OVERLAY TRANSPARENCIES - ScholarWorks

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




7. Item Analysis of Items 32 Through 39 in the Post-test. 20


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

Ôzalid, 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

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


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


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


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 xîth 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

BIBLIOGRAPHY

A. BOOKS

Dale» Ea§ar* At»dio-VisufUêthods 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

Engineerinsêscriptiv^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?"CÛnpublished 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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