1722 Piping Drafting Instruc Guide

21st Century Instructional Guide for Career Technical Education

Piping DraftingEngineering and Technical Cluster

Drafting Concentration

Title: Piping Drafting (WEVIS 1722)

Standard Number:ET.S.PIP.1

Piping Students will examine types of piping and the purposes for which each is used.

EssentialQuestions:

What determines the selection of piping materials and types?What is the meaning of various abbreviations and designations found on piping drawings?What type of drawings are needed to complete a piping design project? How do I draw piping jobs?

Objectives: Students will Learning Plan & Notes to Instructor:ET.O.PIP.1.1 examine piping terminology and materials. Examine abbreviations and terminology

BF – blind flange BOP – bottom of pipe CL – center line FOB – flat on bottom (used for eccentric

reducers) FOT – flat on top (used for eccentric reducers) FF – fitting to fitting; face of flange (FOF) flat face

(flanges) FW – field weld ID – inside diameter LR – long radius NPS – nominal pipe size NPT - National Pipe Thread OD – outside diameter RF – raised face (flanges) SO – slip-on flange SR – short radius TBE – thread both ends TOC – top of concrete TOE – thread one end

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TOF – Top of Floor TOG – top of grating WN – weld neck flange Datum – reference point from which other

locations originate Grade Riser – vertical pipe in which fluid flows up Downcomer – vertical pipe in which fluid flows

down

Examine various materials: Carbon steel Stainless Steel Plastic (HDPE, ABS,PVC, CPVC) Forged Steel Cast Iron Galvanized Nickel Alloy – composed of two metals

Suggested activity: Obtain samples pieces of piping from vendors or scrap/salvage yardsUse a magnet to determine some materials (316SS is non-magnetic – nickel, iron & alloys are magnetic)

ET.O.PIP.1.2 examine the purpose for certain types of piping.

Examine physical properties of types of piping Plastic – chemical & corrosion resistant – resists

growth of fungi & algae (sometimes used in residential plumbing) Types include PVC (polyvinyl chloride), CPVC (chlorinated polyvinyl chloride), ABS (acrylonitrile butadiene styrene), HPDE (high density polyethylene); available in threaded & socket (solvent welded i.e. glued)

Carbon Steel – utilities; does not resist corrosion or oxidation

Stainless Steel – used if corrosion or oxidation

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are an issue Galvanized – corrosion resistant Alloys (nickel, hastelloy, etc.)- corrosion resistant Lined piping (Teflon, kynar, glass, etc.) – lower

cost, corrosion resistant Fiberglass – corrosion resistant Copper

Suggested Activity:Obtain chemical resistance charts to determine which materials are best suited to a particular application

Chemical Resistance Guide Charthttp://www.nibco.com/assets/ChemGuide.pdfhttp://www.roymech.co.uk/Useful_Tables/Corrosion/Cor_piping.html

ET.O.PIP.1.3 draw piping jobs. Draw General arrangement drawing Piping plan Piping elevations Ppiping isometric Piping orthographic spools

'The Piping Guide' 2nd Ed 1991 (CD format)www.pipingguide.com

Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL, ISBN # 1-59070-247-6

Piping Centralhttp://www.pipingdesign.com/

Standard Number Joints and Fittings

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ET.S.PIP.2 Students will examine common joints and fittings.EssentialQuestions:

How is piping joined together?What determines which joint should be used?What type of fittings are used in piping & what do they look like?

Objectives: Students will Learning Plan & Notes to Instructor:ET.O.PIP.2.1 examine common joints. Look at different types of joints

Buttweld – welded joint - most common in industry

Socketweld – welded joint - used primarily on lines less than 2” in diameter where leakproof application is needed

Screwed – threaded connection - used in industry for utility piping (typically forged steel or cast iron) – discuss thread engagement

Flanged – bolted connection - uses various types of flanges – generally requires a gasket

Mechanical connections – does not involve welding, threading or gluing – sealed by compression – used in low pressure or where vibration/expansion/contraction may be present – example: heat exchangers

Suggested activity: Tour facilities and determine the types of joints used in the utility piping at the school

ET.O.PIP.2.2 examine common fittings & flanges Look at different types of fittings & flanges (scrap metal or salvage yards are good places to get sample pieces)Fittings

Elbows (Ells): 90º, 45º, Reducing, S.R. (short radius), L.R. (long radius)

