Transcript
OVERLAY TRANSPARENCIES:
A COKP Alt I SON OF SINGLE AND MULTI-COLOR OVERLAYS
IN THE FIELD OF DRAFTING
by
Robert M. Williams >)
A thesis
submitted in partial
fulfillment of the requirements for the degree of
Master of Arts in the Department of
Industrial Arts and Technology
Fresno State College
Junc„ 1970
TABLE OF CONTENTS
Page
LIST OF TABLES v
LIST OF FIGURES . vi
Chapter
I. INTRODUCTION 1
THE PROBLEM ..... 2
Statement of the Problem 2
Need for the Study. 2
Limitations of the Study 2
Definition of Terms 3
Schedule of Procedure... 4
Source of Data 4
2 . REVIEW OF LITERATURE 5
3. PROCEDURE 9
4. REPORT OF THE FINDINGS 13
5. SUMMARY AND CONCLUSIONS WITH RECOMMENDATIONS AND PROBLEMS FOR FURTHER STUDY 23
SUMMARY 23
CONCLUSION..... 25
RECOMMENDATIONS 25
PROBLEMS FOR FURTHER STUDY... 26
V
LIST OF TABLES
Table Page
1. Summary of the Analysis of Variance When Comparing the Two Groups According to Grade Point Average 14
2. Summary of the Analysis of Variance in Determining the Significance of the Test for Scoring Purposes 15
3. Item Analysis of Items 1 Through 5 in the Post-test 16
4. Item Analysis of Items 6 Through 12 in the Post-test 17
5. Item Analysis of Items 13 Through 24 in the Post-test 18
6. Item Analysis of Items 25 Through 31 in the Post-test 19
7. Item Analysis of Items 32 Through 39 in the Post-test. 20
8. Item Analysis of Items 40 Through 43 in the Post-test 21
9. Summary of the Analysis of Variance When Comparing the Post-test Gains over the Pre-test in the Experimental and Control Groups 22
CHAPTER 1
INTRODUCTION
Anyone xn the field of education is continually
looking for methods and aids in presenting his material in
a more precise and concise manner. This experimental study
was conducted to compare teaching aids in the field of
drafting.
When introducing a subject for the first time, the
instructor has two primary considerations. The first is the
amount of learning that takes place during the presentation.
The second is the amount of time that is required to present
the information while achieving a high degree of retention
by the students.
According to Wiiber and Rendered, "Of the five senses,
most learning (approximately 88 percent) comes through the com
bined senses of sight and hearing."^ This leaves little doubt
as to why visual aids have proven to be such a useful tool in
presenting material.
During World War 11, there was a need for better and
faster methods of presenting a topic. The visual aid most
commonly used was the chalkboard, which had some inherent
disadvantages. Realizing the need for a more effective
"Gordon 0. Wiiber and Norman G. Pondered, Industrial Arts in General Education (3d ed.; Scranton, Pennsylvania: International Textbook Company, 1967), p. 191.
2
method of presenting a topic, industrial personnel developed
the overhead projector.
Because of the success and adaptability of the over
head projector in the classroom* this study was conducted to
compare two methods of teaching intersections and develop
ments using the overhead projector. The results were
evaluated through analysis of variance using the F-ratio.
THE PROBLEM
Statement of the Pyob.iem
The purpose of this study was to ascertain if there
is any significant difference at the 1 percent level of
confidence on learning and retention when using single color
overlay transparencies as compared with multi-color overlay
transparencies.
Need for the Study
If one color could be used in developing overlay
transparencies * t he need for stocking different colors* as in
the case of the multi-color overlay transparencies* could be
eliminated. Because the diazo film has a rather short shelf
life, approximately two months, using only one color would
insure a more rapid turnover of stock and would eliminate the
waste factor.
Limitations of the Study
The experimental study was limited to two beginning
drafting classes during the spring semester, 1970, at Merced
3
High School3 Merceds California. The experimenter taught
both classes and developed all of the transparencies. The
experiment was limited to the area of intersections and
developments and was conducted over a period of seventeen days.
Definition of Terms
The following terms are defined according to their
use in this study.
Diazo process:^ A reproduction process used in
duplicating materials. The dry process was used with ammonia
as the developing agent.
