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https://open.maricopa.edu/nursingap/chapter/respiratory-anatomy/
|
Respiratory System: Anatomy
Overview
The human respiratory system is responsible for the exchange of gases, taking in oxygen and expelling carbon dioxide. This system works closely with the circulatory system to deliver oxygen to the body’s cells. The respiratory system consists of upper and lower respiratory system structures. Most of the structures are responsible for the airflow into the lungs. Within the lungs, the alveoli, which are surrounded by an extensive network of capillaries, are the structures that perform the vital function of gas exchange.
Learning Objectives
By the end of this chapter, students will be able to:
- describe the anatomical structures of the upper and lower respiratory systems, including the nose, pharynx, larynx, trachea, bronchi, and lungs, and
- explain their respective functions.
Video Review
Watch the video: Respiratory System (6 minutes)
Activities
Flash Cards
Anatomy
Physiology
Question Sets
Major Respiratory System Organs
Respiratory Epithelium
Regions of the Pharynx
Respiratory Membrane and Alveoli
Chapter Attributions
This chapter by Elisabeth Kehrli and Anil Kapoor is licensed under a CC BY 4.0 license.
Media Attributions
Respiratory System by Amoeba Sisters is licensed under the Standard YouTube license.
Interactive Activity Attributions
The interactive activities in this chapter are from Interactive Activities for Human Anatomy and Physiology by Open Education Lab, Ontario Tech University, and are licensed under a CC BY NC SA 4.0 license.
|
pressbooks
|
2025-03-22T05:09:19.010885
|
10-11-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.maricopa.edu/nursingap/chapter/respiratory-anatomy/",
"book_url": "https://open.maricopa.edu/nursingap/front-matter/introduction/",
"title": "Anatomy & Physiology: Review of Select Topics for Incoming Nursing Students",
"author": "Elisabeth Kehrli, Anil Kapoor",
"institution": "",
"subject": "Biology, life sciences, Anatomy, Physiology, Pathology, Nursing, Nursing fundamentals and skills, , ,"
}
|
https://open.maricopa.edu/nursingap/chapter/respiratory-breathing-mechanics/
|
Respiratory System: Breathing Mechanics
Overview
Lung ventilation, or the process of breathing, involves intricate mechanisms that ensure our bodies receive oxygen and expel carbon dioxide. Our lungs constantly work to bring oxygen to our cells by inhaling and to rid the body of carbon dioxide waste through exhaling.
Learning Objectives
By the end of this chapter, students will be able to:
- explain the mechanics involved during ventilation, both the inhalation and exhalation, and which muscles are involved during each.
- describe how changes in pressure drive ventilation.
Video Review
Watch the video: Anatomy and Physiology: Respiratory System: Breathing Mechanics (v2.0) (4 minutes)
Activities
Question Sets
The Process of Breathing
Ventilation Control Centers
Chapter Attributions
This chapter by Elisabeth Kehrli and Anil Kapoor is licensed under a CC BY 4.0 license.
Media Attributions
Anatomy and Physiology: Respiratory System: Breathing Mechanics (v2.0) by DrBruce Forciea is licensed under the Standard YouTube license.
Interactive Activity Attributions
The interactive activities in this chapter are from Interactive Activities for Human Anatomy and Physiology by Open Education Lab, Ontario Tech University, and are licensed under a CC BY NC SA 4.0 license.
|
pressbooks
|
2025-03-22T05:09:19.024546
|
10-11-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.maricopa.edu/nursingap/chapter/respiratory-breathing-mechanics/",
"book_url": "https://open.maricopa.edu/nursingap/front-matter/introduction/",
"title": "Anatomy & Physiology: Review of Select Topics for Incoming Nursing Students",
"author": "Elisabeth Kehrli, Anil Kapoor",
"institution": "",
"subject": "Biology, life sciences, Anatomy, Physiology, Pathology, Nursing, Nursing fundamentals and skills, , ,"
}
|
https://open.maricopa.edu/nursingap/chapter/digestive-anatomy/
|
Digestive System: Anatomy
Overview
The digestive system includes the alimentary canal, a 30-foot long tube extending from the mouth to the anus. There are four layers that make up the tissue of the canal (with the exception of the stomach which has five). The digestive system includes accessory structures such as teeth, salivary glands, the liver, gall bladder, and pancreas.
Learning Objectives
By the end of this chapter, students will be able to:
- describe the functions of the major organs in the gastrointestinal system including the esophagus, stomach, small intestine, large intestine, liver, and pancreas.
Video Review
Watch the video: Digestive System Anatomy (v2.0) (8 minutes)
Activities
Flash Cards
Upper Digestive Organs
Lower Digestive Organs
Accessory Organs of the Digestive Tract
Movement in the Digestive Tract
Question Sets
Main Layers of the Digestive Wall
Major Digestive Organs
Motility
The Esophagus
The Small Intestine
The Large Intestine
Accessory Organs in Digestion
The Liver
The Gallbladder
Chapter Attributions
This chapter by Elisabeth Kehrli and Anil Kapoor is licensed under a CC BY 4.0 license.
Media Attributions
Digestive System Anatomy (v2.0)by DrBruce Forciea is licensed under the Standard YouTube license.
Interactive Activity Attributions
The interactive activities in this chapter are from Interactive Activities for Human Anatomy and Physiology by Open Education Lab, Ontario Tech University, and are licensed under a CC BY NC SA 4.0 license.
|
pressbooks
|
2025-03-22T05:09:19.047100
|
10-11-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.maricopa.edu/nursingap/chapter/digestive-anatomy/",
"book_url": "https://open.maricopa.edu/nursingap/front-matter/introduction/",
"title": "Anatomy & Physiology: Review of Select Topics for Incoming Nursing Students",
"author": "Elisabeth Kehrli, Anil Kapoor",
"institution": "",
"subject": "Biology, life sciences, Anatomy, Physiology, Pathology, Nursing, Nursing fundamentals and skills, , ,"
}
|
https://open.maricopa.edu/nursingap/chapter/digestive-secretions/
|
Digestive System: Secretions
Overview
As food material moves through the digestive system, several enzymes are secreted to aid in the process of digestion and absorption. Enzymes are essential for digestion as they help speed up chemical reactions by reducing the energy needed to start the reactions.
Learning Objectives
By the end of this chapter, students will be able to:
- explain which secretions from the digestive system are responsible for the break down of carbohydrates, of proteins, and of lipids.
- name other non-enzymatic secretions and their functions.
Video Review
Watch the video: Biology- What are the enzymes of the digestive system? (3 minutes)
Activities
Flash Cards
General Terms
The Chemical Digestion Process
The Stomach and Gastric Secretions
Digestive secretions pancreas
Chapter Attributions
This chapter by Elisabeth Kehrli and Anil Kapoor is licensed under a CC BY 4.0 license.
Media Attributions
Biology- What are the enzymes of the digestive system? by MooMooMath and Science is licensed under the Standard YouTube license.
Interactive Activity Attributions
The interactive activities in this chapter are from Interactive Activities for Human Anatomy and Physiology by Open Education Lab, Ontario Tech University, and are licensed under a CC BY NC SA 4.0 license.
|
pressbooks
|
2025-03-22T05:09:19.061488
|
10-11-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.maricopa.edu/nursingap/chapter/digestive-secretions/",
"book_url": "https://open.maricopa.edu/nursingap/front-matter/introduction/",
"title": "Anatomy & Physiology: Review of Select Topics for Incoming Nursing Students",
"author": "Elisabeth Kehrli, Anil Kapoor",
"institution": "",
"subject": "Biology, life sciences, Anatomy, Physiology, Pathology, Nursing, Nursing fundamentals and skills, , ,"
}
|
https://open.maricopa.edu/nursingap/chapter/kidney-anatomy-blood-filtration-urine-production/
|
Urinary System: Kidney Anatomy, Blood Filtration and Urine Production
Overview
While the digestive system gets rid of waste from the food you eat through defecation, most waste builds up in the bloodstream as a byproduct of metabolism and other bodily processes.The urinary system is primarily responsible for filtering waste and unwanted substances from the bloodstream and expelling them from the body. The chief organ in this system is the kidneys, which perform a variety of tasks, including regulating water volume, solute concentration, blood pH, and producing erythropoietin.
Learning Objectives
By the end of this chapter, students will be able to:
- name the structures of the urinary system.
- identify the structures of the kidney both macroscopic and microscopic.
- describe the functions of the kidneys.
- explain the process of blood filtration and urine production.
Video Review
Watch the video: The Urinary System (8 minutes)
Activities
Flash Cards
Anatomy of the Nephron
General Anatomy
Physiology
Question Sets
The Renal Nephron & Corpuscle
Chapter Attributions
This chapter by Elisabeth Kehrli and Anil Kapoor is licensed under a CC BY 4.0 license.
Media Attributions
The Urinary System by Professor Dave is licensed under the Standard YouTube license.
Interactive Activity Attributions
The interactive activities in this chapter are from Interactive Activities for Human Anatomy and Physiology by Open Education Lab, Ontario Tech University, and are licensed under a CC BY NC SA 4.0 license.
|
pressbooks
|
2025-03-22T05:09:19.080720
|
10-11-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.maricopa.edu/nursingap/chapter/kidney-anatomy-blood-filtration-urine-production/",
"book_url": "https://open.maricopa.edu/nursingap/front-matter/introduction/",
"title": "Anatomy & Physiology: Review of Select Topics for Incoming Nursing Students",
"author": "Elisabeth Kehrli, Anil Kapoor",
"institution": "",
"subject": "Biology, life sciences, Anatomy, Physiology, Pathology, Nursing, Nursing fundamentals and skills, , ,"
}
|
https://open.maricopa.edu/nursingap/chapter/kidney-homeostatic-functions/
|
Urinary System: Kidney Homeostatic Functions
Overview
The urinary system is responsible for more than just removing metabolic wastes from the body. The kidneys play a critical role in maintaining homeostasis by regulating various blood parameters, including volume, pressure, osmolality, solute concentrations, pH, and red blood cell count.
Learning Objectives
By the end of this chapter, students will be able to:
- explain the kidneys role in maintaining blood homeostasis including blood volume, blood pressure, osmolarity, ion concentrations, blood pH, and red blood cell count
Video Review
Watch the video: Kidney Homeostatic Functions, Animation (5 minutes)
Question Sets
Fluid Compartments in the Body & The Sodium/Potassium ATPase Pump
Chapter Attributions
This chapter by Elisabeth Kehrli and Anil Kapoor is licensed under a CC BY 4.0 license.
Media Attributions
Kidney Homeostatic Functions, Animation by Alila Medical Media is licensed under the Standard YouTube license.
Interactive Activity Attributions
The interactive activities in this chapter are from Interactive Activities for Human Anatomy and Physiology by Open Education Lab, Ontario Tech University, and are licensed under a CC BY NC SA 4.0 license.
|
pressbooks
|
2025-03-22T05:09:19.092759
|
10-11-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.maricopa.edu/nursingap/chapter/kidney-homeostatic-functions/",
"book_url": "https://open.maricopa.edu/nursingap/front-matter/introduction/",
"title": "Anatomy & Physiology: Review of Select Topics for Incoming Nursing Students",
"author": "Elisabeth Kehrli, Anil Kapoor",
"institution": "",
"subject": "Biology, life sciences, Anatomy, Physiology, Pathology, Nursing, Nursing fundamentals and skills, , ,"
}
|
https://open.maricopa.edu/nursingap/chapter/renin-angiotensin-aldosterone-system/
|
Renin-Angiotensin-Aldosterone System (RAAS)
Overview
The Renin-Angiotensin-Aldosterone System (RAAS) system is a complex, interconnected pathway that uses multiple hormones and cell types, primarily centered in the kidney, to tightly regulate and maintain healthy blood pressure levels in the body.
Learning Objectives
By the end of this chapter, students will be able to:
- define the Renin-Angiotensin-Aldosterone System.
- describe the purpose for the RAAS.
- name the triggers for the kidneys to secrete renin.
- explain the process by which angiotensinogen is ultimately converted to Angiotensin II.
