Construction Trades . Toronto: McGraw-Hill Co. of Canada Ltd.

4. Bennett. Blueprint Reading for the Welders . New York: DelmarPublishers Inc. (Thomas Nelson 8 Sons (Canada) Ltd.)

5. Coover, Shriver L. Industrial Arts £ Blueprint Reading . Toronto:

McGraw-Hill Co. of Canada Ltd., 1961.

6. Coover, Shriver L. and J. D. Helsel. Programmed Blueprint

Reading. Toronto: McGraw-Hill Co. of Canada Ltd., (5 books),1966":

7. D' Archange lo. Blueprint Reading for the Plumbing Trades . New

York: Delmar Publishers Inc. (Thomas Nelson £ Sons (Canada)

Ltd.)

8. Delmar Publishers. Advanced Bluprint Reading Vol. I .

9. Delmar Publishers. Advanced Bluprint Reading Vol. II .

10. Delmar Publishers. Blueprint Reading & Sketching for Electrical

Trades, Commercial .

11. Delmar Publishers. Blueprint Reading £ Sketching for Electrical

Trades, Residential .

12. DeVette. Blueprint Reading for the Metal Trades . Wisconsin:

Bruce Publishers.

- 78 -

13. Diamond, Thomas 6 R. D. Ryan. A Primer of Blueprint Reading .

Wisconsin: Bruce Publishers.

14. Heine, G. M. How to Read Electrical Blueprints . Toronto:McGraw-Hill Co. of Canada Ltd., 1954.

15. Jensen, Louis E. Automotive Drawing Interpretat ion . New York:

Delmar Publishers Inc., 1962. (Thomas Nelson & Sons (Canada) Ltd.)

16. Kenney, Joseph E. Blueprint Reading for the Building Trades .

Toronto: McGraw-Hill Co. of Canada Ltd., 2nd edition, 1955.

17. Nicholson, Fred and C. Baughman. Blueprint Reading . Toronto:D. Van Nostrand Company, 2nd edition, 19 59.

18. Olivo, C. T. and A. V. Payne. Basic Blueprint Reading and Sketch-ing . New York: Delmar Publishers Inc., 1952. (Thomas Nelson£ Sons (Canada) Ltd.)

19. U. S. Government Printing Office. Blueprint Reading £ Sketching .

U.S. Navy Courses .

- 78 -

PART TWO - BUILDING CONSTRUCTION

(Materials and Methods - 65 hours)

The following units related to Building Construction are tobe taught in the drafting room by the drafting instructor, and whereapplicable, related directly to architectural drawings. It is impera-tive thac the drafting and the building construction instructors workin close harmony with each other in order that their students mayobtain the greatest value from this theory and the practical aspectsof Part Two - Building Construction.

NOTE: This study should be limited to the more common materials ofconstruction and should be concerned with information whichwill be most useful to a draftsman. Specific information regard-ing such things as nominal and actual sizes, grading, physicalproperties and structural attributes, etc., should be learned.


Unit I: Materials

A. Wood - Common woods

and their characteris-tics, seasoning,defects and blemishes,sizes, grades, commonforms - strips, boards,dimension, heavyjoists, siding, floor-

ing shiplap and

dressed and matched,board measure.

B. Plywoods - Firs and

poplar, properties,advantages and dis-

advantages ,grades

,

sizes, common uses -

construction, cabinet-

work, siding, sheath-

ing , underlay

.

C. Fasteners - Nails

and nail sizes; screws- sizes: material

Study of wood samplesand charts

Films

Theory

Examine nails, screws,

nail charts, screw

charts

A. SchwanklIdentificationof wood -

CanadianLumberman'sAssn. Mix

and Cirou,B

.

C . LumberManufacturers

'

Assn. StandardGrading andDressing Rules.

Miller ChptrXill. XV, XVI

Hammond et al

- 80 -


types; glues - typesand uses.

D. Finishing Materials- abrasives, flint,garnet , aluminum oxide

,

steel wool,pumice

stone, rotten stone,polishing compound,paint s , lacquers

,

varnishes , sealers

,

stains, fillers,thinners and solvents;purposes of finishingand common methods.

E. Hardware - hinges,locks, stops, bolts,catches, pulls,garage door hardware

,

sash hardware , tracks

.

F. Concrete - defini-tion, characteristics,mass concrete, rein-forced concrete, matrix,aggregates, gradingand sizing of aggre-gates, admixtures,proportioning, mixingprocedure

, pouring

,

vibrating, joints,finishing procedures

,

curing, strengths,forms , concreteblocks

, precastconcrete, cast in

place concrete, post-tens ioned concrete,pre-stressed concrete.

Examine materials andfinished wood samples.

Theory

Study samples andcatalogues.

Films

.

Field trips and reports.