Film: An acetate sheet capable of producing a
positive line copy using the Diazo process which becomes an
overlay.
Heat Processr An infrared copying process, such as
Thermofax, used in making transparencies.
Original: The original sheet from which individual
overlays are prepared. These are sheets of translucent
material and the image is drawn with India ink.
Overlay: One sheet of film in a series that depicts
a step in the finished transparency.
Positive line copy: A copy with a visible line
indicating the line or lines intended to be shown with a
clear background.
2Warren D. Wolbert, "Making Diazo Transparencies for the Overhead Projector9" I A'-" 54:36-3), May, 1965.
^Morton J. Shultz, The Teacher and Overhead Projection (New Jersey: Prentice-Hall, Inc., 1965"), pp. 7-8.
4
Shclr ixfo; The length of time that a film will
yield a quality print.
it.ecu,tioaa 1 mthcd t The using of the chalkboard as
the primary visual means of communication in the classroom.
-irgnsparencvs The completed visual aid to b© used in
presenting a concept. The images are composed, of black or
colored lines on a clear or transparent background. It can
be a single transparency or multiple overlay transparency.
Schedule of Procedure
1. Randomly select two beginning drafting classes
2. Equate both classes
3. Allow experts to evaluate the test and
transparencies
4. Administer the pre-test
5. Present the material to both groups
6. Administer the post-test
7. Analyse and evaluate the total test scores
8. Evaluate the post-test gain
Sotnrce of Data
The counseling staff at Merced High School provided
the data necessary in computing the grade point average of
the students used in the experiment.
4 Webster's Third New International Dictionary. Unabridged (Springfield, Massachusetts: G. and C. Merriam Company, 1963).
CHAPTER 2
REVIEW OF LITERATURE
Communication concerns everyone, whether it is among
individuals or on© individual communicating with a group.
Research and practical experience have shown the value of
audiovisual communication techniques. According to the
Ozalid Audio-Visual Department, "Among these techniques,
. . . a near ideal tool for the communicator is overhead
projection."
Overhead projection is not a new concept. It became
a useful method of communication during World War 11. Seven
advantages of the overhead projector are: (1) A large image
is projected onto a screen; (2) The communicator is able to
face his audience; (3) The presentation can be in a lighted
room; (4) Identity with the communicator is felt by the
audience; (5) There is flexibility and versatility in the
presentation; (6) Presentations may be personalized;
(4) Homemade materials may be employed usefully and effec
tively.
Teaching relies on communication as one of its
primary tools. With the increasing demand on the teacher* s
time, visual aids have become more and more important. The
50zalid Audio-Visual Department, They See What Yon Mean (New York: Ozalid-Division of General Aniline and Film Corporation, 1959), p. 3.
°Ozalid, p. 17.
6
use or audiovisual materials in teaching can provide up to
300 percent more effectiveness in student learning and a
reduction of raore than 13 percent in teaching time.
In a recent study by C. Edward Streeter, it was
revealed that 77 percent of the teachers incorporated audio
visual materials as a normal part of classroom instruction.
Of these teachers, 75 percent' set up and operated the over-8
head projector.
Two studies concerning the overhead projector were
conducted which proved that this tool enhanced the
"traditional" methods or was superior when compared to the
9 "traditional" method.
The transparencies shown on the overhead projector
can either be teacher-made or commercially prepared.
Streeter8 s study also disclosed that 49 percent of the
teachers stored and maintained transparencies, 52 percent
prepared transparencies (single and overlay/, and 2o percent
prepared transparencies with either the heat process
^Ozalid, p. 18.
^G. Edward Streeter, "Teacher Competency and Classroom Use of Educational Media," Audiovisual Instruction,, 14:60~629 Januarys, 1969.
9Weston Terrell Brooks, "An Experimental Analysis of The Learning And Retention (In Selected Units) In Beginning Woodworking" (unpublished Doctor's dissertation,, Texas ARM University9 1964) ; Clayton William Chance, "An Evaluation In The Utilization of 200 Colored Transparencies For The Teaching Of Engineering Descriptive Geometry" (unpublished Doctor's dissertation, The University of Texas, 1963).