- explain how the pituitary gland, kidneys, and adrenal glands function to increase blood pressure.
Video Review
Watch the video: General overview of the RAAS system: Cells and hormones | NCLEX-RN | Khan Academy (15 minutes)
Chapter Attributions
This chapter by Elisabeth Kehrli and Anil Kapoor is licensed under a CC BY 4.0 license.
Media Attributions
General overview of the RAAS system: Cells and hormones | NCLEX-RN | Khan Academy by kahnacademymedicine is licensed under the Standard YouTube license.
Interactive Activity Attributions
The interactive activities in this chapter are from Interactive Activities for Human Anatomy and Physiology by Open Education Lab, Ontario Tech University, and are licensed under a CC BY NC SA 4.0 license.
|
pressbooks
|
2025-03-22T05:09:19.105473
|
10-11-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.maricopa.edu/nursingap/chapter/renin-angiotensin-aldosterone-system/",
"book_url": "https://open.maricopa.edu/nursingap/front-matter/introduction/",
"title": "Anatomy & Physiology: Review of Select Topics for Incoming Nursing Students",
"author": "Elisabeth Kehrli, Anil Kapoor",
"institution": "",
"subject": "Biology, life sciences, Anatomy, Physiology, Pathology, Nursing, Nursing fundamentals and skills, , ,"
}
|
https://open.maricopa.edu/nursingap/chapter/reproductive-male-and-female/
|
Reproductive System: Male and Female
Overview
The reproductive system is responsible for human reproduction, with the primary sex organs being the testes in males and the ovaries in females. These gonads produce sex hormones and gametes (sperm and egg cells). During sexual intercourse, the sperm and egg can fuse to form a zygote, leading to embryonic development and the birth of a new human.
Learning Objectives
By the end of this chapter, students will be able to:
- describe the organs and structures of the reproductive system for both the male and female.
- explain the functions of the reproductive organs and structures.
Video Review
Watch the video: The Human Reproductive System (11 minutes)
Activities
Flash Cards
General Terms
Female Reproductive System
Ovarian and Uterine Cycles
Male Reproductive System
Question Sets
The Testes
The Sperm
The Female Reproductive Tract
Chapter Attributions
This chapter by Elisabeth Kehrli and Anil Kapoor is licensed under a CC BY 4.0 license.
Media Attributions
The Human Reproductive System by Professor Dave Explains is licensed under the Standard YouTube license.
Interactive Activity Attributions
The interactive activities in this chapter are from Interactive Activities for Human Anatomy and Physiology by Open Education Lab, Ontario Tech University, and are licensed under a CC BY NC SA 4.0 license.
|
pressbooks
|
2025-03-22T05:09:19.122469
|
10-11-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.maricopa.edu/nursingap/chapter/reproductive-male-and-female/",
"book_url": "https://open.maricopa.edu/nursingap/front-matter/introduction/",
"title": "Anatomy & Physiology: Review of Select Topics for Incoming Nursing Students",
"author": "Elisabeth Kehrli, Anil Kapoor",
"institution": "",
"subject": "Biology, life sciences, Anatomy, Physiology, Pathology, Nursing, Nursing fundamentals and skills, , ,"
}
|
https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/beliefs/
|
Beliefs
For me, nursing represents both the art and science of healing, grounded in compassion, respect, and a dedication to improving the well-being of others. It is a profession that goes beyond physical care to address emotional, psychological, and social needs, understanding that healing is a holistic process. I see nursing as an opportunity to be present during some of the most unspeakable moments life brings, such as birth, illness, recovery, and even death. To provide care that honours every individual and supports them unconditionally through their own journey.
Moreover, the center of nursing relies on human connection. It involves being a devoted advocate for patients who are unable to speak for themselves, a professional who is committed to safety and efficacy, and a compassionate listener who offers comfort. As a first-year student, my belief in the importance of holistic care and advocacy inspires me to acquire not only the technical skills required for the profession but also to develop the empathy and resilience needed to serve patients effectively.
Additionally, I view nursing as a journey of lifelong learning. Each interaction with a patient, family member, or colleague serves as an opportunity for personal and professional growth. I am committed to continuously advancing my knowledge and skills to uphold the highest standards of care in practice as well as outside practice, in everyday life.
|
pressbooks
|
2025-03-22T05:09:19.129867
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/beliefs/",
"book_url": "https://ecampusontario.pressbooks.pub/mylearningjourney/front-matter/an-introduction-to-my-journey/",
"title": "Annie's Learning Journey",
"author": "anniedeen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/values/
|
Values
The values of compassion, advocacy, teamwork, and respect serve as the guiding principles of my nursing philosophy. These principles will continue to influence my development as a professional nurse, ensuring that I deliver holistic, patient-centred care while actively pursuing personal and professional growth.
Compassion forms the foundation of my approach to nursing. I believe in treating each patient with empathy, kindness, and understanding, recognizing their unique experiences and challenges. Compassion extends beyond simply providing physical care; it involves acknowledging the patient as a whole person in emotional, mental, and physical aspects. This value stems from my upbringing, where I learned the importance of caring for others, especially during difficult times. In nursing, compassion is crucial for building trust and creating a healing environment. In nursing, compassion is essential for fostering trust and cultivating a healing environment. Patients often encounter moments of vulnerability, and delivering compassionate care not only addresses their medical needs and treatment but also offers them genuine comfort and support.
Advocacy is a fundamental value in the heart of nursing, and I am dedicated to standing up for the rights and needs of my patients. Nurses are uniquely positioned as advocates, ensuring that individuals receive appropriate care and that their voices are acknowledged within healthcare settings. Our role includes promoting proper treatment, ensuring patient safety, and addressing systemic issues within healthcare systems. It is our responsibility to advocate for those who may feel powerless or unheard. Additionally, advocacy in nursing extends to areas of public health and policy initiatives, where nurses can effect positive change to enhance care for all individuals in or out of the hospital. This commitment to advocacy guarantees that every patient, regardless of their background or circumstances, receives the care and respect they deserve.
Teamwork is a fundamental aspect of nursing, as collaboration with colleagues and other healthcare professionals is critical for achieving optimal patient outcomes. On a daily, nurses collaborate with physicians, social workers, physiotherapists, among other professionals to deliver comprehensive care, necessitating a high degree of coordination and cooperation from all individuals. The strength of a healthcare team lies in the collective expertise and experience of each member, and through collaboration, we can provide more holistic and well-rounded care. In my practice, I strive to be an active participant in these collaborative efforts, sharing my knowledge while also learning from my colleagues. I very highly value the ability to work effectively as part of a team, fostering open communication, mutual respect, and shared responsibility.
Respect is an important value that influences how one interacts with another individual. In nursing, it involves honouring dignity, autonomy, and diverse backgrounds through my interactions with both patients and colleagues. As a soon-to-be nurse, my goal is to strive for an environment where every individual, whether that may be a patient, family member, or coworker feels valued and understood. Upholding and respecting a patient’s autonomy involves supporting their right to make informed decisions regarding their care, even when those choices may differ from my own perspective. In a clinical setting, which I will experience in the upcoming 2025 winter semester, respect also entails recognizing and integrating the individual’s cultural, religious, and personal beliefs into their care plans. Additionally, respect among colleagues is essential for fostering a positive and supportive work environment, which is critical for sustaining professional relationships and delivering optimal patient care. By promoting this sort of environment of mutual respect, I aim to contribute to a more inclusive and compassionate healthcare setting.
|
pressbooks
|
2025-03-22T05:09:19.138221
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/values/",
"book_url": "https://ecampusontario.pressbooks.pub/mylearningjourney/front-matter/an-introduction-to-my-journey/",
"title": "Annie's Learning Journey",
"author": "anniedeen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/goals-smart/
|
Goals (SMART)
My two SMART (specific, measurable, achievable, results-oriented / relevant, and time-based) goals for the upcoming 2025 winter semester consist of implementing time management and self-care practices into my daily life.
Goal 1: Time Management
S – I will develop a study schedule that encompasses the entire semester, along with monthly and weekly plans. This approach will facilitate a balance of time for academic assignments, clinical duties, preparation, and personal responsibilities, contributing to my overall success.
M – I will continue to assess my adherence and actions to the schedule on a weekly basis and make adjustments as necessary to enhance efficiency and effectiveness.
A – Utilizing a digital planner on my iPad parallel with a physical copy, along with setting daily reminders, will help me maintain focus and stay organized.
R – Effective time management is essential for success as a nursing student, particularly when balancing clinical placements, demanding coursework, and personal responsibilities.
T – I will develop and enhance this schedule to ensure it becomes a consistent daily routine by the winter reading week in 2025, which begins after Friday, February 14, 2025.
Goal 2: Self-care
S – I will establish a self-care routine that incorporates a minimum of 30 minutes of daily physical activity, such as walking, running, or a full workout, along with two mindfulness exercises per week, including yoga or meditation.
M – I will document my activities in a journal and conduct weekly reviews to ensure consistency and to reflect on my thoughts and feelings.
A – I will schedule dedicated times each day for self-care to ensure consistent practice. This will involve planning on a weekly basis to avoid any conflicts with my academic commitments.
R – Prioritizing personal well-being is crucial for effectively managing stress and delivering compassionate care, leading to positive outcomes despite the challenges that may arise initially.
T – I am committed to achieving this goal and will incorporate it into my daily routine following the winter reading week, which ends on Sunday, February 23rd, 2025.
|
pressbooks
|
2025-03-22T05:09:19.147196
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/goals-smart/",
"book_url": "https://ecampusontario.pressbooks.pub/mylearningjourney/front-matter/an-introduction-to-my-journey/",
"title": "Annie's Learning Journey",
"author": "anniedeen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/artefacts-evidence/
|
Artefacts and Evidence
Each artifact represents a milestone in my academic and personal development, highlighting my dedication to nursing education and the progress I have made. Collectively, they illustrate my journey as I embark on my future career in nursing, showcasing the values, skills, and experiences that have influenced my path so far.
Graduating high school:
Graduating from high school represented a significant milestone in my life and laid the groundwork for my future in nursing. This experience highlighted my capacity to balance academic and extracurricular commitments while effectively managing other challenges. The perseverance and time management skills I developed during this period are essential as I pursue further education in nursing, equipping me to meet the high demands of the program.
Receiving & accepting my offer into the nursing program with a scholarship:
Receiving an offer to join the nursing program, along with a scholarship, represents a noteworthy accomplishment. It validates my commitment to nursing education and acknowledges my academic efforts. The scholarship serves as both a source of motivation and a reminder of my responsibility to excel in the program and contribute positively and meaningfully to the healthcare field. This further solidifies my dedication and attempt to succeed in this profession later in life.
Unconditional love & support:
My family has consistently provided me with support throughout my life, offering both emotional and physical assistance. Their encouragement has been vital in helping me remain focused on my goals. The care and compassion they demonstrate closely align with the values of nursing, and their support continues to motivate me, particularly during challenging periods.
|
pressbooks
|
2025-03-22T05:09:19.155388
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/artefacts-evidence/",
"book_url": "https://ecampusontario.pressbooks.pub/mylearningjourney/front-matter/an-introduction-to-my-journey/",
"title": "Annie's Learning Journey",
"author": "anniedeen",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/reflection/
|
Reflection
As a first-year nursing student, I have found my journey to be both challenging and enlightening, particularly through the valuable insights gained from lectures, labs and seminars that revolve around patient care. Although I have not yet participated in clinical placements, these teachings have encouraged thoughtful reflection on my future role as a nurse. I recognize that feeling overwhelmed and uncertain is a natural part of the learning process, and embracing these emotions is essential for my growth in the profession.
Schön’s model of reflective practice from 1983 has provided a framework for learning through experience and self-evaluation. By reflecting on my actions, thoughts, and discussions during labs, lectures, and seminars, I have identified areas for improvement, such as patient communication and managing the emotional challenges ingrained in nursing. While I lack direct clinical experience thus far, I feel prepared to engage in the practical aspects of my training and view each opportunity as a means to enhance my knowledge and skills.
