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)
- Funding Source:
- 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)
- 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
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