21st Century Instructional Guide for Career Technical Education Piping Drafting Engineering and Technical Cluster Drafting

Concentration Title: Standard Number: ET.S.PIP.1 Essential Questions: Objectives: ET.O.PIP.1.1 Piping Drafting (WEVIS 1722) Piping Students will examine types of piping and the purposes for which each is used. What determines the selection of piping materials and types? What is the meaning of various abbreviations and designations found on piping drawings? What type of drawings are needed to complete a piping design project? How do I draw piping jobs? Students will Learning Plan & Notes to Instructor: examine piping terminology and materials. Examine abbreviations and terminology BF blind flange BOP bottom of pipe CL center line FOB flat on bottom (used for eccentric reducers) FOT flat on top (used for eccentric reducers) FF fitting to fitting; face of flange (FOF) flat face (flanges) FW field weld ID inside diameter LR long radius NPS nominal pipe size NPT - National Pipe Thread OD outside diameter RF raised face (flanges) SO slip-on flange SR short radius TBE thread both ends 1

TOC top of concrete TOE thread one end TOF Top of Floor TOG top of grating WN weld neck flange Datum reference point from which other locations originate Grade Riser vertical pipe in which fluid flows up Downcomer vertical pipe in which fluid flows down

Examine various materials: Carbon steel Stainless Steel Plastic (HDPE, ABS,PVC, CPVC) Forged Steel Cast Iron Galvanized Nickel Alloy composed of two metals Suggested activity: Obtain samples pieces of piping from vendors or scrap/salvage yards Use a magnet to determine some materials (316SS is non-magnetic nickel, iron & alloys are magnetic) ET.O.PIP.1.2 examine the purpose for certain types of piping. Examine physical properties of types of piping Plastic chemical & corrosion resistant resists growth of fungi & algae (sometimes used in residential plumbing) Types include PVC (polyvinyl chloride), CPVC (chlorinated polyvinyl chloride), ABS (acrylonitrile butadiene styrene), HPDE (high density polyethylene); available in 2

threaded & socket (solvent welded i.e. glued) Carbon Steel utilities; does not resist corrosion or oxidation Stainless Steel used if corrosion or oxidation are an issue Galvanized corrosion resistant Alloys (nickel, hastelloy, etc.)- corrosion resistant Lined piping (Teflon, kynar, glass, etc.) lower cost, corrosion resistant Fiberglass corrosion resistant Copper Suggested Activity: Obtain chemical resistance charts to determine which materials are best suited to a particular application Chemical Resistance Guide Chart http://www.nibco.com/assets/ChemGuide.pdf http://www.roymech.co.uk/Useful_Tables/Corrosion/ Cor_piping.html

ET.O.PIP.1.3

draw piping jobs.

Draw

General arrangement drawing Piping plan Piping elevations Ppiping isometric Piping orthographic spools

'The Piping Guide' 2nd Ed 1991 (CD format) www.pipingguide.com Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL, ISBN # 1-59070-247-6 3

Piping Central http://www.pipingdesign.com/ Standard Number ET.S.PIP.2 Essential Questions: Objectives: ET.O.PIP.2.1 Joints and Fittings Students will examine common joints and fittings. How is piping joined together? What determines which joint should be used? What type of fittings are used in piping & what do they look like? Students will Learning Plan & Notes to Instructor: examine common joints. Look at different types of joints Buttweld welded joint - most common in industry Socketweld welded joint - used primarily on lines less than 2 in diameter where leakproof application is needed Screwed threaded connection - used in industry for utility piping (typically forged steel or cast iron) discuss thread engagement Flanged bolted connection - uses various types of flanges generally requires a gasket Mechanical connections does not involve welding, threading or gluing sealed by compression used in low pressure or where vibration/expansion/contraction may be present example: heat exchangers Suggested activity: Tour facilities and determine the types of joints used in the utility piping at the school examine common fittings & flanges Look at different types of fittings & flanges (scrap metal or salvage yards are good places to get sample pieces) Fittings Elbows (Ells): 90, 45, Reducing, S.R. (short radius), L.R. (long radius) Tees: Straight, Reducing 4