7 (thermo-fax) or diaso process.10
A doctorial study by Sidney Wayne Sckert made the
j.oi.low2.ns suggestions to teachers concerning the use of trans
parencies: (1) Teachers should develop their own transparen
cies ana determine their effectiveness within the classroom;
(2) Any teacher or prospective teacher not familiar with the
use of transparencies should be encouraged to learn as much
as possible about their use; (3) Any teacher that was already
x ami liar Wxch transparencies should try to use them more to
enhance learning in the classroom."""
John Q. Lants stated that, although there are many
good professional transparencies available for the teaching
of drafting, they often do not coincide with the teacher5 s
method of presentation. This often brings about the
necessity to develop transparencies which meet the demands of 12
the drafting teacher.
The drafting teacher has an advantage over other
teachers in that most drafting rooms have equipment for
making diazo prints. This also enables the teacher to use
diazo film in preparing transparencies. Warren D. Wolbert
mentioned that, with a minimum of equipment, professional
*"°Strceter, p. 61.
11 Sidney Wayne Sckert, "The Effect of The Use of
Overhead Transparencies On Achievement And Retention In General Business" (unpublished Doctor's dissertation, University of Minnesota, 1967).
12 "John D. Lantz, "Making Transparent Overlays in The Drafting Classroom," IAV2, 54:34-35, February, 1965.
8
results can be obtained when making transparencies using the 1 diaso process #
With the convenience and accessibility of equipment
axlorded the drafting teacher, it is understood that
transparencies are a. practical teaching device. Also, the
overhead projector lends itself more readily to most problems
encountered in draxting than does the slide projector or
opaque projector. The specific problems most adaptable to
the use of the overhead projector are: those involving
sequential steps, problems requiring demonstration, and pro
blems involving related or alternate points.^
In summary, the articles reviewed substantiate the
facts that the overhead projector is a useful aid and that it
enhances the learning among students when compared to the
"traditional" method.
^Warren D. Wolbert, " "Making Diazo Transparencies for the Overhead Projector," IAVS. 54:36-37, May, 1965.
L4James H. Earle, "Drafting," IAVE, 51:37-38, December, 1962.
CHAPTER 3
PROCEDURE
ihe study was of parallel-group design and included a
basic four step procedure. The steps were: (1) the pre-test,
(2) experimental or control factor, (3) post-test, and (4) the
comparison of gains. When appropriate, analysis of variance
using the F-ratlo was the statistical method used in deter
mining the level of confidence for specific items concerned in
the study.
The population in the study consisted of sophomores,
juniors and seniors at Merced High School, North Campus. Of
two classes chosen for the study, one was taught third period
and the other fifth period. The designation of each group was
determined by random numbers according to the period the
classes were taught. The first class was the experimental
group and the second class the control group.
The classes were equated by evaluating each student's
grade point average, before the experiment could begin. The
statistical procedure for conducting the evaluation was the
analysis of variance using the F-ratio with confidence of the
null hypothesis at the 1 percent level.
The tests and transparencies were given a preliminary
evaluation of validity and objectivity by a panel of five
experts. Following the evaluation, the pre-test was adminis
tered. The test was given six days prior to the beginning of
the study. The students were never told their scores or
10
shown their papers.
ih© instructional phase of the study lasted seventeen
days. The transparencies used in both classes were idontical
except for the use of single color in the experimental group
and multi-color in the control group. The same lesson plans
were used for each presentation to eliminate any possible
change in presentations.
The only variation was in the size of the group
requiring the presentation for make-up lectures. If the
group was only one or two students-, the overhead projector
was not used and the transparencies were placed on a desk top
for the presentation.
There were five overlay transparencies used in the
study. On© transparency dealt with a general topic of
finding true-length lines, which applied to two of the four
areas introduced. The four remaining transparencies intro
duced the following areas: parallel-line developments,
radial line developments, triangulation, and the intersection
of two prisms.
On the first day, parallel-line developments were in
troduced. The overlay transparency consisted of the sequential
steps involved in developing the pattern of a truncated
cylinder. The same transparency was used to explain the
development of a truncated prism. Trie differences between
the two objects and their patterns were illustrated with a
grease pencil. The students were given four days to complete
two parallel—line problems. One was a truncated cylinder and
11 uhe other* a truncated prism.
xhe second area, radial-line developments, began on
the sixth day ox the study. At this time, the true-length
line transparency was introduced. The method of finding
true-length lines oy revolution was shox-m on a pyramid and a
cone.
