124p.getting results f - 3 assuring learner success f - 4 learning styles inventory f - 5...

DOCUMENT RESUME

ED 425 313 CE 077 617

TITLE Train the Trainer. Facilitator Guide Sample. Basic BlueprintReading (Chapter One).

INSTITUTION Saint Louis Community Coll., MO.SPONS AGENCY Office of Vocational and Adult Education (ED), Washington,

DC. National Workplace Literacy Program.PUB DATE 1997-00-00NOTE 124p.

PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Assembly (Manufacturing); *Blueprints; Classroom

Techniques; Curriculum Guides; Instructional Materials;Learning Activities; Manufacturing Industry; PostsecondaryEducation; *Teacher Improvement; Teaching Methods;*Trainers; Vocational Education; *Workplace Literacy

ABSTRACTThis publication consists of three sections: facilitator's

guide--train the trainer, facilitator's guide sample--Basic Blueprint Reading(Chapter 1), and participant's guide sample--basic blueprint reading (chapter1) . Section I addresses why the trainer should learn new classroomtechniques; lecturing versus facilitating; learning styles inventory;suggestions for tactile, visual, and auditory learners; ideas for interactivetraining; and arranging the room. Section II contains the curriculum forchapter 1 on basic blueprint reading. Introductory facilitator materialsinclude a one-page summary of course basics, objective, and course overviewwith blueprint reading content and learning strategies; and checklist ofmaterials needed. Information and exercises are provided on learningstrategies, study strategies, reading strategies, key terms, note taking, jobaids, memory aids, organization, and classroom strategies. Symbols thatrepresent the various terms and ideas are presented in a side column and usedin the curriculum to alert the trainer and/or student that certain activitiesor responses are recommended. Throughout the sample curriculum, facilitatorpages provide tips for the facilitator. The guide provides objectives,learning materials, activities, chapter review, answer keys, Checkpoint 1,and participant score sheet. Section III contains a complete set of learner'smaterials suitable for duplication. (YLB)

********************************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

********************************************************************************

Train the TrainerFacilitator Guide Sample

Basic Blueprint Reading (Chapter One)

froriewmeelk

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

ED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changeS have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

St.Louls CommunityCollege

Community Development Division/Workplace Literacy Services Center

2

Copyright © 1997 by Workplace Literacy Services Center, Community DevelopmentDivision, St. Louis Community College

The contents of this publication were developed under a grant from the Department ofEducation. However, those contents do not necessarily represent the policy of theDepartment of Education, and you should not assume endorsement by the FederalGovernment.

3

Table of Contents

St. Louis Community College Train the Trainer

Contents

Facilitator's Guide Train the TrainerIntroduction F - 1

Why Should You Learn New Techniques for the Classroom9 F - 1

Lecturing vs. Facilitating F - 2

Getting Results F - 3

Assuring Learner Success F - 4

Learning Styles Inventory F - 5

Suggestions for Tactile Learners F - 6

Suggestions for Visual Learners F - 7

Suggestions for Auditory Learners F 8Facilitation Activity F - 9

Ideas for Interactive Training F - 10

Arranging the Room F - 11

Facilitator's Guide SampleBasic Blueprint Reading (Chapter 1)Course Basics and Objective F - 12

Course Overview F - 12

Materials Needed F - 13

Learning Strategies LS - 1

Study Strategies LS - 1

Reading Strategies LS - 7

Classroom Strategies F - 14

Introductory Activity F - 19

Introductory Activity A - 1

Preview F - 20

The Title Block and Alphanumerics 1

Objectives 1

Key Words F - 21

The Title Block 2


Table of Contents


Similarities and Differences Activity F - 22

Balloons and Flags Activity F - 23

Alphanumeric Activities F - 24

Alphanumeric Systems 8

Abbreviations 9

Memory Tricks 11

Part Number/Drawing Number 12

Questions and Exceptions to the Alphanumeric System F - 25

Basic Blueprint Reading Chapter 1 Review 15

Chapter 1 Answers 18

Checkpoints and Response Sheets F - 26

Checkpoint 1 The Title Block and Alphanumeric System 20

Checkpoint 1 Answers F - 27

Participant Score Sheet 22

Participant Feedback 23

How Are You Doing? F - 29

Follow-up Checklist F - 30

Participant's Guide SampleBasic Blueprint Reading (Chapter 1)Introductory Activity A-1

The Title Block and Alphanumerics 1

Objectives 1

The Title Block 2

Alphanumeric Systems 8

Abbreviations 9

Memory Tricks 11

Part Number/Drawing Number 12

Basic Blueprint Reading Chapter 1 Review 15

Chapter 1 Answers 18

Checkpoint 1 The Title Block and Alphanumeric Systems 20

Participant Score Sheet 22

Participant Feedback 23


Facilitator

Train the Trainer

St. Louis Community College

Facilitator's Guide Train the Trainer

Community Development Division/Workplace Literacy Services Center 6

Facilitator


Introduction


Why Should You Learn New Techniques for the Classroom?

Ask yourself the following questions and check one

appropriate box for each.

Yes

rLI

LJ

LJ

No

rLJ

rLJ

rLJ

Would you like to improve the results of your classes?

Do you believe all learners can succeed?

Are you looking for more interactive training methods?

If you answered yes to any of these questions, then this manual is for you.

Community Development Division/Workplace Literacy Services Center F - 1

Facilitator


Lecturing vs. Facilitating


Which do you believe is more effective: lecturing or facilitating?

Based on adult learning theory, effective facilitation with adult learners relies on some

important facts:

Facilitators should ask questions throughout training.

Facilitators should use a variety of presentation methods allowing all learners to use

their learning strengths (visual, auditory, and tactile).

Adult learners must understand how the training ties into their lives.

Adults learners must have the opportunity to use what they are learning.

And remember: Of all teaching strategies, lecturing produces the lowest retention rate.

This curriculum is designed to maximize participant retention through an interactive

approach to learning. The facilitator guide pages, printed on colored paper, provide tips for

the facilitator.


Facilitator


Getting Results


Do you:

Prepare the ovetheads, flip charts, and class agenda prior to class?

Organize?

Make smooth transitions between topics?

Move around the classroom?

Involve the participants through questions?

Keep lecture to a minimum?

Pause to allow thinking time?

Try to be creative with your class materials?

Use visual aids often?

Speak clearly and use appropriate vocabulary?

Provide learning opportunities for all learning styles?

The information on the following pages will help you approach your classes with confidence

and with a better understanding of adult learners.


Facilitator


Assuring Learner Success


Have you ever been frustrated when learning a new skill? If so, perhaps your learning

style was not addressed. Do you know which of these three primary styles best de-

scribes the way you learn?

Auditory

Identify your learning style by taking the inventory on the following page.

Consider giving the inventory to your participants at the beginning of your course.


1 0

F - 4



Facilitator

Learning Styles Inventory

Your learning sryle is your preferred way to process, recall, and remember information.Place a check next to the activities below that best describe you.

I like to/I: I: I:

D fold paper when told to makecolumns.

U love to talk. D ignore spoken directions.

Ei rock in a chair. LD love to listen to someone reador talk.

D ask for repeated directions.

0 shake my leg. D talk to myself. D look to see what othersare doing.

D tap or wiggle pens, pencils,etc.

D read aloud. 0 get the words to a songwrong.

D reach out to touch everything. 1J am distracted by noises. D turn the radio or TVup very loud.

E3 do not trust my eyes or earsuntil I touch something.

D use my fmger to read. 0 write lots of notes.

D collect "things." lj put my head near my work. 0 watch the speaker's mouth.

D have a low interest in reading. D hood my eyes with my hand. lj don't like to talk on thephone.

D break up toothpicks orplay with straws.

D don't do well with charts& graphs.

U go off into another worldwhen lectured to.

U take things apart, put thingstogether.

D need words to go with acartoon.

U enjoy reading.

D dress for comfort. D can't draw withoutsomething to copy.

D do well with chartsand graphs.

D take lots of baths or showers. D can't use maps; need oraldirections,

El need maps; get lost withoral directions.

