CONSTRUCTING THE SKETCH AND THE DRAWING AT A PROPER SCALE OF AN OBJECT

• Published in: JIDEG Vol. 14; no. 1; pp. 273 - 276
• Main Author: Clinciu, Mihaela Rodica
• Format: Journal Article
• Language: English
• Published: Bucharest Societatea Romana de Grafica Inginereasca (SORGING) 01.05.2019; SORGING
• Subjects: Communication; Complexity; Curricula; Education; Educational materials; Format; Human resources; Instructional aids; Instructional design; knowledge; Knowledge acquisition; Laboratories; Learning; Objectives; Pedagogy; Personality; Quotas; Rectangles; Representations; skills; Students; Teachers; teaching; teaching method; Teaching methods; technical drawing; Thickening; Tolerances; Training
• ISSN: 1843-3766; 2344-4681

Scale drawing is done on white paper, with tools or on a computer using a computer-assisted graphics software package, taking into account a certain scale [1]. * The drawing scale is chosen according to SR EN 5455: 1997, depending on the size and complexity of the part so that the representation is as clear as possible. * Decrementing the size of the format is based on the selected replay scale of the number of projections in which the part is represented and the space required for the dimension, the free space between projections. * The thickness of the drawing line is chosen according to the complexity of the drawing, according to SR ISO 128-20: 2002. * Part representation and quoting requires the following steps: Layout on format of the minimum rectangles for stacking the projections, plotting the symmetry axes, drawing of outer and inner contours with thin line, enrollment of quotas and tolerances, hatching of sections, thickening of the edges, marking of roughness surfaces, deviations of form and position, notation of the sectioning paths. * Enroll the notes, comments, fill in the indicator, etc. on the drawing. * Check the drawing by comparing it with the sketch, checking compliance with the rules representation, rating and drawing on drawing [1]. What will I do? - Resource analysis: * Human resources: student (personality traits, interests, learning needs); the teacher (scientific and psychopedagogical training, communicative competence); * Teaching content resources: the set of educational values (knowledge, skills, abilities, attitudes) that are the subject of the teaching / learning process; the selection of the didactic content is made according to the identified objectives, based on the informative materials with didactic character; * Material resources: teaching materials and technical means that can contribute to the efficiency of the activity; * Place of activity (classroom, laboratory); * Time available for a teaching activity. 3. The main factors contributing to selecting and combining methods, materials and means into a didactic strategy are: * specific activity (communication / acquiring knowledge, evaluation); * the operational objectives identified; * psycho-pedagogical context of training (level of training); * the material context of the training (available materials and teaching aids); * the teacher's style and personality. 4.How will I know if I have achieved what I have proposed?