The transparency for radial-line development intro
duced the development of a truncated pyramid. The same
transparency was used,, in addition to the true-length line
transparency, to construct a pattern of a truncated cone.
The students were again given four days to complete a truncated
pyramid and a truncated cone.
The third area, triangulation, was introduced on the
eleventh day. A transparency was used to introduce the
development of an oblique cone. An assignment was given to
develop a similar object and the students were given two days
to complete their work.
The fourth, and final, area of the experimental and
control phase of the study was the intersection of two
prisms. A transparency illustrating the intersection of two
prisms was used in this area. There was an assignment of one
problem and the students were given three days to complete it.
The post-test was administered the day following
completion of the experimental and control phase of the
study. It was a duplication of the pre-test. The pre-test
and post-test scores were then analyzed to determine the gains.
12
Before the outcome of the study could be found, a
statistical evaluation of the test was conducted. The
following procedure was recommended in Micheels and Karnes
text using the analysis of variance technique: (1) An
estimation of the test reliability; (2) An indication of the
significance of the test scores; (3) An item analysis of th©
test. In determining the significance of the test scores,
a 1 percent level of confidence was sought. After the test
was evaluated, each item of the test was analyzed. The item
analysis was achieved by assigning a D value (discrimination
16 values) through the use of a nomograph developed by Lawshe.
The final evaluation of the study was conducted using
the gains of the post-test over the pre-test. The analysis
of variance was used' to test- the null hypothesis at the 1
percent level of confidence using the F-ratio.
l5William J. Micheels and M. Ray Karnes, Measuring Educational Achx<svoment (hew iorlc: McGraw-Hill noox Company, 193"QTT P. 472, citing Cyril Hoyt, "Test Reliability Estimated by Analysis of Variance," Psychometrika, 6:153-160, June, 1941.
l6William J. Micheels and M. Ray Karnes, Measuring Educational Achicvoment (hew fork: McGraw-Hill iiook Company, ifbti), p."4&l, citing C H. Lawsho, Jr. Principles of Personnel Testing (Row York.: McGraw-Hill Bo ox company, Inc., 19461, p. 191).
CHAPTER 4
REPORT OF THE FINDINGS
The designation of the classes9 as to which one was
the experimental group and which one was the control group ,
was determined by the random numbers table in George J. 1 1
Mouly1s text.*" The number three appeared first, which meant
that third period would be the experimental group and the
fifth period class would be the control group.
The equating of the classes was achieved through the
analysis of variance using the F-ratio which failed to
reject the null hypothesis at the 1 percent level of confi
dence. The procedures followed in equating the classes were
13 those suggested in Spence's text." Table 1 establishes
that the two classes used in the study were equal in their
abilities to learn.
The results of the analysis of variance, shown in
Table 2, proved that the test was significant and was
suitable for grading purposes. The calculational steps were 19
conducted according to Micheels and Karnes1 text.
•^George J. Mouly, The Science of Educational Research (New York: American Book Company, i960), pp. i/$~I30, citing Ronald A. Fisher and Frank Yates, Statistical Tables for Biological. Agricultural, and Medical Research (New York: Haffner, 1957) .
1SJanet T. Spence and others, Elementary Statistics (2d ed. 5 New York: Appleton-oentury Crotts, 1966), pp. ibo-A.64.
l9William J. Micheels and M. Ray Karnes, Measuring Educational Achievement (New York: McGraw-Hill Boon Company, 1950), pp. 473-477.
14
Table 1
Summary of the Analysis of Variance When Comparing the Two Groups According to
Grade Point Average
Source of variance
Degrees of freedom-df
j Sum of squares
Mean of squares F
Hypothesis tested
Between groups 1 .007 .007 .054
Reject (7.19)
Within group s 48 6.188 .129
Total 49 6.195
An estimation of the reliability coefficient was
determined by the use of a formula relating to the analysis
20 of variance. Using the values of Table 2, an estimation
of the reliability coefficient was conducted with .935 as
the value obtained when .90 or above is required in order
for a test to be considered reliable, The item analysis of
the test was conducted according to the procedure described 21
in Micheels and Karnes.