0 talk fast, using my hands. CI use jingles to learn things. 0 have good handwriting.

El tend to interrupt. CI don't do well with symbols. D am good at puzzles.

LI like to try new things. D can't stand silences; need totalk and need others to talk.

0 am organized; like things neat.

Total = (Tactile) Total = (Auditory) Total = (Visual)

Count the check marks in each column and place the total at the bottom. The column withthe most checks indicates your primary learning style.

My primary learning style is


M141101a

Facilitator



Suggestions for Tactile Learners

Highlight the tips that you can apply to your work.

Demonstrate something instead of simply talking about it.

Allow students to move around and/or interact with concepts.

Use props to illustrate ideas.

Include opportunities for learners to write and speak during class

through partnered and small-group activities.

Use logs or journals for reflective feedback.

Give tactile learners an opportunity to teach whenever possible.

Add other tips that work for you:


12

Facilitator



Suggestions for Visual Learners


Show visuals when discussing information, e.g., overheads,

drawings, pictures, props, etc.

Use and ask learners to create visual material, e.g., art, graphs,

and games for problem solving.

Assign reading prior to presenting information in class.

Use logs or journals for reflective feedback.

Videotape learners and ask for learner assessment.



13

Facilitator



Suggestions for Auditory Learners


Allow students to record your class, or record yourself and allow

learners to check out recordings.

Use activities that encourage conversation, e.g., brainstorming,

interviews, study groups, games, etc.

Ask open-ended questions to stimulate discussion when using

visual information.

Use individual conferences to touch base with students.



Facilitator


Facilitation Activity


Read the paragraph below and answer the following questions to practice identifying learning styles.

Steve is a renegade you have in one of your classes. Your first encounter with Steve

occurred when he asked you, in the middle of class, if you were married and persisted

in asking personal questions. Steve also has numerous ideas for how you should teach

the class. Steve's limited attention span is obvious in his intense pencil tapping, his

obsession with his baseball hat, and his frequent and inappropriate talking.

1. What is Steve's learning style?

2. What clues helped you identify his style?

3. What techniques would you use with Steve?


Facilitator


Ideas for Interactive Training


Interactive training can address all learning styles. Which of the following techniques will

increase participants' understanding of the content material?

Partnered or small-group problem-solving activities

Colorful visuals

Use of questions throughout presentations

Use of highlighters with written materials

Discussions and brainstorming

Debates

Participant-generated questions that stimulate discussions

Allowing participants to teach sessions

What interactive training ideas would work with your learners?


Facilitator


Arranging the Room


Room arrangement has a tremendous impact on learning. Try to arrange your training room

like one of the following examples.

0

Example 1

Example 2

0Community Development Division/Workplace Literacy Services Center F - 11

17

Facilitator

Train the Trainer

Facilitator's Guide Sample

Train the Trainer



18

Facilitator

Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)


Course Basics and Objective

Time = 24 Hours [1 Hour Classes, 2 Times per Week (Optimal)]

The objective of this course is twofold: the understanding of Blueprint Reading combined with

learning strategies.

Course Overview

The Blueprint Reading content and the learning strategies work together.

Blueprint Reading Content

Chapter 1Title Block and AlphanumericsComponents of Title BlockNumbering System for Parts and Prints

Chapter 2Departmental DocumentationForms That Compliment Blueprints:Parts Lists, Work Orders, Schedules,Modifications

Chapter 3Math and MeasurementDecimalsTolerancesFractionsGeometric FormulasMeasurement & ToolsMachinist Terminology

Chapter 4VisualsLine TypesViews

Learning Strategies*

Reading Strategies

PreviewingQuestioningSkimming

Study Strategies

Key TermsNote TakingJob AidsMemory SkillsOrganization Skills

Classroom Strategies

Group ActivitiesFeedback

*learning strategies are integratedwith Blueprint Reading contentmaterial throughout the course


19

F - 12

Facilitator


Materials Needed


Checklists

Facilitator's Materials Participant's Materials

O Facilitator's GuideIncludes Overheads

O Overhead Projectorand Screen

O Set of Blank OverheadFilm

O Set of Overhead Markers

O Blackboard or MarkerBoard

O Flip Chart

O Machinist Scale

O 10-15 Copies of Blueprints

O Calculator

O Objects From theCompany to Measurein Chapter 3

O 6-8 Meter Sticks

O Three-DimensionalGeometric Shapes

O 1 Learner's Guide*

O Highlighter(s)*

O 2-3 Pencils*

O 1 Name Tent/Tag*

O 1 Calculator*

O 1 Machinist Scale*

O Plenty of Scrap Paper

*items/parficipant


2 0

F - 13

Facilitator Guide Sample Basic Blueprint Reading (Chapter One)

Tools for Learning

Key Term

Note Taking

Job Aid

Memory Aid

-401P-

Organization

St.Louis Community College Train the Trainer

Learning Strategies

Study Strategies

1. Key Term

Look for new words, abbreviations, main ideas,

definitions, and formulas.

2. Note TakingIdentify your study strengths and develop a

system that works for you (i.e., use highlighters,

abbreviations, shorthand, outlines, etc.)

3. Job AidCreate and use visual tools to help you on the

job.

4. Memory Aid

Use tips, formulas, and memory tricks.

5. OrganizationManage your documents, duties, ideas, and time.

Community Development Division/Workplace Literacy Services Center LS - 1

21


Tools for Learning

Key Term

Si.Louis Community College Train the Trainer

Key Term

A key term is a new idea, definition, or formula that you need to

remember. This is the key term symbol used throughout the course.

When you see it, note all of the key terms on the page.

When learning a new skill, you sometimes need to learn a new

"language." Key terms are the basics of a language. They are often

underlined, bold, or italicized and can frequently be found in a

book's glossary.

What can you do to help yourself remember key terms?

In Chapter 1, what are four key terms?


2 2


Tools for Learning

Note Taking


Note Taking

Note taking is identifying a system that helps you remember

information. This is the note taking symbol used throughout the text.

When you see it, use these tips to get the most out of taking notes:

Draw pictures. Repeat information out loud. Ask the speaker to repeat

information. Tape record the information to take notes at

a later time. Highlight written material to skim faster. Abbreviate

for margin notes and outline notes. Develop your own shorthand.

Abbreviate w/o losing meaning.

andatcash, cost, or money

2A

toup

ea each wh/ which

ex example wl with

nonumber

wlo withoutyou

Listening = Tune in 2 the speaker's motions, vocal tone, &rhythm 2 know what's important.

Tip! Bored? Ask a question or make a comment!

Analyzing = Think of the speaker's outline. Practice thinking likethe speaker.Tip! Answer the questions who?, what?, where?, when?, why?,& how?

Selecting = Highlight w/ colors 2 pull headlines & important facts

off the page.Tip! Find & highlight the 5 Ws & How.

Writing = Divide paper in 2 lengthwise; write notes on the left &headlines on the right.Tip! Make small drawings in the margins 2 lift key ideas off thepage. Write legibly.

Highlight the information on this page that you want to remember.


2 3


Tools for Learning

Job Aid


Job Aid

A job aid can be a drawing, chart, memory device, or instructions

almost anything that makes a task easier to remember. This is the job

aid symbol used in the course. When you see it, use the included job

aid used in class or create one of your own.

A job aid can be created by anyone. Have you ever created a

to-do list, a chart for household chores, or a flashcard for learning

new ideas? These are all job aids.

What other job aids have you created?

Do you have any ideas for a work-related job aid?


2 4

LS - 4


Tools for Learning

7,'"1

Memory Aid


Memory Aid

A memory aid is a device that helps you remember information.

This is the memory aid symbol used throughout the course. When

you see it, practice the given memory aid or create one of your own.

A memory aid can be created by anyone and can be used for almost

anything. For example, one way to remember the five Great Lakes is

the word "HOMES."

Huron Ontario Michigan Erie Superior4M110

What are some memory devices you already know?

In small groups, share your memory aids. Write the ones which are

new to you.

Discuss with your group what is needed to create a good memory aid.


