Sie sind auf Seite 1von 10

K to12 BASIC EDUCATION CURRICULUM

Information and Communications Technology


TECHNICAL DRAFTING
Grade 9
Module 4: Drafting Structural Layout and Details
richardrrr.blogspot.com

Quarter III 20 hrs.


Grade Level Standard

Technology and Livelihood Education (TLE) of the K to 12 Basic Education


Program (BEP) is composed of four components namely: Agri-Fishery Arts, Home
Economics, Industrial Arts and Information and Communication Technology (ICT).
In this module, the focus is on ICT-TD Drafting Structural Layout and Details.

This module focuses on Process and Delivery enriched with hands-on activities
that will assess learners’ level of skills and knowledge. Learning procedures are
divided into different sections such as: What to Know, What to Process, What to
Reflect on and Understand and What to Transfer.

Content Standard

The learner demonstrates understanding of key concepts and underlying


principles in the preparation of structural layout and details.

Performance Standard

The learner independently prepares structural layout and details based on


established industry and/or job requirements.

Learning Competencies

The competencies expressed as learning outcomes in this teaching guide are


aligned with the competencies that will be used to assess the learners/trainees for
them to secure COC or NC in Technical Drafting.

This teaching guide would allow you to strategically teach the competencies
spread out in the module; guide the learners in performing the activities; process
learner’s understanding; and assist the learners in applying what they have learned
to an entirely new context.

Utilizing effective teaching methodology and strategies suitable to the learning


needs and requirements of the learners, the following are the competencies that
should be mastered by learners’ trainees after finishing this module;

19
LO 1. Draft Foundation Plans

LO 2. Draft Structural Floors and Roof Framing Plans

I. Introduction

The primary purpose of Technical Drafting is to provide the learners with the
knowledge and skills that will help them become Draftsmen.

Structural Layout and Detail Drawings is designed to develop the technical


skills and technical know-how of learners in structural drafting works. Learners will
learn to interpret and fully understand the concepts of and principles in drafting
structural layouts and details in working plans and drawings. Thus, this module
seeks to provide them with the knowledge, skills, and motivation on how to draft
structural layouts and details following the job requirements in the field of Technical
Drafting.

Orient learners on the following:


 Entrepreneurship-based Technology and Livelihood Education
Curriculum
 Parts of the Module
 How to Use the Module

II. Objectives

Guided by the teacher and this module, the learner is expected to know the
skills and underlying principles in the process and delivery of Technical Drafting such
as:

 discussion of the relevance of the course;

 explanation of key concepts relative to the course; and

 exploration of career opportunities

III. Pre/Post Assessment

Guide learners in assessing their knowledge and skill in Technical Drafting


using:
 Paper and pencil test
 Performance test
Check their answers using the answer key.

20
IV. Learning Goals and Targets

Based on the objectives of the lesson and results of the pre-assessment,


let the learners define their personal goals and targets to be achieved at the end of
this module. Ask the learners to write their goals/targets in their notebooks on their
answer sheets.
 Discuss the use and relevance of setting goals and targets for the
mini-course.
 Assist/guide learners in accomplishing their goals and targets using the
format provided in the module.

V. Process and Delivery

A. Know

Lesson 1: Draft Foundation Plans

 Guide learners in answering the skills assessment on page 177 to assess


prior knowledge on drafting foundation plans.
 Guide learners to familiarize themselves with the process involved in laying-
out and staking.
 Let learners be guided on the proper selection of materials and tools used.
 Discuss thoroughly excavation and backfilling.
 Encourage learners to do actual research about the types of foundation and
kinds of footings on site in accordance with the National Building Code Rules.
 Task learners present the results of their research activity.
 Guide learners on the proper work habits/values in the workplace.
 Guide learners on the best practices that must be observed in the work station
or workplace.

Lesson 2: Draft Structural Floors and Roof Framing Plans

 Guide learners in answering the skills assessment on page 200 to determine


their prior knowledge on drafting structural floors and roof framing plans.
 Explain the importance preparing the right proportion of the ingredients of
concrete.
 Let learners view video presentations about testing concrete.
 Draw learners view/insight generated from the observation of different tests.
 Discuss thoroughly the planning consideration when drafting reinforced
concrete floor and reinforced concrete stairways in a proposed house.
 Guide learners on the best practices in drafting structural floors and roof
framing plans that must be observed in the work station or workplace.
21
 Guide learners on the proper work habits/values in the workplace.

