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CSEC-2010-TechnicalDrawing.SR | Drawing | Triangle
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REPORT ON CANDIDATES’ WORK IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION
TECHNICAL DRAWING GENERAL PROFICIENCY
Construct the largest regular pentagon that could be fitted within the circle. especially for Working Drawings and Assembly Drawings. Teachers are asked to note the amendment to the syllabus (Appendix 1 – CXC 13/0/SYLL 005) which came into effect in 2006. candidates who attempted this question demonstrated a good knowledge of drawing the line AB to the correct length and dividing it geometrically. for all papers. When completing Working Drawings.
Generally. all drawings must be fully labelled and dimensioned. Significant declines in drawing standards have been observed on all papers. a student choosing the Mechanical Drawing option should choose Mechanical Engineering at the CSEC level. This details the format for the SBA project and teachers are encouraged. there still remains room for improvement.-2GENERAL COMMENTS In the 2010 examination. Although performance on the SBA continues to be fairly good. Some teachers are still indicating that they have not seen syllabus amendments. hatching lines to show various materials and cutting plane lines must be shown. All topics outlined in the syllabus must be covered in order to adequately prepare students for the examination. Candidates are reminded to adhere to standard drawing practices. to follow the recommended mark scheme. Application (Profile 2) and Practical Ability (Profile 3). Performance on this year’s multiple choice paper declined over that of 2009. Generally. with a standard deviation of 9. the number of entries for the General Proficiency increased to 9315.
.66. into seven equal parts. as far as possible. Candidates preparing for the examination in Technical Drawing are encouraged to acquire a background in at least one of the allied subjects of Industrial Arts. In the case of Sectional Assembly Drawings. labelling and dimensioning are areas which need to be emphasized. Draw a circle using five parts of the line AB as the diameter. Divide the line AB. Likewise. For example. DETAILED COMMENTS Paper 01 – Multiple Choice This paper consisted of 60 multiple choice questions testing the profile dimensions of Knowledge (Profile 1). This year the average was 36. Paper 02 – Plane and Solid Geometry Plane Geometry Question 1 This question was designed to test candidates’ ability to: (a) (b) (c) (d) Draw a line AB 150 mm long. The revised syllabus and School-Based Assessment (SBA) format is now an established feature of the examination. geometrically. a student choosing the Building Drawing option should be encouraged to also choose one of the Building Technology options. the use of scales as well as lettering.
candidates who attempted this question demonstrated good knowledge of constructing the given triangle. many candidates were unable to demonstrate knowledge of constructing the similar triangle XYZ given the perimeter of 240 mm. However. most candidates demonstrated lack of knowledge of drawing the largest regular pentagon to fit within the circle. Question 2 This question was designed to test candidates’ ability to construct: (a) (b) A parallelogram ABCD. This question was designed to test candidates’ ability to construct: (a) (b) The triangle ABC given the lengths of two adjacent sides and the angle between them.
Generally. candidates who attempted this question demonstrated good knowledge of constructing the parallelogram and were able to reproduce the given figure. one side and an angle of a triangle. However.
. some candidates could not go beyond that to construct the square equal in area to the parallelogram. a similar triangle was drawn as a separate figure. In some cases.-3However.
Generally. They were expected to draw: (a) (b) The given Front Elevation and Plan An Auxiliary Elevation of the bar on the XY line. ABC. Many candidates demonstrated limited knowledge in using the stated method to construct a pentagon or even to identify a pentagon. Question 3 Candidates were presented with the base. Some candidates could not accurately use the five parts to draw the required circle. Question 4 Candidates were presented with a figure representing a simple link mechanism with given dimension. some candidates experienced difficulty and were unable to demonstrate their knowledge of moving point ‘B’ along XY in order to plot the path of point ‘P’. However. Solid Geometry Question 5 Candidates were presented with a figure showing the Front Elevation and Plan of an I-shaped bar. Candidates were required to: (a) (b) Copy the given mechanism. given the length of two adjacent sides and the angle between them A square equal in area to the parallelogram
Generally. Plot the locus of point ‘P’ as OA makes one complete revolution. A triangle XYZ similar to triangle ABC and with a perimeter of 240 mm. candidates who attempted this question demonstrated a good grasp of copying the mechanism and plotting the locus of ‘P’ accurately showing the rotation of OA.
some candidates demonstrated limited knowledge and so were not able to complete: (i) The elevation with the curve of interpenetration between the hexagonal prism and the cylinder. Complete the elevation showing the curve of interpenetration between the hexagonal prism and the cylinder.