25


Tools for Learning

Organization

Stiouis Community College Train the Trainer

Organization

Organization is keeping track of ideas, papers, things that need

to be done, and time in a systematic way. How you organize

may be different than how someone else organizes. This is the

organization symbol used in the course. When you see it,

check how organized you are.

Studies show that one of the keys to success is being organized.

On a scale of 1 to 10 (1 being low, and 10 being high) how would

you rate your organization skills?

In terms of organization, what is your greatest strength?

What is your greatest weakness?

What can you do to improve?


26


Tools for Learning

Preview

Question

Skim


Reading Strategies

1. Preview

Look over the text. Look at the title, subtitles,

table of contents, index, glossary, and illustra-

tions.

2. Question

Answer "What do I need to know?" by asking the

5 W's (Who, What, When, Where, Why) and

How.

3. SkimRead information quickly to get the main idea.

Skim Text

Look for words that are bold, in italics, or under-

lined.

Read the first and last sentences in each para-

graph.

Skim Graphics (charts, tables...)

Look for titles, keys, legends, and other blocks of

information in columns, rows, and corners.

Community Development Division/Workplace Literacy Services Center LS - 70 7


Tools for Learning

Preview


Preview

This is the preview symbol used throughout the course. When you

see it, practice previewing the chapter.

Preview by reading the titles and subtitles in a document or chapter to

find the major concepts. Previewing also includes asking yourself

what you know and don't know about these major concepts.

1. Take five minutes and preview the entire manual. List the major

concepts.

2. Compare your list with a partner. Did you come up with the

same list? Why or why not?

3. Which concepts on your list are unfamiliar to you? Highlight

these.


23


Tools for Learning

Question


Question

This is the question symbol used throughout the course. When you

see it, answer the stated question or come up with a question of your

own.

Question what you need to know by identifying the 5 W's and How:

Who? What? When? Where? Why? How?

Preview this manual and create some questions using the 5 W's

and How.

Ask, for example, "What do I need to know? Where can I use this

information? How can I use this information?"

Create your own questions with the 5 W's and How.

Who

What

When

Where

Why

How


2 9


Tools for Learning

Skim


Skim

This is the skim symbol used throughout the text. When you see it,

practice skimming the information instead of reading it thoroughly.

Skim by reading information quickly to get the main idea.

Imagine that the following is a whole page of text. The blanks are

the words you don't read when you are skimming.

Usually, the first paragraph will be read all the way through at

average speed. It will contain an overview of what will be

talked about in the following paragraphs.

Sometimes the second paragraph contains some important

information, so read this as well.

... and last sentences of the rest of the paragraphs.

After the first sentence,

... watch for bold

... and italicized ...

and underlined ... ... key words.

What information do you usually skim?


3 0LS - 10

Facilitator

Facilitator

Overhead

Activity

ParticipantFeedback



Classroom Strategies

1. Facilitator Guide

Tips and instructions for facilitators.

2. Overhead

Used to emphasize and clarify concepts.

3. Activity

Individual, partner, or group skill-building exercise.

4. Participant Feedback

For confidential communication between facilitator and partici-

pant.


31

Facilitator

Facilitator



Facilitator Guide Pages

When you see this symbol, use these ideas in your training, or

come up with your own.

Facilitator guide pages are blue. They are inserted into the

facilitator's guide to offer suggestions and guidance.

These pages are structured to help you facilitate the course infor-

mation.

Facilitator tips are included on each of the pages. Use these

pages and tips, but don't hesitate to be creative when

adapting them to your particular learning environment.


Facilitator

Overhead



Overhead

When you see this symbol, use the enclosed overheads or make your

OWn.

An overhead is a transparency copied from the text and used with an

overhead machine. It provides a visual for examining details.

Use overheads to emphasize, illustrate, or introduce a concept.

Visuals are more effective than discussion only.

Use colored transparency markers to highlight information.

Ask volunteer participants to point out important information on

overheads. (Peer teaching is a valuable learning strategy.)

Make certain that all overheads can be read by everyone in the

room.


3 3

Facilitator

Ii.

0.204

Activity



Activity

When you see this symbol, allow the participants to complete the text

activity or create another.

Use an activity to challenge learners and provide opportunities for

learners to solve problems together.

Alternate participant activity setups. Use whole group, small

group, partnered, and individual activities.

Be creative! Come up with your own activities or use sugges-

tions from the participants if the activities are too short, too long,

or not appropriate for you participants.

Think about the activities that have worked well for you in your

own learning. Why have they worked? Transfer those elements

to the activities of the participants.


34

Facilitator

ParticipantFeedback



Participant Feedback

When you see this symbol, usually at the end of a chapter, give each

participant a feedback sheet.

Participant Feedback sheets enable participants to assess both their

own learning and the facilitation of course material. Feedback is

essential for effective communication both in training and work.

Collect the completed Feedback sheets, initial, date, and write

responses on each form. This technique allows the learners to

have ongoing, one-on-one communication with the facilitator.

Encourage participants to communicate their thoughts and feel-

ings, and to be honest. Positive feedback is great, but negative

feedback can be the basis for improved facilitation. Do the

negative comments have merit? If so, what can you do to im-

prove? You can change the pace of a class, develop more prac-

tice exercises, and defuse any negative thought or feelings.


3 5

Facilitator


Introductory Activity

Have participants choose partners.


Ask: What do you already know about this print just by skimming? Make

a list with your partner.

Do one example as a group first.

Ask: For example, what company owns this print?

If participants have difficulty getting started, prompt them with the

following questions.

Ask: Are there tolerances given on this print?

Have you seen this part before? What is it?

Has the print been revised?

Do you know any of the line types?

What's the material used in this part?

Facilitator Tip

Some participants will know more than others. Try to have these experts explain

ideas as much or even more than you do. Peer tutoring is a powerful learning tool.

Community Development Division/Workplace Literacy Services Center F- 19


Tools for Learning


Tell Us What You Know


With a partner, locate anything that you already know something about from the print on

the following page. List below.

Community Development Division/Workplace Literacy Services Center A - 1

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Facilitator

Preview



Preview the chapter with the participants. Refer to the Preview Process Page in the process

section at the beginning of the text.

Ask: Why are these guidelines important?

Brainstorm answers on a flipchart and ask participants to list the responses on the

back of their page.

Facilitator Tip

Don't be afraid to make errors. Create an environment where it's okay for both

participants and facilitators to make and correct mistakes. Both are important parts of

the learning process.


4 0


Tools for Learning

Preview

Key Term


The Title Block and Alphanumerics

Objectives

To identify the title block on a blueprint and know what each title

block component means.

To become familiar with an alphanumeric system.

The title block is framed information on a blueprint that gives spe-

cific facts about that print. Always examine the title blockfirst when

looking at a print.

Alphanumerics are letters and numbers organized in a systematic

way. An alphanumeric system helps a company keep track of

information.

Blueprint Guidelines

Never get in the habit of memorizing a drawing.

Always keep only the latest change drawing in the file.

Always read and understand all notes on a print before you start

working.

Always examine the title block first.

DRAWNG #I

DRAIM NG #

NOTES

PART/ASSEMBLY DRAWING

TITLE BLOCK


Facilitator

Key Term

Note Taking



KeyWonls

Refer participants to Key Word Learning Strategies section page at

the beginning of the Facilitator Guide Sample.

Ask: Why do you need to know the information on the Title Block?

What information is given on a Title Block?

As participants answer, have them highlight the main words

from each definition (Example: #3 Revisions = changes) Do

not have them highlight whole definitions, paragraphs, or

pages.

Facilitator Tips

Encourage participants to use highlighters selectively. High-

lighting every bit of text has the same effect as not highlight-

ing anything at all.

Of all classroom strategies, lecturing provides for the lowest

retention rate. Ask questions! Do what you can to get the

participants talking about the content.


4 2


Tools for Learning

Key Term

Note Taking


The Title Block

The title block consists of sub-blocks of information and is similar

from company to company. The numbers below correspond to the

drawing on the next page.

