Vous êtes sur la page 1sur 27

21st Century Instructional Guide for Career Technical Education

Piping Drafting
Engineering and Technical Cluster
Drafting Concentration

Title: Piping Drafting (WEVIS 1722)

Standard Number: Piping


ET.S.PIP.1 Students will examine types of piping and the purposes for which each is used.
Essential What determines the selection of piping materials and types?
Questions: 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
1
 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 Examine physical properties of types of piping
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
2
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

Piping Central

3
http://www.pipingdesign.com/

Standard Number Joints and Fittings


ET.S.PIP.2 Students will examine common joints and fittings.
Essential How is piping joined together?
Questions: 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

4
 Coupling
 Reducers: Concentric/Eccentric
 Caps
 Stub Ends (used in conjunction with Lap Joint
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 Project
http://www.stewmuse.com/MarshmallowWar.html

View Pipe Fittings & Uses


http://www.thepipefittings.com

Standard Number: Valves


ET.S.PIP.3 Students will examine common valve types.
Essential What are the distinguishing characteristics of each type of valve?
Questions: 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
5
 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
actuators
 Trap – automatic valve

'The Piping Guide' 2nd Ed 1991 (CD format)

6
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: Schematics and Layouts


ET.S.PIP.4 Students will draw piping schematics and isometric layouts.
Essential What are the steps to draw a piping schematic and isometric layout
Questions: Do 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
7
 Label all equipment
 Add pipe specifications, line sizes & numbers
 Add instrument numbers
 Do not dimension unless dimension is critical
design criteria

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  Piping dimensions referenced from a piece of


systems. equipment or column line
 Piping is measured from centerline of pipe to
8
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 ½ 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)


www.pipingguide.com

Process Pipe Drafting, Shumaker, Terence M., The


Goodheart- Willcox Company, Inc., Tinley Park, IL,
ISBN # 1-59070-247-6

9
Piping Central
http://www.pipingdesign.com/

Standard Number: Student Organization Participation


ET.S.PIP.5 Students will participate in a local student organization.
Essential
Questions:
Objectives: Students will Learning Plan & Notes to Instructor:
ET.O.PIP.5.1 examine the purposes and goals of student Encourage formation of a school chapter in local student
organizations. organization such as SkillsUSA and/or TSA.
ET.O.PIP.5.1 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.
ET.O.PIP.5.1 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.
21st Century Skills Learning Skills & Technology Tools Teaching Strategies Evidence of Success
Culminating Activity
Information and 21C.O.9- Student recognizes Student accesses various Students produce a
Communication 12.1.LS1 information needed for search engines utilizing presentation with hyperlinks
Skills: 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
economic, political and/or sites offer more ‘industry
ethical issues, and presents reliant’ information.
findings clearly and
persuasively using a range of Students should not rely
technology tools and media. on sites which do not
contain verified
10
information i.e. Wikipedia

Verify information by
checking numerous
sources.
21C.O.9- Student analyzes and Setup a demonstration by Student contrasts the
12.1.LS2 interprets visuals and showing the students a audience appeal of digital
recognizes the impact digital manual drawing of the data and compares the time
media influences (e.g. design, outline of a shape and a utilized to create a seemingly
technique, and rate of speed) printed copy of an simple design as opposed to
have on audiences. The electronic copy of the an apparently complex
student’s visual products same object which has design.
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
(More complex CAD
object should be created
in much less time)

11
21C.O.9- Student creates information Students work as a team Completed oral presentation
12.1.LS3 using advanced skills of on a project which utilizing digital media and
analysis, synthesis and requires identifying a written documentation
evaluation and shares this design problem or need tracking project progress
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
21C.O.9- Student makes informed Students are assigned a Selection of best resource
12.1.TT1 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 Students locate objects using
for managing and in a geocaching team GPS
communicating competition by using a
personal/professional GPS device to locate
information. objects

21C.O.9- Student routinely applies Students will utilize Completed assignments


12.1.TT2 keyboarding skills, computer software on a
keyboarding shortcut routine basis to complete
techniques, and mouse skills assignments.
with facility, speed and
accuracy.
12
21C.O.9- Student uses advanced Students are to download Use program
12.1.TT3 utilities (e.g., zipping or and save a shareware
compressing files, file level program of their choice to
anti-virus scans), converts a USB drive and then
files to different formats extract it on a different
(e.g., .doc, .xls, .mdb, .htm, computer for use
.pdf) and saves finished
products to multiple media Students are to export a Successful completion of
sources (e.g., CDRW, DVDR, CAD drawing to a format Powerpoint or Word project
USB drives, shared folders, which can be used by a which includes exported
web-based file storage). Microsoft Office program. drawing file
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 Plot drawing with images