Generally. However. candidates who attempted this question demonstrated good knowledge of drawing the given views. However. from the given dimensions. in orthographic projection. The plan showing the curve for the end of the cylinder. Complete the plan showing the curve for the end of the cylinder. Candidates were unable to demonstrate understanding in projecting lines perpendicular to the auxiliary axis. candidates who attempted this question demonstrated good knowledge of the isometric principles for drawing the Block with ‘S’ as its lowest point.
. The question was designed to test candidates’ ability to: (a) Draw an isometric view of the Block with ‘S’ as its lowest point. The development of the truncated right rectangular prism with C1 C1 as the seam. Question 7 Candidates were presented with two incomplete orthographic views of a cylinder intersecting a hexagonal prism at 60˚. candidates were presented with orthographic views of a Wooden Block.
(ii) Question 8
In this question.-4Generally.
Generally. candidates who attempted this question demonstrated a good grasp of drawing the given Front Elevation and Plan. candidates who attempted this question demonstrated good knowledge and understanding in drawing the given views. some candidates were only able to demonstrate limited knowledge of drawing the Auxiliary Elevation of the bar on the given XY line. This question was designed to test candidates’ ability to draw full size: (a) (b) The two given views. some candidates demonstrated a lack of knowledge and understanding in completing the development of the truncated rectangular prism. Question 6 Candidates were presented with a figure showing two orthographic views of a truncated right rectangular prism. However. Many candidates were unable to identify the correct position of the seam on the figure. This question was designed to test candidates’ ability to: (a) (b) Draw the given views.
candidates were required to draw to a scale of 1:50. All sectional floor and foundation details were to be shown. Consequently. especially floor and foundation sections. The Damp Proof Membrane (DPM) was an important aspect of floor construction which was omitted by many candidates. the full sectional drawing of the building. The building was to be of concrete block construction and covered with a gable roof. standard drawing practices and conventions for completing Working Drawings are to be followed. understanding and ability in drawing a full sectional drawing of a building to a scale of 1:50. The Working Drawing was to include the following: – – – – – Foundation Floor Walls Roof At least three vertical dimensions
In Part (b). The section details. for example. In Part (a) candidates were required to draw to a scale of 1:50. the completed floor plan for the building to show:
. candidates were required to draw to a suitable scale. Question 2 Candidates were presented with the outline of a floor plan for a two-bedroom low income residential project. an enlarged sectional view of a typical floor detail. were well done. In Part (a). hatching. they were unable to score the maximum marks allotted for the question. As such. Although the enlarged sectional floor detail was generally well done.-5Paper 03/1 – Building Drawing Question 1 Candidates were presented with the outline of a floor plan for a two-bedroom low income residential project. The building was to be of concrete block construction and covered with a gable roof. were not adhered to and some candidates experienced much difficulty in representing roof members in section. Specifications for all construction members were provided. most candidates did not adhere to the principles of good Working Drawing practice. many candidates experienced some difficulty in completing the drawing. Other aspects of weakness were the quality of labelling. Teachers are asked to remind candidates that this is the ‘Working Drawing’ section of the examination. A suitable title and the scale used were to be printed at the base of each drawing. vertical dimensioning techniques and the omission of the printed title and scale used as required by the question. Many candidates who attempted this question demonstrated a high level of knowledge. In producing the drawings for this question. Principles of section drawing.
Labelling and sizing of members were aspects which were done satisfactorily. All main components were to be clearly shown and labelled. understanding and ability in drawing the floor plan at a scale of 1:50. However. In most cases. well-proportioned sketch to show a detailed sectional view of a sliding window in a masonry wall. Consequently.