1. Tolerance BlockSpace that provides tolerances on the print.

2. Material (MATL)Item used to make part.

3. Revisions (REV)Changes made to original drawing. Letter ofthe alphabet indicates the number of revisions. A = 1, B = 2,C = 3 . . . . Revision Blocks list revisions.

4. FileIndicates drawing control number.

5. TDRTechnical Data Release.

6. Drawing NumberAlphanumeric code for drawing.

7. Drafter (BI9Initials of person who created blueprint.

8. ScaleThe relationship of the size of the image on the drawingto the actual object.

9. Title of DrawingThe complete name of the drawing.

10. Company NameThe name of the company that produced thedrawing.

11. Revision DateThe date of the latest revision.


4 3

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Activity


Title Block #1 ActivityDrawing #35FH4000A01

1. What are the allowable tolerances for making this part?

A. Angle allowance =


B. Decimals to three places =

C. Decimals to two places =

2. What is the material used for fabrication?

3. How many times has the drawing has been revised?

4. What is the relationship of the size of the drawing to the real object?

5. Who is the drafter?

6. What is the date of the latest revision?

7. What is the file number, for drawing control?

8. What is the function of the TDR number (Technical Data Release)?

9. What is the company name?

10. Is this a piece-part or subassembly drawing?

11. What is the drawing number?



Tools for Learning

Key Term

Activity


Title Block #2 ActivityDrawing #54FE5000

Turn to Drawing #54FE5000, End Cap Brush Assembly. All title

blocks have some features in common and some differences. For

example, Title Block #1 refers to a piece-part, a drawing which

illustrates one part. Title Block #2 refers to a sub-assembly, a

drawing which illustrates several components.

Make a list of the similarities and differences between Title Blocks

#1 and #2.

Title Blocks #1 & #2 Activity

Similarities:

Differences:


4 7

Facilitator

Activity



Similarities and Differences Activity

Have participants divide into pairs. Allow the pairs ten minutes to

find as many *linilarities and differences as possible. When ten

minutes are up, ask the following questions to the entire group.

Ask: First, what similarities did you find between the two prints?

As participants answer, record their responses on the overhead.

Ask: What differences did you find? (Record these also)

Ask: What does this tell you about title blocks in general?

Facilitator Tip

Try partnered activities as a way to encourage teamwork. If the

partnered activities aren't successful, try whole group and/or

individual ones. Variety in how you conduct activities is

essential.


4 3

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IS SYMETRICAL WITH CL OF ENO CAP.

APPLY SMALL BEAD OF ITEM

AROUND EACH BRUSH

HOLDER BEFORE INSTALLING.

APPLY ITEM (7) TO INSIDE OF ENO CAP BEFORE

ASSEMB19

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IX\Facilitator Guide Sample Basic Blueprint Reading (Chapter One)

Tools for Learning

Key Term

Note Taking


Notes

Notes contain special instructions and appear outside the title block.

Look to the left of the title block on drawing #54FE5000 for two

circles (balloons) and three triangles (flags). What do these shapes

mean?

Balloons and Flags

Balloons. Some companies use a balloon system to illustrate how the

piece-parts from the Bill of Materials work together.

1. How many piece-parts are in this sub-assembly?

Flags. Some companies use triangular flags to highlight either a

work procedure, a nontypical material, or a note.

2. In Flag #2 (under Notes) what do you suppose Item 6 might be?

3. What is the assembler in Flag #3 being instructed to do?


Facilitator

Note Taking



Balloon and Flag Activity

For the balloon and flag activity, highlight the balloons in one color

and the flags in another on the transparency.

Have participants highlight the balloons and flags in the same way on

their copy.

Ask:

When would you see a flag on a print?

When would you see a balloon?

How is flag #2 connected to balloon #6?

Have you ever seen a balloon in a piece-part drawing? Why or

why not?

Facilitator Tip

Use color as much as possible. According to one study, color

increases retention by 55%.


5 2


Tools for Learning

Question


Title Block #3 ActivityFrame Information

Note the four colunms of numbers and letters immediately above the

title block on Drawing #35RC0002. Column 3 is entitled, "Finished

'A' Length," and Column 4 is entitled "Cut-Off 'A' Length." For

Frame 516, the cut-off length is 2.14 and the finished length is 2.090.

1. What is the difference in length between the two?

2. Why is there a difference in the length?

3. Who is the drafter of this drawing?

4. What part is being illustrated?

5. What material is being used?

6. How many revisions has this drawing gone through?

7. What is the largest frame size?

Challenge

8. Why are there eight different frame sizes listed on this print?


53

01.

630

1.62

5

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PA

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5 5


Tools for Learning

Activity


Blueprint Activity

Answer the following questions with Drawing #37FH4000A01 on

the next page.

1. What is the part number?

2. What is the name of this part?

3. Who made this drawing?

4. How many revisions has this drawing had?

5. Is this drawing a piece-part or a sub-assembly?

6. What is the date of the last revision?

7. What is the scale of this drawing?

Challenge

8. What does the FH stand for?


5 6

Facilitator

Key Term



Alphanumeric Activities

If participants have difficulty guessing what these terms mean,

Ask:What other words include the term alpha? (alphabet)

Does the term numeric remind you of another word? (number)

What does sequential mean? What is a sequence? (1, 2, 3, order)

What is something that is significant? (has meaning of its own)

What examples of significant numbers do you see every day?

What sequential numbers do you see every day?

Facilitator Tip

Encourage participants to use word associations early in the

training. These will be used again in the chapter 3 discussion

of tolerances.


5 7

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Tools for Learning

Question

Key Term


Alphanumeric Systems

Many companies use several alphanumeric systems.

What does alpha mean?

What does numeric mean?

The numbers in an alphanumeric system can be either sequential or

significant. Sequential means that whatever is being categorized is

listed in "1, 2, 3..." order.

Significant means that the numbers and letters in the system have

meaning. Drawing 35RC0002 illustrates how numbers and letters are

used together: 35 and RC are significant. The 0002 is sequential.

Are the following numbers significant or sequential?

Area Code

Zip Code

The Dewey Decimal System

Check Numbers


G


Tools for Learning

Key Term

4:caSkim


Abbreviations

Knowing company abbreviations can help to quickly identify what is

on a drawing. The XYZ abbreviations, which are significant, are

divided into three categories (by department):

Motor

SH Shaft

RC Rotor Core

EP Endplate

SC Stator Core

WS Wound Stator

SB Stator Band

SA Stator Assembly

RA Rotor Assembly

AA Armature Assembly

NS Insulation

CM Commutator

LD Lead Assembly

CL Coil

BP Brush/Brush Holder

RK Rocker Arm


61


Tools for Learning

Key Term

Note Taking


Parts

BA Base

FH Fan Housing

CB Conduit Box

CV Inspection Cover

RB Bearing Retainers

FN Fan

HA Hardware or Housing Adaptor

Lamination

RL Rotor Lamination

SL Stator Lamination

AL Armature Lamination

FL Field Lamination

MM MaSter Coil Lamination

Tft Tool Number

Highlight the abbreviations which are unfamiliar to you.


62


Tools for Learning

Memory Aid

St. Louis Commitnity College Train the Trainer

Memory Tricks

Because there may be many abbreviations in a company's alphanu-

meric system, creating memory tricks can be helpful.

For example, the directions on a compass can be remembered by:

sever Eat Shredded Eheat.

(North, East, South, West)

XYZ's Alphanumeric MM for Master Coil Lamination can be

thought of as:

MCL (the name Michael) likes MMs (the candy).

(MCL = MM)

Look at the list of abbreviations. Choose one and create a saying to

help you remember it.


63


Tools for Learning

Note Taking


Part Number/Drawing Number

An XYZ part number and drawing number are often the same. Thistype of alphanumeric system is not used in all companies.

Once you are familiar with how to break down a part number in onedepartment, you will be better able to understand the alphanumerics

in other departments.

For example, Drawing 34FH4000A01 can be broken down into the

following categories:

34 = Frame

FH = Fan Cover or Housing

4000 = Material Used (steel)

A01 = Sequential number for variations to 34FH4000

A drawing number in Laminations would break down as:

09 = Frame

RL = Rotor Lamination

5 = Pole Number

64 = Number of Slots

1-9 or E = A sequential number or E (experimental)


61


Tools for Learning

Question


Another variation to this system is number 27A01W234:

27 = Frame

A01 = Mechanical Layout

W234 = Electrical Layout

What drawing number are you most familiar with in your

department?

