21st Century Instructional Guide for Career Technical Education

Piping Drafting
Engineering and Technical Cluster
Drafting Concentration

Title: Piping Drafting (WEVIS 1722)

Standard Number: Piping

ET.S.PIP.1 Students will examine types of piping and the purposes for which each is used.
Essential What determines the selection of piping materials and types?
Questions: 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?
Objectives: Students will Learning Plan & Notes to Instructor:
ET.O.PIP.1.1 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
 TOC – top of concrete
1
  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 Examine physical properties of types of piping
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
threaded & socket (solvent welded i.e. glued)
 Carbon Steel – utilities; does not resist corrosion
2
 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

Piping Central

3
 http://www.pipingdesign.com/

Standard Number Joints and Fittings

ET.S.PIP.2 Students will examine common joints and fittings.
Essential How is piping joined together?
Questions: What determines which joint should be used?
What type of fittings are used in piping & what do they look like?
Objectives: Students will Learning Plan & Notes to Instructor:
ET.O.PIP.2.1 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

ET.O.PIP.2.2 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): 90º, 45º, Reducing, S.R. (short
radius), L.R. (long radius)
 Tees: Straight, Reducing
 Laterals/Wyes (branch at 45 degree)
 Cross

4
  Coupling
 Reducers: Concentric/Eccentric
 Caps
 Stub Ends (used in conjunction with Lap Joint
Flanges)
 Unions
 O’lets – weldolets, elbolets
Flanges
 Weld neck
 Slip-on
 Reducing
 Lap joint
 Blind flange
Suggested activity: using ½” 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: Valves

ET.S.PIP.3 Students will examine common valve types.
Essential What are the distinguishing characteristics of each type of valve?
Questions: What is the function of each valve type?
Objectives: Students will Learning Plan & Notes to Instructor:
ET.O.PIP.3.1 examine common valve types Examine difference in operated vs. self-operated
Operated
 Gate
 Butterfly
 Diaphragm
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  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
actuators
 Trap – automatic valve

'The Piping Guide' 2nd Ed 1991 (CD format)

6
 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: Schematics and Layouts

ET.S.PIP.4 Students will draw piping schematics and isometric layouts.
Essential What are the steps to draw a piping schematic and isometric layout
Questions: Do I include dimensions on schematics?
How do I dimension an isometric drawing?
Objectives: Students will Learning Plan & Notes to Instructor:
ET.O.PIP.4.1 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
 Add flow arrows at each intersection
 Add valves using standard valve symbols
 Add instruments & instrument lines using
ANSI/ISA standard symbols
7
  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 ½” 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

ET.O.PIP.4.3 demonstrate dimensioning of piping  Piping dimensions referenced from a piece of

systems. equipment or column line
 Piping is measured from centerline of pipe to
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 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 ½ 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)

www.pipingguide.com

Process Pipe Drafting, Shumaker, Terence M., The

Goodheart- Willcox Company, Inc., Tinley Park, IL,
ISBN # 1-59070-247-6

9
 Piping Central
http://www.pipingdesign.com/

Standard Number: Student Organization Participation

ET.S.PIP.5 Students will participate in a local student organization.
Essential
Questions:
Objectives: Students will Learning Plan & Notes to Instructor:
ET.O.PIP.5.1 examine the purposes and goals of student Encourage formation of a school chapter in local student
organizations. organization such as SkillsUSA and/or TSA.
ET.O.PIP.5.1 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.
ET.O.PIP.5.1 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.
21st Century Skills Learning Skills & Technology Tools Teaching Strategies Evidence of Success
Culminating Activity
Information and 21C.O.9- Student recognizes Student accesses various Students produce a
Communication 12.1.LS1 information needed for search engines utilizing presentation with hyperlinks
Skills: 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
economic, political and/or sites offer more ‘industry
ethical issues, and presents reliant’ information.
findings clearly and
persuasively using a range of Students should not rely
technology tools and media. on sites which do not
contain verified
10

21C.O.9- Student analyzes and
12.1.LS2 interprets visuals and
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
student’s visual products
reflect a sophisticated
understanding of subject,
digital media and design
techniques.
information i.e. Wikipedia
Verify information by
checking numerous
sources.
Setup a demonstration by Student contrasts the
showing the students a audience appeal of digital
data and compares the time
utilized to create a seemingly
simple design as opposed to
electronic copy of the an apparently complex
same object which has design.
been revolved into a 3d
object. Ask students
which is the most
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
(More complex CAD
object should be created
in much less time)
11
21C.O.9- Student creates information Students work as a team Completed oral presentation
12.1.LS3 using advanced skills of on a project which utilizing digital media and
analysis, synthesis and requires identifying a written documentation
evaluation and shares this design problem or need tracking project progress
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
21C.O.9- Student makes informed Students are assigned a Selection of best resource
12.1.TT1 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 Students locate objects using
for managing and in a geocaching team GPS
communicating competition by using a
personal/professional GPS device to locate
information. objects