The College of Nurses of Ontario (CNO) underscores the significance of reflective practice as a fundamental element of professional development. Through regular reflection on my actions, seeking feedback from instructors, and maintaining a journal, I have gained confidence in my ability to identify areas for growth, particularly in improving my communication skills and enhancing my comfort during patient assessments. This continuous feedback loop supports both my personal and professional development, equipping me to meet the future demands of clinical practice.
My reflections have demonstrated that nursing encompasses not only the mastery of technical skills but also the development of emotional intelligence, self-awareness, and adaptability. As I advance in my education and transition to clinical placements, I am determined to maintain a balance between the technical and emotional dimensions of patient care, consistently striving to improve and deliver compassionate, holistic care.
|
pressbooks
|
2025-03-22T05:09:19.163210
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/mylearningjourney/chapter/reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/mylearningjourney/front-matter/an-introduction-to-my-journey/",
"title": "Annie's Learning Journey",
"author": "anniedeen",
"institution": "Trent University",
"subject": "Education"
}
|
https://open.library.okstate.edu/osuautocad/chapter/autocads-user-interface/
|
Part 1 – Introduction to AutoCAD
Module 1: Start Screen
Learning Outcomes
When you have completed this module, you will learn about the AutoCAD start screen.
Start Screen
More information About Opening Drawings can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-99DFC05F-FE8E-480D-9AD6-BCA127EA2FA3
|
pressbooks
|
2025-03-22T05:09:19.176911
|
09-9-2024
|
{
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|
https://open.library.okstate.edu/osuautocad/chapter/getting-started/
|
Part 1 – Introduction to AutoCAD
Module 2: Setting Units
Learning Outcomes
When you have completed this module, you will be able to set AutoCAD units.
Setting Units
More information About Units of Measurement can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-99DFC05F-FE8E-480D-9AD6-BCA127EA2FA3
|
pressbooks
|
2025-03-22T05:09:19.192230
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09-9-2024
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"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
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|
https://open.library.okstate.edu/osuautocad/chapter/checking-the-accuracy-of-your-drawings/
|
Part 1 – Introduction to AutoCAD
Module 3: Status Bar Icons
Learning Outcomes
When you have completed this module, you will be able to understand how to use the Status Bar icons.
Status Bar Icons
More information About the Status Bar can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-C5C9380F-5469-4858-B306-B1BFFC19C0A9
|
pressbooks
|
2025-03-22T05:09:19.203967
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09-9-2024
|
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"author": "Hebatalla Nazmy, Ph.D.",
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"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
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|
https://open.library.okstate.edu/osuautocad/chapter/module-4-customizing-screen-background/
|
Part 1 – Introduction to AutoCAD
Module 4: Customizing Screen Background
Learning Outcomes
When you have completed this module, you will be able to customize screen background.
Customizing Screen Background
More information To Change the Background and Other Color Settings can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-F366DB31-59CB-4748-92FE-513D585E2431
|
pressbooks
|
2025-03-22T05:09:19.217213
|
09-9-2024
|
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"url": "https://open.library.okstate.edu/osuautocad/chapter/module-4-customizing-screen-background/",
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"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
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|
https://open.library.okstate.edu/osuautocad/chapter/module-5-opening-saving-and-closing-a-file/
|
Part 1 – Introduction to AutoCAD
Module 5: Opening, Saving, and Closing a File
Learning Outcomes
When you have completed this module, you will be able to open, save, and close a file.
Opening, Saving, and Closing a File
More information about AutoCAD file save process can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?caas=caas/sfdcarticles/sfdcarticles/AutoCAD-file-save-process.html
|
pressbooks
|
2025-03-22T05:09:19.230072
|
09-9-2024
|
{
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"title": "AutoCAD for Interior Designers",
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"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
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|
https://open.library.okstate.edu/osuautocad/chapter/competency-test-1-open-book/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 1 – Introduction to AutoCAD
Exercises
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.252138
|
09-9-2024
|
{
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"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/circles-and-arcs/
|
Part 2 – Commands Set #1
Module 6: Line
Learning Outcomes
When you have completed this module, you will learn how to draw a line in AutoCAD.
Line
More information on how to draw a Line can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-E8C1190C-A26C-484C-ADDD-DDF81666F69F
|
pressbooks
|
2025-03-22T05:09:19.264072
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09-9-2024
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"url": "https://open.library.okstate.edu/osuautocad/chapter/circles-and-arcs/",
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"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/object-snap/
|
Part 2 – Commands Set #1
Module 7: Circle
Learning Outcomes
When you have completed this module, you will learn how to draw a circle in AutoCAD.
Circle
More information on how to draw a Circle can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-C60B6D5D-AAEB-420F-917F-6E6B47E92F48
|
pressbooks
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2025-03-22T05:09:19.275716
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09-9-2024
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{
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"author": "Hebatalla Nazmy, Ph.D.",
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"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/controlling-the-drawing/
|
Part 2 – Commands Set #1
Module 8: Erase
Learning Outcomes
When you have completed this module, you will learn how to erase an object in AutoCAD.
Erase
More information on how to Erase an object can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-040C580C-63A2-4C98-9964-4573EF8C9514
|
pressbooks
|
2025-03-22T05:09:19.287659
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09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/controlling-the-drawing/",
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"author": "Hebatalla Nazmy, Ph.D.",
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}
|
https://open.library.okstate.edu/osuautocad/chapter/drawing-lines-using-polar-coordinates/
|
Part 2 – Commands Set #1
Module 9: Selection
Learning Outcomes
When you have completed this module, you will learn how to use different selection methods.
Selection
More information about how To Select Objects can be found at: https://help.autodesk.com/view/ACD/2024/ENU/?guid=GUID-D0D5C0C3-F092-448A-8E81-D38F27094639
|
pressbooks
|
2025-03-22T05:09:19.299242
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09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/drawing-lines-using-polar-coordinates/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/exercise-2/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 2 – Commands Set #1
Exercises
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.317879
|
09-9-2024
|
{
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"author": "Hebatalla Nazmy, Ph.D.",
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"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/fillets/
|
Part 3 – Commands Set #2
Module 10: Rectangle
Learning Outcomes
When you have completed this module, you will learn how to draw a rectangle.
Rectangle
More information on how To Draw a Rectangle can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-E8C1190C-A26C-484C-ADDD-DDF81666F69F
|
pressbooks
|
2025-03-22T05:09:19.329468
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09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/fillets/",
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"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/object-properties/
|
Part 3 – Commands Set #2
Module 11: Explode
Learning Outcomes
When you have completed this module, you will learn how to explode compound objects.
Explode
More information About Exploding Compound Objects can be found at: https://help.autodesk.com/view/ACD/2023/ENU/index.html?guid=GUID-91D100A0-36F0-463D-82AC-78592690D2DC
|
pressbooks
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2025-03-22T05:09:19.341040
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09-9-2024
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{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/object-properties/",
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/trimming-and-extending/
|
Part 3 – Commands Set #2
Module 12: Offset
Learning Outcomes
When you have completed this module, you will learn how to offset objects.
Offset
More information on how to Offset objects can be found at: https://help.autodesk.com/view/ACD/2023/ENU/index.html?guid=GUID-C0E4246D-C420-42BD-A6FC-8B1852EFD005
|
pressbooks
|
2025-03-22T05:09:19.352606
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/trimming-and-extending/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/offsetting-objects/
|
Part 3 – Commands Set #2
Module 13: Construction Line
Learning Outcomes
When you have completed this module, you will learn how to use construction lines.
Construction Lines
More information on XLINE (Command) can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-40650DCE-E8CA-483C-8E25-7FA9AB6992C1
|
pressbooks
|
2025-03-22T05:09:19.364322
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/offsetting-objects/",
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/competency-test-3-open-book/
|
Part 3 – Commands Set #2
Module 14: Trim & Extend
Learning Outcomes
When you have completed this module, you will learn how to trim and extend.
Trim & Extend
More information About Trimming and Extending Objects can be found at: https://help.autodesk.com/view/ACD/2023/ENU/index.html?guid=GUID-725D3A7A-5E52-47F0-BA7A-7D15F9EF6D7F
|
pressbooks
|
2025-03-22T05:09:19.375879
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09-9-2024
|
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/exercise-3/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 3 – Commands Set #2
Exercises
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.394482
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/exercise-3/",
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/inquiry-and-measurement/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 4 – Apartment Project Phase #1
Project
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.413798
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/inquiry-and-measurement/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/mirroring-and-rotating/
|
Part 5 – Commands Set #3
Module 15: Measure
Learning Outcomes
When you have completed this module, you will learn how to measure.
Measure
More information about MEASURE can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-212933E8-BC53-4872-A3DC-32C48DE1B2D0
|
pressbooks
|
2025-03-22T05:09:19.425618
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09-9-2024
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"author": "Hebatalla Nazmy, Ph.D.",
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"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/arraying/
|
Part 5 – Commands Set #3
Module 16: List
Learning Outcomes
When you have completed this module, you will learn about the property data for selected objects.
List
More information about LIST can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-88FFCF22-5F25-48D9-BD43-4F248EFFCE17
|
pressbooks
|
2025-03-22T05:09:19.437245
|
09-9-2024
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"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/scaling-and-stretching/
|
Part 5 – Commands Set #3
Module 17: Fillet
Learning Outcomes
When you have completed this module, you will learn how to round the edges of two objects.
Fillet
More information about Fillet can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-64F8B700-23B3-4BD6-8C03-66121AA13E8F
|
pressbooks
|
2025-03-22T05:09:19.448817
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/scaling-and-stretching/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/text-part-2/
|
Part 5 – Commands Set #3
Module 18: Chamfer
Learning Outcomes
When you have completed this module, you will learn how to bevel the edges of two objects.
Chamfer
More information about Chamfer can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-B1DCF991-90A7-4DB0-96FC-BDA3FB76337C
|
pressbooks
|
2025-03-22T05:09:19.460380
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/text-part-2/",
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/competency-test-5-open-book/
|
Part 5 – Commands Set #3
Module 19: Move
Learning Outcomes
When you have completed this module, you will learn how to move objects a specified distance in a specified direction.
Move
More information about Move can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-47CE7325-84C0-4414-80A3-29DC98392709
|
pressbooks
|
2025-03-22T05:09:19.472122
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/competency-test-5-open-book/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-20-copy/
|
Part 5 – Commands Set #3
Module 20: Copy
Learning Outcomes
When you have completed this module, you will learn how to copy objects a specified distance in a specified direction.
Copy
More information about Copy can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-1CF9287F-06E8-4D03-8377-2E130862FE02
|
pressbooks
|
2025-03-22T05:09:19.483955
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/module-20-copy/",
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-21-rotate/
|
Part 5 – Commands Set #3
Module 21: Rotate
Learning Outcomes
When you have completed this module, you will learn how to rotate objects around a base point.
Rotate
More information about Rotate can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-1C265537-FBAC-48D5-B448-B72E777071E5
|
pressbooks
|
2025-03-22T05:09:19.495466
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/module-21-rotate/",
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-22-mirror/
|
Part 5 – Commands Set #3
Module 22: Mirror
Learning Outcomes
When you have completed this module, you will learn how to create a mirrored copy of selected objects.
Mirror
More information about Mirror can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-595277C8-9B87-4CFB-A3AF-769537A22F3D
|
pressbooks
|
2025-03-22T05:09:19.507043
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09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/module-22-mirror/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-23-rectangular-array/
|
Part 5 – Commands Set #3
Module 23: Rectangular Array
Learning Outcomes
When you have completed this module, you will learn how to create copies of objects arranged in a pattern.
Rectangular Array
More information about Array can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-8336B4CD-5375-4290-BD08-7D9E022741F6
|
pressbooks
|
2025-03-22T05:09:19.518634
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09-9-2024
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{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/module-23-rectangular-array/",
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-23-polar-array/
|
Part 5 – Commands Set #3
Module 24: Polar Array
Learning Outcomes
When you have completed this module, you will learn how to create copies of objects arranged in a pattern.