digital image and upload
it to a shared folder. All
digital images are then
inserted into a drawing
21C.O.9- Student uses audio, video, Students are to design Use of presentation for Open
12.1.TT4 pictures, clip art, moviemaker continuously playing House or Introduction of
programs, webpage design electronic presentation Course to Upcoming
software, electronic which highlights the Students
documents and other files to drafting courses using
collaborate for the creation of sample drawings
electronic products that assignments, electronic
inform multiple audiences syllabus, images of
both inside and outside the students working in the
school environment. classroom and an
appropriate audio
selection playing in the
background
21C.O.9- Student uses advanced Create a bill of material Modify contents of document
13
12.1.TT5 features of word processing using Word and insert it in either program to
software (e.g., outline, table into a CAD program. demonstrate OLE functions
of contents, index feature, (object linking and
draw tool, headers and embedding)
footers, track changes,
macros, hyperlinks to other
file formats, etc.).
21C.O.9- Student uses advanced Create an Excel Correct total cost of drafting
12.1.TT6 features and utilities of spreadsheet which lists materials or tools
spreadsheet software, (e.g., the material, quantity and
formulas, filters, pivot tables, cost of materials or tools
pivot charts, macros, in the drafting room.
conditional formatting), to Insert formulas which
perform calculations and to calculate the total cost by
organize, analyze and report multiplying the quantity
data. by the cost of each item.
Insert formula which
calculates the sales tax
which would be added
21C.O.9- Student uses advanced Students are to design Use of presentation for Open
12.1.TT7 features and utilities of continuously playing House or Introduction of
presentation software (e.g., electronic presentation Course to Upcoming
slide transitions, master which highlights the Students
slides, narrations and timings, drafting courses using
creating web-enabled sample drawings
presentations, creating a non- assignments, electronic
linear presentation) to syllabus, images of
communicate ideas to students working in the
multiple audiences. classroom and an
appropriate audio
selection playing in the
background
21C.O.9- Student uses advanced Utilize fields in a CAD Table with completed fields
12.1.TT8 features and utilities of table to extract
database software (e.g., to information from the
create tables, forms, perform software database
14
table relationships, advanced Sample fields could be
queries, and simple reports) date, drawing file name,
to test hypotheses or drawing time, etc.
research questions and to
report results.
21C.O.9- Student uses advanced Students to go to the Receipt of email
12.1.TT9 telecommunication tools (e.g., Autodesk website or
email, video conferencing, other applicable website,
interactive websites, submit a question to a
newsgroups, video phones, forum and forward the
chats) to create collaborative answer via email to a
projects that are relevant to fellow student and
real world situations and instructor
contribute to the
communication process
among various groups.
21C.O.9- Student implements various Student accesses various Students produce a
12.1.TT10 Internet search techniques search engines utilizing presentation with hyperlinks
(e.g., Boolean searches, advanced search and cited sources which
meta-searches, web bots) to parameters to obtain outlines information utilized
gather information; student information to solve to solve a problem
evaluates the information for problem.
validity, appropriateness, Engineering related or
content, bias, currency, and professional organization
usefulness. 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.
Thinking and 21C.O.9- Student engages in a critical Students are to work in Students are to identify what
Reasoning Skills: 12.2.LS1 thinking process that supports teams to sketch a design knowledge or past
synthesis and conducts for a rock sorting experience they utilized to
15
evaluation using complex machine which sorts create the design
criteria. rocks by size and places (rock sorting machine project
them in storage based on is similar to a coin sorting
size. machine)
Students will copy
sketches onto
transparency sheets and
utilize an overhead
projector to present
design concept to class
21C.O.9- Student draws conclusions Student researches their Student submits
12.2.LS2 from a variety of data sources dream CAD station, specifications and price of
to analyze and interpret determines components, workstation
systems. price of workstation, and
availability
21C.O.9- Student visualizes the Students are given a list Students accomplish design
12.2.LS4 connection between of piping materials such utilizing available materials
seemingly unrelated ideas as: 50 feet of pipe, 2
and independently produces valves, 6-90 degree
solutions that are fresh, elbows and 1 tee.
unique, original and well Students are to use the
developed. Student shows items to develop various
capacity for originality, designs for a run of
concentration, commitment to piping between a pump
completion, and persistence and a vessel.
to develop unique and cogent Students to evaluate
products. most feasible design.
21C.O.9- Student knows how to find Assign group of students Students access “Help” in
12.2.TT1 information necessary to an unfamiliar task such software program
solve advanced problems as: performing a Students poll their peers for
related to hardware, software, function in CAD, setting help
networks, and connections up a printer, determining Students troubleshoot the
(e.g., by accessing online why they have lost their problem by tracing back the
help, Internet searches, network connectivity, or process and testing
technical documentation, changing the paper in the components
system utilities, and plotter Students read technical
16
communication with technical manual or equipment manual
experts). Students locate a local
resource with technical
expertise.
Students search on web
21C.O.9- Student collaborates with Go to AUGI.com Students provide answer to a
12.2.TT2 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.
21C.O.9- Student uses multiple Students work as a group Drawings which indicate the
12.2.TT3 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
the project.
Students will model new
run of piping in CAD
17
program.
21C.O.9- Student uses technology tools
12.2.TT4 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 21C.O.9- Student remains composed Assign a group activity in Students compare the
Workplace Skills: 12.3.LS1 and focused, even under which a student is evaluations with the
stress, willingly aligns his/her selected as the project information recorded on the
personal goals to the goals of manager and must video.
others when appropriate, produce a preliminary
approaches conflict from win- design in an unrealistic
win perspective, and derives time period.
personal satisfaction from Video tape each group.
achieving group goals. Using team member
evaluation forms, have
each tearm member
evaluate the team leader
and the team leader each
team member
21C.O.9- Student independently Assign students complex Student professionally
12.3.LS2 considers multiple topics to present as presented topic by various
perspectives and can student teachers to the methods attaining universal
represent a problem in more class. Instruct students understanding
than one way, quickly and to utilize any technology
calmly changes focus and or method needed.
goals as the situation
requires, and actively seeks Teacher is to challenge
innovations (e.g. technology) student to utilize multiple
that will enhance his/her presentation methods to
work. overcome the teacher’s
implied lack of
understanding of the
18
topic presented.

