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21st Century Instructional Guide for Career Technical Education

Piping Drafting
Engineering and Technical Cluster
Drafting Concentration
Title:

Piping Drafting (WEVIS 1722)

Standard Number:
ET.S.PIP.1
Essential
Questions:

Piping
Students will examine types of piping and the purposes for which each is used.
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?
Students will
Learning Plan & Notes to Instructor:
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

Objectives:
ET.O.PIP.1.1

TOC top of concrete


TOE thread one end
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 yards
Use 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
2

threaded & socket (solvent welded i.e. glued)


Carbon Steel utilities; does not resist corrosion
or oxidation
Stainless Steel used if corrosion or oxidation
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 Chart
http://www.nibco.com/assets/ChemGuide.pdf
http://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
3

Piping Central
http://www.pipingdesign.com/
Standard Number
ET.S.PIP.2
Essential
Questions:
Objectives:
ET.O.PIP.2.1

ET.O.PIP.2.2

Joints and Fittings


Students will examine common joints and fittings.
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?
Students will
Learning Plan & Notes to Instructor:
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
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): 90, 45, Reducing, S.R. (short
radius), L.R. (long radius)
Tees: Straight, Reducing
4

Laterals/Wyes (branch at 45 degree)


Cross
Coupling
Reducers: Concentric/Eccentric
Caps
Stub Ends (used in conjunction with Lap Joint
Flanges)
Unions
Olets weldolets, elbolets
Flanges
Weld neck
Slip-on
Reducing
Lap joint
Blind flange
Suggested activity: using 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 Project
http://www.stewmuse.com/MarshmallowWar.html
View Pipe Fittings & Uses
http://www.thepipefittings.com
Standard Number:
ET.S.PIP.3
Essential
Questions:
Objectives:
ET.O.PIP.3.1

Valves
Students will examine common valve types.
What are the distinguishing characteristics of each type of valve?
What is the function of each valve type?
Students will
Learning Plan & Notes to Instructor:
examine common valve types
Examine difference in operated vs. self-operated
Operated
5

Gate
Butterfly
Diaphragm
Regulating ball, globe, needle, plug, diaphragm
Self Operated
Relief/safety
Check
Trap
Suggested Activity: Ask students to research web for
cut-away images of valves & their uses create a
powerpoint with researched information
For 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
6

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
Piping Central
http://www.pipingdesign.com/
Standard Number:
ET.S.PIP.4
Essential
Questions:
Objectives:
ET.O.PIP.4.1

Schematics and Layouts


Students will draw piping schematics and isometric layouts.
What are the steps to draw a piping schematic and isometric layout
Do I include dimensions on schematics?
How do I dimension an isometric drawing?
Students will
Learning Plan & Notes to Instructor:
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
7

ET.O.PIP.4.2

draw an isometric piping layout.

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

Suggested activity:
Using 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
8

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 pipe
NOTE: If pipe diameter changes, add pipe
diameter to bottom of pipe (BOP) elevations to
determine length of piping when calculating
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)
9

www.pipingguide.com
Process Pipe Drafting, Shumaker, Terence M., The
Goodheart- Willcox Company, Inc., Tinley Park, IL,
ISBN # 1-59070-247-6
Piping Central
http://www.pipingdesign.com/

Standard Number:
ET.S.PIP.5
Essential
Questions:
Objectives:
ET.O.PIP.5.1
ET.O.PIP.5.1

ET.O.PIP.5.1
21st Century Skills
Information and
Communication
Skills:

Student Organization Participation


Students will participate in a local student organization.
Students will
Learning Plan & Notes to Instructor:
examine the purposes and goals of student Encourage formation of a school chapter in local student
organizations.
organization such as SkillsUSA and/or TSA.
demonstrate leadership skills through
Encourage membership in local student organization
participation in student organization
such as SkillsUSA and/or TSA.
activities such as meetings, programs,
projects, and competitions.
discover the benefits and responsibilities of Encourage attendance and competition at local, state,
participation in student, professional, and
and national SkillsUSA and/or TSA conferences.
civic organizations as an adult.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of Success
Culminating Activity
21C.O.9Student recognizes
Student accesses various Students produce a
12.1.LS1
information needed for
search engines utilizing
presentation with hyperlinks
problem solving, can
advanced search
and cited sources which
efficiently browse, search and parameters to obtain
outlines information utilized
navigate online to access
information to solve
to solve a problem
relevant information,
problem.
evaluates information based
Engineering related or
on credibility, social,
professional organization
10

economic, political and/or


ethical issues, and presents
findings clearly and
persuasively using a range of
technology tools and media.

21C.O.912.1.LS2

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.
Student analyzes and
Setup a demonstration by
interprets visuals and
showing the students a
recognizes the impact digital
manual drawing of the
media influences (e.g. design, outline of a shape and a
technique, and rate of speed) printed copy of an
have on audiences. The
electronic copy of the
students visual products
same object which has
reflect a sophisticated
been revolved into a 3d
understanding of subject,
object. Ask students
digital media and design
which is the most
techniques.
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

Student contrasts the


audience appeal of digital
data and compares the time
utilized to create a seemingly
simple design as opposed to
an apparently complex
design.