Polar Array
More information about Array can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-8336B4CD-5375-4290-BD08-7D9E022741F6
|
pressbooks
|
2025-03-22T05:09:19.530143
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09-9-2024
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{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/module-23-polar-array/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/exercise-4/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 5 – Commands Set #3
Exercises
Exercise #4-1
Exercise #4-2
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.549168
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/exercise-4/",
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/multiview-drawings/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 6 – Apartment Project Phase #2
Project
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.568625
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/multiview-drawings/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/hatching/
|
Part 7 – Commands Set #4
Module 25: Model Space and Paper Space
Learning Outcomes
When you have completed this module, you will learn how to work with objects in the model space and paper space.
Model Space and Paper Space
More information about Model Space and Paper Space can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-990538B6-DDA1-4190-BCC0-BB5BA94C9879
|
pressbooks
|
2025-03-22T05:09:19.580799
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/hatching/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/blocks/
|
Part 7 – Commands Set #4
Module 26: Printing from Paper Space
Learning Outcomes
When you have completed this module, you will learn how to prepare your drawing for output in paper space.
Printing form Paper Space
More information About Printing from Paper Space can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-9A301B51-BFFF-4BC9-983C-938D6B5DAB2F
|
pressbooks
|
2025-03-22T05:09:19.593384
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/blocks/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/drawing-utilities/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 7 – Commands Set #4
Exercises
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.613438
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/drawing-utilities/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/dimensioning-part-1/
|
Part 8 – Commands Set #5
Learning Outcomes
When you have completed this module, you will learn how to create a block definition from selected objects.
Creating a Block
More information about Block Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-816B2D9C-F518-4E8B-971F-08E0E43006E7
|
pressbooks
|
2025-03-22T05:09:19.625972
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/dimensioning-part-1/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/dimensioning-part-2/
|
Part 8 – Commands Set #5
Learning Outcomes
When you have completed this module, you will learn how to insert blocks into a current drawing.
Inserting a Block
More information about Insert Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-B840AB4A-91E2-4FEC-900A-33E40D1E1925
|
pressbooks
|
2025-03-22T05:09:19.638651
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/dimensioning-part-2/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/designcenter/
|
Part 8 – Commands Set #5
Learning Outcomes
When you have completed this module, you will learn how to organize access to drawings, blocks, hatches, and other drawing content using DesignCenter®.
Using DesignCenter®
More information About DesignCenter® can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-B3071AE7-76BB-436C-9BAE-CC54CFBD4F96
|
pressbooks
|
2025-03-22T05:09:19.651500
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/designcenter/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/layouts-part-2/
|
Part 8 – Commands Set #5
Learning Outcomes
When you have completed this module, you will learn how to manage drawings inserted as external references (xrefs).
External References
More information about Xref Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-70599862-DF52-4291-B64B-8A4C45599F39
|
pressbooks
|
2025-03-22T05:09:19.664017
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/layouts-part-2/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/competency-test-8/
|
Part 8 – Commands Set #5
Learning Outcomes
When you have completed this module, you will learn how to manage layers and layer properties.
Creating and Using Layers
More information about Layer Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-2C75A883-10CA-4B6C-96AC-BCD7A7794614
|
pressbooks
|
2025-03-22T05:09:19.676552
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/competency-test-8/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-32-linetype-scale/
|
Part 8 – Commands Set #5
Module 32: Linetype Scale
Learning Outcomes
When you have completed this module, you will learn how to set the global linetype scale factor.
Linetype Scale
More information About LTSCALE Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-47B3793A-37BF-45FC-94CB-670433ADD366
|
pressbooks
|
2025-03-22T05:09:19.689835
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-32-linetype-scale/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/exercise-6/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 8 – Commands Set #5
Exercises
Exercise #6-1
Exercise #6-2
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.709578
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/exercise-6/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/apartment-project-phase-3/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 9 – Apartment Project Phase #3
Project
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.729418
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/apartment-project-phase-3/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-33-text-style/
|
Part 10 – Commands Set #6
Module 33: Text Style
Learning Outcomes
When you have completed this module, you will learn how to create, modify, and set named text styles.
Text Style
More information about Text Style Dialog Box can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-1ED81E98-6463-4574-875F-183C8280C4AC
|
pressbooks
|
2025-03-22T05:09:19.743555
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-33-text-style/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-34-multiline-vs-single-line-text/
|
Part 10 – Commands Set #6
Module 34: Multiline Vs Single Line Text
Learning Outcomes
When you have completed this module, you will learn how to use multiline and single-line text.
Multiline Vs Single Line Text
More information about To Crete Text can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-8739509C-15A7-4582-BF7C-3D83ED2A23B5
|
pressbooks
|
2025-03-22T05:09:19.759657
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-34-multiline-vs-single-line-text/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-35-dimension-style/
|
Part 10 – Commands Set #6
Module 35: Dimension Style
Learning Outcomes
When you have completed this module, you will learn how to use create new, set the current, and modify dimensions styles.
Dimension Style
More information about Dimension Style Manager can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-60840416-5E03-4CCC-ACEE-1E92D078BDB5
|
pressbooks
|
2025-03-22T05:09:19.771425
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-35-dimension-style/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-36-dimension-substyle/
|
Part 10 – Commands Set #6
Module 36: Dimension Substyle
Learning Outcomes
When you have completed this module, you will learn how to create a dimension substyle.
Dimension Substyle
More information about To Create a Dimension Substyle can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-AE66A0B9-44D8-48D2-B26A-03F12CBB112F
|
pressbooks
|
2025-03-22T05:09:19.785236
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-36-dimension-substyle/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-37-using-dimensions/
|
Part 10 – Commands Set #6
Module 37: Using Dimensions
Learning Outcomes
When you have completed this module, you will learn how to create several types of dimensions for a variety of object types.
Using Dimensions
More information About the Types of Dimensions can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-9A8AB1F2-4754-444C-B90D-CD3F2FC8A3E0
|
pressbooks
|
2025-03-22T05:09:19.797582
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-37-using-dimensions/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-38-adjusting-drawing-layout/
|
Part 10 – Commands Set #6
Module 38: Adjusting Drawing Layout
Learning Outcomes
When you have completed this module, you will learn how to set up layouts in template drawing in AutoCAD.
Adjusting Drawing Layout
More information about How to setup Layouts in template drawing in AutoCAD can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?caas=caas/sfdcarticles/sfdcarticles/How-to-setup-Layouts-in-template-drawing-in-AutoCAD.html
|
pressbooks
|
2025-03-22T05:09:19.810202
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-38-adjusting-drawing-layout/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-39-multileader-style/
|
Part 10 – Commands Set #6
Module 39: Multileader Style
Learning Outcomes
When you have completed this module, you will learn how to create, modify, and delete multileader styles.
Multileader Style
More information about Multileader Style Manager can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-C4202790-AA18-4516-862D-110FE6A5E43B
|
pressbooks
|
2025-03-22T05:09:19.821761
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-39-multileader-style/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/exercise-7/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 10 – Commands Set #6
Exercises
Exercise #7-1
Exercise #7-2
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.841215
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/exercise-7/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/apartment-project-phase-4/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 11 – Apartment Project Phase #4
Project
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:19.860353
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/apartment-project-phase-4/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-40-table/
|
Part 12 – Commands Set #7
Module 40: Table
Learning Outcomes
When you have completed this module, you will learn how to create table object.
Table
More information about Table Command s can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-367470A6-6E6E-4181-9E53-9B0EC88F50DC
|
pressbooks
|
2025-03-22T05:09:19.872112
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-40-table/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-41-arc/
|
Part 12 – Commands Set #7
Module 41: Arc
Learning Outcomes
When you have completed this module, you will learn how to create an arc.
Arc
More information about Arc Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-30ECFD30-A1D6-4D60-9DD1-B487603F6772
|
pressbooks
|
2025-03-22T05:09:19.883740
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-41-arc/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-42-ellipse/
|
Part 12 – Commands Set #7
Module 42: Ellipse
Learning Outcomes
When you have completed this module, you will learn how to create an ellipse.
Ellipse
More information about Ellipse Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-45F9C588-2BA9-414D-8AFD-FB6B448BF273
|
pressbooks
|
2025-03-22T05:09:19.895375
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-42-ellipse/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-43-polyline/
|
Part 12 – Commands Set #7
Module 43: Polyline
Learning Outcomes
When you have completed this module, you will learn how to create a polyline.
Polyline
More information about PLINE Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-11883C70-6435-4F80-8FB4-F6E933B8FD94
|
pressbooks
|
2025-03-22T05:09:19.906979
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-43-polyline/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-44-spline/
|
Part 12 – Commands Set #7
Module 44: Spline
Learning Outcomes
When you have completed this module, you will learn how to create a spline.
Spline
More information about SPLINE Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-5E7D51E2-1595-4E0C-85F8-2D7CBD166A08
|
pressbooks
|
2025-03-22T05:09:19.918890
|
09-9-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/osuautocad/chapter/module-44-spline/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-45-hatch/
|
Part 12 – Commands Set #7
Module 45: Hatch
Learning Outcomes
When you have completed this module, you will learn how to create a hatch pattern or solid fill.
Hatch
More information about HATCH Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-410ECEBF-7CC2-4000-A45E-18F1F6BEE423
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pressbooks
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2025-03-22T05:09:19.930530
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09-9-2024
|
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"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/module-46-gradient-hatch/
|
Part 12 – Commands Set #7
Module 46: Gradient Hatch
Learning Outcomes
When you have completed this module, you will learn how to create a gradient hatch.
Gradient Hatch
More information about GRADIENT Command can be found at: https://help.autodesk.com/view/ACD/2023/ENU/?guid=GUID-1AE69094-DFEF-4361-9B1D-E3F5448CCB02
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pressbooks
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2025-03-22T05:09:19.942074
|
09-9-2024
|
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"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/exercise-8/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 12 – Commands Set #7
Exercises
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:19.961931
|
09-9-2024
|
{
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"author": "Hebatalla Nazmy, Ph.D.",
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"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/apartment-project-phase-5/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 13 – Apartment Project Phase #5
Project
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
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2025-03-22T05:09:19.983066
|
09-9-2024
|
{
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"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/final-project-phase-1/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 14 – Final Project Phase #1
Project
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:20.004426
|
09-9-2024
|
{
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"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://open.library.okstate.edu/osuautocad/chapter/final-project-phase-2/
|
Primary Navigation
Book Contents Navigation
Introduction
Accessibility Statement
OpenOKState Spotify Playlist
Acknowledgements and Attribution
PDF Part Level
Module 1: Start Screen
Module 2: Setting Units
Module 3: Status Bar Icons
Module 4: Customizing Screen Background
Module 5: Opening, Saving, and Closing a File
Exercise #1
Module 6: Line
Module 7: Circle
Module 8: Erase
Module 9: Selection
Exercise #2
Module 10: Rectangle
Module 11: Explode
Module 12: Offset
Module 13: Construction Line
Module 14: Trim & Extend
Exercise #3
Apartment Project Phase #1
Module 15: Measure
Module 16: List
Module 17: Fillet
Module 18: Chamfer
Module 19: Move
Module 20: Copy
Module 21: Rotate
Module 22: Mirror
Module 23: Rectangular Array
Module 24: Polar Array
Exercise #4
Apartment Project Phase #2
Module 25: Model Space and Paper Space
Module 26: Printing from Paper Space
Exercise #5
Module 27: Creating a Block
Module 28: Inserting a Block
Module 29: Using DesignCenter®
Module 30: External References
Module 31: Creating and Using Layers
Module 32: Linetype Scale
Exercise #6
Apartment Project Phase #3
Module 33: Text Style
Module 34: Multiline Vs Single Line Text
Module 35: Dimension Style
Module 36: Dimension Substyle
Module 37: Using Dimensions
Module 38: Adjusting Drawing Layout
Module 39: Multileader Style
Exercise #7
Apartment Project Phase #4
Module 40: Table
Module 41: Arc
Module 42: Ellipse
Module 43: Polyline
Module 44: Spline
Module 45: Hatch
Module 46: Gradient Hatch
Exercise #8
Apartment Project Phase #5
Final Project Phase #1
Final Project Phase #2
Printable PDF Chapter Level
Part 15 – Final Project Phase #2
Project
Previous/next navigation
AutoCAD for Interior Designers Copyright © 2023 by Hebatalla Nazmy, Ph.D is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:20.026007
|
09-9-2024
|
{
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"url": "https://open.library.okstate.edu/osuautocad/chapter/final-project-phase-2/",
"book_url": "https://open.library.okstate.edu/osuautocad/front-matter/introduction/",
"title": "AutoCAD for Interior Designers",
"author": "Hebatalla Nazmy, Ph.D.",
"institution": "Oklahoma State University",
"subject": "Engineering graphics and draughting / technical drawing, Engineering: general, Illustration and drawing software"
}
|
https://openoregon.pressbooks.pub/blueprint/chapter/lbcc-blueprint-reading/
|
Primary Navigation
Book Contents Navigation
Introduction
1. Cover
2. The Language of Lines
3. Visualization
4. Technical Sketching
5. Scaling
6. Dimensioning
7. Auxiliary Views
8. Sectional Views
9. Machined Features
10. Print Interpretation
Previous/next navigation
Basic Blueprint Reading Copyright © 2019 by Linn-Benton Community College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:20.040685
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02-21-2025
|
{
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"url": "https://openoregon.pressbooks.pub/blueprint/chapter/lbcc-blueprint-reading/",
"book_url": "https://openoregon.pressbooks.pub/blueprint/front-matter/introduction/",
"title": "Basic Blueprint Reading",
"author": "Ric Costin",
"institution": "",
"subject": "Educational: Other vocational education and training, Engineering graphics and draughting / technical drawing"
}
|
https://openoregon.pressbooks.pub/blueprint/chapter/unit-1-the-language-of-lines/
|
2 The Language of Lines
- OBJECTLINE
- HIDDEN LINE
- SECTION LINE
- CENTER LINE
- DIMENSION LINE
- EXTENSION LINE
- LEADER LINE
- CUTTING PLANE LINE
- BREAK LINES
- PHANTOM LINES
- BORDER LINE
You have heard the saying, “A picture is worth a thousand words”. This statement is particularly true in regards to technical drawings.
