Ia mechanical-drafting-tg-grade-7-8-p-d

MECHANICAL DRAFTING

TEACHING GUIDE

Kto12 BASIC EDUCATION CURRICULUM ENTREPRENEURSHIP-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – MECHANICAL DRAFTING (Exploratory) – One Quarter

Grade Level Standard: The learner should demonstrate an understanding of Personal

Entrepreneurial Competencies (PECs), Environment and Market and Process and Delivery in order to contribute to the sustainable use of resources and economic productivity.

CONTENT STANDARD LEARNING COMPETENCIES The learner demonstrates understanding of basic concepts, and underlying theories in mechanical drafting.

1. Prepare drafting materials and tools/drawing instruments

2. Perform basic mensuration and calculation

3. Interpret working plans and sketches

4. Apply safety practices

PERFORMANCE STANDARD

The learner independently demonstrates common competencies in mechanical drafting as prescribed in the TESDA Training Regulation.

I. INTRODUCTION

Education should enable the learners to formulate a constructive outlook towards life and make sense of their experiences. As a facilitator of learning, supply the learners with the knowledge they lack about Mechanical Drafting while making it relevant to their personal experiences.

The Module is an exploratory course which leads students to Mechanical Drafting NC II. It is designed to familiarize students with different drafting materials and tools, instruments for drawing mechanically the orthographic projection and pictorial drawing, the proper use of compass, triangle, T-square, pencils, erasers, and technical pens. It is important to have basic knowledge and skills in orthographic views because this will be used or applied in the competencies to be mastered in Grade 9-12. This is also designed to teach students perform basic mensuration and calculation and how to interpret simple working drawing plans and sketches; the laboratory safety practices are also applied to make the draftsman more knowledgeable when it comes to the coverage of duty in laboratory or working area.

It covers 4 common competencies that a Grade 7 & 8 Technology and Livelihood Education (TLE) student possess; this includes basic skills in lettering, calculations & measurements in mathematics, and even simple drawing is also discussed in which it is part of interpreting and visualization of the object. The four competencies namely:

1. Prepare drafting materials and tools/drawing instruments 2. Perform basic mensuration and calculation 3. Interpret working plans and sketches 4. Apply safety practices

II. OBJECTIVES:

Guided by the teacher and module the learner is expected to: a. Design, measure and plot simple plans. b. Familiarize self with the different industry/company needs and skills or

jobs related to a mechanical draftsman. c. Perform and study the competencies that will lead them to be future

draftsman.

Note: All exercises are for copying and answering by the students in their notebooks unless specified.

III. PRE-ASSESSMENT

1. This includes the different types of assessment which are used in the module. These are the pre assessment test/ pre-test, diagnostic test, skills test and other form of activities, operations and jobs to find out skills and knowledge of your students in a particular lesson.

IV.1 LEARNING GOALS AND TARGETS

Explain to the learners the objectives of the module and encourage them to think aloud and write their own learning goals. Emphasize that the objectives are their model and provide a framework for the learners as they write their own learning goals.

Based on the objectives of the lesson and results of the pre-assessment, let the learners define their personal goals and targets to achieve at the end of this module. Ask them to write their goals/targets in their journal/module.

A. COMMON COMPETENCIES

1. KNOW

LESSON 1

1. Pictures illustration Group the learners into threes and let them identify the pictures of tools and materials on the board. Let them write down their answers in their notebook.

2. Oral Discussion Explain the given information on the module and let the learners discuss among themselves the description of the tools being identified.

3. Exploration Let the learners discuss the different examples of receiving receipt forms of instruments and materials to be issued. Show them the different example of forms after the exploration.

LESSON 2 1. Paper and pencil Activity

Guide the learner in the different measuring tools found on the table. Draw them and write the proper use of the tools they illustrate. Let them write down notes and discuss the steps of using the instrument.

2. Geometrical figures and problems

Let the students participate in the discussion of geometrical figures and illustrations. Explain to them the drawings and discuss their meaning.

3. Information sheet Discuss with the class the proper cleaning and storing of the different instruments in drafting.

4. Mathematical ability

Instruct the learners the rules of conversion of fraction to decimal and decimal to fraction based on the module.

