Great Bay Community College Technical Blueprint Reading (ACM120)

Students will learn to read blueprints and develop an understanding of how blueprints provide information necessary to control the manufacturing operation and quality outputs. Topics include terminology, standard abbreviations, the different types of lines on a blueprint, and reading different views. Major concentration will be towards ISO standards and geometric definitions, including profiles, parallelism, and true position. Focus will be on both paper and electronic formats. Students will be introduced to CAD environment processes throughout the course. The English inch and Metric dimensional examples will be included.
Date:
2014
Primary Material Type:
Collection
Institution:
Great Bay Community College
Project Name:
Advanced Manufacturing Partnerships in Education (AMPed NH)
TAACCCT Round:
1
Subjects:
Great Bay Community College, technical blueprint reading, Advanced Composites Manufacturing Certificate, GBCC, TAACCCT, advanced manufacturing, CCSNH, AMPed NH, quality outputs, blueprint terminology, blueprint standard abbreviations, blueprint lines, blueprint reading views, ISO standards, geometric definitions, profiles, parallelism, true position, CAD, English inch dimensional examples, metric dimensional examples

Industry / Occupation

Industry Partner:
Safran and AEC
Industry Sector:
Manufacturing -- Transportation Equipment Manufacturing -- Aerospace Product and Parts Manufacturing (3364)
Occupation:
Production Occupations -- Fiberglass Laminators and Fabricators (51-2091)

Education / Instructional Information

Instructional Program:
Precision Production (48)
Credential Type:
  • Certificate
Language:
en_US
Interactivity Type:
Active - requires user to respond to prompts, questions, etc.
Quality Rubric:
Other
Quality Note:
Hezel Associates provided the 3rd party curriculum review for the AMPed NH TAACCCT grant project. Courses were reviewed for quality by Subject Matter Experts (SMEs) by assessing the (1) clarity and appropriateness of learning objectives, (2) alignment of learning objectives to course activities and materials, (3) logical sequencing of course content, (4) availability of active learning opportunities, (5) use of formative feedback for students, and (6) presence of summative assessment and its alignment with course objectives. SMEs were selected based on credentials and experience in instructional and curricular design and evaluation.

Copyright / Licensing

Copyright Owner:
Great Bay Community College
Primary License:
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.