It would be almost impossible for an engineer, designer, or architect to describe in words the shape, size, and relationship of a complex object. Therefore, drawings have become the universal language used by engineers, designers, technicians, as well as craftsmen, to communicate the Information necessary to build, assemble and service the products of industry.
It is Important to remember, as you study Print Reading, that you are learning to communicate with the graphic language used by Industry: Lines are part of that language.
Since technical drawings are made of lines, it is logical that the first step in learning to “read” a drawing is to learn the meaning of each kind of line. Generally, there are 11 basic types of lines. Each kind of line has a definite form and “weight”. Weight refers to line thickness or width. When combined in a drawing, lines provide part of the Information needed to understand the print.
Being able to interpret a blueprint and accurately build objects is a needed skill to become successful in all trade crafts. It is a skill, like many others you will learn, and it will take time and practice to fully understand and become proficient.
Object Line
A visible line, or object line is a thick continuous line, used to outline the visible edges or contours of an object.
Hidden Line
A hidden line, also known as a hidden object line is a medium weight line, made of short dashes about 1/8” long with 1/16”gaps, to show edges, surfaces and corners which cannot be seen. Sometimes they are used to make a drawing easier to understand. Often they are omitted in an isometric view.
Section Line
Section lines are used to show the cut surfaces of an object in section views. They are fine, dark lines. Various types of section lines may indicate the type of material cut by the cutting plane line.
Center Line
Center lines are used to indicate the centers of holes, arcs, and symmetrical objects. They are very thin (size), long-short-long kinds of lines.
Dimension Line
Dimension lines are thin and are used to show the actual size of an object. There are arrowheads at both end that terminate at the extension lines.
Extension Line
Extension lines are also thin lines, showing the limits of dimensions. Dimension line arrowheads touch extension lines.
Leader Line
Leaders are more thin lines used to point to an area of a drawing requiring a note for explanation. They are preferably drawn at a 45° angles.
Cutting Plane Line
A cutting plane line (very heavy) helps to show the internal shape at a part or assembly by slicing through the object.
Break Line
There are three kinds of break lines used in drawings. They are used to remove, or ‘break out” part of a drawing for clarity, and also to shorten objects which have the same shape throughout their length and may be too long to place on the drawing.
Short and long break lines are used for flat surfaces. Cylindrical are used on rods, dowels, etc.
Phantom Line
Phantom lines are long-short-short-long lines most often used to show the travel or movement of an object or a part in alternate positions. It can also be used to show adjacent objects or features.
Border Line
Borderlines are very thick, continuous lines used to show the boundary of the drawing or to separate different objects drawn on one sheet. They are also used to separate the title block form the rest of the drawing.
Quiz….
Directions: Name the types of lines shown below. Check your own answers
Identify the various line types used in this drawing. (instructor will provide a copy of this drawing)
Name the types of lines shown below. Check your own answers.
Directions: Draw and identify the lines needed to complete the figures as indicated.
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pressbooks
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2025-03-22T05:09:20.060238
|
02-21-2025
|
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"url": "https://openoregon.pressbooks.pub/blueprint/chapter/unit-1-the-language-of-lines/",
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"author": "Ric Costin",
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"subject": "Educational: Other vocational education and training, Engineering graphics and draughting / technical drawing"
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|
https://openoregon.pressbooks.pub/blueprint/chapter/unit-2-visualization/
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3 Visualization
Visualization
- PERSPECTIVE
- OBLIQUE DRAWING
- ISOMETRIC DRAWING
- ONE-VIEW DRAWING
- TWO-VIEW DRAWING
- ORTHOGRAPHIC PROJECTION
- HIDDEN SURFACES
- CURVED SURFACES
- INCLINED SURFACES
Now that you have learned about the kinds of lines found on prints, the next step is to develop your visualization abilities. The ability to ”see” technical drawings; that is to ”think in three dimensions,” is the most important part of this course. Since most engineering and architectural prints utilize some form of orthographic projection (multi-view drawing), that type of drawing will be emphasized.
Before going into a study of orthographic projection, you should be able to recognize several other types of drawings. They are; 1. Perspective drawing, 2. Oblique drawing, and 3. Isometric drawing. As a group, they are called “pictorial drawings”. They are found on prints and are easy to visualize, so let’s look at their differences.
Perspective
Perspective is the most realistic form of drawing. Artists use one-point perspective, two-point (shown here), and three point to create visual depth. Perspectives are used by architects and for industrial pictorials of plan layouts, machinery, and other subjects where realism is required. Objects drawn in perspective grow smaller as they recede into the horizon.
Oblique
Oblique drawings are drawn with one plane (front) of the object parallel to the drawing surface. The side, or other visible part of the object is generally drawn at 30◦ or 45◦. Note that only the side is on an angle. Many times these types of drawing are not drawn to scale. The receding lines are drawn at 45◦ or 30◦ and will be drawn at a different scale as the vertical and horizontal lines. This make the drawing seem “out of shape”. This type of drawing is not used very often in industry.
Isometric
Isometric drawings have less distortion than oblique drawings, and are used more frequently by industry for that reason. An isometric drawing has both visible surfaces drawn at 30◦. These are the most used type of drawings in the piping industry and take a good deal of practice to fully understand how to draw. They best represent what is being built and what it will look like from the different sides with one drawing.
Directions: Name the types of drawings shown below. Check your own answers.
Single View
A single view of an object is sometimes all that is needed for a complete visual explanation. When dimensions, material, and other information is Included, an object requiring only a single view is easy to understand.
Most one-view drawings are of flat objects, made from materials such as sheet metal and gasket stock. Spherical objects, such as a cannonball, would require only one view and a note indicating the material and diameter of the sphere.
The object shown in the one-view drawing below could be made of any appropriate material that might be specified. In appearance, it is much like the gasket used as part of the cooling system on many cars. All that would need to be noted is the material type and thickness required.
Two View
Sometimes “two-view” drawings are use on prints. Two views may be all that is needed to show the shape of an object. Objects that are cylindrical, such as a length of pipe, are usually shown on a print with two views. In such a case, two views is sufficient to explain the shape. Notice in the two-view drawing shown below that the length of the pipe is shown in one view, while the diameter is called out in the other. Without the view on the right, what might this shape be mistaken for? Square tube, channel…
Orthographic Projection
Orthographic projection is a name given to drawings that usually have three views. Often, the three views selected are the top, front, and right side. It is possible, of course, to select other views such as the left side or bottom. Generally, though, it’s the top, front and right side that are traditionally seen by the person reading prints.
Since most prints make use of the orthographic projection system, and because the top, front, right side views are most often used, it is important that you have their order, or arrangement on the print fixed in your mind. To help you understand this system, think of a chalkboard eraser, a short length of 2″ x 4″ lumber, or a common brick. It looks like this:
When seen on a print, using orthographic projection, it would appear like this.
This system of orthographic projection may be difficult to understand or visualize at first, but you will grasp it with some practice. Here’s a basic example of how it works, using a simple object.
Orthographic projection does not show depth, so the object shown above will appear flat. With practice, however, you will learn to scan the three views and “read” depth into them. Remember that the location of the top, front and right side views does not change. The projection lines between the orthographic views below show the height, width, and depth relationship that exists between each view and the other two views.
In case you did not understand the three-view on the last page, let’s take another look at the same thing. This time numbers will be used for identification for the surfaces.
Using orthographic projection, the object with the surfaces numbered appears like this:
Notice that the front view (1) is the key to the drawing, because it most clearly shows the shape of the object. It tells you the object is “L” shaped from the front. The other two views don’t tell you much by themselves. By looking at surface 1, however, you can see that 2 is taller than 3. Therefore, in “reading” the surfaces, 2 should appear to be closer to you than 3. Now look at 4 and 5. Which surface is projected closest to you?·
Answer: Surface 5 (rotate and place at bottom of layout)
Now draw a simple box and tape all sides together to form a cube. The cube will be 2”x 2”x 2”. Once the instructor has approved your drawing you will proceed to cut out and tape edges together to form a cube.
Visualization Quiz
Directions:
All visible surfaces on the objects shown are numbered. To complete this quiz, you are to place those numbers on the corresponding surfaces of the orthographic drawings.
You may be wondering at this point why something like orthographic projection is used on prints when isometric or oblique drawings are so much easier to visualize. The answer is that both of those types of pictorials are used for relatively uncomplicated drawings. When an object is complex, however, neither can equal the orthographic system for clear presentation of dimensions, notes, and configuration details.
Hidden Surfaces
Another advantage of orthographic projection is that it allows the person reading the print to have the ability to see the inside, or surfaces of an object which normally could not be seen.
With complicated objects this can become very useful.
In the drawing below, the hidden line in the right side view represents the entire surface of the flat area between the two higher sides.
In this example, the hidden lines result from a square hole through the middle of the object.
The hidden lines in this example are there because a part of one corner of the front surface was cut away, or “recessed.
Hidden Surfaces
Directions: Draw the hidden lines which are missing in the views below. Each problem has one incomplete view.
Curved Surfaces
Curved surfaces are perhaps tricky to “see” until you remember that the curve is only shown in one view. You must put the curve in the other views yourself, through visualization. Try to think that when there is a sharp change of direction like at a corner, then that will produce a line visible in another view. When the change of direction is smooth like a curve, no line will be seen.
Here’s another example of curved surfaces:
Curved surfaces exercise.
Directions: Draw the lines which are missing in the views below. Each problem has one incomplete view. Do not draw center lines.
Inclined Surfaces
Inclined surfaces are those which are at an angle, or slanted. In other words, they are surfaces which are neither horizontal nor vertical. In viewing orthographic drawings you need to be alert to angles and inclined surfaces, for they are often found on the prints you will be reading later.
Notice the hidden line in the right view created by the inclined surface on this object:
Here is an object with two inclined surfaces.
Inclined surfaces exercise
Directions: Draw the lines which are missing in the views below. Each problem has one incomplete view.