Norton andBehr ManningInst. ManualsHoltrop andHj orth

Stanley cata-logue #81.

Miller ChptrXXIV

Canada CementCo. Ltd. -

informationbooklets andtechnical data

Steinberg andStempel.Ron C. Smith

Unit II: The Foundation

A. Footings - purposes,sizes, materials,

Complete sectiondrawings.

Wilson

- 81 -

Basic Informat i ori Operations and Projects References

depth, connectionwith foundation,post footings, bearingwall footings, soils

for footings.

B. Foundation Walls -

size , materials

,

framing of openings

,

form construction,mud sills.

Study workingdrawings.

Films

Field trip

Ron C. Smith,

C.M.H.C.HousingStandards

C. Basement Floor -

size, material, base

material, framing ofopenings , forms and

placing.

Unit III: Floor Framing

A. Bearing Elements -

posts, bearing parti-

tions, beams - types,

and construction,materials and joining

methods

.

Calculations and

tables

.

B. Sill Construction- box sill, cast -in

joists. Joists - size,

maximum span, spacing,

material, hangers,

br idging , subfloor

.

Framing floor openings.

Section and elevation

drawings

.

Theory.

Section drawings.

Study models.

Field trips.

Ron C. Smith

"Framing

,

Sheathing and

Insulation i; -

Delmar Pub-

lication.C.M.H.C.Standards

Unit IV: Wall Framing

A. Framing Systems -

western or "platform''

framing, post and beam

framing

.

Ron C. Smith

- 82 -


B. Wall construction -

studs, plates , headers

,

cripples, sills, cornerposts, partition posts,window and door open-ings, sheathing,bracing.

Examine materials

,

specifications

,

standards.Orthographic andsection drawings.

"Framing Sheath-ing and Insula-tion" - DelmarPublication.Wilson

C. Interior Partitions1. Load bearing.2. Non-load bearing.3. Plumbing walls.4. Tying walls toceiling.

Unit V: Ceiling Framing

Joists - sizes, spacing,framing of openings

,

ceiling, backing, joisthangers

.

Calculations and tables

Study working drawings, Ron C. Smith

Unit VI : Room Framing

A. Roof Shapes - shed,gable , hip

, gambrel andintersecting roofs,flat roofs

.

Theory only, Ron C. Smith

B. Roof Framing Terms1. Rafters - common,hip, jack, valley,cripple jacks, valleyj acks

.

2. Rafter terms -

span, run, unit run,unit span, unit rise,pitch, birdsmouth,seat cut, plumb cut,check cut , overhang

,

backing, dropping,true length andshortening.

Theory and Field trips Ron C. SmithWilson

- 83 -


3 . Framing Terms -

purlin , strongback

,

collar tie, ridgeboard.

Make rafter calculationsand estimate materialfor roofs.

C. Roof Sheathing andDecking - materials

,

coverage

.

Unit VII: Other Roof Systems

A. Trusses - terminol-ogy, types.

B. Rigid Frame Con-

struction.

C. Glue Laminated

Arches

.

D. Heavy TimberConstruction

Ron C. Smith

Unit VIII: Exterior Finishing

A. Cornice Construction

1. Open cornice, box

cornice , t erminology

.

2. Framing and

finishing a gable,

eave, wall inter-

section and over-

hangs .

B. Roofing Materials -

rolled roofing, shingles,

roofing tile, sheet

metal, plastic, built

up roofing, advantages,

estimating costs.

C. Exterior Wall

Cladding - sheathing,

Section drawings.

Ron C. Smith

Estimating quantities,

- 84 -


papers, sidingmaterials.

D. Finishing of Open-ings - installation ofwindow frames and sashinstallation of doorframes, (standarddetails for wooden sashand door frames onlyshould be dealt with.)

E. Flashing of Open-ings - Chimney, valley,siding divisions , doorsand windows ; materialsand methods

.

F

.

Masonry1. Materials2

.

Mortars3

.

Bonds

Orthographic and sectiondrawings.

Mix and Cirou

Unit IX: Interior Finishing

A. Insulation - bats,rigid board, loosefill - materials , pur-pose, vapour barriers,method of installing.

B. Wall and Ceilingfinish - plaster, plas-

ter board, ten-test,common syntheticboards , wood trims

,

veneers and plywoods

,

tile, plastic lami-nates - where usedand method of ap-plication.

C. Flooring - T. & G.

softwoods and hard-woods , roll coverings

,

Ron C. Smith

Theory Mix and Cirou

Wilson

- 85 -


tile-properties, whereused, method of ap-plication.

D. Stair Construction- open notched stringershoused stringers , con-crete stairs , riser-tread design, headroomand clearance.

Check standards.

Study working drawing

and sections

Ron C. SmithC.M.H.C.HousingStandards

E. Cabinets - kitchencabinets , constructiondetails, estimating.

REFERENCES

1. British Columbia Lumber Manufacturers' Association. Standard

Grading and Dressing Rules . B. C. Lumber Manufacturers' Assoc.