Tees: Straight, Reducing Laterals/Wyes (branch at 45 degree) Cross Coupling Reducers: Concentric/Eccentric Caps Stub Ends (used in conjunction with Lap Joint

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Flanges) Unions O’lets – weldolets, elbolets

Flanges Weld neck Slip-on Reducing Lap joint Blind flange

Suggested activity: using ½” CPVC plastic pipe, allow students to create a marshmallow shooter which will introduce them to some fittings as well as the engagement required for socket-type fittings. The shooter can be used as a model for creating isometrics or orthographic drawings.PVC Marshmallow Shooter Projecthttp://www.stewmuse.com/MarshmallowWar.html

View Pipe Fittings & Useshttp://www.thepipefittings.com

Standard Number:ET.S.PIP.3

Valves Students will examine common valve types.

EssentialQuestions:

What are the distinguishing characteristics of each type of valve?What is the function of each valve type?

Objectives: Students will Learning Plan & Notes to Instructor:ET.O.PIP.3.1 examine common valve types Examine difference in operated vs. self-operated

Operated Gate Butterfly Diaphragm Regulating – ball, globe, needle, plug, diaphragm

Self Operated Relief/safety Check Trap

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Suggested Activity: Ask students to research web for cut-away images of valves & their uses – create a powerpoint with researched informationFor images, http://www.google.com, Select “Images” Type “valve” or “specific valve”For uses, http://en.wikipedia.org/wiki/Valve

NOTE: Salesmen for valve vendors frequently have sample valves, some with cutaways

ET.O.PIP.3.2 Examine common valve type uses In general, valves used to turn flow on/off; adjust rate of flow; discharge flow; change direction of flow; prevent flow in one direction

Gate – most commonly used – open/shut operation

Regulating – regulates flow - types include ball, globe, needle, plug, diaphragm

Relief/safety - only operates when pressure reaches a critical level

Check – one-way flow butterfly – used in vent systems or where space

is restricted Control valve – controls flow or pressure - have

actuators Trap – automatic valve

'The Piping Guide' 2nd Ed 1991 (CD format)www.pipingguide.com

Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL, ISBN # 1-59070-247-6

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Piping Centralhttp://www.pipingdesign.com/

Standard Number: ET.S.PIP.4

Schematics and Layouts Students will draw piping schematics and isometric layouts.

EssentialQuestions:

What are the steps to draw a piping schematic and isometric layoutDo I include dimensions on schematics?How do I dimension an isometric drawing?

Objectives: Students will Learning Plan & Notes to Instructor:ET.O.PIP.4.1 draw a piping schematic. Discuss & view different types of schematics:

Flow & P & ID (more detailed) Schematics are not to scale – they are

proportional 1st stage of process design Represent only the process flow

To draw: Use standard ANSI symbols for equipment Flow should be from left to right or top to bottom Space lines at equal intervals if possible Differentiate major and minor flow lines by line

thickness (Note precedence of lines i.e. major flow, minor

flow, instrument lines) Avoid crossing lines Add flow arrows at each intersection Add valves using standard valve symbols Add instruments & instrument lines using

ANSI/ISA standard symbols Label all equipment Add pipe specifications, line sizes & numbers Add instrument numbers Do not dimension unless dimension is critical

design criteria

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ET.O.PIP.4.2 draw an isometric piping layout. Suggested activity: Using ½” CPVC plastic piping & fittings have

students create a simple piping design Using isometric grid sheets, sketch the design Measure piping design and place dimensions on

sketch

Note: Isometrics are pictorial drawings – not to scale

but proportional Used for fabrication Requires placement & orientation of a north

arrow Drawn at 30° angle – text, symbols & dimensions

align with drawing plane Orientation of piping is based on direction of

North arrow Use ANSI symbols for fittings Use ANSI symbols for connections (i.e. dot for

weld, short line perpendicular to line for threaded, “square c shape” for socket)

Use flow arrows to show direction of process flow Create bill of material

ET.O.PIP.4.3 demonstrate dimensioning of piping systems.