5. Trade mathematics measurements

Group your learners into fours; let each group identify the different dimensions of a given object expressed in the metric system. Discuss how the measurements were taken. LESSON 3

1. Alphabet of lines/select cards Let the learners select a card with a drawing of a line. The learner will show and identify the line and discuss its meaning.

2. Sketch and draw

Let the learners use a pencil and draw freely or sketch drawing lines in different directions. They should also draw circles. Let them explain how they constructed the lines and circles.

3. Orthographic Projection Discuss the theories and principles of Orthographic projection as shown in the module. You have to show the different views (6 principal views). The 3 principal dimensions of objects and the unfolding views. Encourage the learners to participate in the discussion.

4. Three view exercises Guide the learner in constructing/drawing a given object. Using the past lesson in taking measurements and orthographic projection, the drawing should show the three views. Top, front and side view.

5. Pictorial drawing presentation Showing different pictures to the class, the students will identify the picture according to its drawing orientation.

6. Isometric construction Let the learners construct an isometric drawing given a block with specific dimensions.

7. Oblique Drawing You will discuss the steps of constructing oblique drawings. Given the different view presentations of oblique drawing, (different axes) the learners will identify the two kinds of oblique projections based on the axes of drawing.

8. Scaling Review the learner’s in measurements and mathematical ability specifically in ratio and proportion. This lesson will be linked with scaling. Provide a block that will be resized on a drawing paper. It may be enlarged or reduced in size.

9. Dimensioning

Let the students identify the different dimensioning rules specified on the given sample. Label the kind of dimension used in your presentation.

10. The working drawing This is the culmination of previous lessons learned. Using the module and based on the assessment tools you will observe if the learners have mastered this topic.

LESSON 4

1. Exploration

Let the learners discuss safety standards observed in the laboratory area. This is to find out if there are students that are unaware of the safety standards. List down their answers and use this for the discussion.

2. Safety standard Let the learner do some tasks involving the cleanliness and orderliness of the room. This should be included in their daily tasks at the laboratory area.

3. Be organized Demonstrate the different ways to organize the workplace. Show some pictures of the module to let them know the different method of cleaning and organizing. Let the students integrate this in their work habits.

4. Be safe, use safety signs Show the learners some safety signs and let them identify each. Make them aware with the different safety signage’s used in different areas of work. Guide them in the proper use of the standard signs in construction. Use the module for further explanations.

5. Watching a presentation Present pictures with the use of a projector, television, or any form of visual aid to identify the different kinds of work hazards. Let them classify it individually.

6. Work out/ work in Ask the students to wear special protection clothes or personal protective equipment while standing in front of the class. The students will identify the different equipment or protection. Explain its use and what body part it protects?

2. PROCESS

LESSON 1

1. Looking at the puzzle Guide the learner in finding the different instruments that are found in the puzzle. Let them find 5 instruments out of 12 in the puzzle.

2. Text twist Guide the learners in answering the text twist found in their LM and to describe at least two of their answers.

LESSON 2

1. Paper and pencil Activity Guide the learner by preparing the different measuring tools available and lay it down on the table. The learners should draw them and write the proper use of the tools they illustrate. Let them write down notes and discuss the steps in using the measuring tool.

2. Self check

Let the learners answer the self check by matching the correct word from the given definition. Draw the measuring tool on their notebook. Activity sheet 1.1 Actual usage of measurement (Group activity) Show the students various measuring instruments and then demonstrate to them how they are used.

3. Self check 3.1 Guide the learners in solving the conversion problems. Relate this to measurements taken with measuring tools. Check their mathematical ability to find out if they already have the competency skills in converting measurements.

4. Conversion rules Guide the learners to answer the self check 1.1, answer the exercise which asks learners to convert numbers from metric to English and vice versa.

LESSON 3

1. Read and interpret Matching type- match the letter of the line used to its proper name found in the table on p.77. Answer on separate sheet of paper.

2. Self Check 1.2/ Drawing lines Using a drawing paper let the learners draw the different types of lines and circles by doing exercises.

3. Answer self check 1.3 pp.88 Fill in the blanks Write the answer in the notebook

4. Answer self check 1.4 pp.92

Completing the information. Answers will be written in the notebook.