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pressbooks
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2025-03-22T05:09:20.082266
|
02-21-2025
|
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|
https://openoregon.pressbooks.pub/blueprint/chapter/unit-2-technical-sketching/
|
4 Technical Sketching
Technical Sketching
- SKETCHING TECHNIQUES
- LETTERING
- OBLIQUE SKETCHING
- ISOMETRIC SKETCHING
- ORTHOGRAPHIC SKETCHING
- ON-THE-SPOT SKETCHING
On many occasions in your work it will most likely be necessary for you to make a sketch. Perhaps your boss can’t visualize a particular problem without one, or you find it’s necessary to make a dimensioned sketch to show an apprentice how to complete a job. In any case knowing how to sketch can make you more effective, and therefore more valuable, as a tradesperson.
Many times out in the field you are working on sketches drawn on anything from napkins, cardboard, wood scrapes or any flat surface. Don’t get me wrong, you will work projects with professionally produced drawings but sometimes you have to work with what you have.
Being able to make technical sketches doesn’t mean you need to be an artist; and sketching isn’t difficult if you follow a few simple rules. You may be a little slow at first, but with some practice you will be able to turn out reasonably good sketches without too much effort.
You are not going to be judged as a professional draftsperson or architect but you need to be able to describe, with lines what you are needing built, repaired or modified. This take practice and is a very important skill to develop.
Sketching Techniques
All you need to start is a pencil and some paper. A soft pencil works best for most people, so try a #2 or an F. Keep the pencil sharp, but not too sharp: hold it with a grip firm enough for control, but not so tight that your arm isn’t relaxed. Don’t draw heavily at first. That way it is easier to erase without smudging. Darken the sketch when it begins to shape up the way you want it.
It’s generally best to begin sketching with plain paper, although some people like to use grid paper. On the job, you may find yourself sketching on the back of a work order or piece of packing crate. In any case, it’s learning to sketch quickly and effectively that’s important.
Here are some limbering up exercises wot get you started. To keep your pencil sharper longer, and for more even lines widths, try turning your pencil slowly while completing the lines in the exercises below.
Next, try sketching the objects on this page. Make your sketches as much like the examples as possible.
Remember; sketching means freehand drawing. No Straightedges, compass, coins, etc!
Lettering
Now that you are warmed up, we will take the straight and curved lines from the sketching exercise and use them to form letters. The entire alphabet can be formed from the straight and curved lines you have practiced.
Look at the lettering below. If your printing is similar, and is easily readable, you can skip this exercise and go on to oblique sketching. If not, do some practicing. Some of the work ahead (and tests) require good lettering.
Remember, the most important requirement of good lettering is legibility. There is no use making a drawing if the person looking at drawing cannot read your writing.
Oblique Sketching
Oblique sketches are a type of pictorial having one plane parallel to the drawing surface, and the visible side sketched at an angle. Usually, that angle works best at 30◦ to 45◦, or somewhat in between. Beginners often have trouble keeping the 30◦ or 45◦ lines as the same angle. If that happens, your sketch will look distorted.
Here’s how to sketch an oblique cube in three steps:
Possibly you might want to show the left side of the cube, or perhaps draw the hidden lines, as at the right;
In the spaces below, sketch oblique cubes as indicated.
Sketch these objects in oblique, as shown:
In this more difficult exercise, you are to make oblique sketches of the objects shown. The third problem is drawn in isometric. You are to sketch it in oblique. Convert problem four from orthographic to an oblique sketch.
Isometric Sketching
Isometric sketches, unlike oblique, must maintain an angle very close to 30°.
Therefore, to get the “feel” of an isometric, try sketching 30° angles in this exercise:
Sketching in isometric can be done in different ways. Generally, it’s recommended that you start and the bottom of the object and “box it in”, thereby enclosing it within a rectangular framework. For example, if we were to take a simple object like this,
The steps needed to sketch it in isometric would be;
The unnecessary lines are then removed, leaving the object. Once you gain some practice at this, it will be possible for you to make an ISO drawing without the “guide” lines. It is important to use them early on the help train your brain.
To the beginner, building a “frame” before sketching the object often seems unnecessary. That may be true with simple objects. However, when things become more complex, a frame gives you a means of developing the various parts in an organized way. Without such guidelines you can easily “lose” your sketch.
Sketch the examples given, using guidelines as shown in the first exercise. Draw the guidelines lightly. Notice that 3 and 5 require the use of non-isometric lines. Since those lines are not at 30◦, it is best to connect the end points of those lines after the sketch nears completion.
Circles and arcs, when sketched in isometric, become elliptical in shape. If a circle is used, it will appear distorted, as in this example:
In sketching isometric circles and arcs, there are three positions in which they are normally sketched, depending upon the surface where the circular feature is located. Those surfaces, or picture planes are:
On the cube shapes below sketch ellipses as on the examples above.
You may also want to practice sketching ellipses on the other surfaces of the cubes.
Orthographic Sketching
Of all the methods of making drawings, orthographic projection is the most commonly used by draftsperson. Although the other methods serve their purposes, they cannot always show the parts of an object as well as orthographic representation.
Orthographic projection is a system of projecting from view to view to graphically describe the object. As a way of reviewing, study the views of the small garage in this drawing. Notice the location and relationship of each view to the other views.
The important thing to remember in orthographic sketching is the alignment of views. The top view is projected directly above the front view. The front and side view also line up with each other. The height, width, and length of the object must remain the same from view to view. There should be enough distance between the views to prevent crowding; and to leave room for dimensions.
Produce a top view in the drawing below.
Sketch each object in orthographic in the spaces on the right. Remember, the idea is to project! Front, top and right side view.
“On-THE-SPOT” Sketching
Now that you have learned the three different methods of sketching, it is time to make sketches you can place in front of you and touch, rather that sketching from drawings on paper.
Sketching “ON-THE-SPOT” is a standard industry practice. A piece of machinery needs to be changed, a support needs to be added, or pictorial information in some way requires a sketch.
Instructor will give you an object to sketch…
You will need to produce an isometric of the object and also an orthographic drawing with as many views as required to show details of object to be built.
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02-21-2025
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"title": "Basic Blueprint Reading",
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https://openoregon.pressbooks.pub/blueprint/chapter/unit-4/
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5 Scaling
Scaling
- SCALE MEASUREMENT
- FULL SIZE
- HALF SIZE
- QUARTER SIZE
The ability to make accurate measurements is a basic skill needed by everyone who reads and uses blueprints. This section is intended as a review of the fundamental principles of measurement. Since some students have had little need to measure accurately, these exercises will provide the practice they need. Others, who have had more experience, may find these exercises a worthwhile review.
Whether or not you need to review these fundamentals, there is one important thing to remember about getting measurements from a print. If you need a dimension that is unclear or is not given, do not measure the print! Since prints shrink, stretch, and may not be drawn to scale, you can easily come up with some very inaccurate dimensions.
Scale Measurement
A drawing of an object may be the same size as the object (full size), or it may be larger or smaller than the object. In mo.st cases, if it is not drawn full size, the drawing is made smaller than the object. This is done primarily for the convenience of the users of the drawings. After all, who wants to carry around a full size drawing of a locomotive? Obviously, with an object as small as a wristwatch, it would be necessary to draw to a larger scale.
A machine part, for example, may be half the size (1/2”=1”); a building may be drawn 1/48 size (1/4”=1’-0”); a map may be drawn 1/200 size (1”=100’-0”); and a gear in that wristwatch may be ten-times size (10”=1”).
There are numerous scales for different needs. Since each occupational group has their own frequently used scales, some practice or basics review will help you to work with the scales used in your technology.
Full Scale
Full scale is simply letting one inch on a ruler, steel rule, or draftsman’s scale equal one inch on the actual object. Rules of this kind are usually divided into 1 /16” or 1 /32” units. The first measurement exercise will be with full size. If you can measure accurately in full scale, you may want to skip ahead.
Here is a “big Inch”. Each space equals 1/32”. If you have not worked with accurate measurement, spend some time studying it.
Measurement practice: on the scale above, locate the following fractions:
Directions:
Each of the fractions below is numbered. Write that number above the scale and point with an arrow where the fraction is located. Number 1 has been completed.
Half Size
The principle of half size measurements on a drawing is simply letting a unit, such as 1/2” on the scale, represent a larger unit such as 1” on the drawing. If the drawing is properly labeled, the words HALF SIZE or 1/2″= 1′ will appear in the title block.
Using the half-size scale is not difficult, but it does take some practice. To measure a distance of 2-3/16” you look first for the 2, then go backwards to the zero and count off another 3/16. You measure this way for each dimension that has a fraction. Whole numbers (numbers without fractions) are measured in the usual way.
Next, locate a half size scale (available in the lab) and measure the lines· below to the nearest 1 /32 of an inch. Write the length of the line in the space provided.
Because paper is dimensionally unstable due to humidity, exact answers to this half size measurement practice cannot be given. That is another reminder that it’s poor practice to measure from a piece of paper.
Quarter Size
Quarter size is used and read in a similar way to half size except that each unit, such as a quarter of an inch, represents a larger unit, such as one inch. If the drawing is properly labeled the words QUARTER SIZE, QUARTER.SCALE, or 1/4″ = 1″ will appear in the title block.
The quarter size scale is used in a similar manner as the half size scale.
For quarter size practice, draw lines in the area provided to the required length. Have another student or the lab instructor check your lines for accuracy. (A ¼”=1” scale is available in the lab.)
Quiz
For this quiz, you will be given an object to measure with a ruler or tape measure. You will record measurements in full scale and then draw each length in ½ and ¼ scale.
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pressbooks
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2025-03-22T05:09:20.115848
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02-21-2025
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https://openoregon.pressbooks.pub/blueprint/chapter/unit-5-dimensioning/
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6 Dimensioning
- Numerals
- Dimensions
- Extension Lines
- Arrowheads
- Dimension Figures
- Isometric Dimensioning
- Orthographic Dimensioning
If a drawing is to be complete, so that the object represented by the drawing can be made as intended by the designer, it must tell two complete stories. It tells this with views, which describe the shape of the object, and with dimensions and notes, which gives sizes and other information needed to make the object.
Therefore, your next step is to learn the basics of dimensioning. In that way you will understand not only how to interpret a drawing to get the information you need, but also how to dimension your sketches so that they can be used to communicate size information to others.
Numerals
It may seem a bit basic, but a few exercises with the shapes of numbers comes before dimensioning. The reason for such review is simply that incorrectly or carelessly made numbers on a drawing or sketch can easily be misinterpreted by someone on the job. That can be costly.
Therefore, the study of numbers forms is justified.
The number forms presented here have been determined to be the most legible, and are used by industry nationwide. The United States standardized 1/8” vertical numbers are correctly formed as follows:
Dimension Lines
The dimension line is a fine, dark, solid line with arrowheads on each end. It indicates direction and extent of a dimension. In machine sketches and drawings, in which fractions and decimals are used for dimensions, the dimension line is usually broken near the middle to provide open space for the dimension numerals. In architectural and structural sketches and drawings, the numerals are usually above an unbroken dimension line.
In either case, the dimension line which is closest to the object should be placed approximately
1/2″ away. The other dimensions beyond the first dimension (if any) should be approximately 3/8″ apart. You do not necessarily have to remember this, but you should remember not to crowd your dimension lines and to keep them a uniform distance apart.
The most important thing is that the drawing needs to be “clean” and dimensions need to be located in a space where they cannot be confused with a surface they are not intended to be used for.
Here is how dimension lines should be sketched:
Note: Dimensions less than six feet (72 in.) are given in inches. Dimensions over six feet are usually shown in feet and inches. Be sure that it is clear how dimensions are called out. When calling out dimensions that are over 12”, make sure ALL of dimensions are called out in total inches or feet inches throughout the entire drawing. Either 4’-5” or 53”, they both mean the same thing but if there is a mix of dimensioning it can become easy to look at 4’-8” and see 48”.
Extension Lines
Extension lines on a drawing are fine, dark, solid lines that extend outward from a point on a drawing to which a dimension refers. Usually, the dimension line meets the extension line at right angles. There should be a gap of about 1 / 16″ where the extension line would meet the outline of the object, and the extension line should go beyond the outermost arrowhead approximately 1 /8″. Also, there should be not gaps where extension lines cross. Notice in this example the larger dimensions are correctly placed outside, or beyond the shorter dimensions, and that the dimensions are preferably not drawn on the object itself. Sometimes, however, it is necessary to dimension on the object.