Piping dimensions referenced from a piece of equipment or column line

Piping is measured from centerline of pipe to centerline of pipe

Dimension is included each time the piping changes direction

Bottom of pipe (B.O.P.) elevations are include to determine vertical runs of pipeNOTE: If pipe diameter changes, add ½ pipe diameter to bottom of pipe (BOP) elevations to determine length of piping when calculating

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vertical pipe runs Center line elevations are included for all pumps

& equipment nozzles Flanged valves and fittings are dimensioned from

face of flange to face of flange or to centerline of piping, whichever is applicable (be sure to include gasket designation if required)

Threaded/screwed valves are dimensioned to center of valve and fittings and to centerline of piping

Demonstrate how an eccentric reducer affects the centerline dimension of piping

Linear dimensions are not shown on a piping elevation

Dimenions for isometric drawings align with the working plane

Suggested Activity: Project a piping plan and elevation on whiteboard or smartboard. With marker, guide students in the dimensioning process. Use sample industry piping drawings as samples.

'The Piping Guide' 2nd Ed 1991 (CD format)www.pipingguide.com

Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL, ISBN # 1-59070-247-6

Piping Centralhttp://www.pipingdesign.com/

Standard Number: ET.S.PIP.5

Student Organization Participation Students will participate in a local student organization.

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EssentialQuestions:Objectives: Students will Learning Plan & Notes to Instructor:ET.O.PIP.5.1 examine the purposes and goals of student

organizations.Encourage formation of a school chapter in local student organization such as SkillsUSA and/or TSA.

ET.O.PIP.5.1 demonstrate leadership skills through participation in student organization activities such as meetings, programs, projects, and competitions.

Encourage membership in local student organization such as SkillsUSA and/or TSA.

ET.O.PIP.5.1 discover the benefits and responsibilities of participation in student, professional, and civic organizations as an adult.

Encourage attendance and competition at local, state, and national SkillsUSA and/or TSA conferences.

21st Century Skills Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Information and Communication Skills:

21C.O.9-12.1.LS1

Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.

Student accesses various search engines utilizing advanced search parameters to obtain information to solve problem.Engineering related or professional organization sites offer more ‘industry reliant’ information.

Students should not rely on sites which do not contain verified information i.e. Wikipedia

Verify information by checking numerous sources.

Students produce a presentation with hyperlinks and cited sources which outlines information utilized to solve a problem

21C.O.9-12.1.LS2

Student analyzes and interprets visuals and recognizes the impact digital

Setup a demonstration by showing the students a manual drawing of the

Student contrasts the audience appeal of digital data and compares the time

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media influences (e.g. design, technique, and rate of speed) have on audiences. The student’s visual products reflect a sophisticated understanding of subject, digital media and design techniques.

outline of a shape and a printed copy of an electronic copy of the same object which has been revolved into a 3d object. Ask students which is the most complicated drawing; which drawing they believe required the most time to create and which is most interesting.Teacher demonstrates manual drawing method of creating the outline of an object then contrasts by creating the same outline in CAD, using the revolve command to construct a 3d object which can then be placed in an orbit(More complex CAD object should be created in much less time)

utilized to create a seemingly simple design as opposed to an apparently complex design.

21C.O.9-12.1.LS3

Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes.

Students work as a team on a project which requires identifying a design problem or need in their school or community, researching possible solutions, analyzing data, determining solutions, developing drawings and presenting ideas to

Completed oral presentation utilizing digital media and written documentation tracking project progress

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appropriate responsible parties for consideration

21C.O.9-12.1.TT1

Student makes informed choices among available advanced technology systems, resources and services (e.g., global positioning software, graphing calculators, personal digital assistants, web casting, online collaboration tools) for completing curriculum assignments and projects and for managing and communicating personal/professional information.

Students are assigned a project which requires collaboration of all team members. Students are to determine the most efficient tools available which will allow them to communicate and share information

Students will participate in a geocaching team competition by using a GPS device to locate objects

Selection of best resource

Students locate objects using GPS

21C.O.9-12.1.TT2

Student routinely applies keyboarding skills, keyboarding shortcut techniques, and mouse skills with facility, speed and accuracy.

Students will utilize computer software on a routine basis to complete assignments.

Completed assignments

21C.O.9-12.1.TT3

Student uses advanced utilities (e.g., zipping or compressing files, file level anti-virus scans), converts files to different formats (e.g., .doc, .xls, .mdb, .htm, .pdf) and saves finished products to multiple media sources (e.g., CDRW, DVDR, USB drives, shared folders, web-based file storage).

Students are to download and save a shareware program of their choice to a USB drive and then extract it on a different computer for use

Students are to export a CAD drawing to a format which can be used by a Microsoft Office program.