5. Answer self check 1.5 pp.99 Supply the information given being asked for. Answers will be written in the notebook.

6. Activity 1.1 isometric Drawing Under the supervision of the teacher, the students will be given an orthographic projection of an object. The student will construct the isometric drawing based on the given. You will check if the students are following the proper steps in constructing the drawings. If there is a need to do another activity for further mastery of the lesson, you may do so.

7. Activity 1.6 oblique drawing With you as guide, let the students construct the oblique drawing (cabinet and cavalier) based on the given orthographic views. Proper measurement should be emphasized.

8. Answer self check 1.8 pp.118 Write the answer on the notebook by interpreting the given scale. Choose 5 scales to interpret.

9. Answer self check 1.9 pp 122 By answering the self check, you will find out if the learners fully understand the rules in dimensioning and if they are ready for the next lesson.

10. Operation sheet 1.9 pp 123

This operation will use the actual object. Let the student’s measure the principal dimensions, after getting the measurements, use scaling to draw the orthographic projection of the object. Let the student’s indicate the actual measurement.

11. Self check 1.10 Let the students perform the self check but be sure to guide them as they perform this. Given the different working drawings and construction samples, let them work individually to find out whether they will pass the competency standard.

LESSON 4

1. Self check 1.1 pp.138 By using the self check activity you will be able to find out how the students understood the safety practices lesson. Refer to the answer key.

2. Self check 1.2 pp. 143 By using the self check. List down the pointers to consider in doing a task in a laboratory. Learners should write the answers in their notebooks. 3. Self check 1.3 pp. 147 Using the self check, match column A to B. Check if the students have learned the process of organizing the workplace.

4. Self check 1.4 pp 153

Using the self check, match the words to its signage. Let the students perform this task individually.

5. Self check 1.5 pp. 157 Using the self check, select the word that best defines the sentence found on the right column. This could be done individually or in a group.

6. Self check 2.1 pp. 163 Provide a piece of paper with a drawing of a person wearing special protective equipment; the learner will identify the items one by one. Learners should write the answers in their notebook.

3. understand 1. Scoring Criteria Instruct the learner that you will evaluate them based on their performance level and performance standard. This is indicated in the module.

2. Demonstration checklist Instruct the learner to accomplish the scoring criteria honestly. Look for the criteria for assessment found in the module.

3. Analytic scoring criteria Let the students accomplish the criteria then write down your remarks as a teacher.

4. transfer

LESSON 1

1. Brochure Making Instruct the learners to create a brochure that highlights the specific purpose of tools used in Mechanical Drafting.

LESSON 2 1. Performance Test

Display different measuring instruments and let the learners pick two from the display. The learners will be given a situation and they will handle the situation using the two instruments that they selected. Explain the performance criteria before the activity.

2. Self-Rating Checklist

Instruct the learners to answer only the POST column on their notebook.

LESSON 3 1. Performance Test

Instruct the learners to construct and draw the assembly and detailed drawing of a given block. Check them if they correctly followed the steps of construction.

LESSON 4

1. GRASPS Model Explain the GRASPS Model and group the class into four. Simplify the different parts of the model before doing the activity. Assign a leader in each group.

IV. SUMMARY

This MODULE is designed to enhance the knowledge, skills and positive attitudes of the students. The primary aim is to prepare every student for their own capability and enhance them to comply with the basic requirements in the field of work. Provide them with the different level of competencies that is required for their specialized jobs.

Every student will be equipped to identify their role and responsibility of a draftsman, promote career growth as a person, comply with regulatory and organizational requirements for occupational health and safety, take accurate measurements and calculations, identify, analyze and interpret symbols in plans and drawings.

This module will help every student to gain basic skills and knowledge to

prepare them to be a draftsman.

V. GLOSSARY

The purpose of the glossary is to guide you and the learners to be equipped with the technical terms and be familiar with its meaning. The glossary will serve as additional material that will guide the learner’s practice of the skills learned in the course.

VI. REFERENCES LESSON 1 BOOKS:

Giesecke, Mitchell and Spencer, Technical Drawing 12th Ed.; Pearson Education, Inc. , 2003, (pages.39-60, )

French and Vierck. Engineering Drawing 10th edition MacGraw, Hill Book Company, 1960, (pages. 1.0-1.13.)

Allan Jefferis, David A. Madsen, Architectural Drafting and Design 5th Ed. Thomson Delmar

Learning, USA 2005,( pages 32-33).