Break down this alphanumeric like the examples above. What do the

numbers and letters mean?

Circle the sequential numbers in your example. Box the significant

numbers.

In the examples, two different meanings are given for an A01. How

will you know which is which?


6 5

Facilitator



Questions and Exceptionsto the Alphanumeric System

Questions and exceptions to the alphanumeric system are bound to

come up in discussion. As with any training, have a contact person

at the company who can be available to answer your questions.

Some of the XYZ part numbers won't match the system outlined in

Chapter 1. For example, the Charlotte plant was recently purchased

and operates under a different alphanumeric system.

Facilitator Tip

How can you encourage participants to learn all the company

abbreviations?

Allow small groups of participants to create a mini-quizfor other teams. Have teams trade questions and seewhich team knows the most answers.

Sponsor an abbreviation contest. Give participants time inor out of class to create memory aids. Award the winningcreator or team of creators a prize. Have a panel of partici-pant judges if possible.

Create a job aid with the abbreviations. Copy informationon 3 x 5 inch cards and distribute to all participants. Orhave participants create this job aid.


66F - 25


Tools for Learning

Activity


Activity

Chapter 1 of this course included the following prints.

1. Break down each of these alphanumerics.

A. 35FH4000A01

B. 35RC0002

2. Where would you look to find the exact material type for the

4000 in question 1?

3. What is that material type?

4. What is the 0002 material type in question 2?

5. How would you break down 29FL4240?


6 7


Tools for Learning


Basic Blueprint Reading Chapter 1 Review

1. How is a piece-part drawing different from a sub-assembly drawing?

2. What information does a Title Block provide? (at least three)

a.

b.

C.

3. Answer the questions with the blueprint on the following page.

a. What is the drawing number?

b. What does the "SH" mean?

c. When was the original print drawn?

d. How many revisions has it had?

e. Who approved this drawing?


68


Tools for Learning

f. How many flags are on this drawing?


g. How much tolerance is allowed to two decimal places under the English system?

h. What material is used in this part?

4. Identify the following abbreviations.

a. RC

b. BA

c. EP

d. SL

e. MM

f. AL

g. RK

h. CV

i.SH

j. FH


6 9

sx\Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)

Tools for Learning

5. Break down the following part numbers:

a. 34BA4003


b. 14RL2401


70

71

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875

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SEE DETAIL

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MAX

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(2)

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8.670

REF

.

7.915

0.6250

A i

2.25

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.094

.002

(2)

105' TYP

SECTION

B - B

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MACHINED SURFACES 100 / R.N.S. MAX.

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LINFORMATION PURPOSES GILT AMO IS NOT

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OF BALM ELECTRIC CO.

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Facilitator's Guide Sample - Basic Blueprint Reading (Chapter One)

Tools for Learning

Chapter 1 Answers


Title Block #1 Activity, Page 3 Title Block #3 Activity, Cont'd, Page 6

1. A. Bend radius: 015B. Angle: .5C. Two-place decimals: +/- .020

2. 18 Gage C.R. Steel (.0478)3. C = 3 times4. The drawing is .6 to the fan housing's true size.5. PGM6. 8/11/937. AAA000036598. To match this print to the actual TDR documents9. XYZ Electric Company

10. Piece-part. If other parts were shown and how theywork together, this print would be a sub-assembly.

11. 35FH4000A01

5. Hot drawn seamless steel tubing6. 8

7. 5808. To save the company from having to create 8

different prints for the same part.

Blueprint Activity, Page 7

1. 37FH4000A012. Fan cover 37/307 Frame w/greaser3. BGM4. 5

5. piece-part6. 10/11/947. 7

8. Fan housing or fan cover

Title Block #2 Activity, Page 4

1. Similarities: (Answers may vary.)Both have a title block.Both list tolerances.Both have had same # of revisions.Both have numbers in decimal form.Both have drafter's initials given.(etc.)

2. Differences: (Answers may vary.)Different scalesMetric tolerances are given on one print.One has a "checked by" box.One has balloons and flags.(etc.)

Alphanumeric' Systems, Page 8

1. Alpha refers to ordering information by letter order.2. Numeric refers to ordering information by number.

,

Part Number Activity, Page'14Balloons and Flags, Page 5 1. A. 35 = Frame

FH = Fan Housing or Cover4000 = Material TypeA01 = Variations

B. 35 = FrameRC = Rotor Core0002 = Material Type

2. On the title block3. 18 gauge C.R. Steel4. Hot Drawn Seamless Steel Tubing5. 29 = Frame

FL = Field Lamination4 = Poles24 = Number of Slots0 = Family Group (a sequential number 1-9 or Efor experimental)

1. 11

2. Adhesive3. Apply Item 7 to insides of end cap before assembly.

Title Block #3 Activity, Page 6

1. .052. The finished length has been machined.3. DMB4. Rotor core

(Continued at top of the next column)


73 BEST COPY AVAILABLE

18


Tools for Learning

Chapter 1 AnswersChapter 1 Review, Page 15

1. A piece-part drawing displays a part which may includeseveral views. A sub-assembly displays how multipleparts fit together.

2. (Answers may vary.)a. Company Nameb. Revisionsc. Drafter's Initials

3. a. 54SH0003G01b. Shaftc. 11/15/88d. 20e. RFAf. 2

g. +/- .01h. Stress-proof Steel

4. a. RC Rotor Coreb. BA Basec. EP Endplated. SL Stator Laminatione. MM Master Coil Laminationf. AL Armature Laminationg. RK Rocker Armatureh. CV Inspection Coveri. SH Shaftj. FH Fan Housing or Cover

5. a. 34BA400334 = Frame SizeBA = Base4003 = Material

b. 14RL240114 = Frame SizeRL = Rotor Lamination2 = Poles40 = Slots1 = Family Group



7 4

Facilitator

ParticipantFeedback



Checkpoints and Response Sheets

Checkpoints

Grade the checkpoints together in class and have participants score

and correct their own answers.

Checkpoint answer sheets are not included in the Participant's

Guide, but are included in the Facilitator's Guide.

Participants should keep their checkpoint quizzes for reviewing all

chapters at the end of the course.

Response Sheets

At the end of each chapter, give participants time to complete re-

sponse sheets. Collect and write brief notes on each participant's

sheet. Hand back at next session.

Facilitator Tip

Carefully consider the participants' responsesthe good, the

bad, and the ugly. What changes can you make so that Chapter

2 will be even more effective?


7 5

F - 26


Tools for Learning


Checkpoint 1

The Title Block and Alphanumeric Systems

1. Answer the following questions with the attached blueprint.


b. What does the "SH" in the drawing number mean?

c. When was the original drawing made? (date)

d. How many revisions has it undergone?

e. What is the name of this part?

f. What change was made in Rev. "D"?

g. When was Rev. D made?

h. How many frame sizes can shaft A01 have?

i. Which frame size is larger: CO1 or B01?

j. What is the tolerance allowed to three decimal places? (+/-)

k. What drawing does this drawing replace? (date)

1. When did this drawing become effective for use in final assembly?


, Facilitator's Guide Sample Basic Blueprint Reading (Chapter One)

Tools for Learning

2. Identify the common abbreviations.

a. SH

b. AL


c. BA

d. MM

e. FH

3. Break down the following alphanumerics:

a. 28FL4041

b. 36FH400A01


77

.111

1.7

5(R

EF

)

1.06

3

.38 (m

itt)

.19

.656

.650

OV

ER

KN

UR

L

FR

AM

E

510

513

516

520

1.75

AP

PR

OX

_t

35S

HI4

49

-14

TP

I AN

NU

LAR

KN

UR

LO

R 8

LIN

E S

PLI

NE

DIA

. OV

ER

KN

UR

L =

1.1

93/1

.191

DIA

. OV

ER

SP

LFN

E =

1.20

0/1.