It is important to remember to place dimensions on the views, in a two or three view drawing, where they will be the most easily understood. Avoid dimensioning to a hidden line and avoid the duplication of dimensions. Use common sense; keep dimensions as clear and simple as possible. Remember, the person reading your drawing needs to clearly understand, beyond question, how to proceed. Otherwise, costly time and material will be wasted.
There are two basic methods of placing dimensions on a sketch. They may be placed so they read from the bottom of the sketch (unidirectional dimensions) or from the bottom and right side (aligned dimensions). The unidirectional system is usually best, because it is more easily read by workmen.
When dimensions will not fit in a space in the usual way, other methods are used to dimension clearly, when those crowded conditions exist.
Arrowheads
Arrowheads are placed at each end of dimension lines, on leader lines, etc. Correctly made, arrows are about 1/8” to 3/16” in length, and are about three times as long as they are wide. Usually they have a slight barb, much like a fishhook.
To make your drawing look clean, use the same style throughout your drawing or sketch.
Dimension numerals
Numerals used to dimension an object are normally about 1/8” in height.
When a dimension includes a fraction, the fraction is approximately 1 / 4″ in height, making the fractional numbers slightly smaller to allow for space above and below the fractional line.
Again, it is particularly important that the numbers and fractions you may put on a sketch or drawing be legible. Sloppy numbers can cause expensive mistakes.
Notes
Notes are used on drawings to provide supplementary information. They should be brief and carefully worded to avoid being misinterpreted, and located on the sketch in an uncrowded area. The leader lines going to the note should be kept short. Notes are usually added after a sketch has been dimensioned to avoid interference with dimensions.
Quiz
Directions: Dimension the examples as indicated.
Dimension this 3 ¼ x 6 15/32 rectangle unidirectionally on the top and right sides.
With a note, show a 5/16 drilled hole.
Dimension this object. The shorter lines are 3 inches in length.
Dimension this object. Use a ruler or scale to determine the line lengths.
Oblique Dimensioning
Oblique dimensioning is mostly remembering to avoid dimensioning on the object itself (when possible) and the use of common sense dimensioning principles. It is also usually best to have dimensions read from the bottom (unidirectional) as shown here.
Although it is best not to dimension on the view itself, its usually accepted practice to place diameter and radius dimension on the views if space permits.
Sometime space and time is limited and you might have to bend the typical rules of drawing and dimensioning. The most important thing is to keep the drawing clean, concise, try to not a repeat dimensions but give all required ones.
Directions: Complete as indicated.
Dimension this three inch cube.
The shorter section of this rod is 5/8 inches in diameter by 2 1/8 inches long. The longer section is 7/8 inches in diameter by 3 ½ inches long. Dimension the drawing.
Isometric Dimensioning
When dimensioning an isometric sketch, it is important to keep dimensions away from the object itself, and to place the dimension on the same plane as the surface of the object being dimensioned. You will probably find that to dimension well in isometric will take some practice.
Place notes on an isometric drawing without regard to placing them on the same plane, as with dimensions. It is easier to do, and easier to read.
Isometric notes do not have to be on the same plane.
Notice in the example above that part of each leader line to the notes are sketched at an approximate angle of 15, 30, 45, 60 or 75 degrees. This is done to avoid confusion with other lines. Never draw leader lines entirely horizontal or vertical.
Quiz
Directions: complete as indicated.
Dimension this drawing. The dimensions are 3” long, 2 1/8” wide, 1 5/8” high with a 45◦ angle ½” deep. The angle begins as the midpoint of the 3” long dimension.
Dimension this drawing. The base is ½” x 1 ½” square. The cylinder is 1” ∅. x 1-1/8”
long. The drilled through hole is ∅5/8”.
Quiz
Directions: You will be given an object to sketch and dimension.
Orthographic Dimensioning
When you look at the dovetailed object several pages back, it is easy to see that an isometric sketch can quickly become cluttered with dimensions. Because of this, more complicated sketches and drawings are dimensional in orthographic. This method provides the best way to dimension clearly and in detail.
Here are seven general rules to follow when dimensioning.
- Show enough dimensions so that the intended sizes can be determined without having a workman calculate or assume any distances.
- State each dimension clearly, so it is understood in only one way.
- Show dimensions between points, lines or surfaces which have a necessary relationship to each other or which control the location of other components or mating parts.
- Select or arrange dimensions to avoid accumulations of dimensions that may cause unsatisfactory mating of parts. (In other words, provide for a buildup of tolerances, as in the example below.
- Show each dimension only once. (Do not duplicate dimensions).
- Where possible, dimension each feature in the view where it appears most clearly, and where its true shape appears.
- Whenever possible, specify dimensions to make use of readily available materials, parts and tools.
Notice the dimensions are correctly placed between the views, rather than around the outside edges of the drawing.
Quiz
Directions: one a separate piece of paper, make a dimensioned orthographic sketch of this object.
Directions: on a separate piece of paper, make a dimensional orthographic sketch of the object.
Quiz
Directions: You will be given an object to sketch and dimension.
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pressbooks
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2025-03-22T05:09:20.138709
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02-21-2025
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https://openoregon.pressbooks.pub/blueprint/chapter/unit-6-auxiliary-views/
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7 Auxiliary Views
- FRONT VIEW AUXILIARIES
- TOP VIEW AUXILIARIES
- SIDE VIEW AUXILIARIES
- SKETCHING AUXILIARY VIEWS
When an object has a slanted or inclined surface, it usually is not possible to show the inclined surface in an orthographic drawing without distortion. To present a more accurate description of any inclined surface, an additional view, known as an auxiliary view, is usually required.
An auxiliary view is simply a “helper” view, which shows the slanted part of the object as it actually is. It turns, or projects, the. object so that the true size and shape of the surf ace (or surfaces) are seen as they actually are.
Auxiliary views are commonly found on many types of industrial drawings.
Front View Auxiliaries
There are three basic type of auxiliary views. In the first type, the auxiliary view is projected from the front view of a three view (orthographic) drawing. In the second and third types of drawings, the auxiliary views are projected from the top and side views.
Here is a front view auxiliary of a simple object with an inclined surface.
Notice that the projection lines are perpendicular to the slanted surface of the first view, and that only the slanted surface of the object is shown in the auxiliary view. · The rest of the object is omitted, however, for clarification portions of the adjacent· surfaces are sometimes shown. Also, notice that the slanted surfaces of the top and side views are shortened because of distortion, whereas the surface of the auxiliary view is true, or actual size.
To sketch an auxiliary view, you begin with orthographic. views of the object and add projection lines perpendicular (90◦) to the slanted surface, adding a reference line any convenient distance from the view with the slanted surface.
Next, the distance CB on the auxiliary view is made the same length as the related distance in one of the orthographic views; in this example it’s the side view. This completes the auxiliary view.
Top View Auxiliaries
A top view auxiliary is developed in the same way as a front view auxiliary, except that the auxiliary is projected from the top view.
Whether the auxiliary view is to be projected from the front, top, or side view depends on the position of the object, or which surface of the object is slanted. In this example, the top view is slanted. Therefore the auxiliary view must be projected from the top view.
Again, notice how the angled surfaces shown in the front and side views are not shown in true length.
Side View Auxiliary
Side view auxiliaries are drawn in the same way as front and top view auxiliaries. Again, where the auxiliary view is to be projected depends upon the position of the object or which surface of the object is slanted.
Obviously, these are very basic auxiliary view examples and are presented to introduce you to the concept of auxiliary views.
As objects with inclined surfaces become more complex, auxiliary views provide a means of presenting objects in their true size and shape.
Sketching Auxiliary Views
The following problems require and auxiliary view to be complete. Sketch the auxiliary views required in the spaces provided.
Drawing practice 1
Drawing practice 2
In this problem, a round hole is centered on the slanted surface and drilled through the object. The hole appears elliptical in the. front and side views because of distortion. It will appear in its true shape on the auxiliary view. Remember that the auxiliary is developed from the view with the slanted surface. Complete the auxiliary view.
Drawing practice 3
In this problem, a square hole has been cut part way into the object. Complete the auxiliary view.
Quiz
Directions: Complete the auxiliary view in the space provided.
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pressbooks
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2025-03-22T05:09:20.152373
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02-21-2025
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https://openoregon.pressbooks.pub/blueprint/chapter/unit-7-sectional-views/
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8 Sectional Views
Sectional Views
- CUTTING PLANE
- CUTTING PLANE LINE
- SECTION LINING
- FULL SECTIONS
- HALF SECTIONS
- BROKEN OUT SECTIONS
- REVOLVED SECTIONS
- OFFSET SECTIONS
- REMOVED SECTIONS
You have learned that when making a multiview sketch, hidden edges and surfaces are usually shown with hidden (dash) lines.
When an object becomes more complex, as in the case of an automobile engine block, a clearer presentation of the interior can be made by sketching the object as it would look if it were cut apart. In that way, the many hidden lines on the sketch are eliminated.
The process of sketching the internal configuration of an object by showing it cut apart is known as sectioning. Sectioning is used frequently on a wide variety of Industrial drawings.
In this example, blocks A and B result after the block in figure 1 has been “Sectioned”. When you cut an apple in half you have sectioned it. Just as an apple can be sectioned any way you choose, so can an object in a sectional view of a drawing or sketch.
Cutting Plane
A surface cut by the saw in the drawing above is a cutting plane. Actually, it is an imaginary cutting plane taken through the object, since the object is imagined as being cut through at a desired location.
Cutting Plane Line
A cutting plane is represented on a drawing by a cutting plane line. This is a heavy long-short-short-long kind of line terminated with arrows. The arrows in show the direction of view.
Once again, here is an graphic example of a cutting plane line and the section that develops from it.
Section Lining
The lines in the figure above, which look like saw marks, are called section lining. They are found on most sectional views, and indicate the surface which has been exposed by the cutting plane. Notice that the square hole in the object has no section lining, since it was not changed by sectioning.
Different kinds of section lining is used to identify different materials. When an object is made of a combination of materials, a variety of section lining symbols makes materials identification easier. Here are a few examples:
Section lines are very light. When sketching an object or part that requires a sectional view, they are drawn by eye at an angle of approximately 45 degrees, and are spaced about 1/8” apart. Since they are used to set off a section, they must be drawn with care.
It is best to use the symbol for the material being shown as a section on a sketch. If that symbol is not known, you may use the general purpose symbol, which is also the symbol for cast iron.
Full Sections
When a cutting plane line passes entirely through an object, the resulting section is called a full section Fig. 7 illustrates a full section.
It is possible to section an object whenever a closer look intentionally is desired. Here is an object sectioned from two different directions.
Half Sections
If the cutting plane is passed halfway through an object, and one-quarter of the object is removed, the resulting section is a half section. A half section has the advantage of showing both inside and outside configurations.
It is frequently used for symmetrical objects. Hidden lines are usually not shown on the un-sectioned half unless they are needed for clearness or for dimensioning purposes. As in all sectional drawings, the cutting plane take precedence over the center line.
Here is another example of a half section. Remember that only one fourth of the object is removed with a half section, whereas half of the object is generally removed with a full section.
This manufacturer’s drawing, using both full and half section, illustrates the advantages of sectional views. The different line directions indicate different parts and materials used in the assembly of this valve.
Quiz
Directions: On a separate sheet of paper, complete the section view.
Broken Out Sections
In many cases only a small part of a view needs to be sectioned in order to show some internal detail. In the figure below, the broken out section is removed by a freehand break line. A cutting plane line does not need to be shown, since the location of the cut is obvious.
Revolved Sections
A revolved section shows the shape of an object by rotating a section 90 degrees to face the viewer. The three revolved sections illustrated in the spear-like object of figure 12 show the changes that take place in its shape.
Offset Sections
An offset section is a means of including in a single section several features of an object that are not in a straight line. To do this, the cutting plane line is bent, or “OFFSET” to pass through the features of the part.