David L. Goetsch, William S. Chalk, John A. Nelson, Raymond L. Rickman, Technical Drawing 5

th Ed. T. Delmar learning, N.Y. USA, 2005, (pages 42-80)

Esguerra and Molino, Exploratory Drafting; Abiva Publishing: 1980, (pages 23-35) READING MATERIALS: K to12 BASIC EDUCATION CURR. TLE Learning Module 2012 INTERNET:

http://www.images.search.yahoo.com/search/image LESSON 2 LG1 BOOKS:

Giesecke, Mitchell and Spencer, Technical Drawing 12th Ed.; Pearson Education, Inc. , 2003, (pages.48-59, )

French and Vierck. Engineering Drawing 10th edition MacGraw, Hill Book Company, 1960, (pages 2.10-3.28, 4.0-4.7)


th Ed. T. Delmar learning, N.Y. USA, (pages 389-460)

German M. Manaois. Drafting 1 and 2 Phoenix Publishing:1983 READING MATERIALS:

Competency Based Learning Material, Civil Technology Competency Based Learning Material, Drafting Technology

K to12 BASIC EDUCATION CURR. TLE Learning Module INTERNET:

http://images.search.yahoo.com/search/image http://www.ehow.com/how_4880813_use-drafting-tools.html

LG 2 BOOKS:

Giesecke, Mitchell and Spencer, Technical Drawing 12th Ed.; Pearson Education, Inc. , 2003, (pages.293-300)



READING MATERIALS Competency Based Learning Material, Drafting Technology Competency Based Learning Material, Machine Shop K to12 BASIC EDUCATION CURR. TLE Learning Module 2012 LG 3 BOOKS:

German M. Manaois. Drafting 1 and 2 Phoenix Publishing:1983



Learning, USA 2005,(pages,54-55, 70-74)



READING MATERIALS: Competency Based Learning Material, Drafting Technology Competency Based Learning Material, Machine Shop K to12 BASIC EDUCATION CURR. TLE Learning Module 2012

LG 4 BOOKS:


Learning, USA 2005,( pages 56-65)



Esguerra and Molino, Exploratory Drafting; Abiva Publishing: 1980, (pages 63 – 69) READING MATERIALS: Competency Based Learning Material, Drafting Technology Competency Based Learning Material, Machine Shop K to12 BASIC EDUCATION CURR. TLE Learning Module 2012 LESSON 3 LG1 BOOKS:

French and Vierck. Engineering Drawing 10th edition MacGraw, Hill Book Company, 1960, (pages 7.1-7.5,7, 11, 7.14, 15.1 – 15.14, 16.1-16.14, 17.2 – 17.7)


th Ed. T. Delmar learning, N.Y. USA,(pages164-200, 627-670)


Esguerra and Molino, Exploratory Drafting; Abiva Publishing: 1980, (pages 70-86) LESSON 4 LG1 BOOKS:

Giesecke, Mitchell, Spencer. Hill and Dygdon, Technical Drawing Eight Edition; The Macmillan Company: 1999


th Ed. T. Delmar learning, N.Y. USA,(pages 986-996)

READING MATERIALS: Competency Based Learning Material, Civil Technology Competency Based Learning Material, Drafting Technology Competency Based Learning Material, Machine Shop Industry, Department of Labor and Employment – Bureau of Working Conditions, D.O. 13, s. 1998. Procedural Guidelines Governing Occupational Safety and Health in the Construction K to12 BASIC EDUCATION CURR. TLE Learning Module

INTERNET: http://en.wikipedia.org/wiki/Occupational_safety_and_health http://images.search.yahoo.com/search/image http://www.aabr.org.au/vcn/12 2risks.htm http://www.cchs.oshanswers/hsprograms/hazardrisk.html http://www.ehow.com/list_6926722_personal-protective-equipmentchecklist. Html http://www.sofweb.vic.edu.au/safe@work www.workcover.nsw.gov.a

LG 2 BOOKS:

Giesecke, Mitchell, Spencer. Hill and Dygdon, Technical Drawing Eight Edition; The Macmillan Company: 1999

READING MATERIALS: Competency Based Learning Material, Civil Technology Competency Based Learning Material, Drafting Technology Competency Based Learning Material, Machine Shop Industry, Department of Labor and Employment – Bureau of Working Conditions, D.O. 13, s. 1998. Procedural Guidelines Governing Occupational Safety and Health in the Construction K to12 BASIC EDUCATION CURR. TLE Learning Module

INTERNET: http://en.wikipedia.org/wiki/Occupational_safety_and_health http://images.search.yahoo.com/search/image http://www.ehow.com/list_6926722_personal-protective-equipmentchecklist. http://www.sofweb.vic.edu.au/safe@work www.workcover.nsw.gov.au.