The discrimination value (D) is the value that gives
an indication of the validity of each item in the test. The
William J. Micheels and M. Kay Karnes- Measuring Educational Achievement (HEW Yorics i'lCGraw—HILL NO OK Company , 1950), pp. 4> 777"£Iting Cyril Hoyt, "Test Reliability Estimated by Analysis of Variance,"' ysyp±*?->• e1t- tri>a, b.ioo—160, June, 1941.
2lMicheels and Karnes, pp. 477-482.
15
disc2ri.rninai.iori values used in the item analysis were deter
mined by using a nomograph developed by Lawsha.22
Table 2
Summary of the Analysis of Variance in Determining the Significance of the Test for
Scoring Purposes
Source of variance
Degrees of freadorn-df
Sum of squares
Mean of squares F
Hypothesis tested
Between individuals 49 112.35 2.293 15.388
Reject (2.02)
Between items 42 124.47 2.964 19.890
Reject (2.02)
Residual 2058 306.55 .149 ..
Total 2149 543.37
After a value has been determined through the use of
tho nomographs Lav/she suggested that a discrimination value
23 less than .4 should be eliminated or revised. In Tables
3-8, the statistical calculations are shown for each of the
items in the test.
The test contained twelve questions and included
forty-three items. The types of questions were controlled
22 G. H. Lawshe, Jr., Principles,. of personnel Testing (New York: McGraw-Hill Boole Company, inc., Ivs-o), p. 190, cited by William J. Micheeis and M. Ray Karnes, Measuring Educational Achievement (New York: McGraw-Hill BOOK Company, 1950), p. 482. ~
22Micheels and Karnes, p. 431.
16
completions modified true-false, recall, and maniuplative-
performar.ee.
Trie rirst question contained five items of the con-
-rolled complotion type. There were two radial-line examples,
one parallel-line example, and two objects requiring triangu-
lation tor their completion. The students were asked to
identify the type of development that would be required to
complete the pattern of the objects shown. The item analysis
of these five items is shown in Table 3, All items were
positively discriminated except number 5, which showed negative
discrimination.
Table 3
Item Analysis of Items 1 Through 5 in the Post-test
Item
No.
Upper half ! half
D
Item
No. Kl ^ 13 b '1 N2 ^2 D
1 16 64 5 20 1.6
2 18 72 12 48 .7
3 14 56 5 20 1.0
4 11 44 4 16 .8
5 1 4 3 12 -.6
aNumber within group marking item correctly.
^Percentage within group marking item correctly.
The next seven items were axso of tho controlled
17
completion type but differed from the first five items in that
tney required identifying objectss lines and formulas used in
compleuj.ng patterns. Table 4 indicates the discrimination
vaxues ot all items proved positive except number which
proved no discrimination.
Question number 8 was composed of twelve items. The
question contained an object with twelve element linesj two
were uru£-iengtn and. ten were not true— length in the front
view. The students were asked to indicate by yes or no if
the element lines were true-length. Table 5 gives the
discrimination value, for items 13 through 24. Items 13 and
19 s the only true length lines , showed no discrimination,
while the others showed positive discrimination.
Table 4
Item Analysis of Items 6 Through 12 in the Post-test
Item
No.
Upper half Lower half
Q
Item
No. N1 P1 ISS2 *2 Q
6 7 28 6 24 .2
7 5 20 2 8 .6
8 6 24 1 4 1.0 i
9 IS 72 10 40 .8
10 15 60 8 32 .8
11 17 68 11 44 .7
12 12 48 4 16 1.0
It era
No.
13
14
15
16
17
18
19
20
21
22
23
24
18
Table 5
Item Analysis of Items 13 Through 24 in the Post-test
Upper half- Lover half
D N1
0+ N2 1 D
22 88 22 88 .1
24 96 13 52 1.8
24 96 14 56 1.7
15 60 3 12 1.5
24 96 13 52 1.8
24 96 12 48 1.9
22 88 21 84 .2
24 96 14 56 1.7
24 96 16 64 1.5
15 60 5 20 1.1
24 96 18 72 1.3
24 96 15 60 1.6
Question number 9 contained two items and question
number 10 had five items. Question number 9 was of the
manipulative performance type which required the students to
complete an intersection between two cylinders and two prisms.