11

21C.O.912.1.LS3

21C.O.912.1.TT1

21C.O.912.1.TT2

(More complex CAD


object should be created
in much less time)
Student creates information
Students work as a team
using advanced skills of
on a project which
analysis, synthesis and
requires identifying a
evaluation and shares this
design problem or need
information through a variety
in their school or
of oral, written and multimedia community, researching
communications that target
possible solutions,
academic, professional and
analyzing data,
technical audiences and
determining solutions,
purposes.
developing drawings and
presenting ideas to
appropriate responsible
parties for consideration
Student makes informed
Students are assigned a
choices among available
project which requires
advanced technology
collaboration of all team
systems, resources and
members. Students are
services (e.g., global
to determine the most
positioning software, graphing efficient tools available
calculators, personal digital
which will allow them to
assistants, web casting,
communicate and share
online collaboration tools) for information
completing curriculum
assignments and projects and Students will participate
for managing and
in a geocaching team
communicating
competition by using a
personal/professional
GPS device to locate
information.
objects
Student routinely applies
keyboarding skills,
keyboarding shortcut

Students will utilize


computer software on a
routine basis to complete

Completed oral presentation


utilizing digital media and
written documentation
tracking project progress

Selection of best resource

Students locate objects using


GPS

Completed assignments

12

21C.O.912.1.TT3

21C.O.912.1.TT4

techniques, and mouse skills


with facility, speed and
accuracy.
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).

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.

assignments.
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

Use program

Students are to export a


CAD drawing to a format
which can be used by a
Microsoft Office program.
The file is to be burned
onto a CDRW, passed to
another student and
inserted in a Microsoft
Office program

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

Students are to take a


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

Plot drawing with images

Use of presentation for Open


House or Introduction of
Course to Upcoming
Students

13

21C.O.912.1.TT5

21C.O.912.1.TT6

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.).
Student uses advanced
features and utilities of
spreadsheet software, (e.g.,
formulas, filters, pivot tables,
pivot charts, macros,
conditional formatting), to
perform calculations and to
organize, analyze and report
data.

21C.O.912.1.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 nonlinear presentation) to
communicate ideas to
multiple audiences.

21C.O.9-

Student uses advanced

selection playing in the


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

Create an Excel
spreadsheet which lists
the material, quantity and
cost of materials or tools
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
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
Utilize fields in a CAD

Modify contents of document


in either program to
demonstrate OLE functions
(object linking and
embedding)

Correct total cost of drafting


materials or tools

Use of presentation for Open


House or Introduction of
Course to Upcoming
Students

Table with completed fields


14

12.1.TT8

21C.O.912.1.TT9

21C.O.912.1.TT10

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.
Student uses advanced
telecommunication tools (e.g.,
email, video conferencing,
interactive websites,
newsgroups, video phones,
chats) to create collaborative
projects that are relevant to
real world situations and
contribute to the
communication process
among various groups.
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.

table to extract
information from the
software database
Sample fields could be
date, drawing file name,
drawing time, etc.
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
fellow student and
instructor

Receipt of email

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

15

Thinking and
Reasoning Skills:

21C.O.912.2.LS1

Student engages in a critical


thinking process that supports
synthesis and conducts
evaluation using complex
criteria.

21C.O.912.2.LS2

Student draws conclusions


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

21C.O.912.2.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.
Student knows how to find
information necessary to
solve advanced problems
related to hardware, software,
networks, and connections
(e.g., by accessing online

21C.O.912.2.TT1

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
Student researches their
dream CAD station,
determines components,
price of workstation, and
availability
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.
Assign group of students
an unfamiliar task such
as:
performing a
function in CAD, setting
up a printer, determining
why they have lost their

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)

Student submits
specifications and price of
workstation
Students accomplish design
utilizing available materials

Students access Help in


software program
Students poll their peers for
help
Students troubleshoot the
problem by tracing back the
16

help, Internet searches,


technical documentation,
system utilities, and
communication with technical
experts).

21C.O.912.2.TT2

21C.O.912.2.TT3

network connectivity, or process


and
testing
changing the paper in the components
plotter
Students
read
technical
manual or equipment manual
Students locate a local
resource
with
technical
expertise.
Students search on web
Student collaborates with
Go to AUGI.com
Students provide answer to a
peers, experts, and others to
(Autodesk Users Group
question from a peer in the
contribute to a content-related International); join a
global community
knowledge base by using
forum group; monitor
technology to compile,
questions and post a
synthesize, produce, and
comment to answer
disseminate information,
question.
models, and other creative
works.
Student uses multiple
Students work as a group Drawings which indicate the
electronic sources of
to reroute a run of piping. new location of the pipeline
information and multiple
Students will use a digital
technology tools and resource camera to document
tools (e.g., digital cameras,
present location of
graphing calculators, probes, pipeline.
mp3 players, handheld
Students will sketch &
devices, other emerging
dimension proposed new
technologies, simulations,
location and scan sketch
models, browsers, word
into a digital format.
processing, authoring tools,
Students will create a
spreadsheets, databases) to
folder on the server for
collaborate with others, to
their project & place
formulate a hypothesis, to
digital image, sketches &
solve problems, make
other project related data
decisions, and present and
in folder.
justify the solutions.
Students are to use Excel
to calculate cost of new
piping & time involved in
17

the project.
Students will model new
run of piping in CAD
program.
21C.O.912.2.TT4

Personal and
Workplace Skills:

21C.O.912.3.LS1

21C.O.912.3.LS2

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.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.