196

2.68

8

t.010

4.22

6±

.003

A.0

151.

841

O.4

.i5.6

35 -

0-

.969

61.

1812

NO

RA

DIU

SP

ER

MIT

TE

D

1.97

IRO

NS

HO

VE

-ON

1.00

25*-

0025

A01

13.1

875

7.15

62

52,e

a_80

152 53

5 -

14.1

875

8.15

62

CO

I15

.062

59.

0312

L1.1

875

1.18

651.

44/

14 T

PI A

NN

ULA

R K

NU

RLJ

OR

8 L

INE

SP

LIN

ED

IA. O

VE

R K

NU

RL

= 1

.442

/1.4

40D

IA. O

VE

R S

PLI

NE

= 1

.450

/1.4

48

'11

HO

RA

DIU

SP

ER

MIT

TE

D)

EFF

EC

TIV

EN

OV

26

1991

FIN

AL

AS

SE

MB

LY

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X

188

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KE

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2.26

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9


Tools for Learning


Checkpoint 1 Answers

Chapter 1 Title Block and Alphanumeric System

la. 35SH1449

lb. Shaft

lc. 1/18/86

ld. 6

le. Special Shaft - TEFC model 35M - NEMA 56CZ

lf. Keyway length was changed from 2.12

lg. 12/11/87

lh. 4

li. CO1

1j. .005

lk. 7/25/83

11. November 26 1991



Tools for Learning


2a. SH = Shaft

2b. AL = Armature Lamination

2c. BA = Base

2d. MM = Master Coil Lamination

2e. FH = Fan Housing or Fan Cover

3a. 28 = Frame Size

FL = Field Lamination

4 = Poles

04 = Slots

1 = Family Group

3b. 36 = Frame Size

FH = Fan Housing or Fan Cover

400 = Material

A01 = Variations

25 questions = 4 points per question


3 1

F - 28


Tools for Learning

Organization


Participant Score Sheet

Record your Checkpoint scores on this sheet for your own reference.(Not required.)

Chapter 1 Checkpoint Score

Chapter 1 Areas to Work on








8 P

ParticipantFeedback



Chapter Class Time and Date

Name


1. What problems are you having with this chapter? How can we help?

2. How will you be able to use this information on the floor?

3. What can be done to improve this course?

Community Development Division/Workplace Literacy Services Center 238 3

Facilitator


How Are You Doing?


Check the boxes of the habits you notice in the participants.

Do they:

Listen effectively?

Make eye contact comfortablywith you and other participants?

Share their ideas constructively?

Ask effective questions?

Help each other?

Appear to understand the content?

If so, congratulations on your successful facilitation!

On the other hand, do participants:

Tap pencils and fingers often?

Avoid eye contact?

Get off the subject?

Claim to have forgotten their glasses andnot complete activities/assignments?

Refuse to participate?

These may indicate a learning difficulty. Be a detective and try to find out more from the

participant.


8 4

Facilitator


Follow-Up Checklist

Immediately after training:

Do supervisors have access to blueprints?

Are prints available for all other employees?

Is there a current job board whereprints are displayed?

Do the employees know whom to contactfor answers to blueprint questions?

One month after training:

Have you scheduled a follow-upassessment to check retention?

Has the training impacted production?

Have you found a need for additional training?

Are employees able to:

Identify production problems?

Report problems accurately?

Solve problems using blueprint knowledge?


00

0

0

00a

0a0


Facilitator

Train the Trainer

Participant's Guide Sample

Train the Trainer


Assuring Learner Success

This section of the manual provides you with a complete set of learner's materials

IIIwithout the Facilitator's Guide pages. You may duplicate this set for your own classes.


8 6

Participant's Guide Sample Basic Blueprint Reading (Chapter One)

Tools for Learning


Tell Us What You Know


With a partner, locate anything that you already know something about from the print on

the following page. List below.

Community Development Division/Workplace Literacy Services Center A - 1

8 7

PART NO.

16SHEARED

LENGTH

t.03

LENGTH

34B

A40

03A

018.

2214

.56

34B

A40

0300

19.

2215

.56

348A

4003

C01

10.2

216

.56

340A

4003

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8.81

15.1

5

34B

A40

03E

019.

8116

.15

34B

A40

03F

0110

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17.1

5

348A

4003

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9.72

16.0

6

34 B

A40

03H

018.

7215

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34B

A40

03J0

18.

8415

.18

340A

4003

K01

8.13

14.4

6

34 B

A40

03L0

18.

3814

.71

341:

IA40

03m

018.

7515

.09

34 B

A40

03N

019.

6315

.96

3413

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0110

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3

34B

A40

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017.

9714

.31

348A

4003

S01

8.59

14.9

3

340A

4003

701

9.47

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1

3410

4400

3N/0

19.

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R.5

0

15*

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7_13

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00

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(111

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)1(

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89


Tools for Learning

Preview

Key Term


The Title Block and Alphanumerics

Objectives

To identify the title block on a blueprint and know what each title

block component means.

To become familiar with an alphanumeric system.

The title block is framed information on a blueprint that gives spe-

cific facts about that print. Always examine the title blockfirst when

looking at a print.

Alphanumerics are letters and numbers organized in a systematic

way. An alphanumeric system helps a company keep track of

information.

Blueprint Guidelines

Never get in the habit of memorizing a drawing.

Always keep only the latest change drawing in the file.

Always read and understand all notes on a print before you start

working.

Always.examine the title block first.

DRAWING # I DRAWING #

NOTES

PART/ASSEMBLY DRAWING

TITLE BLOCK

0 cZ wM

g Z


'J


Tools for Learning

Key Term

Note Taking


The Title BlockThe title block consists of sub-blocks of information and is similar

from company to company. The numbers below correspond to the

drawing on the next page.

1. Tolerance BlockSpace that provides tolerances on the print.

2. Material (MATL)Item used to make part.

3. Revisions (REOChanges made to original drawing. Letter ofthe alphabet indicates the number of revisions. A = 1, B = 2,C = 3 . . . . Revision Blocks list revisions.

4. FileIndicates drawing control number.

5. TDRTechnical Data Release.

6. Drawing NumberAlphanumeric code for drawing.

7. Drafter (BI9Initials of person who created blueprint.

8. ScaleThe relationship of the size of the image on the drawingto the actual object.

9. Title of DrawingThe complete name of the drawing.

10. Company NameThe name of the company that produced thedrawing.

11. Revision DateThe date of the latest revision.


91

.2 2 7.

06I.

D.

35F

H40

00A

01

MA

CH

. TO

L. U

NLE

SS

SP

EC

.

2 P

LC D

EC

IMA

L 5

= +

.020

3 P

LC D

EC

IMA

LS =

+ .0

05

AN

G=

.5 R

AD

II=.0

15

RE

Y:

S:T

EE

LL_

3 H

OLE

S B

120

.25

DIA

.T

ITL

E B

LO

CK

#1

UP

DA

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D L

Y'S

AP

11ffi

ii4T

G. S

CR

EW

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ALE

: .6

IB

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GM

1.0%

/000

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: AA

A00

0036

59

RE

VIS

ED

:08

/11/

93

TD

R: 0

0452

83

XY

Z C

ompa

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37 A

N H

OU

la I

MG

FO

R 3

0 ;R

AM

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ER

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42.

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OR

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SL

AT

03



Tools for Learning

Title Block #1 ActivityDrawing #35FH4000A01

1. What are the allowable tolerances for making this part?

A. Angle allowance =

B. Decimals to three places =

C. Decimals to two places =

2. What is the material used for fabrication?

3. How many times has the drawing has been revised?

4. What is the relationship of the size of the drawing to the real object?

5. Who is the drafter?

6. What is the date of the latest revision?

7. What is the file number, for drawing control?

8. What is the function of the TDR number (Technical Data Release)?

9. What is the company name?

10. Is this a piece-part or subassembly drawing?

11. What is the drawing number?



Tools for Learning

Key Term

Activity


Title Block #2 ActivityDrawing #54FE5000

Turn to Drawing #54FE5000, End Cap Brush Assembly. All title

blocks have some features in common and some differences. For

example, Title Block #1 refers to a piece-part, a drawing which

illustrates one part. Title Block #2 refers to a sub-assembly, a

drawing which illustrates several components.