21C.O.9- Student routinely applies Students will utilize Completed assignments

12.1.TT2 keyboarding skills,
keyboarding shortcut
techniques, and mouse skills
with facility, speed and
accuracy.
computer software on a
routine basis to complete
assignments.
12
21C.O.9- Student uses advanced
12.1.TT3 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).
21C.O.9- Student uses audio, video,
12.1.TT4 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.
21C.O.9- Student uses advanced
Students are to download Use program
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 Successful completion of
CAD drawing to a format Powerpoint or Word project
which can be used by a which includes exported
Microsoft Office program. drawing file
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 Plot drawing with images
digital image and upload
it to a shared folder. All
digital images are then
inserted into a drawing
Students are to design Use of presentation for Open
continuously playing House or Introduction of
electronic presentation Course to Upcoming
which highlights the Students
drafting courses using
sample drawings
assignments, electronic
syllabus, images of
students working in the
classroom and an
appropriate audio
selection playing in the
background
Create a bill of material Modify contents of document
13
12.1.TT5 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.).
21C.O.9- Student uses advanced
12.1.TT6 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.
21C.O.9- Student uses advanced
12.1.TT7 features and utilities of
presentation software (e.g.,
slide transitions, master
slides, narrations and timings,
creating web-enabled
presentations, creating a non-
linear presentation) to
communicate ideas to
multiple audiences.
21C.O.9- Student uses advanced
12.1.TT8 features and utilities of
database software (e.g., to
create tables, forms, perform
using Word and insert it in either program to
into a CAD program. demonstrate OLE functions
(object linking and
embedding)
Create an Excel Correct total cost of drafting
spreadsheet which lists materials or tools
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 Use of presentation for Open
continuously playing House or Introduction of
electronic presentation Course to Upcoming
which highlights the Students
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 Table with completed fields
table to extract
information from the
software database
14
 table relationships, advanced
queries, and simple reports)
to test hypotheses or
research questions and to
report results.
21C.O.9- Student uses advanced
12.1.TT9 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.
21C.O.9- Student implements various
12.1.TT10 Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for problem.
validity, appropriateness,
content, bias, currency, and
usefulness.
Thinking and 21C.O.9- Student engages in a critical Students are to work in
Reasoning Skills: 12.2.LS1 thinking process that supports teams to sketch a design
synthesis and conducts
Sample fields could be
date, drawing file name,
drawing time, etc.
Students to go to the Receipt of email
Autodesk website or
other applicable website,
submit a question to a
forum and forward the
answer via email to a
fellow student and
instructor
Student accesses various Students produce a
search engines utilizing presentation with hyperlinks
advanced search and cited sources which
parameters to obtain outlines information utilized
information to solve to solve a 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 are to identify what
knowledge or past
for a rock sorting experience they utilized to
15
 evaluation using complex
criteria.
21C.O.9- Student draws conclusions
12.2.LS2 from a variety of data sources
to analyze and interpret
systems.
21C.O.9- Student visualizes the
12.2.LS4 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.
21C.O.9- Student knows how to find
12.2.TT1 information necessary to
solve advanced problems
related to hardware, software,
networks, and connections
(e.g., by accessing online
help, Internet searches,
technical documentation,
system utilities, and
machine which sorts create the design
rocks by size and places (rock sorting machine project
them in storage based on is similar to a coin sorting
size. machine)
Students will copy
sketches onto
transparency sheets and
utilize an overhead
projector to present
design concept to class
Student researches their Student submits
dream CAD station, specifications and price of
determines components, workstation
price of workstation, and
availability
Students are given a list Students accomplish design
of piping materials such utilizing available materials
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 Students access “Help” in
an unfamiliar task such software program
as: performing a Students poll their peers for
function in CAD, setting help
up a printer, determining Students troubleshoot the
why they have lost their problem by tracing back the
network connectivity, or process and testing
changing the paper in the components
plotter Students read technical
16
 communication with technical
experts).
21C.O.9- Student collaborates with
12.2.TT2 peers, experts, and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
21C.O.9- Student uses multiple
12.2.TT3 electronic sources of
information and multiple
technology tools and resource
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to
solve problems, make
decisions, and present and
justify the solutions.
manual or equipment manual
Students locate a local
resource with technical
expertise.
Students search on web
Go to AUGI.com Students provide answer to a
(Autodesk Users’ Group question from a peer in the
International); join a global community
forum group; monitor
questions and post a
comment to answer
question.
Students work as a group Drawings which indicate the
to reroute a run of piping. new location of the pipeline
Students will use a digital
camera to document
present location of
pipeline.
Students will sketch &
dimension proposed new
location and scan sketch
into a digital format.
Students will create a
folder on the server for
their project & place
digital image, sketches &
other project related data
in folder.
Students are to use Excel
to calculate cost of new
piping & time involved in
the project.
Students will model new
run of piping in CAD
17