ET.O.PIP.2.2

Laterals/Wyes (branch at 45 degree) Cross Coupling Reducers: Concentric/Eccentric Caps Stub Ends (used in conjunction with Lap Joint Flanges) Unions Olets weldolets, elbolets Flanges Weld neck Slip-on Reducing Lap joint Blind flange Suggested activity: using CPVC plastic pipe, allow students to create a marshmallow shooter which will introduce them to some fittings as well as the engagement required for socket-type fittings. The shooter can be used as a model for creating isometrics or orthographic drawings. PVC Marshmallow Shooter Project http://www.stewmuse.com/MarshmallowWar.html View Pipe Fittings & Uses http://www.thepipefittings.com Standard Number: ET.S.PIP.3 Essential Questions: Objectives: ET.O.PIP.3.1 Valves Students will examine common valve types. What are the distinguishing characteristics of each type of valve? What is the function of each valve type? Students will Learning Plan & Notes to Instructor: examine common valve types Examine difference in operated vs. self-operated Operated 5

 Gate Butterfly Diaphragm Regulating ball, globe, needle, plug, diaphragm Self Operated Relief/safety Check Trap Suggested Activity: Ask students to research web for cut-away images of valves & their uses create a powerpoint with researched information For images, http://www.google.com, Select Images Type valve or specific valve For uses, http://en.wikipedia.org/wiki/Valve NOTE: Salesmen for valve vendors frequently have sample valves, some with cutaways ET.O.PIP.3.2 Examine common valve type uses In general, valves used to turn flow on/off; adjust rate of flow; discharge flow; change direction of flow; prevent flow in one direction Gate most commonly used open/shut operation Regulating regulates flow - types include ball, globe, needle, plug, diaphragm Relief/safety - only operates when pressure reaches a critical level Check one-way flow butterfly used in vent systems or where space is restricted Control valve controls flow or pressure - have 6

actuators Trap automatic valve

'The Piping Guide' 2nd Ed 1991 (CD format) www.pipingguide.com Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL, ISBN # 1-59070-247-6 Piping Central http://www.pipingdesign.com/ Standard Number: ET.S.PIP.4 Essential Questions: Objectives: ET.O.PIP.4.1 Schematics and Layouts Students will draw piping schematics and isometric layouts. What are the steps to draw a piping schematic and isometric layout Do I include dimensions on schematics? How do I dimension an isometric drawing? Students will Learning Plan & Notes to Instructor: draw a piping schematic. Discuss & view different types of schematics: Flow & P & ID (more detailed) Schematics are not to scale they are proportional 1st stage of process design Represent only the process flow To draw: Use standard ANSI symbols for equipment Flow should be from left to right or top to bottom Space lines at equal intervals if possible Differentiate major and minor flow lines by line thickness (Note precedence of lines i.e. major flow, minor flow, instrument lines) Avoid crossing lines 7

Add flow arrows at each intersection Add valves using standard valve symbols Add instruments & instrument lines using ANSI/ISA standard symbols Label all equipment Add pipe specifications, line sizes & numbers Add instrument numbers Do not dimension unless dimension is critical design criteria

ET.O.PIP.4.2

draw an isometric piping layout.

Suggested activity: Using CPVC plastic piping & fittings have students create a simple piping design Using isometric grid sheets, sketch the design Measure piping design and place dimensions on sketch Note: Isometrics are pictorial drawings not to scale but proportional Used for fabrication Requires placement & orientation of a north arrow Drawn at 30 angle text, symbols & dimensions align with drawing plane Orientation of piping is based on direction of North arrow Use ANSI symbols for fittings Use ANSI symbols for connections (i.e. dot for weld, short line perpendicular to line for threaded, square c shape for socket) Use flow arrows to show direction of process flow Create bill of material 8

ET.O.PIP.4.3

demonstrate dimensioning of piping systems.

Piping dimensions referenced from a piece of equipment or column line Piping is measured from centerline of pipe to centerline of pipe Dimension is included each time the piping changes direction Bottom of pipe (B.O.P.) elevations are include to determine vertical runs of pipe NOTE: If pipe diameter changes, add pipe diameter to bottom of pipe (BOP) elevations to determine length of piping when calculating vertical pipe runs Center line elevations are included for all pumps & equipment nozzles Flanged valves and fittings are dimensioned from face of flange to face of flange or to centerline of piping, whichever is applicable (be sure to include gasket designation if required) Threaded/screwed valves are dimensioned to center of valve and fittings and to centerline of piping Demonstrate how an eccentric reducer affects the centerline dimension of piping Linear dimensions are not shown on a piping elevation Dimenions for isometric drawings align with the working plane Suggested Activity: Project a piping plan and elevation on whiteboard or smartboard. With marker, guide students in the dimensioning process. Use sample industry piping drawings as samples. 'The Piping Guide' 2nd Ed 1991 (CD format) 9

www.pipingguide.com Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL, ISBN # 1-59070-247-6 Piping Central http://www.pipingdesign.com/