Make a list of the similarities and differences between Title Blocks

#1 and #2.

Title Blocks #1 & #2 Activity

Similarities:

Differences:


95

PART NO.

EB00005B-00

1.760

EB00005B-01

1.395

NOTES:

A\ DIMENSION 'A

IS SYMETRICAL WITH CL OF ENO CAP.

APPLY SMALL BEAO OF ITEM () AROUND EACH BRUSH

HOLDER BEFORE INSTALLING.

/3\ APPLY ITEM (7) TO INSIDE OF ENO CAP BEFORE

ASSEMBLY.

('.')

1290

11T7

E.C

.O.

HO

.

8 RE

Y.

TIT

LE B

LOC

K #

2REPLACE STRAIN RELIEF WITH CABLE TIE.

SEE ECO

ADD IIEH 10 - '0-RING'

RELEASE

TOLERANCES

SIGNATURES

UN

LES

S a

lledI

SE

SP

EC

IFI

ENGLISH

om. 1.09 I

t.os

DE

C.

1.00

0 I

1.11

6LD

DE

L 41

/2'

METRIC

m. 10.001

te.a

a01

4.1E

0001

411

.127

FR

AC

. ± 1

132

OK

BY

WG

"6/4

,iirt

1/12

/1

W31

9

trF

4

9.!

MA

NG

E OATE

J. ELSING

ovg,

M.

2iIii

9,

O.S.

13/21

H.8.

13/9

1

13/9

1

/11/

91

ILL

0A01

00.0

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AW

ER

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.013

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1+11

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S.

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DA

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6/11

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D.

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TITLE

ENO CAP,

BRUSH

ASSEMBLY

RA

TIE

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L

XY

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ny

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RN

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S

ma7 Am.

FINAL ASSEMBLY

11711)

("it Mr.

MT

,T

0-

DWG. NO. 5Lik=etra,.:

rFr"rr7

REV.

C9


Tools for Learning

Key Term

Note Taking


Notes

Notes contain special instructions and appear outside the title block.

Look to the left of the title block on drawing #54FE5000 for two

circles (balloons) and three triangles (flags). What do these shapes

mean?

Balloons and Flags

Balloons. Some companies use a balloon system to illustrate how the

piece-parts from the Bill of Materials work together.

1. How many piece-parts are in this sub-assembly?

Flags. Some companies use triangular flags to highlight either a

work procedure, a nontypical material, or a note.

2. In Flag 42 (under Notes) what do you suppose Item 6 might be?

3. What is the assembler in Flag #3 being instructed to do?

Community Development Division/Workplace Literacy Services Center 59 3

A

01.

630

1.62

5

WA

.03X

45*

CH

AM

FE

RB

OT

H E

ND

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NO

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TH

516

A01

2.09

0

.11'

2.14

524

A02

3.17

73.

2253

2A

034.

185

4.23

540

A04

5.27

25.

3254

8A

056.

359

6.41

556

A06

7.36

77.

4156

4A

078.

454

8.50

580

A08

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RO

TO

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OR

E10

0


Tools for Learning

Question


Title Block #3 ActivityFrame Information

Note the four columns of numbers and letters immediately above the

title block on Drawing #35RC0002. Column 3 is entitled, "Finished

'A' Length," and Column 4 is entitled "Cut-Off 'A' Length." For

Frame 516, the cut-off length is 2.14 and the finished length is 2.090.

1. What is the difference in length between the two?

2. Why is there a difference in the length?

3. Who is the drafter of this drawing?

4. What part is being illustrated?

5. What material is being used?

6. How many revisions has this drawing gone through?

7. What is the largest frame size?

Challenge

8. Why are there eight different frame sizes listed on this print?


1 0 1


Tools for Learning

17441

Activity


Blueprint Activity

Answer the following questions with Drawing #37FH4000A01 onthe next page.

1. What is the part number?

2. What is the name of this part?

3. Who made this drawing?

4. How many revisions has this drawing had?

5. Is this drawing a piece-part or a sub-assembly?

6. What is the date of the last revision?

7. What is the scale of this drawing?

Challenge

8. What does the FH stand for?


102

1.00

DIA

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EA

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E)

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ION

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10.0

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120

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MA

CH

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SP

EC

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PLC

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ALS

= ±

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3 P

LC D

EC

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AS

ER


Tools for Learning

Question

Key Term


Alphanumeric Systems

Many companies use several alphanumeric systems.

What does alpha mean?

What does numeric mean?

The numbers in an alphanumeric system can be either sequential or

significant. Sequential means that whatever is being categorized is

listed in "1, 2, 3..." order.

Significant means that the numbers and letters in the system have

meaning. Drawing 35RC0002 illustrates how numbers and letters are

used together: 35 and RC are significant. The 0002 is sequential.

Are the following numbers significant or sequential?

Area Code

Zip Code

The Dewey Decimal System

Check Numbers


1 0 5


Tools for Learning

Key Term

4:caSkim


Abbreviations

Knowing company abbreviations can help to quickly identify what is

on a drawing. The XYZ abbreviations, which are significant, are

divided into three categories (by department):

Motor

SH Shaft

RC Rotor Core

EP Endplate

SC Stator Core

WS Wound Stator

SB Stator Band

SA Stator Assembly

RA Rotor Assembly

AA Armature Assembly

NS Insulation

CM Commutator

LD Lead Assembly

CL Coil

BP Brush/Brush Holder

RK Rocker Arm


106


Tools for Learning

Key Term

Note Taking


Parts

BA Base

FH Fan Housing

CB Conduit Box

CV Inspection Cover

RB Bearing Retainers

FN Fan

HA Hardware or Housing Adaptor

Lamination

RL Rotor Lamination

SL Stator Lamination

AL Armature Lamination

FL Field Lamination

MM Master Coil Lamination

T### Tool Number

Highlight the abbreviations which are unfamiliar to you.


107


Tools for Learning

Memory Aid


Memory Tricks

Because there may be many abbreviations in a company's alphanu-

meric system, creating memory tricks can be helpful.

For example, the directions on a compass can be remembered by:

Never Eat Shredded Eheat.

(North, East, South, West)

XYZ's Alphanumeric MM for Master Coil Lamination can be

thought of as:

MCL (the name Michael) likes MMs (the candy).

(MCL = MM)

Look at the list of abbreviations. Choose one and create a saying to

help you remember it.


108


Tools for Learning

Note Taking


Part Number/Drawing Number

An XYZ part number and drawing number are often the same. This

type of alphanumeric system is not used in all companies.

Once you are familiar with how to break down a part number in one

department, you will be better able to understand the alphanumerics

in other departments.

For example, Drawing 34FH4000A01 can be broken down into the

following categories:

34 = Frame

FH = Fan Cover or Housing

4000 = Material Used (steel)

A01 = Sequential number for variations to 34FH4000

A drawing number in Laminations would break down as:

09 = Frame

RL = Rotor Lamination

5 = Pole Number

64 = Number of Slots

1-9 or E = A sequential number or E (experimental)


10912


Tools for Learning

Question


Another variation to this system is number 27A01W234:

27 = Frame

A01 = Mechanical Layout

W234 = Electrical Layout

What drawing number are you most familiar with in your

department?

Break down this alphanumeric like the examples above. What do the

numbers and letters mean?

Circle the sequential numbers in your example. Box the significant

numbers.

In the examples, two different meanings are given for an A01. How

will you know which is which?


11 0


Tools for Learning

Activity


Activity

Chapter 1 of this course included the following prints.

1. Break down each of these alphanumerics.

A. 35FH4000A01

B. 35RC0002

2. Where would you look to find the exact material type for the

4000 in question 1?

3. What is that material type?

4. What is the 0002 material type in question 2?

5. How would you break down 29FL4240?


111

5\ Participant's Guide Sample Basic Blueprint Reading (Chapter One)

Tools for Learning


Basic Blueprint Reading Chapter 1 Review

1. How is a piece-part drawing different from a sub-assembly drawing?

2. What information does a Title Block provide? (at least three)

a.

b.