Use program

Successful completion of Powerpoint or Word project which includes exported drawing file

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The file is to be burned onto a CDRW, passed to another student and inserted in a Microsoft Office program

Students are to take a digital image and upload it to a shared folder. All digital images are then inserted into a drawing

Plot drawing with images

21C.O.9-12.1.TT4

Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment.

Students are to design continuously playing electronic presentation which highlights the drafting courses using sample drawings assignments, electronic syllabus, images of students working in the classroom and an appropriate audio selection playing in the background

Use of presentation for Open House or Introduction of Course to Upcoming Students

21C.O.9-12.1.TT5

Student uses advanced features of word processing software (e.g., outline, table of contents, index feature, draw tool, headers and footers, track changes, macros, hyperlinks to other file formats, etc.).

Create a bill of material using Word and insert it into a CAD program.

Modify contents of document in either program to demonstrate OLE functions (object linking and embedding)

21C.O.9-12.1.TT6

Student uses advanced features and utilities of spreadsheet software, (e.g., formulas, filters, pivot tables,

Create an Excel spreadsheet which lists the material, quantity and cost of materials or tools

Correct total cost of drafting materials or tools

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pivot charts, macros, conditional formatting), to perform calculations and to organize, analyze and report data.

in the drafting room. Insert formulas which calculate the total cost by multiplying the quantity by the cost of each item. Insert formula which calculates the sales tax which would be added

21C.O.9-12.1.TT7

Student uses advanced features and utilities of presentation software (e.g., slide transitions, master slides, narrations and timings, creating web-enabled presentations, creating a non-linear presentation) to communicate ideas to multiple audiences.

Students are to design continuously playing electronic presentation which highlights the drafting courses using sample drawings assignments, electronic syllabus, images of students working in the classroom and an appropriate audio selection playing in the background

Use of presentation for Open House or Introduction of Course to Upcoming Students

21C.O.9-12.1.TT8

Student uses advanced features and utilities of database software (e.g., to create tables, forms, perform table relationships, advanced queries, and simple reports) to test hypotheses or research questions and to report results.

Utilize fields in a CAD table to extract information from the software databaseSample fields could be date, drawing file name, drawing time, etc.

Table with completed fields

21C.O.9-12.1.TT9

Student uses advanced telecommunication tools (e.g., email, video conferencing, interactive websites, newsgroups, video phones, chats) to create collaborative

Students to go to the Autodesk website or other applicable website, submit a question to a forum and forward the answer via email to a

Receipt of email

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projects that are relevant to real world situations and contribute to the communication process among various groups.

fellow student and instructor

21C.O.9-12.1.TT10

Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness.

Student accesses various search engines utilizing advanced search parameters to obtain information to solve problem.Engineering related or professional organization sites offer more ‘industry reliant’ information.Students should not rely on sites which do not contain verified information i.e. WikipediaVerify information by checking numerous sources.

Students produce a presentation with hyperlinks and cited sources which outlines information utilized to solve a problem

Thinking and Reasoning Skills:

21C.O.9-12.2.LS1

Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria.

Students are to work in teams to sketch a design for a rock sorting machine which sorts rocks by size and places them in storage based on size.Students will copy sketches onto transparency sheets and utilize an overhead projector to present design concept to class

Students are to identify what knowledge or past experience they utilized to create the design(rock sorting machine project is similar to a coin sorting machine)

21C.O.9- Student draws conclusions Student researches their Student submits

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12.2.LS2 from a variety of data sources to analyze and interpret systems.

dream CAD station, determines components, price of workstation, and availability

specifications and price of workstation

21C.O.9-12.2.LS4

Student visualizes the connection between seemingly unrelated ideas and independently produces solutions that are fresh, unique, original and well developed. Student shows capacity for originality, concentration, commitment to completion, and persistence to develop unique and cogent products.

Students are given a list of piping materials such as: 50 feet of pipe, 2 valves, 6-90 degree elbows and 1 tee. Students are to use the items to develop various designs for a run of piping between a pump and a vessel.Students to evaluate most feasible design.

Students accomplish design utilizing available materials

21C.O.9-12.2.TT1

Student knows how to find information necessary to solve advanced problems related to hardware, software, networks, and connections (e.g., by accessing online help, Internet searches, technical documentation, system utilities, and communication with technical experts).