Standard Number: ET.S.PIP.5 Essential Questions: Objectives: ET.O.PIP.5.1 ET.O.PIP.5.1

Student Organization Participation Students will participate in a local student organization. Students will Learning Plan & Notes to Instructor: examine the purposes and goals of student Encourage formation of a school chapter in local student organizations. organization such as SkillsUSA and/or TSA. demonstrate leadership skills through Encourage membership in local student organization participation in student organization such as SkillsUSA and/or TSA. activities such as meetings, programs, projects, and competitions. discover the benefits and responsibilities of Encourage attendance and competition at local, state, participation in student, professional, and and national SkillsUSA and/or TSA conferences. civic organizations as an adult. Learning Skills & Technology Tools Teaching Strategies Evidence of Success Culminating Activity 21C.O.9Student recognizes Student accesses various Students produce a 12.1.LS1 information needed for search engines utilizing presentation with hyperlinks problem solving, can advanced search and cited sources which efficiently browse, search and parameters to obtain outlines information utilized navigate online to access information to solve to solve a problem relevant information, problem. evaluates information based Engineering related or on credibility, social, professional organization 10

ET.O.PIP.5.1 21st Century Skills Information and Communication Skills:

economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.

sites offer more industry reliant information. Students should not rely on sites which do not contain verified information i.e. Wikipedia

21C.O.912.1.LS2

Verify information by checking numerous sources. Student analyzes and Setup a demonstration by interprets visuals and showing the students a recognizes the impact digital manual drawing of the media influences (e.g. design, outline of a shape and a technique, and rate of speed) printed copy of an have on audiences. The electronic copy of the students visual products same object which has reflect a sophisticated been revolved into a 3d understanding of subject, object. Ask students digital media and design which is the most techniques. complicated drawing; which drawing they believe required the most time to create and which is most interesting. Teacher demonstrates manual drawing method of creating the outline of an object then contrasts by creating the same outline in CAD, using the revolve command to construct a 3d object which can then be placed in an orbit

Student contrasts the audience appeal of digital data and compares the time utilized to create a seemingly simple design as opposed to an apparently complex design.

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21C.O.912.1.LS3

21C.O.912.1.TT1

(More complex CAD object should be created in much less time) Student creates information Students work as a team using advanced skills of on a project which analysis, synthesis and requires identifying a evaluation and shares this design problem or need information through a variety in their school or of oral, written and multimedia community, researching communications that target possible solutions, academic, professional and analyzing data, technical audiences and determining solutions, purposes. developing drawings and presenting ideas to appropriate responsible parties for consideration Student makes informed Students are assigned a choices among available project which requires advanced technology collaboration of all team systems, resources and members. Students are services (e.g., global to determine the most positioning software, graphing efficient tools available calculators, personal digital which will allow them to assistants, web casting, communicate and share online collaboration tools) for information completing curriculum assignments and projects and Students will participate for managing and in a geocaching team communicating competition by using a personal/professional GPS device to locate information. objects Student routinely applies keyboarding skills, keyboarding shortcut Students will utilize computer software on a routine basis to complete

Completed oral presentation utilizing digital media and written documentation tracking project progress

Selection of best resource

Students locate objects using GPS

21C.O.912.1.TT2

Completed assignments

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21C.O.912.1.TT3

techniques, and mouse skills with facility, speed and accuracy. Student uses advanced utilities (e.g., zipping or compressing files, file level anti-virus scans), converts files to different formats (e.g., .doc, .xls, .mdb, .htm, .pdf) and saves finished products to multiple media sources (e.g., CDRW, DVDR, USB drives, shared folders, web-based file storage).

assignments. Students are to download and save a shareware program of their choice to a USB drive and then extract it on a different computer for use Students are to export a CAD drawing to a format which can be used by a Microsoft Office program. The file is to be burned onto a CDRW, passed to another student and inserted in a Microsoft Office program Students are to take a digital image and upload it to a shared folder. All digital images are then inserted into a drawing Students are to design continuously playing electronic presentation which highlights the drafting courses using sample drawings assignments, electronic syllabus, images of students working in the classroom and an appropriate audio Use program

Successful completion of Powerpoint or Word project which includes exported drawing file

Plot drawing with images

21C.O.912.1.TT4

Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment.