B. Process

Lesson 1: Draft Foundation Plans

 Let learners familiarize themselves with the different drafting tools, materials,
and equipment by answering the activity 1 on page 185.
 Instruct learners to discuss the do's and don'ts in using this tools, materials,
and instruments.
 Instruct learners to do the suggested activity 2 on page 185.
 Guide learners in performing the suggested activity 3 on page 196.
 Let learners familiarize themselves with the different electrical symbols by
answering the suggested activity 4 on page 197.
 Show to class actual materials and fixtures used in foundation plans to
facilitate better comprehension.
 Check their answers using the given criteria and/or answer key.
 Guide learners on the proper work habits/values in the workplace.

Lesson 2: Draft Structural Floors and Roof Framing Plans

 Let learners identify common tools in drafting structural floors and roof framing
plans by answering the suggested activity 1 on pages 208.
 Instruct learners to write their answers in their notebook what is being
required in suggested activity 2 on page 209.
 Check their answers using the answer key.
 Show to class actual materials and fixtures used in structural floors and roof
framing plans to facilitate better comprehension.
 Instruct learners to group the tools according to their classification.
 Guide learners on the proper work habits/values in the workplace.

C. Reflect and Understand

Lesson 1: Draft Foundation Plans

 Instruct learners to have a panel discussion about architectural working


drawings together with the specifications.
 Provide additional sample activities to deepen their understanding on this
topic.
 Present related video clips to enrich better understanding for the learners.
 Guide learners on the proper work habits/values in the workplace.

22
Lesson 2: Draft Structural Floors and Roof Framing Plans

 Guide learners in watching a video presentation about the setting up of tools


and materials for drawing.
 Let learners present their observation orally.
 Provide additional sample activities to deepen their understanding on this
topic.
 Guide learners on the proper work habits/values in the workplace.

D. Transfer

Lesson 1: Draft Foundation Plans


 Instruct the learners to do/answer the summative assessment in suggested
activity 5, pages 197 and the suggested activity 6, page 198.
 Use the scoring rubrics to rate learners’ performance.
 Provide additional related activities to assess the acquired knowledge and
skills of the learners on this topic.
 Guide learners on the best practices in drafting foundation plans that must be
observed in the work station or workplace.
 Guide learners on the proper work habits/values in the workplace.

Lesson 2: Draft Structural Floors and Roof Framing Plans

 Guide learners in performing summative assessment as suggested in activity


on page 228.
 Provide additional related activities to assess the acquired knowledge and
skills of the learners on this topic.
 Formulate criteria with some help from the learners on the manner the actual
performance shall be assessed. Guide learners on the best practices in
drafting structural floors and roof framing plans that must be observed in the
work station or workplace.
 Guide learners on the proper work habits/values in the workplace.

V. SUMMARY

This course, Technical Drafting, introduces the learners to the different


learning activities that will prepare them to be skillful before they take the plunge into
the world of work as draftsmen. All the basic and fundamental knowledge are
discussed in each lesson as well the primary skills that a draftsman should acquire in
order to produce marketable product/service which is one of the goals of
entrepreneurship.

Lesson 1 covers drafting foundation plans. It is important to select drawing


23
tools, materials and equipment in accordance with the standard operating
procedures. It is will prepare learners to be knowledgeable in interpreting blueprint
according to foundation plan layout/job requirements.

There are different tools, materials and equipment needed to accomplish a


task in a given span of time. Lesson 2 discussed the drafting of structural floors and
roof framing plans.

In Technical Drafting and other field or similar areas, Occupational Health and
Safety precautions is applied in order to be safe and free from any hazards that
would affect the equipment, the environment, as well as the people in a workplace.

Preparation of technical working drawings is not an easy task. This module


would help learners acquire the basic knowledge and skill in this field.