Assign group of students an unfamiliar task such as: performing a function in CAD, setting up a printer, determining why they have lost their network connectivity, or changing the paper in the plotter

Students access “Help” in software programStudents poll their peers for helpStudents troubleshoot the problem by tracing back the process and testing componentsStudents read technical manual or equipment manualStudents locate a local resource with technical expertise.Students search on web

21C.O.9-12.2.TT2

Student collaborates with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and

Go to AUGI.com (Autodesk Users’ Group International); join a forum group; monitor questions and post a comment to answer

Students provide answer to a question from a peer in the global community

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disseminate information, models, and other creative works.

question.

21C.O.9-12.2.TT3

Student uses multiple electronic sources of information and multiple technology tools and resource tools (e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions.

Students work as a group to reroute a run of piping. Students will use a digital camera to document present location of pipeline.Students will sketch & dimension proposed new location and scan sketch into a digital format.Students will create a folder on the server for their project & place digital image, sketches & other project related data in folder.Students are to use Excel to calculate cost of new piping & time involved in the project.Students will model new run of piping in CAD program.

Drawings which indicate the new location of the pipeline

21C.O.9-12.2.TT4

Student uses technology tools and multiple media sources to analyze a real-world problem, design and implement a process to assess the information, and chart and evaluate progress toward the solution.

Personal and Workplace Skills:

21C.O.9-12.3.LS1

Student remains composed and focused, even under

Assign a group activity in which a student is

Students compare the evaluations with the

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stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals.

selected as the project manager and must produce a preliminary design in an unrealistic time period.Video tape each group.Using team member evaluation forms, have each tearm member evaluate the team leader and the team leader each team member

information recorded on the video.

21C.O.9-12.3.LS2

Student independently considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and goals as the situation requires, and actively seeks innovations (e.g. technology) that will enhance his/her work.

Assign students complex topics to present as student teachers to the class. Instruct students to utilize any technology or method needed.

Teacher is to challenge student to utilize multiple presentation methods to overcome the teacher’s implied lack of understanding of the topic presented.

Student professionally presented topic by various methods attaining universal understanding

21C.O.9-12.3.LS3

Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using what he/she has learned to

Students are to engage in individualized, self-paced learning by working through a tutorial of a new piece of software

Student acquires knowledge and skill required by effectively resolving difficulties gaining confidence to attempt similar task

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adapt to new situations, and displaying perseverance and commitment to continued learning.

21C.O.9-12.3.LS4

Student demonstrates ethical behavior and works responsibly and collaboratively with others in the context of the school and the larger community, and he/she demonstrates civic responsibility through engagement in public discourse and participation in service learning.

Present scenarios which require choices involving personal ethics and work ethics

Students debate what is the ethically correct course of action.

Students display ethical, responsible behavior

21C.O.9-12.3.LS5

Student exhibits positive leadership through interpersonal and problem-solving skills that contribute to achieving the goal. He/she helps others stay focused, distributes tasks and responsibilities effectively, and monitors group progress toward the goal without undermining the efforts of others.

Students will participate in SkillsUSA or TSA and become a chapter or state officer or serve as chairpersons of committees. Students will work cooperatively in the classroom taking leadership roles.

SkillsUSA or TSA meeting minutes

Class work

21C.O.9-12.3.LS6

Student maintains a strong focus on the larger project goal and frames appropriate questions and planning processes around goal. Prior to beginning work, student reflects upon possible courses of action and their likely consequences; sets

Student selects a project of at least a month in duration, determines scope of work and projects schedule timeline using project management software or a spreadsheet. The student sets intervals to

Student completes project and reports on adjustments which were required to meet the project deadline

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objectives related to the larger goal; and establishes benchmarks for monitoring progress. While working on the project, student adjusts time and resources to allow for completion of a quality product.

evaluate progress.

21C.O.9-12.3.TT1

Student protects software, hardware and network resources from viruses, vandalism, and unauthorized use and employs proper techniques to access, use and shut down technology equipment.

Student signs usage agreement

Student demonstrates proper use

21C.O.9-12.3.TT2

Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.

Working as a team, students are to research a term utilized in their course; determine which sources provide applicable information for the word as it is used in drafting courses

Students to copy & paste the URL for the most valuable source and the least applicable source in an electronic document and print it

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21C.O.9-12.3.TT3

Student evaluates current trends in information technology, discusses the potential social, ethical, political, and economic impact of these technologies, and analyzes the advantages and disadvantages of widespread use and reliance on technology in the workplace and society.