Use of presentation for Open House or Introduction of Course to Upcoming Students

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21C.O.912.1.TT5

21C.O.912.1.TT6

Student uses advanced features of word processing software (e.g., outline, table of contents, index feature, draw tool, headers and footers, track changes, macros, hyperlinks to other file formats, etc.). Student uses advanced features and utilities of spreadsheet software, (e.g., formulas, filters, pivot tables, pivot charts, macros, conditional formatting), to perform calculations and to organize, analyze and report data.

selection playing in the background Create a bill of material using Word and insert it into a CAD program.

Modify contents of document in either program to demonstrate OLE functions (object linking and embedding)

21C.O.912.1.TT7

Student uses advanced features and utilities of presentation software (e.g., slide transitions, master slides, narrations and timings, creating web-enabled presentations, creating a nonlinear presentation) to communicate ideas to multiple audiences.

21C.O.9-

Student uses advanced

Create an Excel spreadsheet which lists the material, quantity and cost of materials or tools in the drafting room. Insert formulas which calculate the total cost by multiplying the quantity by the cost of each item. Insert formula which calculates the sales tax which would be added Students are to design continuously playing electronic presentation which highlights the drafting courses using sample drawings assignments, electronic syllabus, images of students working in the classroom and an appropriate audio selection playing in the background Utilize fields in a CAD

Correct total cost of drafting materials or tools

Use of presentation for Open House or Introduction of Course to Upcoming Students

Table with completed fields 14

12.1.TT8

21C.O.912.1.TT9

21C.O.912.1.TT10

features and utilities of database software (e.g., to create tables, forms, perform table relationships, advanced queries, and simple reports) to test hypotheses or research questions and to report results. Student uses advanced telecommunication tools (e.g., email, video conferencing, interactive websites, newsgroups, video phones, chats) to create collaborative projects that are relevant to real world situations and contribute to the communication process among various groups. Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness.

table to extract information from the software database Sample fields could be date, drawing file name, drawing time, etc. Students to go to the Autodesk website or other applicable website, submit a question to a forum and forward the answer via email to a fellow student and instructor Receipt of email

Student accesses various search engines utilizing advanced search parameters to obtain information to solve problem. Engineering related or professional organization sites offer more industry reliant information. Students should not rely on sites which do not contain verified information i.e. Wikipedia Verify information by checking numerous sources.

Students produce a presentation with hyperlinks and cited sources which outlines information utilized to solve a problem

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Thinking and Reasoning Skills:

21C.O.912.2.LS1

Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria.

21C.O.912.2.LS2

Student draws conclusions from a variety of data sources to analyze and interpret systems. Student visualizes the connection between seemingly unrelated ideas and independently produces solutions that are fresh, unique, original and well developed. Student shows capacity for originality, concentration, commitment to completion, and persistence to develop unique and cogent products. Student knows how to find information necessary to solve advanced problems related to hardware, software, networks, and connections (e.g., by accessing online

21C.O.912.2.LS4

21C.O.912.2.TT1

Students are to work in teams to sketch a design for a rock sorting machine which sorts rocks by size and places them in storage based on size. Students will copy sketches onto transparency sheets and utilize an overhead projector to present design concept to class Student researches their dream CAD station, determines components, price of workstation, and availability Students are given a list of piping materials such as: 50 feet of pipe, 2 valves, 6-90 degree elbows and 1 tee. Students are to use the items to develop various designs for a run of piping between a pump and a vessel. Students to evaluate most feasible design. Assign group of students an unfamiliar task such as: performing a function in CAD, setting up a printer, determining why they have lost their

Students are to identify what knowledge or past experience they utilized to create the design (rock sorting machine project is similar to a coin sorting machine)

Student submits specifications and price of workstation Students accomplish design utilizing available materials

Students access Help in software program Students poll their peers for help Students troubleshoot the problem by tracing back the 16

help, Internet searches, technical documentation, system utilities, and communication with technical experts).