21C.O.9- Student demonstrates Students are to engage in Student acquires knowledge


12.3.LS3 ownership of his/her learning individualized, self-paced and skill required by
by setting goals, monitoring learning by working effectively resolving
and adjusting performance, through a tutorial of a difficulties gaining confidence
extending learning, using new piece of software to attempt similar task
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
21C.O.9- Student demonstrates ethical Present scenarios which Students display ethical,
12.3.LS4 behavior and works require choices involving responsible behavior
responsibly and personal ethics and work
collaboratively with others in ethics
the context of the school and
the larger community, and Students debate what is
he/she demonstrates civic the ethically correct
responsibility through course of action.
engagement in public
discourse and participation in
service learning.

19
21C.O.9- Student exhibits positive Students will participate SkillsUSA or TSA meeting
12.3.LS5 leadership through in SkillsUSA or TSA and minutes
interpersonal and problem- become a chapter or
solving skills that contribute to state officer or serve as Class work
achieving the goal. He/she chairpersons of
helps others stay focused, committees. Students will
distributes tasks and work cooperatively in the
responsibilities effectively, classroom taking
and monitors group progress leadership roles.
toward the goal without
undermining the efforts of
others.
21C.O.9- Student maintains a strong Student selects a project Student completes project
12.3.LS6 focus on the larger project of at least a month in and reports on adjustments
goal and frames appropriate duration, determines which were required to meet
questions and planning scope of work and the project deadline
processes around goal. Prior projects schedule
to beginning work, student timeline using project
reflects upon possible management software or
courses of action and their a spreadsheet. The
likely consequences; sets student sets intervals to
objectives related to the evaluate progress.
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.
21C.O.9- Student protects software, Student signs usage Student demonstrates proper
12.3.TT1 hardware and network agreement use
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use
and shut down technology
20
equipment.
21C.O.9- Student works collaboratively Working as a team, Students to copy & paste the
12.3.TT2 to acquire information from students are to research URL for the most valuable
electronic resources, a term utilized in their source and the least
conducts online research, and course; determine which applicable source in an
evaluates information as to sources provide electronic document and
validity, appropriateness, applicable information for print it
usefulness, the word as it is used in
comprehensiveness and bias. drafting courses

21
21C.O.9- Student evaluates current
12.3.TT3 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- Student adheres to Students will sign and Ethical use of technology
12.3.TT4 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.

22
21C.O.9- Student models ethical Students will sign and Ethical use of technology
12.3.TT5 behavior relating to security, adhere to a school-wide and information in their
privacy, computer etiquette, acceptable use policy. academic and personal
passwords and personal experiences
information and demonstrates Students will research the
an understanding of copyright cost to companies and
by citing sources of individuals of ‘stolen’ data
copyrighted materials in and the legal consequences
papers, projects and multi- of obtaining and utilizing
media presentations. Student illegally acquired materials
advocates for legal and
ethical behaviors among
peers, family, and community
regarding the use of
technology and information.
21C.O.9- Student evaluates and Student researches their Student submits
12.3.TT6 applies technology tools for dream CAD station, specifications and price of
research, information determines components, workstation
analysis, problem-solving, price of workstation, and
content learning, decision availability
making, and lifelong learning.
21C.O.9- Student protects his/her Students to remove any Search student’s name
12.3.TT7 identity online and in email data which is publicly and report information
and/or websites, limits the accessible that might allow found
distribution of personal identity theft to occur
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.

23
21C.O.9- Student uses technology to Students utilize web search Student successfully
12.3.TT8 seek strategies and engines to locate information locates needed
information to address limits information
in their own knowledge.
Learning Skills & Technology Tools Teaching Strategies Evidence of Success
Culminating Activity
Entrepreneurial Student understands the Students take available on- Results from self-quizzes
Skills: personal traits/behaviors line quizzes to learn their
associated with successful entrepreneurial aptitudes
entrepreneurial performance. such as:
http://www.bizmove.com/oth
er/quiz.htm

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:
Culminating End of Concentration Performance Evaluation
Assessment:
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
24
Links and Other Resources
Links and Other Related Websites:
Resources:
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

25
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/
26
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

27