VII. ANSWER KEY/KEY ANSWER

LG 1. Identify drafting materials and tools/drawing instruments applicable to a specific job. PRE-TEST

A. 1. C 2. C 3. D 4. A 5. B B. 1. E 2. A 3. D 4. B 5. C

SELF CHECK 1.1

ANSWERS:

1. COMPASS 2. DIVIDER 3. DRAWING PAPER 4. DRAWING PENCILS 5. ERASER 6. ERASING SHIELD 7. MASKING TAPE 8. METRIC SCALES 9. PENCIL SHARPENER 10. PROTRACTOR 11. TRIANGLES 12. T SQUARE

LG 2. Request, receive and inspect drafting materials and tools/drawing instruments.

PRE-TEST

1. A 2. C 3. D 4. B 5. C

SELF CHECK 2.1 A.

Column A Column B 1. ROIFYVT MNOENF 1. INVENTORY FORM 2. RLVCDPYT EEEEIIR 2. DELIVERY RECEIPT 3. PRESO ROBRWIL 3. BORROWER SLIP 4. SODEAR CUPREAH 4. PURCHASE ORDER 5. FITIMEON SIRUROQ 5. REQUISITION FORM

A. Teachers Check

ANSWER KEY Lesson 2 LG 1. Select and use measuring instruments PRE-TEST

1. C 2. C 3. D 4. C 5. D 6. B 7. D 8. A 9. B 10. B

SELF CHECK # 1.1 A.

1. C 2. E 3. D 4. A 5. B

B. 1. Triangle 2. Tape ruler 3. Protractor 4. T - Square 5. Divider

LG 2. Clean and store measuring instruments PRE-TEST A. Multiple Choice

1. F 2. E 3. D 4. A 5. B

B. Uses and Care of Drafting measuring tools

Be sure to inspect tools before using them. This is to check if they are in working condition. This can be detected when there is ease and speed when in use.

After using a tool, clean it thoroughly with a damp cloth. Wipe it dry with another piece of cloth before keeping it.

When not in use, the T-square is preferably hung by inserting the hole to a nail (attached to a wall) at the end of its blade.

Do not abuse or misuse any drawing instrument.

Avoid throwing a tool to anybody; instead, hand it over to him carefully.

Avoid setting off the distances individually by moving the scale to a new position from time to time, because slight errors in the measurements may accumulate and give rise to a large error.

Avoiding unnecessary sliding of the T-square or triangles helps protect the drawing. Pick up the triangle by its tip and tilt the T-square blade upward slightly before moving.

Do not pull too much the steel tape of pull-push rule to the coil spring from damage.

Oil the movable parts of the measuring tools such as zigzag rules, calipers, dividers, and compasses to avoid stock-up.

Report defective measuring tools and any hazard to instructor immediately. SELF -CHECK # 2.1

A. 1. T 2. T 3. T 4. T 5. T

Uses and Care of Drafting or measuring tools

Be sure to inspect tools before using them. This is to check if they are in working condition. This can be detected when there is ease and speed when in use.

After using a tool, clean it thoroughly with a damp cloth. Wipe it dry with another piece of cloth before keeping it.

When not in use, the T-square is preferably hung by inserting the hole to a nail (attached to a wall) at the end of its blade.

Do not abuse or misuse any piece of drawing instruments.

Avoid throwing a tool to anybody; instead, hand it over to him carefully.

Avoid setting off the distances individually by moving the scale to a new position from time to time, because slight errors in the measurements may accumulate and give rise to a large error.

Avoid unnecessary sliding of T-square or triangles protects the drawing. Pick up the triangle by its tip and tilt the T-square blade upward slightly before moving.

Do not pull too much the steel tape of pull-push rule to the coil spring from damage.

