Blueprint Reading

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Blueprint Reading

Unit: Core Applied Skills


Problem Area: Project Design and Management Tasks
Lesson: Blueprint Reading

¢ Student Learning Objectives. Instruction in this lesson should result in students


achieving the following objectives:
1 Review blueprint tool specifications.
2 Interpret blueprint symbols, notes, and abbreviations.
3 Create built models.

¢ Resources. The following resources may be useful in teaching this lesson:


E-unit(s) corresponding to this lesson plan. CAERT, Inc.
http://www.mycaert.com.
Brown, C. Walter, and Daniel P. Dorfmueller. Print Reading for Construction:
Residential and Commercial, 6th ed. Goodheart-Willcox, 2012.
“Construction & Building,” ASME. Accessed Nov. 2, 2013.
https://www.asme.org/engineering-topics/construction-building?cm_
re=Home-_-Hot%20Topics-_-Construction-Building.
“How to Read Blueprints,” England Design Company. Accessed Nov. 2,
2013. http://www.englandhouseplans.com/Howtoreadblueprints.htm.
Madsen, David A. Print Reading for Engineering and Manufacturing Technol-
ogy, 3rd ed. Cengage, 2012.
Madsen, David A. Engineering Drawing and Design, 5th ed. Cengage, 2012.
“Renewable Energy Sources,” ASME. Accessed Nov. 2, 2013.
https://www.asme.org/engineering-topics/renewable-energy?cm_
re=Home-_-Hot%20Topics-_-Renewable-Energy.

Lesson: Blueprint Reading


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¢ Equipment, Tools, Supplies, and Facilities
ü Overhead or PowerPoint projector
ü Visual(s) from accompanying master(s)
ü Copies of sample test, lab sheet(s), and/or other items designed for duplication
ü Materials listed on duplicated items
ü Computers with printers and Internet access
ü Classroom resource and reference materials

¢ Key Terms. The following terms are presented in this lesson (shown in bold italics):
> blueprints
> blueprint reading
> compass
> drafting boards
> drawing scale
> lead pointer
> protractor
> scale ruler
> symbol
> T-square

¢ Interest Approach. Use an interest approach that will prepare the students for the
lesson. Teachers often develop approaches for their unique class and student situations. A
possible approach is included here.

Introduce the blueprint reading lesson by engaging the students directly with
objects and spaces they know. For example, have students create technical
drawings of some of their belongings—cellphone, ear buds, watch, or the
classroom. Then have the students build models from these drawings. This helps
create a direct relationship with the students and gets them excited about
drawing and building. You could have the students build a model using another’s
drawings. Using another person’s drawing helps reinforce how important it is to
create an accurate drawing. Blueprints are accurate representations of objects
and spaces.

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CONTENT SUMMARY AND
TEACHING STRATEGIES
Objective 1: Review blueprint tool specifications.

Anticipated Problem: Which tools are used to create technical drawings?

I. Blueprint tool specifications

A. Blueprints are reproductions of technical drawings that use a contact print


process on light-sensitive material. The print process creates white lines on blue
paper. Large black-and-white plotters have largely replaced this process. The lines
are now black on white paper. However, the term “blueprint” is still used to
describe copies of technical drawings. Blueprint reading is the interpretation of
the language—symbols, notes, and abbreviations—found on construction,
schematics, and wiring diagrams. For example, blueprints contain the following
information via symbols, notes, and abbreviations:
1. Scale of the drawing
2. Height, width, and length dimensions
3. Symbols and notations
4. Multiview detailed sketches of objects
B. Material and tool specifications
1. Drafting boards are smooth, hard rectangular surfaces on which paper or
canvas is placed for drawing. The most common medium for technical draw-
ings is vellum or bond paper. The paper is fixed to the board with drafting tape.
Mylar—the trade name for a thin, strong polyester film—is a semi-transparent
drafting medium that works well with the contact print process (the blueprint-
making process).
2. A T-square is a tool that consists of a head and a blade (or straightedge) used
to draw straight lines. It is used to create straight horizontal lines or in conjunc-
tion with triangles to create vertical and diagonal lines.
3. The two standard triangles used for drafting tasks are the 30-60-degree and
the 45-degree. They are used alone to create 30-, 60-, and 45-degree diago-
nal lines or in combination to create additional angles. Additionally, adjustable
triangles create a full range of angles.
4. A compass is a tool used to draw circles and arcs on architectural or engi-
neering plans. It has two adjustable legs. One leg has a metal point (needle) at
the end, and the other leg has a holder for a pencil or lead. The two legs are
adjustable in order to create various sizes of circles and arcs.
5. A lead pointer (pencil pointer) is a tool used to sharpen drafting pencils and
leads. There are several types. The most common type consists of several
small blades that sharpen the tip of the lead when the pointer is rotated.