VI. FEEDBACK

Pre-Assessment/Post-Assessment:

1. A 6. D 11. D 16. C 21. D


2. D 7. A 12. A 17. B 22. B
3. B 8. B 13. B 18. D 23. B
4. C 9. B 14. A 19. B 24. A
5. C 10. D 15. B 20. C 25. C

LO 1. Reflect and Understand (Activity 1)


(1 – A); page 185
1. Laying out and Staking
2. Stake
3. Batter Board
4. Foundation
5. Drilling
(1 – B); page 185
1a. Stake
b. Batter Board
c. Level
d. Plastic Water Hose
e. String or Cord
(1 – C); page 185
2a. Soil bearing capacity failure
b. Deflection of the foundation structure
c. Shear distortion of soil
d. Compression of the soil

LO 1. Process (Activity 2); page 185; Teacher to check using given


criteria..
24
LO 1. Process (Activity 3); page 196
(1 – A)
1. Raft or Mat footing
2. Footing
3. Isolated footing
4. Slab foundation
5. Wall footing

(1 – B)
1 a. The dead load plus the live load
b. Load effects of wind, head, water, earthquake
c. Explosive blasts

2 a. Wall footing
b. Isolated footing
c. Combined footing
d. Cantilever footing
e. Continous footing
f. Raft or Mat footing
g. Trapezoidal footing

3 a. Spread foundation
b. Pier foundation
c. Slab foundation
d. T-foundation
e. Mat foundation

LO 1. Transfer (Suggested Activity 4); page 197; Teacher to check using


performance rubrics.

LO 1. Transfer (Suggested Activity 5); page 197; Teacher to check using


performance rubrics.

LO 1. Summative Assessment (Suggested Activity 6); page 198; Teacher


to check using performance rubrics.

LO2. Process (Suggested Activity 1); page 208


1. Aggregates
2. Cement
3. Concrete
4. Beam
5. 110 cm
6. One-way slab
7. Reinforced concrete
8. Short column
9. Joseph Aydin
10. Inclined slab

25
LO2. Reflect and Understand (Suggested Activity 2); page 209 Teacher
to check using performance rubrics

LO2. Process (Suggested Activity 3); page 218


1. True
2. True
3. True
4. True
5. False
6. True
7. False
8. False
9. False
10. True

LO2. Process (Suggested Activity 4); page 218; Teacher to check using
performance rubrics

LO2. Process (Suggested Activity 5); page 228


1. Board foot
2. Wood
3. Girder
4. 360 cm
5. Kiln drying

LO2. Process (Suggested Activity 6); page 228; Teacher to check using
performance rubrics

LO2. Reflect and Understand (Suggested Activity 2); page 209


(2 – A)
1. F
2. T
3. T
4. T
5. T
6. T
7. T
8. T
9. F
10. F

(2 – B)
1. Rafter Type
2. Truss Type
3. Laminated

(2 – C)
1. Common Rafter
2. Hip Rafter
26
3. Valley Rafter
4. Octagonal Rafter
5. Jack Rafter

LO2. Transfer (Suggested Activity 8); page 238; Teacher to check using
performance rubrics

LO2. Transfer (Suggested Activity 9); page 239; Teacher to check using
performance rubrics

LO2. Reflect and Understand (Suggested Activity 10); page 248


1. Landing
2. Flight
3. Riser
4. Winders
5. Cut Stringer
6. Tread
7. Run
8. Cleated Stringer
9. Strairwell
10. Pitch

LO2. Transfer (Suggested Activity 11); page 248; Teacher to check using
performance rubrics

VII. Glossary

The purpose of the glossary is to guide teachers and learners with the
technical terms and their operational meanings. This is very useful component of the
module that provides learners an access to a working vocabulary or meanings of the
terms and phrases that relate with topics and/or concepts being discussed. The
glossary also serves as additional reference material that will guide learner’s in
practising the skills and correct them as well, when misconception arise.

VIII. References

Books and Articles and Printed Materials:

K to 12 Basic Education Curriculum- Technology and Livelihood Education


Learning Module – Technical Drafting

Technical Drafting NCII – Drafting Electrical and Electronic Layout Details, Ruel
Mercado

2D CAD Module, Technological University of the Philippines, College of Industrial


Technology
27
Training Guide, Technological University of the Philippines, College of Industrial
Technology, College of Architecture and Fine Arts

Technological Drawing 8th Edition, Frederick E. Giesecke, et al.,

richardrrr.blogspot.com

28