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

Assign a group activity in


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

Students compare the


evaluations with the
information recorded on the
video.

Student professionally
presented topic by various
methods attaining universal
understanding

Teacher is to challenge
student to utilize multiple
presentation methods to
18

21C.O.912.3.LS3

21C.O.912.3.LS4

21C.O.912.3.LS5

work.

overcome the teachers


implied lack of
understanding of the
topic presented.

Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
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.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and

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

Present scenarios which


require choices involving
personal ethics and work
ethics

Students display ethical,


responsible behavior

Students debate what is


the ethically correct
course of action.

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

SkillsUSA or TSA meeting


minutes
Class work

19

21C.O.912.3.LS6

21C.O.912.3.TT1

21C.O.912.3.TT2

responsibilities effectively,
and monitors group progress
toward the goal without
undermining the efforts of
others.
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
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.
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 works collaboratively
to acquire information from
electronic resources,
conducts online research, and
evaluates information as to
validity, appropriateness,

classroom taking
leadership roles.

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
evaluate progress.

Student completes project


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

Student signs usage


agreement

Student demonstrates proper


use

Working as a team,
students are to research
a term utilized in their
course; determine which
sources provide
applicable information for

Students to copy & paste the


URL for the most valuable
source and the least
applicable source in an
electronic document and
print it
20

usefulness,
comprehensiveness and bias.

the word as it is used in


drafting courses

21

21C.O.912.3.TT3

21C.O.912.3.TT4

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.
Student adheres to
Students will sign and
acceptable use policy and
adhere to a school-wide
displays ethical behaviors
acceptable use policy.
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.

Ethical use of technology

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21C.O.912.3.TT5

21C.O.912.3.TT6

21C.O.912.3.TT7

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 multimedia presentations. Student
advocates for legal and
ethical behaviors among
peers, family, and community
regarding the use of
technology and information.
Student evaluates and
applies technology tools for
research, information
analysis, problem-solving,
content learning, decision
making, and lifelong learning.
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 will sign and


adhere to a school-wide
acceptable use policy.

Ethical use of technology


and information in their
academic and personal
experiences

Students will research the


cost to companies and
individuals of stolen data
and the legal consequences
of obtaining and utilizing
illegally acquired materials

Student researches their


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

Student submits
specifications and price of
workstation

Students to remove any


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

Search students name


and report information
found

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21C.O.912.3.TT8

Student uses technology to


seek strategies and
information to address limits
in their own knowledge.
Learning Skills & Technology Tools

Entrepreneurial
Skills:

Culminating
Assessment:

Student understands the


personal traits/behaviors
associated with successful
entrepreneurial performance.

Students utilize web search


engines to locate information

Student successfully
locates needed
information

Teaching Strategies
Culminating Activity
Students take available online quizzes to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com/oth
er/quiz.htm

Evidence of Success
Results from self-quizzes

Student understands
Students will utilize computer Completed assignments
concepts and procedures
software and hardware to
needed for basic computer
complete assignments.
operations.
Student understands
Students will interview
Interviews/reports
concepts and strategies
draftspersons to learn how
needed for career exploration, their career paths developed.
development and growth.
Culminating Assessment:
End of Concentration Performance Evaluation
Students will participate in TSAs 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 SkillsUSAs 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 Resources


Links 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 Project
http://www.stewmuse.com/MarshmallowWar.html
Chemical Resistance Guide Chart
http://www.nibco.com/assets/ChemGuide.pdf
http://www.roymech.co.uk/Useful_Tables/Corrosion/Cor_piping.html
Pipe Diameter Reference
http://www.engineeringtoolbox.com
Google Sketchup for piping
http://sketchup.engineeringtoolbox.com/pipes-tubes-to_4.html
Piping Central
http://www.pipingdesign.com/
View Pipe Fittings & Uses
http://www.thepipefittings.com
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Century


http://www.dol.gov/
Advanced Distributed Learning
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www.adlnet.org

America's Career InfoNet


www.acinet.org

America's Job Bank


www.ajb.org

America's Service Locator


www.servicelocator.org

CareerOneStop
www.careeronestop.org

Employment & Training Administration


www.doleta.gov

The Job Accommodation Network (JAN)


http://www.jan.wvu.edu

Monthly Labor Review Online: Labor Force Archives


http://www.bls.gov/opub/mlr/indexL.htm#Labor force

Occupational Information Network


www.doleta.gov/programs/onet

Office of Disability Employment Policy


www.dol.gov/odep

Career Voyages
http://www.careervoyages.gov/index.cfm

Workforce West Virginia


https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
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Contacts:

Contacts
CTE Teachers: See CTE Directory
Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson

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