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6. Drafting pencils and lead holders are tools used to create technical drawings.
The lead holders can store lead and use a range of lead types. Both the leads
and the drafting pencils range in type from hard to soft, creating dark or light
lines.
7. Drafting erasers and erasing shields are tools used in combination to make
corrections on blueprints. Erasing shields are metal sheets with a series of
openings and holes ranging in size and shape to accommodate different
geometries.
8. A dusting brush is a tool used to clear technical drawings of erasures. Any
marks not completely cleared may show up on the blueprints (reproductions).
Technical drawings typically go through several iterations (versions) before the
final drawing is completed.
9. A protractor is a tool used to measure and lay out angles on drawings. It is
circular or semicircular and is made from clear plastic with a full range of
degrees engraved around the circumference.
10. A scale ruler is a tool formed from a strip of wood, aluminum, or plastic, with
a straightedge graduated in inches or millimeters that is used for measuring
and drawing. Drafting scales are typically triangular-shaped rulers with a differ-
ent scale on each face, with up to 12 different scales (dimensions): two to
four scales per side. Scales are ratios designed to create drawings and models
to exact sizes. Three types of scales are architect, engineer, and mechanical
drafter types.

Teaching Strategy: Many techniques can be used to help students master this
objective. Use VM–A and VM–B to review. Have students create individual technical
drawings of the classroom that include four walls and a floor plan. Assign LS–A.

Objective 2: Interpret blueprint symbols, notes, and abbreviations.

Anticipated Problem: Which symbols, notes, and abbreviations are used on blueprints?

II. Blueprint symbols, notes, and abbreviations

A. Basic blueprint information


1. Each drawing has a title block that includes the name of the company or orga-
nization that produced the drawing, the final issue date, and general informa-
tion about the drawing or project. It also contains a print name and reference
number or letter. The title block contains any specific information required to
interpret the drawings.
2. The drawing’s reference number identifies the drawing in a set. There are usu-
ally multiple drawings (or sheets) in a project set. Drawings that convey similar
information are grouped with a common number or letter.
3. A cover page (or sheet) lists all the drawings with their reference numbers that
exist in the full set. All the symbols, terms, notes, and abbreviations used on
the blueprints are listed and defined on the cover page.

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4. The drawing scale is the size of the drawing relative to the actual object it
represents. The scale of the drawing is reduced or enlarged by a specific
amount (called “scale”). Scale is shown on a drawing as the length of the
drawing separated by a colon (“:”) and followed by the actual length of the real
object. It is a reference and does not ensure that the drawing is printed exactly
to that scale. Dimensions on the drawing are used for fabrication and model
making. Blueprint drawings are typically drawn in the following scales:
a. SI units—1:20, 1:50, and 1:100
b. Imperial or U.S. units—¼-inch or c-inch
c. Detail scales—1:1, 1:5, 1:10, and 1:20
d. Component scales—1:20, 1:10, and 1:5
e. Floor plans—1:40 and 1:50
f. Location plot plans—1:80, 1:100, and 1:200
g. Block plans and city maps—1:1000, 1:1250, and 1:2500
h. Ordinance survey maps—1:100000, 1:50000, and 1:10000
B. Symbols
1. A symbol is a graphic element that represents an item on a technical drawing.
Several types are used on technical drawings: material symbols, reference or
specification symbols, and graphic symbols that represent objects. The mate-
rial and graphic symbols may look different in an elevation versus a plan,
section, or detail drawing.
2. Material legends include all the materials used in the drawing. The symbol is
located in a small rectangle with the name next to it. A material symbol is a
graphic image used to fill in the outline of a shape or object on the drawing
and represents the object’s actual material.
3. Symbols are used to reference other drawings or schedules. These symbols
have a coded letter and/or number that direct a person to the correct drawing.
Reference symbols typically remain the same in all types of drawings. The
number and/or letter are enclosed in a circle, rectangle, triangle, or other basic
geometry.
4. Most of the symbols used in elevation to communicate design specifics look
like the actual material or object. The symbols used in section show the object
as if it were sliced in half and represent the composition of the object. Sym-
bols used to represent an object on a plan usually look like the object and
most of the construction information is represented graphically.
C. Notes
1. Standard notes and symbols are used on blueprints and technical drawings in
conjunction with plan, elevation, section, and detail drawings. The drafter,
architect, and engineer use symbols and terminology (text or notes or abbrevi-
ations) to communicate design specifications. Symbols help with clarity and
organization on blueprints.
2. Notes are used with symbols to clarify drawing features and to call out specifi-
cations. The notes include terminology used to describe or explain a design

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feature or part. Notes have leaders that extend directly from the note to the
location where it applies. Notes are as short as possible. An example of a note
used for a door specification would be “SOLID MAPLE WOOD DOOR.”