21C.O.912.2.TT2

21C.O.912.2.TT3

network connectivity, or process and testing changing the paper in the components plotter Students read technical manual or equipment manual Students locate a local resource with technical expertise. Students search on web Student collaborates with Go to AUGI.com Students provide answer to a peers, experts, and others to (Autodesk Users Group question from a peer in the contribute to a content-related International); join a global community knowledge base by using forum group; monitor technology to compile, questions and post a synthesize, produce, and comment to answer disseminate information, question. models, and other creative works. Student uses multiple Students work as a group Drawings which indicate the electronic sources of to reroute a run of piping. new location of the pipeline information and multiple Students will use a digital technology tools and resource camera to document tools (e.g., digital cameras, present location of graphing calculators, probes, pipeline. mp3 players, handheld Students will sketch & devices, other emerging dimension proposed new technologies, simulations, location and scan sketch models, browsers, word into a digital format. processing, authoring tools, Students will create a spreadsheets, databases) to folder on the server for collaborate with others, to their project & place formulate a hypothesis, to digital image, sketches & solve problems, make other project related data decisions, and present and in folder. justify the solutions. Students are to use Excel to calculate cost of new piping & time involved in 17

the project. Students will model new run of piping in CAD program. 21C.O.912.2.TT4 Student uses technology tools and multiple media sources to analyze a real-world problem, design and implement a process to assess the information, and chart and evaluate progress toward the solution. Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from winwin perspective, and derives personal satisfaction from achieving group goals.

Personal and Workplace Skills:

21C.O.912.3.LS1

21C.O.912.3.LS2

Student independently considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and goals as the situation requires, and actively seeks innovations (e.g. technology) that will enhance his/her

Assign a group activity in which a student is selected as the project manager and must produce a preliminary design in an unrealistic time period. Video tape each group. Using team member evaluation forms, have each team member evaluate the team leader and the team leader each team member Assign students complex topics to present as student teachers to the class. Instruct students to utilize any technology or method needed. Teacher is to challenge student to utilize multiple presentation methods to

Students compare the evaluations with the information recorded on the video.

Student professionally presented topic by various methods attaining universal understanding

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work.

overcome the teachers implied lack of understanding of the topic presented.

21C.O.912.3.LS3

21C.O.912.3.LS4

21C.O.912.3.LS5

Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using what he/she has learned to adapt to new situations, and displaying perseverance and commitment to continued learning. Student demonstrates ethical behavior and works responsibly and collaboratively with others in the context of the school and the larger community, and he/she demonstrates civic responsibility through engagement in public discourse and participation in service learning. Student exhibits positive leadership through interpersonal and problemsolving skills that contribute to achieving the goal. He/she helps others stay focused, distributes tasks and

Students are to engage in individualized, self-paced learning by working through a tutorial of a new piece of software

Student acquires knowledge and skill required by effectively resolving difficulties gaining confidence to attempt similar task

Present scenarios which require choices involving personal ethics and work ethics Students debate what is the ethically correct course of action.

Students display ethical, responsible behavior

Students will participate in SkillsUSA or TSA and become a chapter or state officer or serve as chairpersons of committees. Students will work cooperatively in the

SkillsUSA or TSA meeting minutes Class work

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21C.O.912.3.LS6

21C.O.912.3.TT1

21C.O.912.3.TT2

responsibilities effectively, and monitors group progress toward the goal without undermining the efforts of others. Student maintains a strong focus on the larger project goal and frames appropriate questions and planning processes around goal. Prior to beginning work, student reflects upon possible courses of action and their likely consequences; sets objectives related to the larger goal; and establishes benchmarks for monitoring progress. While working on the project, student adjusts time and resources to allow for completion of a quality product. Student protects software, hardware and network resources from viruses, vandalism, and unauthorized use and employs proper techniques to access, use and shut down technology equipment. Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness,

classroom taking leadership roles.

Student selects a project of at least a month in duration, determines scope of work and projects schedule timeline using project management software or a spreadsheet. The student sets intervals to evaluate progress.