A rcca11 question was required to answer five items in
question number 10. Refer to Table Q for the item analysis
of it era 25 through 31. Item 31 was the only item that was
not acceptable3 due to no discrimination.
Table 6
Item Analysis of Items 25 Through 31 in the Post*test
Item Upper half I ! Lower half
No. N"l P A 1 ,2 P2
D
25 4 16 0 0 1.4
26 8 32 1 4 1.3
27 3 32 0 0 1.8
28 8 32 3 12 .7
29 6 24 3 12 .5
30 6 24 8 .7
31 3 12 3 12 0.0
20
Question number II contained eight items of the
manipulative performance type. The students were to sketch
tne pattern for the eight objects shown. There wore four
objects requiring parallel-line developments and four objects
requrrxng radial-line developments. Table 7 shows that items
32 through 39 proved to contain positive discrimination.
Table 7
Item Analysis of Items 32 Through 39 in the Post-test
I torn Upper half | Lower half Ko.
A i |- pi K2 | P2 D
32 16 64 3 12 1.6
33 21 84 4 16 2.0
34 21 84 3 12 2.2
35 20 80 1 4 2.6
36 22 88 5 20 2.1
37 21 84 4 16 2.0
38 21 84 3 12 2.2
39 22 88 2 8 2.6
The last questions number 12, contained four items.
They were of the manipulative performance type. The students
w©±.©! asked to complete a top view when the front view was
given. The problems involved an Intersection of a plane and
the object. Refer to Table 8 for the item analysis of items
40 through 4j. All of those Items proved to contain positive
discrimination.
Table 8
Item Analysis of Items 40 Through 43 in the Post-test
Itc-m Upper half Lower half
No. »1 *1 K2 p2 D
40 19 76 4 16 1.8
41 20 80 6 24 1.6
42 20 • 80 5 20 1.7
43 23 92 9 36 1.9
The gains of the post-test over th© pre-test were
the final factor to be considered statistically in the
evaluation of the study. A summary of the analysis Oi variance
using the F—ratio at the 1 percent level of confidence is
found in Table 9. The statistical values failed to reject
the null hypothesis, that there was no significant difference
between the experimental and control groups. ihe cata in
22
Table 9 completes the necessary statistical information
needed to evaluate the study.
Table 9
Summary of the Analysis of Variance When Comparing the Post-test Gains over the Pre—test
in the Experimental and Control Groups
Source of variance
Degrees of freedom-df
Sum of squares
Mean of squares F
Hypothesis tested
Between group s 1 53,76 53.76 .01
Reject (7.19)
Within groups 48 2549,53 5311,50
Total 49 2603.28
CHAPTER 5
SUMMARY AND CONCLUSION WITH RECOMMENDATIONS
AND PROBLEMS FOR FURTHER STUDY
SUMMARY
When overlay transparencies are made> two factors
become apparent. The diazo film has a rather short shelf
life and if multi-color overlay transparencies are used
many different colors have to be stocked. These factors
prompted the experimenter to conduct a study to determine if
single color transparencies would yield the same learning
results as multi-color transparencies.
Intersections and developments were chosen as the
area in which to conduct the study. This area adapted itself
to the use of the overhead projector and transparencies
because sequential steps were utilized in completing the
various types of problems involved.
The experimental and control phase of the study
failed to show any adverse opinions expressed by the students
from either group as to the construction or seeps used in
each transparency. However., there was one coiors orange9
that failed to appear on the screen with sufficient brilliance
and the students did comment on the dixf ccui i~y in seeing the
steps. Orange was not used in the experimental group and was
not a factor when presenting the transparencies to that group.
24
Presenting the transparencies without the use of the
overhead projector appeared to be a satisfactory method and
was accepted by ail students requiring the make-up lecture.
The students were able to review the new material presented
by taking the specific transparency to their desks and
studying each overlay at their own rates. In essence, they
were ablo to recreate the lecture given with, the exact
example and number of steps. This allowed the instructor to
help other students. The students often used the transpar
encies for review with very few asking for additional help on
aspects relating to the transparency.