2. Canadian Lumbermen's Association. Identification of Woods.

Canadian Lumbermen's Association.

3. Central Mortgage and Housing Corporation. Canadian Wood Frame

House Construction. Central Mortgage and Housing Corporation.

4. Central Mortgage and Housing Corporation. Hous ing Standards .

Central Mortgage and Housing Corporation.

5. Delmar Publications. Framing, Sheathing and Insulation. Don

Mills: Thomas Nelson 6 Sons (Canada) Ltd., 1946.

6. Delta Manufacturing Co. Gettingjthe Most Out ot Your Circular

Saw £ Joint er,. Pittsburg, P. A. : Rockwell Manufacturing Co., 1953,

7. Hammond, James J. et al. W^o_dwprking_J^chno]^gy. Don Mills:

General Publishing Company, 1961.

8. Holtrop, William F. and H. Hjorth. Principles of Woodworking.

Milwaukee, Wise: Bruce Publishing Co., 1961.

9. Miller, H. G. Building Construction ;.._ Mat erjals_jffid Methods..

Toronto: Macmillan Company of Canada Ltd., 1968.

10. Mis, Floyd 6 E. H. Cirou. Practical Carpentry. Don Mills:

General Publishing Company, 1963.

- 86 -

11. Schwankl, Alfred. What Wood is That? Don Mills: LongmansCanada Ltd. , 19 57.

12. Smith, Rcnald C. Principles and Practices of Light Construction ,

Scarborough: Prentice-Hall of Canada Ltd., 1963.

13. Steinberg, Joseph and Martin Stempel. Practices and Methods ofConstruction Scarborough: Prentice-Hall of Canada Ltd., 19 57.

14. Wass , Alonzo. Manual of Sturctural Details for BuildingConstruction . Scarborough: Prentice-Hall of Canada Ltd., 1968.

15. Wilson, J. D. Practical House Carpentry . Scarborough: McGraw-Hill Company, 1957.

- 87 -

PART TWO - BUILDING CONSTRUCTION

(Practical - 130 hours)

Purpose

This unit is intended to develop a practical knowledge ofbuilding construction principles, methods and materials essential tothe draftsmen who will be planning and producing working drawings forsuch structures.

Methods of Approach

It is expected that the student will attain this knowledgethrough the experience of making these constructions or models of themin a practical shop situation. Emphasis should be placed on the cor-rect procedures for combining building materials to form a structurewith accent being placed upon a knowledge of existing common systemsand building materials.

It iii intended that the student should achieve a practicalunderstanding of the function, capabilities, and limitations of thebasic hand and machine tools of construction. The development of ahigh degree of skill in their use is not an objective but an appre-ciation of craftsmanship should be developed.

It is imperative that the building construction and thedrafting instructors work in close harmony with each other, in orderthat their students may obtain the greatest value from the theory as

taught by the drafting instructor, and the practical aspects of the

following units. The instructor in the shop should be aware that the

drafting instructor is covering most of the theory and should there-

fore place the emphasis on practical experiences. Each portion should

reinforce and give meaning to the other.


Unit I : Shop Orientation

A. Orientation - Shop Tour the shop facilities

procedure, regulations, explaining the use of

forms, tools and tools and equipment in

machines, attitudes, general,

discipline.

- 88 -


B. Shop Safety (to bestressed continuallythroughout the course)

Draw attention to haz-ardous equipment and theneed for strict observ-ance of regulations.

Unit II: Hand Tools and Bench Work

A. Care, adjustmentand proper use of thefollowing tools

:

1. Measuring tools -

rules and tapes

.

2. Layout and mark-ing tools - framingsquare , try square

,

combination square,sliding T-leveldividers, scriber,marking gauge,mortise guage, buttguage , marking knife

,

trammel points,straight edge.

3. Cutting tools -

ripsaw, crosscut saw,compass saw, back saw,coping saw, chisels,hatchets, axes,planes-jointer , fore,jack, smooth, blockbullnose cabinet andspecial planes

.

4. Boring Tools -

bits and drills

,

countersinks, depthgauge , bit brace

,

hand drill, pushdrill, twist drills.5. Assembling Tools -

hammers , screwdrivers

,

nail sets, wrenches.6. Leveling andplumbing tools -

spirit level, linelevel, level sights,

Demonstrate tools asrequired for use.

Cut out rough stock;square up stock; layoutand make the followingwood joints: dado,cross lap, corner lap,open mortise and tenon

,

mitre.

Exercises and projectsshould be selected in

keeping with the toolsto be learned as wellas the joints andoperations

Introduce and demonstrateas required in theprogram

.