Oil the movable parts of the measuring tools such as zigzag rules, callipers, dividers, and compasses to avoid stock-up.

Report defective measuring tools and any hazard to instructor immediately. LG 3. Convert fraction to decimal and vice versa PRE-TEST TEST I. A. Convert fractions into decimals

1. . 25 2. .75 3. .0.4375 4. .375 5. .125 B. Convert decimals into fractions. 6. 7/50 7. 6/25 8. ¾ 9. 1/8 10. 3/20

C. Round off the following numbers to their nearest hundredths. 11. 76.35 12. 93.67 13. 27.01 14. 4.62 15. 5.25

SELF -CHECK # 3.1

A. 1. . 25 2. .75 3. .0.4375 4. .375 5. .125

B. 1. 13.76 2. 38.61 3. 41.01 4. 8.62 5. 7.25

C. 1. 1/5 2. 4/5 3. 21/25 4. 7/50 5. 6/25 6. ¾ 7. 1/8 8. 3/20 9. 13/20 10. 3/8

LG 4. Convert English to Metric measurement and vice versa PRE-TEST A.

1. 9.84 inches 2. 206.69 or 206.70 feet 3. 15.24 meters 4. 4. 0.33 meters 5. 5. 0.39 inch B. 6. 1” 1/16 7. 3/8 8. 13/16” 9. 2.1 cm 10. .75 cm

SELF -CHECK # 4.1 A.

1. 13/16 2. 5/8 3. 5/16 4. ¾ 5. 1-7/8 6. 2-1/2

B. 7. 13 mm or 1.3 cm 8. 37 mm or 3.7 cm 9. 4 mm or .4 cm 10. 75 mm or .75 cm

II. 1. 23.52 or 24 inches 2. 8.89 cm 3. .75 cm. 4. 25.4 cm. 5. 0.98 or 1 ft

ANSWER KEY – LESSON 3 LO1. Identify Detailed and Assembly Drawing. PRE-TEST

1. A 2. B 3. D 4. A 5. D 6. B 7. D 8. A 9. B 10. C 11. A 12. B 13. A 14. A 15. D

SELF-CHECK 1.1 A. Leader line H. Hidden line B. Dimension line I. Object line C. Extension line J. Leader line D. Hidden line K. Cutting-plane line E. Dimension line L. Object line F. Hidden line M. Extension line G. Object line N. Object line

SELF-CHECK 1.2 Teacher check SELF-CHECK 1.3

1. First-Angle Projection 2. Front View 3. Third-Angle Projection 4. Top View 5. Height 6. Width 7. Depth

SELF-CHECK 1.4

1. Orthographic projection 2. First quadrants 3. Second quadrant 4. Third quadrant 5. Fourth quadrant 6. First quadrant 7. Third quadrant 8. Horizontal plane 9. Frontal plane 10. Profile plane

SELF-CHECK 1.5

1. A - Pictorial drawing 2. D - Station point 3. B – Vanishing point

4. C – Man’s-eye view 5. B – Cavalier oblique 6. Measure 7. Isometric 8. Non-Isometric lines

SELF-CHECK 1.6 1. B – Oblique drawing 2. B – Cavalier projection 3. B – 45 degrees 4. A – Cabinet projection 5. (At least three of the four given rules are the answers in any order.)

5.1 Avoid positioning the longest side of the object to the picture plane. 5.2 Place the circular and irregular surfaces of the object parallel to the picture plane. 5.3 Dimensions on the receding axis of the cabinet drawings should be reduced to ½ or 2/3. 5.4 If there are no given orthographic views, always proportion the details of the drawing to those of the actual object.

SELF-CHECK 1.8 1. Enlarge scale 2. Enlarge scale 3. Reduce scale 4. Full scale 5. Reduce scale 6. Enlarge scale 7. Reduce scale 8. Enlarge scale 9. Reduce scale 10. Enlarge scale

SELF-CHECK 1.9

1. D – Size dimension 2. A – Location dimension 3. C – Over-all dimension 4. A – Dimensioning 5. A – Aligned method 6. A – Detail dimension 7. D – Uni-directional method

SELF-CHECK 3.10 ( Figure 3 ) Vee Block

ANSWER KEY – LESSON 4 LG 1. Identify hazardous area PRE-TEST

1. A 2. B 3. A 4. C 5. A 6. D 7. D 8. B 9. B 10. A

SELF CHECK # 1.1

1. Safety Standards 2. Moral 3. Legal 4. Occupational Safety and Health 5. Economic

SELF CHECK # 1.2 A. Before the start of drafting activity:

Select the tools, materials and equipment which are needed in the assigned task.