Four of the forty-three test items indicated a low
discrimination factor and should be* modified or eliminated.
A review of the tabulation of items revealed that three
questions showed no discrimination. On two of the test Items,
forty-three and forty-four students out of fifty were able to
identify a true-length line when it appeared true-length in
the front view. The third item that indicated no discrimina
tion received only six correct answers. This revealed that
very little learning had taken place regarding the number of
true-length lines required in completing a pattern of a
transition piece that was not symmetrical in any respect.
The fourth item needing change or modification showed a
negative discrimination. The item appeared in question 1,
which dealt with identifying a transition piece and the type
of method required in completing the pattern. There was no
problem or transparency in the study that utilized this type
25
or construction. The information was presented in the lecture
but requires more information and a transparency.
CONCLUSION
The use of the overhead projector in the classroom
proved to be at least equal to or even superior to the
"traditional15 methods of presenting material to the students.
Because of the equipment available to the drafting teacher,
diazo film uas used in the developing of teacher-made trans
parencies. The results of this study revealed that, in the
field of drafting and problems that require sequential steps,
there was no appreciable difference in the learning acquired
with the use of multi-color overlay transparencies as com
pared with the use of single color overlay transparencies.
The development of single color overlay transparencies
eliminated the two adverse! factors found x^ith multi-color
overlay transparencies: short shelf life of the diazo film,
and the stocking of many different colors.
RE COMMENDATIONS
The following recommendations x ere derived from this
study and are possible considerations to be included in
similar studies. The choice of color should be of prime
consideration in developing teacher—made transparencies.
This study revealed that orange drd not. project as well as
other colors on the screen.
26
Presenting the transparency on a desk top should be
explored as an effective method in explaining an area to a
small group without having to use the overhead projector.
Teachers should permit the transparency to be used
by individual scudents as a means of reviewing specific areas
of instruction.
PROBLEMS FOR FURTHER STUDY
Any teaching area that requires separating specific
information on a transparency could compare the use of single
color and multi-color transparencies fay using symbols rather
than various colors. Also, other industrial arts instructors
could explore their areas as to the use of single and multi
color transparencies.
2. What do we call this type of object?
(Items 1-6)
(1) Radial (2) Parallel (3) Triangulation (4) True Length (5) | X 360
ot the correct answer in the (Questions 1-7)
(6) (7) (8) (9) (10)
Transition Tr c True size Oblique
4 X 360
(11) 180 - X (12) Rectangle (13) Fan (14) Stretchout (15) Cylinder
I. Indicate the _type of development to be used in making the pattern tor the examples below.
29
3. What xs trie pattern shape of the examples below?
-<fe- s—
T
4. A pattern is made with
a.
lines.
5, What formula can be used in developing the pattern of a cone?
a.
6. What formula is used to find the circumference of a circle?
a.
7. What is the method of constructing a pattern when the surface of the object is broken into triangles?
a.
8. In the example below, indicate yes or no if the lines indicated are true length in the front view.
a. V-l V-7
b. V-2 h. V-8
c. V-3 i. V-9
d. V-4 j. V-IO
e. V-5 k. ¥-11
f. V-6 I. V-12
(Items 7-24) 7 fy 53 2,il * 1
6,8 4j«> 2>IZ
9, Complete the intersection of the examples below.
30
in the front or main view
10. Indicate, in the space provided, the number of different true length lines required to complete the patterns for the examples below.
i\.
a.. b.
Si
<*..
(Items 25-31)
"• object. — th® bases tr needed.)
1 -0-. CZJ S3
ULJ
i A • A a.
s b. c. d.
t> o A K Q i
e. •f. 3- h.
12. Completo the top view of each drawing shown below
/n\ m L \
(Items 32-43)
BIBLIOGRAPHY
A. BOOKS
Dale» Ea§ar* At»dio-VisufU^ethods in Teaching. Rev. ed. -'Qw .ork. ine Diryden Press, 1954. ~"
DiXO?Zrt^Lffid,J:5 fnd.Fran5 J* Masaey, Jr. Introduction To Sts trr.-cxca.. Analysis. 2d ed, New York: McGraw-Hill Book Company, Inc., 190/.