Teaching Strategy: Many techniques can be used to help students master this
objective. Use VM–C and VM–D to review. Before students begin their scale drawings,
you may need to review solving proportions. Using the drawing created in Objective 1,
have the students apply appropriate symbols and terms to that set of drawings.
Students could also add symbols, notes, and abbreviations to any set of existing
drawings. Assign LS–B.

Objective 3: Create built models.

Anticipated Problem: How are models built from blueprints or CADD specifications?

III. Building models

A. Blueprints—Prints include all the drawings necessary to build a model. This


typically includes a plan, an elevation of each side (four), and a top or bottom
view—if necessary. The prints must include a scale reference to build a model to
an exact size. Making several copies (blueprints) of the drawings is a good idea.
B. Materials—Model materials include soft wood (e.g., basswood), foam core, and
mat board. Mat board is common, is easy to cut and glue, and is available in
many colors. However, white is typically used. Other required tools are:
1. Quick-drying inexpensive glues (e.g., standard white school glue) work well for
model building.
2. An X-acto® (or similar) knife is required to cut the model building material
cleanly. A utility knife may be used.
3. A scale ruler ensures all the dimensions are to the correct scale.
4. A cutting board is the surface used to size all the model materials. It keeps
knives sharp and protects the table surface.
5. A straightedge, such as a metal ruler, is used to make straight lines when
drawing and cutting shapes.
C. Scale selection—Once materials and tools are assembled, an appropriate scale is
selected for the built model. Scale selection depends on the following factors:
1. Actual size of the object
2. Available space
3. Amount of detail to be shown
4. Amount of material required

Teaching Strategy: Many techniques can be used to help students master this
objective. Use VM–E to review sample built models. Have the students build scaled
models of the drawings they created in objective one. Assign LS–C.

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¢ Review/Summary. Use the student learning objectives to summarize the lesson.
Have students explain the content associated with each objective. Student responses can
be used in determining which objectives need to be reviewed or taught from a different
angle. Questions at the ends of chapters in the textbook may be used in the Review/
Summary.

¢ Application. Use the included visual master(s) and lab sheet(s) to apply the
information presented in the lesson.

¢ Evaluation. Evaluation should focus on student achievement of the objectives for the
lesson. Various techniques can be used, such as student performance on the application
activities. A sample written test is provided.

¢ Answers to Sample Test:


Part One: Matching
1. e
2. a
3. f
4. b
5. d
6. c
7. g

Part Two: True/False


1. T
2. T
3. F
4. T
5. T
6. F

Part Three: Short Answer


1. Scale selection for a built model depends on the following factors:
a. Actual size of the object
b. Available space
c. Amount of detail to be shown
d. Amount of material required
2. Blueprints contain the following information via symbols, notes, and abbreviations:
a. Scale of the drawing
b. Height, width, and length dimensions
c. Symbols and notations
d. Multiview detailed sketches of objects

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Sample Test
Name ________________________________________

Blueprint Reading
u Part One: Matching
Instructions: Match the term with the correct definition.

a. T-square e. blueprints
b. drawing scale f. protractor
c. lead pointer g. blueprint reading
d. scale ruler

_____1. Reproductions of technical drawings that use a contact print process on light-sensitive
material
_____2. A tool that consists of a head and a blade (or straightedge) used to draw straight lines
_____3. A tool used to measure and lay out angles on drawings
_____4. The size of the drawing relative to the actual object it represents
_____5. A tool formed from a strip of wood, aluminum, or plastic with a straightedge graduated
in inches or millimeters that is used for measuring and drawing
_____6. A tool used to sharpen drafting pencils and leads
_____7. The interpretation of the language—symbols, notes, and abbreviations—found on
construction, schematics, and wiring diagrams.

u Part Two: True/False


Instructions: Write T for true or F for false.

_____1. A quick-drying inexpensive glue works well for model building.


_____2. Notes are used with symbols to clarify drawing features and to call out specifications.
_____3. It is not necessary to indicate the scale of a blueprint.

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_____4. Standard terms and symbols are used on blueprints (technical drawings).
_____5. The two standard triangles used for drafting tasks are the 60-90 degree and 45-degree
triangles.
_____6. A cutting board is a hard surface that provides a smooth flat surface for drafting.

u Part Three: Short Answer


Instructions: Answer the following.