Miller

Holtrop S

Hjorth

Wilson

Ron C. Smith

Ron C. Smith

- 89 -


plumb bob , builder '

s

level.7. Holding tools -

C-clamps, bar andpipe clamps, adjust-able hand screws,and woodworkersscrews , woodworkersvices.

B. Finishing Materials- abrasives - flint

,

garnet , aluminum oxide

,

steel wool, pumicestone, rotten stone,

polishing compounds

,

paint lacquers,varnishes , sealers

,

stains , fillers

.

C. Hardware - common

types.

Demonstration andoutlining the purposeis all that is neces-sary here.

Apply hardware such as

locks and hinges.

Holtrop andHjorth

Unit III: Machine Woodworking Tools

A. Correct methods of

use, adjustment, safety

and capabilities of the

following woodworking

machines

:

1. Circular Saw

(table and radial

arm)

Jointer

3. Thickness planer -

emphasizing the

orderly routine to be

followed in machine

dressing of lumber.

Ripping, crosscutting,

level cutting, dadoing

and grooving operations

on suitable projects

and models.

Face and edge jointing,

dressing procedure in

conjunction with other

machines, level joint-

ing, chamfering and

rabbeting.Dressing lumber to size

in conjunction with

the circular saw and

jointer.

Delta books

Miller

Holtrop S

Hjorth

t 90-


Unit IV: Joinery

A. Types of joints,methods of constructionand uses

.

B. Cabinet Construction

Construction of the

following joints: dado,rabbet

stongue and

groove, half lap, miter.

Cabinet constructionsuch as shelves , drawers

,

doors and surfacing ofbasic contemporarysystems

.

Stanley ToolGuide

.

Holtrop 6

Hjorth

Hammond et al

Ron C. Smith

Holtrop 6

Hjorth.

Unit V; Building Construction

A. Site and Foundation1. Location, con-tour, types of soil,services

.

2. Locating proper-ty corner stakes

,

locating the buildingcorners , batterboards

.

3. Foundation types,footing forms andfoundation forms

,

bracing ties, open-ings.

B. Floor FramingMethods

1. Western or "plat-form 17 framing.2. Post and beam.

C. Systems of FrameConstruction (Contem-porary methods offraming only)

Field trips to studylot layout , buildinglines, levels, footings,foundation walls, postfootings and posts;concrete forms, mixing,placing, finishing andcuring of concrete.

Some students may com-plete minimalic con-struction of floorframing, full scaleframing of typicalsections or fullscale construction ofsmall buildings.

Have students performplate layouts on 2 x 4's

indicating corner andpartition posts, al-lowances for doors and

Ron C. Smith

Mix and Cirou

Wilson

Ron C. Smith

- 91 -


D„ Roof FramingHethods

1. Roof shapes -

shed,, gable, hip,gambrel., inter-secting and flat roofs

window openings. Framewall sections, make a

story rod.

Students layout raftersproblems on 2 x 4 , in-

volving common hip andvalley rafters. Calcu-late material requiredfor roofs.

Uass ardSaunders

Students may constructscaled down door andwindow frames usingfull size stock.

Pen C. Smith

Field trips to studyframing methods andmaterials.

E. Stair Construction1. Parts of a stairstringer . tread .

riser, cant strips,handrail, newelpost . balustrade

.

F. Exterior finishing1, Cornice construc-

tion.

2. f.oofing materialsand methods

.

3. Exterior wall-

cladding, and open-

ings .

Layout only, on fullsize stock, stair

stringers for bothopen and housed stairs

.

"here snail buildings

are being constructed-,

students may completethe cornice construc-

tion field trips to

exai! ine other types

.

Ron C. Smith

Wilson

Mix and Cirou

Pon C. Smith

RFFERFIICES

Koltrop and I north. Principles of Woodworking .

Publishing Company, 1961.

lscons.in ruce

- 92 -

Miller, H. G. Hand and Machine Woodwork . Toronto: Macmillan ofCanada, 1962.

Mix, Floyd and E. H. Cirou. Practical Carpentry . Don Mills: GeneralPublishing Co., 1963.

Smith, Ronald C. Principles and Practices of Light Construction.Scarborough: Prentice-Hall of Canada Ltd., 1963.

Stanley Tool Guide. Stanley Tools . New Brittain, Connecticut.

Wass, Alonzo and G. A. Saunders. Building Construction - Roof Framing ,

Scarborough: Prentice-Hall of Canada Ltd., 1960.

Wass Alonzo. Manual of Structural Details for Building Construction.Scarborough: Prentice-Hall of Canada Ltd., 1968.

Wilson , J . Douglas . Practical House Carpentry . Scarborough : McGraw-Hill Company of Canada Ltd., 19 57.

<ptm5j.

>m*m i

»WB-''*V-

rSlH

-» fliufc!

-

Documents

CURRICULUM ALTA A32 - Archive