21C.O.9- Student uses technology tools
12.2.TT4 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.
Personal and 21C.O.9- Student remains composed
Workplace Skills: 12.3.LS1 and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from win-
win perspective, and derives
personal satisfaction from
achieving group goals.
21C.O.9- Student independently
12.3.LS2 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
work.
program.
Assign a group activity in Students compare the
which a student is evaluations with the
selected as the project information recorded on the
manager and must video.
produce a preliminary
design in an unrealistic
time period.
Video tape each group.
Using team member
evaluation forms, have
each tearm member
evaluate the team leader
and the team leader each
team member
Assign students complex Student professionally
topics to present as presented topic by various
student teachers to the methods attaining universal
class. Instruct students understanding
to utilize any technology
or method needed.
Teacher is to challenge
student to utilize multiple
presentation methods to
overcome the teacher’s
implied lack of
understanding of the
18
 topic presented.

21C.O.9- Student demonstrates Students are to engage in Student acquires knowledge

12.3.LS3 ownership of his/her learning individualized, self-paced and skill required by
by setting goals, monitoring learning by working effectively resolving
and adjusting performance, through a tutorial of a difficulties gaining confidence
extending learning, using new piece of software to attempt similar task
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
21C.O.9- Student demonstrates ethical Present scenarios which Students display ethical,
12.3.LS4 behavior and works require choices involving responsible behavior
responsibly and personal ethics and work
collaboratively with others in ethics
the context of the school and
the larger community, and Students debate what is
he/she demonstrates civic the ethically correct
responsibility through course of action.
engagement in public
discourse and participation in
service learning.

19
21C.O.9- Student exhibits positive Students will participate SkillsUSA or TSA meeting
12.3.LS5 leadership through in SkillsUSA or TSA and minutes
interpersonal and problem- become a chapter or
solving skills that contribute to state officer or serve as Class work
achieving the goal. He/she chairpersons of
helps others stay focused, committees. Students will
distributes tasks and work cooperatively in the
responsibilities effectively, classroom taking
and monitors group progress leadership roles.
toward the goal without
undermining the efforts of
others.
21C.O.9- Student maintains a strong Student selects a project Student completes project
12.3.LS6 focus on the larger project of at least a month in and reports on adjustments
goal and frames appropriate duration, determines which were required to meet
questions and planning scope of work and the project deadline
processes around goal. Prior projects schedule
to beginning work, student timeline using project
reflects upon possible management software or
courses of action and their a spreadsheet. The
likely consequences; sets student sets intervals to
objectives related to the evaluate progress.
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.
21C.O.9- Student protects software, Student signs usage Student demonstrates proper
12.3.TT1 hardware and network agreement use
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use
and shut down technology
20
 equipment.
21C.O.9- Student works collaboratively
12.3.TT2 to acquire information from
electronic resources,
conducts online research, and
evaluates information as to
validity, appropriateness,
usefulness,
comprehensiveness and bias.
Working as a team, Students to copy & paste the
students are to research URL for the most valuable
a term utilized in their source and the least
course; determine which applicable source in an
sources provide electronic document and
applicable information for print it
the word as it is used in
drafting courses
21
21C.O.9- Student evaluates current
12.3.TT3 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.
21C.O.9- Student adheres to Students will sign and Ethical use of technology
12.3.TT4 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.

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21C.O.9- Student models ethical Students will sign and Ethical use of technology
12.3.TT5 behavior relating to security, adhere to a school-wide and information in their
privacy, computer etiquette, acceptable use policy. academic and personal
passwords and personal experiences
information and demonstrates Students will research the
an understanding of copyright cost to companies and
by citing sources of individuals of ‘stolen’ data
copyrighted materials in and the legal consequences
papers, projects and multi- of obtaining and utilizing
media presentations. Student illegally acquired materials
advocates for legal and
ethical behaviors among
peers, family, and community
regarding the use of
technology and information.
21C.O.9- Student evaluates and Student researches their Student submits
12.3.TT6 applies technology tools for dream CAD station, specifications and price of
research, information determines components, workstation
analysis, problem-solving, price of workstation, and
content learning, decision availability
making, and lifelong learning.
21C.O.9- Student protects his/her Students to remove any Search student’s name
12.3.TT7 identity online and in email data which is publicly and report information
and/or websites, limits the accessible that might allow found
distribution of personal identity theft to occur
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.

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 21C.O.9- Student uses technology to
12.3.TT8 seek strategies and
information to address limits
in their own knowledge.
Learning Skills & Technology Tools
Entrepreneurial Student understands the
Skills: personal traits/behaviors
associated with successful
entrepreneurial performance.
Students utilize web search Student successfully
engines to locate information locates needed
information
Teaching Strategies Evidence of Success
Culminating Activity
Students take available on- Results from self-quizzes
line quizzes to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com/oth
er/quiz.htm

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:
Culminating End of Concentration Performance Evaluation
Assessment:
Students will participate in TSA’s 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 SkillsUSA’s 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
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 Links and Other Resources
Links and Other Related Websites:
Resources:
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

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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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