1. List the four scale selection factors for a built model.

2. List the information blueprints provide through symbols, notes, and abbreviations.

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VM–A

DRAFTING TOOLS—
PROTRACTOR, STRAIGHTEDGE,
CUTTER, AND CUTTING BOARD

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VM–B

DRAFTING TOOLS—T-SQUARE,
COMPASS, AND SCALE RULER

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VM–C

WINDOW AND DOOR SYMBOLS

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VM–D

DRAFTING (CADD) SYMBOLS

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VM–E

BUILT MODEL
Blueprints include a scale reference to build a model to an
exact size for a home or a property development. Models
are constructed of soft wood, foam core, or mat board.

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LS–A
Name ________________________________________

Create a Technical Drawing


Purpose
The purpose of this activity is to produce a technical drawing (blueprint).

Objectives
1. Practice using manual or CADD blueprint materials and tools.
2. Sketch a floor plan with dimensions.
3. Sketch four elevations with dimensions.
4. Re-draw the sketches to scale using manual or CADD tools.

Materials
t drafting pencil
t drafting paper
t drawing board
t scale ruler
t triangles
t T-square
t tape measure
t computer
t CADD software
t printer
t tape measure

Procedure
1. Work independently.

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2. Assemble your materials.
3. Produce a set of classroom drawings that include:
a. A floor plan
b. Four elevations
4. First, take measurements of all the main features of your classroom, including:
a. Room dimensions
b. All windows
c. All doors
d. Any additional structures (e.g., pillars and heating units)
5. Second, sketch a floor plan of the classroom. Then add the dimensions of the room to
the sketch.
6. Third, sketch all the elevations, and add the required dimensions.
7. Finally, re-draw all the sketches with your manual drafting or CADD tools at a set scale.
Discuss the appropriate drawing scale with your instructor. Plan to fit your classroom
drawing on one 11- × 17-inch sheet of paper at a ½-inch = 1-foot 0-inch scale.
8. When finished, ask your instructor to review your project. Then turn in your completed
drawing to your instructor.

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LS–B
Name ________________________________________

Create a Technical Drawing—


Blueprint with Symbols, Graphics,
and Dimensions
Purpose
The purpose of this activity is to produce a technical drawing (blueprint) with symbols,
graphics, and dimensions.

Objectives
1. Draw the appropriate graphic symbols for all the windows and doors.
2. Add the appropriate symbols for specifications (e.g., windows and doors).
3. Add all dimension line information (e.g., including extension lines).

Materials
t drafting pencil
t drafting paper
t drawing board
t scale ruler
t triangles
t T-square
t drawing produced in Objective 1 (LS–A)
t computer with printer
t CADD software
t printer

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Procedure
1. Work independently. Your goal is to add the appropriate symbols, graphics, and
dimensions to the drawing set you began in LS–A.
2. Assemble your materials.
3. To finish the drawing set:
a. First, draw the appropriate graphic symbols for all windows and doors.
b. Next, add the appropriate symbols used for specifications, such as window and door
tags and elevation symbols.
c. Finally, add all the necessary dimension line information. Ensure that the dimensions
are clear and accurate. All dimension lines and extension lines should match the
exact locations of your original dimension measurements.
4. Ask your instructor to review your drawing set for accuracy.
5. Make any edits or modifications. Then turn in your drawings to your instructor.

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LS–C
Name ________________________________________

Build Models from


Technical Drawings
Purpose
The purpose of this activity is to produce a model from technical drawings.

Objectives
1. Determine an appropriate scale for your model with your instructor.
2. Re-draw the plan onto your model material using the dimension measurements.
3. Cut the model pieces and glue together (e.g., floor plan and all elevations).
4. Assemble the model.

Materials
t pencil
t paper
t cutting board
t glue
t X-acto® (or similar) knife
t straightedge
t scale ruler
t plan print and each elevations
t model building material, such as mat board
t drawing set created in LS–A and LS–B

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Procedure
1. Work independently. Your goal is to build a model of your classroom using the technical
drawing set you created in LS–A and LS–B.
2. Assemble your materials.
3. To build your classroom model:
a. First, discuss the scale of the model with your instructor. For example, you may
decide to build the model at ½" = 1’ 0" scale. At this scale, a classroom of 20’ ×
20’ will have a model of 10" × 10".
b. Next, re-draw the floor plan onto your model material using the dimension
measurements.
c. Draw each elevation onto the model material using dimension measurements.
d. Ensure the dimensions are correct. Then cut the model pieces.
e. Optional: Ask your instructor to review your model pieces for accuracy prior to gluing
the model together.
f. Assemble the model by gluing all parts together.
4. Ask your instructor to review your finished product.

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