21C.O.9-12.3.TT4

Student adheres to acceptable use policy and displays ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism); student predicts the possible cost and effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus settling, hacking) on culture and society; student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

Students will sign and adhere to a school-wide acceptable use policy.

Ethical use of technology

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21C.O.9-12.3.TT5

Student models ethical behavior relating to security, privacy, computer etiquette, passwords and personal information and demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects and multi-media presentations. Student advocates for legal and ethical behaviors among peers, family, and community regarding the use of technology and information.

Students will sign and adhere to a school-wide acceptable use policy.

Students will research the cost to companies and individuals of ‘stolen’ data and the legal consequences of obtaining and utilizing illegally acquired materials

Ethical use of technology and information in their academic and personal experiences

21C.O.9-12.3.TT6

Student evaluates and applies technology tools for research, information analysis, problem-solving, content learning, decision making, and lifelong learning.

Student researches their dream CAD station, determines components, price of workstation, and availability

Student submits specifications and price of workstation

21C.O.9-12.3.TT7

Student protects his/her identity online and in email and/or websites, limits the distribution of personal information/pictures, and evaluates the authenticity of emails that solicit personal information. Student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

Students to remove any data which is publicly accessible that might allow identity theft to occur

Search student’s name and report information found

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21C.O.9-12.3.TT8

Student uses technology to seek strategies and information to address limits in their own knowledge.

Students utilize web search engines to locate information

Student successfully locates needed information

Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Entrepreneurial Skills:

Student understands the personal traits/behaviors associated with successful entrepreneurial performance.

Students take available on-line quizzes to learn their entrepreneurial aptitudes such as: http://www.bizmove.com/other/quiz.htm

Results from self-quizzes

Student understands concepts and procedures needed for basic computer operations.

Students will utilize computer software and hardware to complete assignments.

Completed assignments

Student understands concepts and strategies needed for career exploration, development and growth.

Students will interview draftspersons to learn how their career paths developed.

Interviews/reports

Culminating Assessment:Culminating Assessment:

End of Concentration Performance Evaluation

Students will participate in TSA’s competitive events: Architectural Model, Computer aided Design 2D, Architecture and Computer Aided Design Animation, Architecture, Technical Sketching and Application, Leadership Development Contests: Career Comparisons, Written and Oral Chapter Team, Extemporaneous Presentation, and Prepared Presentation

Students will participate in SkillsUSA’s competitive events: Architectural Drafting, Leadership Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display, Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl

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Links and Other ResourcesLinks and Other Resources:

Related Websites:

Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL, ISBN # 1-59070-247-6

'The Piping Guide' 2nd Ed 1991 (CD format)www.pipingguide.com

PVC Marshmallow Shooter Projecthttp://www.stewmuse.com/MarshmallowWar.html

Chemical Resistance Guide Charthttp://www.nibco.com/assets/ChemGuide.pdfhttp://www.roymech.co.uk/Useful_Tables/Corrosion/Cor_piping.html

Pipe Diameter Referencehttp://www.engineeringtoolbox.com

Google Sketchup for pipinghttp://sketchup.engineeringtoolbox.com/pipes-tubes-to_4.html

Piping Centralhttp://www.pipingdesign.com/

View Pipe Fittings & Useshttp://www.thepipefittings.com

Pathways to Successhttp://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Centuryhttp://www.dol.gov/

Advanced Distributed Learning

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www.adlnet.org

America's Career InfoNetwww.acinet.org

America's Job Bankwww.ajb.org

America's Service Locatorwww.servicelocator.org

CareerOneStopwww.careeronestop.org

Employment & Training Administrationwww.doleta.gov

The Job Accommodation Network (JAN)http://www.jan.wvu.edu

Monthly Labor Review Online: Labor Force Archiveshttp://www.bls.gov/opub/mlr/indexL.htm#Labor force

Occupational Information Networkwww.doleta.gov/programs/onet

Office of Disability Employment Policywww.dol.gov/odep

Career Voyageshttp://www.careervoyages.gov/index.cfm

Workforce West Virginiahttps://www.workforcewv.org/

West Virginia Earn A Degree Graduate Early (EDGE)http://www.wvtechprep.wvnet.edu/edge.htm

West Virginia Career and Technical Education

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http://careertech.k12.wv.us/

ContactsContacts: CTE Teachers: See CTE Directory

Cluster Coordinator: Kathy Gillman, [email protected] OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick OCTI Executive Director: Gene Coulson

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