. Many candidates who attempted this question demonstrated a high level of knowledge. they were unable to score the maximum marks allotted for the question. In producing the drawings for this question. doors and windows as well as kitchen appliances were aspects well done. although they drew the plan at the correct scale. Labelling of rooms and dimensioning techniques were also done satisfactorily. in many cases. some candidates seemed to experience difficulty in interpreting the required elevations for the building. Attention must be given by candidates to all aspects of the syllabus. Standard drawing practices and conventions for drawing floor plans and elevations were to be followed. Other aspects of weakness were the quality of labelling. Sketches were to include hatching to show material representation. For example. Some drawings were produced in elevation. candidates seemed not to fully understand the use of scales. The majority of candidates who attempted this question did a good job of executing the sketch in good proportion. candidates were required to draw two views of the building to a scale of 1:50. some candidates could not identify the sectional view of a sliding window. most candidates did not adhere to the principles of good Working Drawing practice. Specifications were provided for all construction members. dimensioning techniques and the omission of the printed title and scale used as required by the question. The inclusion of drawing features such as internal and external walls. they experienced difficulty in interpreting the roof design and the porch in elevation.-6Wall thicknesses – – – – – – Kitchen appliances and base cupboards All doors and windows Bathroom fixtures Names of all rooms 10 external dimensions 2 overall dimensions
In Part (b). Drawing of a detailed section of a sliding window (horizontal and vertical sliding) appears to be an area of weakness. Question 3 Candidates were required to make a neat. namely: (i) (ii) The front elevation The side elevation
A suitable title and the scale used were to be printed at the base of each drawing. Although most candidates were able to identify some kind of window. bathroom fixtures were drawn too small and were therefore not practical. Although the floor plan was generally well done.
scale and title of the drawing have improved. In Part (b). the application of varying line types. in first-angle or third-angle orthographic projection. the scale used. For example. In some cases. Paper 03/2 – Mechanical Engineering Drawing Assembly Drawing Question 1 Candidates were presented with an enclosed sheet showing first-angle. a diameter. In Part (c).-7Question 4 This question tested candidates’ ability to make a neat well-proportioned three-dimensional sketch to illustrate an exterior view of the given building when viewed with ‘X’ as the lowest point. Candidates need to complete more Sectional Assembly Drawings to show internal details of parts. the majority of candidates were unable to correctly interpret the roof design and include the porch in the drawing. a radius and a metric screw thread specification. centre-lines and cutting plane lines. candidates produced a roof plan instead of the full pictorial drawing. such as holes. application and practical ability in correctly assembling the parts and the majority correctly positioned and aligned the views in relation to the orthographic projection method used. candidates were required to draw. candidates were required to show six main dimensions. However. candidates were challenged in showing the internal details for the slotted ends of the ‘Shaft Body’ and ‘Shaft Cap’. Although printing the projection method. candidates were required to print the title. Some candidates sectioned these areas as though they were cut. Some candidates also had difficulty showing distinctions between the webs and other parts of the assembled steady. showing cutting plane lines and some dimensioning according to specifications. All external features were to be clearly shown. candidates did not know how to treat the ‘Hinge Pin’ and ‘Pivot Pin’ to distinguish them from other components. and show the projection method used by symbol. including a length. some candidates still need to work on these aspects. In Part (a). Most candidates who attempted this question demonstrated good knowledge. Aspects of the question that were not well done included section details and cross-hatching to distinguish components that have been cut from those that have not been cut.
. Candidates who attempted this question demonstrated a good grasp of the concept of pictorial sketching in proportion. Additionally. and handling features such as webs. ‘Shaft Steady Assembly’. Candidates demonstrated that they were aware of and could apply the principles involved in dimensioning orthographic drawings. the following views of the Shaft Steady when fully assembled: (i) (ii) A full sectional front elevation taken on the cutting plane line A–A The end view looking in the direction of arrow ‘B’
Candidates were also required to show hidden details only on the end view and the cutting plane line on the end view. orthographic projection details of the parts which make up a Shaft Steady Assembly. particularly hatching lines. Correctly applying dimensions to the drawing was another aspect of the question that was well done. candidates still need to pay attention to linework and dimensioning. full size. Overall. Other aspects of the drawing that presented challenges included showing centre lines for shafts.
and where several parts are in close proximity and are all cut. In Part (a). such as holes. Generally. ‘Angled Winding jig Assembly’. a number of candidates had difficulty using the principles of drawing circles and curves in isometric to complete the required isometric sketch. candidates were required to print the title. The plan with hidden details shown. the scale used. Another aspect of the question that candidates had challenges with was the use of appropriate hatching lines to distinguish different parts of the assembly. isometric sketch to show the views of the given ‘support bracket’ assembled with ‘B’ as its lowest point.