C.

3. Answer the questions with the blueprint on the following page.


b. What does the "SH" mean?

c. When was the original print drawn?

d. How many revisions has it had?

e. Who approved this drawing?


11?

SEE DETAIL "C*

-m.6250 T"u"

W10.0015

1-A

MA

X3V

8 (2)

.041 ± .002

.6250

A2

675

8.670

REF.

7.915

(2)

.040

20'

ES

T C

OP

Y A

VA

IIA

.168 .094 ± .002

(23

105 TYP

LESECTION

B13

scam

OE

TL/

L5 I

1173

REVISE GEOMETRIC DIMENSIONS. SEE ECO REPORT

E.C

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NO

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.

IF.F7

MA

NS

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6411

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SCULT 4ll:1 L3 NUT

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SIGNATURES

OR

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DATE

11/1

5/88

EN

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ow. 1

.00

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ca. t

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ALL

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AX

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AC

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SUFFACES 100. / P.N.S. KAA.

ME

TR

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(0.0

01 ±

0.zs

(0.0

001

+0.

127

FR

AC

.1/

32

GE

BY

J.M

.2/

14/8

9

TIT

LE

SH

AF

T

NF

G.S

.2/

14/8

9M

AT

ER

IAL

STRESSPROCF STEEL

A-311 CR 1144

XY

Z C

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ny

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14/1

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4O

F'


Tools for Learning

f. How many flags are on this drawing?


g. How much tolerance is allowed to two decimal places under the English system?

h. What material is used in this part?

4. Identify the following abbreviations.

a. RC

b. BA

c. EP

d. SL

e. MM

f. AL

g. RK

h. CV

i.SH

j. FH


115


Tools for Learning

5. Break down the following part numbers:

a. 34BA4003


b. 14RL2401


116

Participant's Guide Sample - Basic Blueprint Reading (Chapter One)

Tools for Learning

Chapter 1 Answers


Title Block #1 Activity, Page 3 'Title Block #3 Activity, Cont'd, Page 6

1. A. Bend radius: 015B. Angle: .5C. Two-place decimals: +/- .020

2. 18 Gage C.R. Steel (.0478)3. C = 3 times4. The drawing is .6 to the fan housing's true size.5. PGM6. 8/11/937. AAA000036598. To match this print to the actual TDR documents9. Baldor Electric Company

10. Piece-part. If other parts were shown and how theywork together, this print would be a sub-assembly.

11. 35FH4000A01

5. Hot drawn seamless steel tubing6. 8

7. 5808. To save the company from having to create 8

different prints for the same part.

Blueprint Activity, Page 7

1. 37FH4000A012. Fan cover 37/307 Frame w/greaser3. BGM4. 5

5. piece-part6. 10/1 1/94

7. 7

8. Fan housing or fan cover

,

TitleBlock #2 Actiiity,-Tage-4 :

I. Similarities: (Answers may vary.)Both have a title block.Both list tolerances.Both have had same # of revisions.Both have numbers in decimal form.Both have drafter's initials given.(etc.)

2. Differences: (Answers may vary.)Different scalesMetric tolerances are given on one print.One has a "checked by" box.One has balloons and flags.(etc.)

Alphanumeric Systems, Page 8

1. Alpha refers to ordering information by letter order.2. Numeric refers to ordering information by number.

Part Number Activity,Page 14. .

Balloons and:Flags Page 3, 1. A. 35 = FrameFH = Fan Housing or Cover4000 = Material TypeA01 = Variations

B. 35 = FrameRC = Rotor Core0002 = Material Type

2. On the title block3. 18 gauge C.R. Steel4. Hot Drawn Seamless Steel Tubing5. 29 = Frame

FL = Field Lamination4 = Poles24 = Number of Slots0 = Family Group (a sequential number 1-9 or Efor experimental)

1. 11

2. Adhesive3. Apply Item 7 to insides of end cap before assembly.

Title Block #3 Activity,Page 6

1. .052. The finished length has been machined.3. DMB4. Rotor core

(Continued at top of the next column)


117

18


Tools for Learning

Chapter 1 AnswersChapter 1 Review, Page 15

1. A piece-part drawing displays a part which may includeseveral views. A sub-assembly displays how multipleparts fit together.

2. (Answers may vary.)a. Company Nameb. Revisionsc. Drafter's Initials

3. a. 54SH0003G01b. Shaftc. 11/15/88d. 20e. RFAf. 2

g. +/- .01h. Stress-proof Steel

4. a. RC Rotor Coreb. BA Basec. EP Endplated. SL Stator Laminatione. MM Master Coil Laminationf. AL Armature Laminationg. RK Rocker Armatureh. CV Inspection Coveri. SH Shaftj. FH Fan Housing or Cover

5. a. 34BA400334 = Frame SizeBA = Base4003 = Material

b. 14RL240114 = Frame SizeRL = Rotor Lamination2 = Poles40 = Slots1 = Family Group



118


Tools for Learning


Checkpoint 1

The Title Block and Alphanumeric Systems

1. Answer the following questions with the attached blueprint.


b. What does the "SH" in the drawing number mean?

c. When was the original drawing made? (date)

d. How many revisions has it undergone?

e. What is the name of this part?

f. What change was made in Rev. "D"?

g. When was Rev. D made?

h. How many frame sizes can shaft A01 have?

i. Which frame size is larger: CO1 or B01?

j. What is the tolerance allowed to three decimal places? (+/-)

k. What drawing does this drawing replace? (date)

1. When did this drawing become effective for use in final assembly?


119


Tools for Learning

2. Identify the common abbreviations.

a. SH

b. AL


c. BA

d. MM

e. FH

3. Break down the following alphanumerics:

a. 28FL4041

b. 36FH400A01


12 0

.636

.634

.75

(RE

F)

1.06

3

.38 (M

IN.)

.19

1.75

AP

PR

OX

35S

HI4

49

14 T

PI A

NN

ULA

R K

NU

RL

OR

8 L

INE

SP

LIN

ED

IA. O

VE

R K

NU

RL

= 1

.193

/1.1

91D

IA. O

VE

R S

PLI

NE

=1.

200/

1.19

6

2.68

8

2,01

04.

226

t.003

2.01

51.

841

1.63

5

-61

.969

12-3

4

FR

AM

E

510

513

516

520

.656

.650

OV

ER

KN

UR

L

713

.09

MA

x

11.18

16.1

812

NO

RA

DIU

SP

ER

MIT

TE

D

1.97

IRO

NS

HO

VE

-ON

2.00

251.

0025

A01

15.1

875

7.15

62

801

52 535

CO

I

14.1

875

8.15

62

15.0

625

9.03

12

LI.1

875

1.18

651.

44

NO

RA

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SP

ER

MIT

TE

D

14 T

PI A

NN

ULA

R K

NU

RL

OR

8 L

INE

SP

LIN

ED

IA. O

VE

R K

NU

RL

= 1

.442

/1.4

40D

IA. O

VE

R S

PLI

NE

= 1

.450

/1.4

48

EF

FE

CT

IVE

NO

V 2

6 19

91

FIN

AL

AS

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MB

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SH

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6-26

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10-5

20 &

324

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ST

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EP

LAC

ES

DR

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7-2

5-83

SP

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SH

AF

T -

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56

CZ

RE

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4375

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D. C

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T. P

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AL

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N D

EC

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SI A

.020

(2

PLA

CE

S)

1.00

513

PLA

CE

S)

R. N

MLF

RD

AT

E'

122


Tools for Learning

Organization


Participant Score Sheet

Record your Checkpoint scores on this sheet for your own reference.

(Not required.)










123

uParticipantFeedback




Chapter Class Time and Date

Name

1. What problems are you having with this chapter? How can we help?

2. How will you be able to use this information on the floor?

3. What can be done to improve this course?


124

U.S. Department of EducationOffice of Educational Research and Improvement (0ERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

IC

This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

EFF-089 (9/97)

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