Properly set up the required tools and materials in a place which is convenient for you to move and execute your work.

Clean the table and tools, see to it that these are free from the dust and other elements that would cause damage to your work.

Wash your hand with clean water. B. Activity proper:

Perform the activity by following the standard operating procedure per job requirement.

Properly manipulate all the tools and equipment that are used in the activity.

In case of errors or mistakes along the way (for instance misprinting of lines, letters, and other forms of mistakes) use appropriate eraser.

C. After the activity:

Submit your output to your teacher for checking

Check all the tools and materials to ensure that nothing has lost.

Return the tools and materials to the assigned tool keeper for safekeeping.

Withdraw your borrower’s card from the tool keeper and signed out that you have returned the borrowed tools and materials.

Clean your work station before leaving.

SELF CHECK # 1.3

1. B 2. C 3. A 4. D 5. E

SELF CHECK # 1.4

1. C 2. A, B or D 3. E 4. A, B or D 5. A or D

SELF CHECK #1.5

1. SAFETY HAZARDS 2. BIOLOGICAL HAZARDS 3. CHEMICAL HAZARDS 4. ERGONOMIC HAZARDS 5. PHYSICAL HAZARDS

LO2. Use personal protective clothing

PRE-TEST

A. 1. A 2. B 3. B 4. D 5. C B. 1. F 2. T 3. F 4. T 5. T

SELF CHECK # 2.1

1. Appropriate clothing such as over-all / cover-all 2. Protective Headgear 3. Safety Glasses or Goggles 4. Gloves 5. Safety Boots or Shoes

TO GOD BE THE GLORY Happy teaching to all........Lamberto M. Dionisio/GNVHS Annex OIC/2012

Acknowledgement This is to acknowledge the different practitioners, experts, and specialists who made this learning materials and teaching guides for grade 8 possible.

Writers ( INDUSTRIAL ARTS)

1.Joel Castillo T-I FFHNS

2.Lamberto Dionisio HT-VI Guiguinto NVHS

3.Marlon Ocampo T-I PFNHS

4.Robert Palma T-I FFHNAS

5.Cris Diñoso T-I Taytay NHS

6.Romeo Vicmudo EPS-I Div. of Neuva Ecija

7.Antonio Blanco Jr. MT-I OCNHS

Language Editor

Paraluman R. Giron Retired Regional Director, CALABARZON

Sta. Ana Manila

Perla Cuanzon Retired Regional English Supervisor Las Pinas City

Ofelia C. Flojo Retired Regional English Supervisor Rizal

Lando T. Guzman Ateneo de Manila

Consultant

Maria Teresa A. Namoro, Ed.D.

Asst. Chief. SED DepEd-NCR

Reviewers

1.Robert Daquil HT-VI Manila HS

2.Leonilo Santelices MT-I Balingasa HS

3.Fernando Dela Cruz Guiguinto NVHS

4.Arnel Anonical Tanay NHS

5.Marlon Malaluan T-I BANAHIS

6.Alexandria Kalalo T-I BANAHIS

7.Antonio Blanco Jr. MT-I OCNHS

Lay-Out Artist/Illustrator

Arcos, Henry Allen M. Bulado, Brenn R. Guiao, Arlene A.

Pili, Francis C. Pili, Noel C. Saladas John S.

Management Team

1.Dr. Lolita M. Andrada Director, BSE

2.Ms. Bella O. Marinas Chief,SDD-OIC

3.Dr. Jose D. Tuguinayo, Jr. Supervising EPS

4.Cristeta M. Arcos EPS II

5. Albert Erni EPS II

6.James Julius M. Liquigan EPS II

7. Milambiling, Owen M. SEPS

8.Emmanuel S. Valdez EPS II

All pictures and graphic illustrations crafted from the internet are properties of the original owners and were used only as supplemental materials for education purposes.

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Ia mechanical-drafting-tg-grade-7-8-p-d