Earl, Arthur W. Materials and Products of Industry. Blooraington, Illinois: Mcknight & McKnight Publishing Co., I960 #
Ericson, Emanuel E., and Kermit Seefeld. Teaching; The Industrial Arts, Peoria, Illinois: Charles A. Bennett Co., Inc., i960.
Herbert, John David. A System For* Analyzing Lessons. Hew York: Teachers College Press, Columbia University, 1967.
Hoel, Paul G. Elementary Statistics. 2d ed. New York: John Wiley & Sons, Inc., 1966.
Hoelscher, Randolph P., and Clifford H. Springer. Engineering Drawing and Geometry. 2d ed. Lew York: John Wiley <9 Sons, Inc., 1966.
Giesecke, Frederick £., and others. Technical Drawing. 5th ed. New York: The MacMilian Co., i960.
Kinder, James A., and F. Dean McClusky. The Audio-Visual Reader. Dubuque, Iowa: Wra. C« Brown Company, 1954.
Magnan, George. Visual Art for Industry. Reinhold Publishing Corp., 1961.
Micheels, William J. Ph. D., and M. Ray Karnes. Measuring Educational Achievement. New York: McGraw-Hill BOOK eo., 1950.
Morlan, John E. Preparation Of IneKpen^3lve_Jda£l?j Materials, San Francisco: Chandler Publishing Company,
Mouly, George J. The Science of New
York: American Book Company, 1963.
Czalid Audio-Visual Department Corp New York: Czalid Division of General Aniline ana iusi Corp., 1959.
Rossi, Peter H. , and Bruce J. Biddle. The Hew Media and Education. Chicago: Aldine Publishing Co., l9So7 ~~
Schultz, Morton J. The Teacher and Overhead Projection. Now Jersey: Prentice-Hall, In., 196*1.
Spence, Janet T. , and others. Element airy Statistics. 2d ed. Mew York: Appleton-Century-Crofts, 196J.
Spencer, Henry Cecil, and John Thomas Dygdon. Basic Technical Drawing. 2d rev. ed. Mew York: The MacMillan Company.
Technifax Corporation. Siasachrome Pro.jactuals. Rev. ed. Kolyoke Massachusetts, 1967.
Trow, William Clark. Teacher and Technology. New York: Heredity Publishing Co., 1963.
Weaver, Gilbert G. , and Elroy W. Bollinger. Visual Aids. New Jersey: D. Van No strand Co. Inc., 1949.
Webster's Third New International Dictionary, Vnabgidged. Springfield, Massachusetts: G. and C. Merriam Company, 1963.
Wilbcr, Gordon 0., and Norman C. Pendered. Industrial Arts in General Education. 3d ed. Pennsylvania: International Textbook Co., 196/.
B. PERIODICALS
tj rtf ci-nM Terrell "An Experimental Analysis Of The Learning And Retention (in Selected Units) In Beginning Woodworking. " Unpublished Doctor's dissertation, Texas A AM University, 1964.
_ , n j "The Overhead Projector and Drawing Schec/shcb, 25 = 49, October, 1965.
Chance, Clayton William. -An f
Engineerins^escriptiv^GoometryH Unpublished Doctor's dissertation, The University of xexas,
Earle, James H. "Drafting," ME. 51 = 37-38, December, 1962.
Eckert, Sidney Wayne. "The Effect Of The Use
Business?"C^Unpublished Docter^s dissertation, University
of Minnesota, 1967.
Lantz, John D. "Making Transparent Overlays in the Drafting Classroom," I.W A 54:34-35, February, 1965.
LemLey, Jce W. "Drafting," LAVS, 51:36, December, 1962.
Schwartz, Gilbert. "Using The Overhead Projector To Teach Technical Drawing," lAV.T. 54:24-25, December, 1965.
Streoter, C. Edward. "Teacher Competency and Classroom Use Of Educational Media," AUGiovisual INS true tion» 14:60-62, January, 1969.
Wolbert, Warren D. "Making Biazo Transparencies For The Overhead Projector," lAVEh 54:36-37, May, 1965.
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