Student completes project and reports on adjustments which were required to meet the project deadline

Student signs usage agreement

Student demonstrates proper use

Working as a team, students are to research a term utilized in their course; determine which sources provide applicable information for

Students to copy & paste the URL for the most valuable source and the least applicable source in an electronic document and print it 20

usefulness, comprehensiveness and bias.

the word as it is used in drafting courses

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21C.O.912.3.TT3

21C.O.912.3.TT4

Student evaluates current trends in information technology, discusses the potential social, ethical, political, and economic impact of these technologies, and analyzes the advantages and disadvantages of widespread use and reliance on technology in the workplace and society. Student adheres to Students will sign and acceptable use policy and adhere to a school-wide displays ethical behaviors acceptable use policy. related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism); student predicts the possible cost and effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus settling, hacking) on culture and society; student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

Ethical use of technology

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21C.O.912.3.TT5

21C.O.912.3.TT6

21C.O.912.3.TT7

Student models ethical behavior relating to security, privacy, computer etiquette, passwords and personal information and demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects and multimedia presentations. Student advocates for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. Student evaluates and applies technology tools for research, information analysis, problem-solving, content learning, decision making, and lifelong learning. Student protects his/her identity online and in email and/or websites, limits the distribution of personal information/pictures, and evaluates the authenticity of emails that solicit personal information. Student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

Students will sign and adhere to a school-wide acceptable use policy. Students will research the cost to companies and individuals of stolen data and the legal consequences of obtaining and utilizing illegally acquired materials

Ethical use of technology and information in their academic and personal experiences

Student researches their dream CAD station, determines components, price of workstation, and availability Students to remove any data which is publicly accessible that might allow identity theft to occur

Student submits specifications and price of workstation

Search students name and report information found

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21C.O.912.3.TT8

Student uses technology to seek strategies and information to address limits in their own knowledge. Learning Skills & Technology Tools Student understands the personal traits/behaviors associated with successful entrepreneurial performance.

Students utilize web search engines to locate information Teaching Strategies Culminating Activity Students take available online quizzes to learn their entrepreneurial aptitudes such as: http://www.bizmove.com/oth er/quiz.htm

Student successfully locates needed information Evidence of Success Results from self-quizzes

Entrepreneurial Skills:

Culminating Assessment:

Student understands Students will utilize computer Completed assignments concepts and procedures software and hardware to needed for basic computer complete assignments. operations. Student understands Students will interview Interviews/reports concepts and strategies draftspersons to learn how needed for career exploration, their career paths developed. development and growth. Culminating Assessment: End of Concentration Performance Evaluation Students will participate in TSAs competitive events: Architectural Model, Computer aided Design 2D, Architecture and Computer Aided Design Animation, Architecture, Technical Sketching and Application, Leadership Development Contests: Career Comparisons, Written and Oral Chapter Team, Extemporaneous Presentation, and Prepared Presentation Students will participate in SkillsUSAs competitive events: Architectural Drafting, Leadership Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display, Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl 24

Links and Other Resources Links and Other Resources: Related Websites: Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL, ISBN # 1-59070-247-6 'The Piping Guide' 2nd Ed 1991 (CD format) www.pipingguide.com PVC Marshmallow Shooter Project http://www.stewmuse.com/MarshmallowWar.html Chemical Resistance Guide Chart http://www.nibco.com/assets/ChemGuide.pdf http://www.roymech.co.uk/Useful_Tables/Corrosion/Cor_piping.html Pipe Diameter Reference http://www.engineeringtoolbox.com Google Sketchup for piping http://sketchup.engineeringtoolbox.com/pipes-tubes-to_4.html Piping Central http://www.pipingdesign.com/ View Pipe Fittings & Uses http://www.thepipefittings.com Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Century http://www.dol.gov/ Advanced Distributed Learning 25

www.adlnet.org

America's Career InfoNet

www.acinet.org

America's Job Bank

www.ajb.org

America's Service Locator

www.servicelocator.org

CareerOneStop
www.careeronestop.org

Employment & Training Administration

www.doleta.gov

The Job Accommodation Network (JAN)

http://www.jan.wvu.edu

Monthly Labor Review Online: Labor Force Archives

http://www.bls.gov/opub/mlr/indexL.htm#Labor force

Occupational Information Network

www.doleta.gov/programs/onet

Office of Disability Employment Policy

www.dol.gov/odep

Career Voyages
http://www.careervoyages.gov/index.cfm

Workforce West Virginia https://www.workforcewv.org/ West Virginia Earn A Degree Graduate Early (EDGE) http://www.wvtechprep.wvnet.edu/edge.htm West Virginia Career and Technical Education http://careertech.k12.wv.us/ 26

Contacts:

Contacts CTE Teachers: See CTE Directory Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick OCTI Executive Director: Gene Coulson

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