. front elevation taken on the cutting plane line B–B. In Part (c). Other aspects of the drawing that presented challenges included showing centre lines for shafts. by symbol. the following views of the angled winding jig when fully assembled: (i) (ii) A full sectional. Most candidates demonstrated sound knowledge and application of conventional symbols such as fillet and chamfer. including a length. candidates were required to show six main dimensions. some candidates experienced difficulty with positioning the split bushing on the 12 mm diameter end of the winding shaft and showing the details in the sectional front elevation. application and practical ability in correctly assembling the components and they correctly positioned and aligned the views in relation to the projection method used.
In Part (b). then the closeness of the hatching lines are varied to distinguish these parts. Sketching objects to proportion needs to be given attention as some candidates experienced difficulties with this aspect. a radius and a metric screw thread specification. Dimensioning the finished drawing was another aspect of the question that was generally well done. In this question. Sketch and Design OR 3D Solid Model Design Drawing Question 3 This question tested candidates’ ability to use a neat. and in some instances. well-proportioned. and show the projection method used.-8Question 2 Candidates were presented with an enclosed sheet showing first-angle. candidates were required to draw. candidates’ final sketch had curves and circles that were poorly drawn. The requirement for candidates to demonstrate knowledge and application of screw threads and hidden details was generally met. a diameter. showing cutting plane lines. completing dimensioning according to specifications. orthographic projection details of the parts which make up an ‘Angled Winding Jig Assembly’. Candidates are reminded that sectioning conventions in mechanical engineering use hatching lines in different directions to indicate different parts of the assembly. As a result of this limitation. full size. candidates who attempted this question demonstrated good knowledge and application of the principles of orthographic projection to correctly interpret the given views and sketch the required figure with ‘B’ in the lowest position. However. in first-angle or third-angle orthographic projection. Most candidates who attempted this question demonstrated good knowledge.
so that candidates are appropriately prepared to answer questions related to any part of the syllabus. Marks are allocated for pictorial drawing in the mark scheme. It is not possible to fully understand a design concept and make a judgment on the drawings produced by candidates if the design justification is not given. 4. The following points therefore need to be re-emphasized: 1. Because all aspects of the syllabus are important. for example.-9Question 4 This question tested candidates’ ability to make neat. candidates should concentrate on the planning of single-story buildings only. candidates who attempted this question experienced difficulty sketching the required engineering fasteners. When marking assignments. knowledge of set screws and studs appeared to be very limited. Dimensioning: problems range from the absence of dimensions to incorrect dimensioning techniques. Teachers are therefore required to formulate problems in the various areas which will test candidates’ ability to solve a problem. Problem statements. Inconsistency with roof pitches from roof framing plan to elevations. 2. Candidates are required to solve a particular problem. Incorrect dimensioning of objects (dimensioning orthographic views). not just reproduce a drawing. there are still some candidates whose performance is not up to the required standard. Oblique or Perspective). conditions and justification for the particular design must be submitted with the drawings. There must be some evidence of research done in order to solve the problem. Omission of problem statements. This will enable candidates to produce a threedimensional drawing as part of the School-Based Assessment. The drawing of objects to scale. This limited knowledge of engineering fasteners meant that candidates found it difficult illustrating them. Although the performance this year was good. Paper 04 – School-Based Assessment (SBA) There has been a general improvement in the performance of candidates in the 2010 SBA. Teachers should therefore teach some form of pictorial drawings (Isometric. 5.
. attention must be given to the entire syllabus. 6. in the case of Building Drawing. 3. Candidates experienced difficulty distinguishing between the slotted nut and castle nut. Additionally. conditions and justifications. teachers are reminded that they should also include the mark scheme detailing how the marks have been allocated for each student. NOTES TO TEACHERS Teachers must adhere to the parameters of the syllabus. well-proportioned sketches to illustrate three of the following engineering features: (a) (b) (c) (d) A castle nut A slotted nut A stud A set screw
Generally. Reproduction of drawings without any modification.
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