Removed Sections
A section removed from its normal projected position in the standard arrangement of views is called a “removed” section. Such sections are labeled SECTION A-A, SECTION B-B, etc., corresponding to the letter designation at the ends of the cutting plane line. Removed sections may be partial sections and are often drawn to a different scale.
Quiz
Directions: Complete the half section view of a separate sheet of paper.
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pressbooks
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02-21-2025
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https://openoregon.pressbooks.pub/blueprint/chapter/unit-8-machined-features/
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9 Machined Features
Machined Features
- BEVEL
- BOSS
- CHAMFER
- COUNTERBORE
- COUNTERSINK
- DOVETAIL
- FILLET
- KERF
- KEYWAY
- KEYSEAT
- KNURL
- LUG
- NECK
- PAD
- ROUND
- SPLINE
- SPOTFACE
- T-SLOT
The machined features in this section are common terms related to basic industry processes. These terms are often found on prints. For a better understanding of these processes, look at the models of machined features in the Print Reading Lab.
Bevel
A surface cut at an angle. In regard to welding, a bevel will normally end up being a surface prep for a weld.
Boss
A circular pad on forgings or castings, which project out from that body of the part. The surface of the boss is machined smooth for a bold head to seat on and it has a hole drilled through to accommodate the bolt shank.
Chamfer
A process of cutting away a sharp external corner or edge. Not for welding.
Counterbore
To enlarge drilled hole to a given diameter and depth. Usually done for recessing a bolt head.
Countersink
To machine a conical depression in a drilled hole for recessing flathead screws or bolts.
Dovetail
A slot of any depth and width, which has angled sides.
Quiz
Directions: Name the machined features shown below.
Fillet
A small radius filling formed between the inside angle of two surfaces.
Kerf
The narrow slot formed by removing material while sawing or other machining.
Keyway
A narrow groove or slot cut in the shaft hole of a sleeve or hub for accommodating a key.
Keyseat
A narrow groove or slot cut in a shaft for accommodating a key.
Knurl
To uniformly roughen with a diamond or straight pattern a cylindrical or flat surface.
Lug
A piece projecting out from the body of a part. Usually rectangular in cross section with a hole or slot in it.
Neck
To machine a narrow groove on a cylindrical part or object.
Quiz
Directions: Name the machined features shown below. Check your answer.
Additional features and shapes.
Pad
A slightly raised surface projecting out from the body of a part. The pad surface can be of any size or shape. (Remember, bosses can only be round)
Round
A small radius rounded outside corner formed between two surfaces.
Spline
A gear-like serrated surface on a shaft. Take the place of a key when more torque strength is required.
Spotface
A round surface on a casting or forging for a bold head. Usually about 1/16” deep.
T-Slot
A slot of any dimensions to resemble a “T”.
Quiz
Directions: Name that machined features shown below. Check your Answers.
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pressbooks
|
2025-03-22T05:09:20.183350
|
02-21-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/blueprint/chapter/unit-8-machined-features/",
"book_url": "https://openoregon.pressbooks.pub/blueprint/front-matter/introduction/",
"title": "Basic Blueprint Reading",
"author": "Ric Costin",
"institution": "",
"subject": "Educational: Other vocational education and training, Engineering graphics and draughting / technical drawing"
}
|
https://openoregon.pressbooks.pub/blueprint/chapter/unit-9-print-interpretation/
|
10 Print Interpretation
Print Interpretation
This final section introduces basic print reading. Because machine drawings are used to some extent in nearly every trade, the working drawings used in this section are all machine drawings.
The purpose of this package is to provide an opportunity to put your fundamental knowledge of print reading to use before you go on to more specialized and advanced print reading activities.
Exercise 1
Study the print below and fill in the related dimensions.
Exercise 2
Study the print below and fill in the related dimensions.
Exercise 3
Study the print below and fill in the related dimensions.
Exercise 4
Study the print below and fill in the related dimensions.
Exercise 5
Study the print below and fill in the related dimensions.
|
pressbooks
|
2025-03-22T05:09:20.191899
|
02-21-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/blueprint/chapter/unit-9-print-interpretation/",
"book_url": "https://openoregon.pressbooks.pub/blueprint/front-matter/introduction/",
"title": "Basic Blueprint Reading",
"author": "Ric Costin",
"institution": "",
"subject": "Educational: Other vocational education and training, Engineering graphics and draughting / technical drawing"
}
|
https://opentextbc.ca/floedtechsandbox/chapter/the-flo-edtech-sandbox-series-a-collaborative-process-of-innovation/
|
Introduction
1 The FLO EdTech Sandbox Series: A Collaborative Process of Innovation
Gwen Nguyen and Brittanny Dzioba
Gwen Nguyen and Brittanny Dzioba are advisors on the Learning + Teaching team at BCcampus
The FLO EdTech Sandbox Series: A Collaborative Process of Innovation
The FLO (Facilitating Learning Online) EdTech Sandbox series began in the fall of 2023 as an initiative offering a safe online environment in which educators could explore, experiment with, and consider adopting new tools for innovative teaching and learning in post-secondary settings in British Columbia. It was inspired by the sandbox approach in education encouraging an experiential, hands-on, exploratory learning experience, providing educators with the freedom to try new things, play, and learn from mistakes in a nurturing environment.
The mission of the series was to foster digital teaching innovation, encouraging faculty and staff to embrace emerging technologies with curiosity and openness, ultimately enhancing the learning experience for all. Through five interactive sandbox sessions, participants were given the opportunity to engage with the tools, collaborate with fellow educators to review their features, and gain valuable insights from experts on integrating these tools into their teaching practices.
The EdTech Sandbox initiative was brought to life through a collaborative process, inviting expressions of interest from potential sandbox leaders with both leadership and facilitation skills. The process involved a rigorous review of proposals against a detailed rubric, focusing on the leaders’ demonstrated experience with a tool in teaching and learning environments, a thorough understanding of the tool’s features and uses, a solid evaluation of the tool’s openness and accessibility, and the practicality and creativity of the proposed activities for the sandbox session.
EdTech Sandbox leaders then worked closely with the Teaching and Learning Team at BCcampus to make the sandbox sessions accessible and available to a broad audience — all educators, facilitators, faculty members, and learning designers in British Columbia. The leaders were encouraged to adopt the Guiding Rubric for EdTech Tool Sandbox Evaluation inspired by the Rubric for eLearning Tool Evaluation to review the tools based on criteria including functionality, accessibility, technical and mobile design, privacy, data protection rights, and teaching and learning presence. However, although they could use the rubric with participants for reviewing the tools or designing teaching activities, each sandbox leader also brought their unique perspective and teaching approaches, contributing to the distinct and effective nature of each sandbox session.
In addition, each Sandbox leader compiled an overview, tips, tool features, and feedback from participants into a concise blog post. This book is a compilation of those blog posts, along with recordings of each session, their transcripts, and additional resources. It aims to provide readers interested in exploring, using, and adopting these emerging tools with a centralized and accessible platform to facilitate their exploration.
|
pressbooks
|
2025-03-22T05:09:20.202304
|
10-30-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/floedtechsandbox/chapter/the-flo-edtech-sandbox-series-a-collaborative-process-of-innovation/",
"book_url": "https://opentextbc.ca/floedtechsandbox/front-matter/the-flo-edtech-sandbox-series-pressbook-structure/",
"title": "BCcampus FLO EdTech Sandbox Series",
"author": "Ian Linkletter, Brenna Clarke Gray, Lisa Gedak, John Churchley, John Cheng",
"institution": "",
"subject": "Education, Educational: Technology"
}
|
https://opentextbc.ca/floedtechsandbox/chapter/144/
|
Sandbox Approach to Empowering Learners’ Aspirations
2 A Sandbox Approach to Empowering Learners’ Aspirations
Gwen Nguyen
Gwen Nguyen is an advisor on the Learning + Teaching team at BCcampus
My little one is in preschool, and just a few days ago she came home and excitedly told me, “Mami, Mami, it’s summer! It’s sandbox time outside.” I don’t know if it was the weather, the idea of playing outside, or the sandbox that made her enthusiastic that day, but her excitement made me think. When was the last time I felt that excited about going to school, coming home, and sharing with someone that I had learned or played with something?
What Is a Sandbox?
Have you heard of the term sandbox? Although it seems self-explanatory, it carries multiple meanings depending on the context. According to Merriam-Webster, a sandbox is a box filled with sand usually found in playgrounds where children can play. These spaces allow children to engage in various games and unleash their creativity.
The term has also been adopted in fields such as technology, software development, game design, and education. In technology and software development, it refers to a testing environment that enables developers to experiment with new code or applications without affecting the production environment. It provides an isolated space where developers can test and debug their software before deploying it to a live system.
Expanding on the concept of a safe haven for young children to explore the real world through play, sandbox is also used in the context of teaching and learning. In this context, a sandbox approach is an educational approach where learners are placed in environments or situations that closely resemble real-life scenarios but without any risk. In other words, the sandbox emphasizes hands-on, experiential learning in a safe and controlled environment. It provides learners with the freedom to explore and experiment with concepts or ideas. In such environments, learners can “learn effectively while still experiencing a sense of authenticity and accomplishment” (Gee, 2007, p. 39).
Whether it’s a play area for children, a testing environment for developers, or an experiential learning approach in education, the concept of a sandbox highlights the importance of providing a safe and creative space for exploration and growth.
Sandboxes Everywhere
The sandbox approach has proven effective in providing an environment where teachers can collaboratively work together through successive iterations, collecting and analyzing data and developing a report framework without fear of failure or inadequacy (Mudrinic, De Leo, Nicks, Knobel, & Lankshear, 2023). It has also been applied as a valuable and sustainable method of professional development as well as a platform for content sharing during online teaching (Ervin-Kassab, 2020, 2022). Sandboxes play a crucial role in enhancing the effectiveness of educational technology interventions, reducing costs and generating evidence on the implementation of education technology at scale (Simpson, 2020).
At BCcampus the notion of a sandbox for teaching and learning with technology isn’t new. As early as 2011 we invited scholars from across the province to play in the sandbox. In 2014 we provided a digital sandbox as a test kitchen for technology where educators could play around with ingredients and a recipe (software application) before they made informed decisions about the technology they could use to enhance curricula. We also offer a sandbox pilot process for educators to connect and collaborate with different sectors across the province to test and evaluate new education technologies. These evaluations are both pedagogical and technical and are designed to help B.C. post-secondary institutions make informed decisions about education technology.
This fall BCcampus is launching a new FLO EdTech Sandbox series to offer a safe online environment for educators to explore and experiment with new tools for innovative teaching and learning. We eagerly invite you to collaborate with us.
How Can the Sandbox Approach Empower Student Aspirations?
Friere (1972/1986), in Pedagogy of the Oppressed, asserted that teaching is a process of empowering learners to drive their own learning and develop a profound understanding of their own position within a community through active participation and engagement. Aspirations, as described by Nguyen and Slavic (2017), refer to an individual’s voice and choice and to their natural curiosity, which leads to action in the world. Regardless of whether aspirations are heard or seen, they are active and resilient throughout life. Teaching should be an invitation for learners to engage in an ongoing conversation that helps fulfill their aspirations.
In an education sandbox project, teaching staff at the Center for Excellence in Teaching and Learning at the University of Arizona Global Campus shared their approach of allowing students to explore software based on their own choices. Every week students were invited to participate in a technology forum where they could present the tool they wanted to test, use, or play with and discuss the challenges they encountered as well as rewarding experiences in academic or personal contexts. Through a playful, unique, creative learning environment, students were encouraged to embrace learning from mistakes, troubleshoot, reflect, and repeat this circle again.
The sandbox approach has the potential to greatly empower learners’ aspirations. Advocating for experimentation and encouraging students to step outside their comfort zones, cultivates a mindset of curiosity and exploration. It also empowers students by granting them the autonomy to choose the content of learning that resonates with their interests and needs, fostering a sense of ownership and engagement in their learning journey. The sandbox approach challenges students to consider real-life situations, bridging the gap between theory and practice and preparing them for the complexities of the world beyond the classroom. Promoting a boundary-free environment for creativity where imagination knows no limits, nurtures innovative thinking and problem-solving skills. As it emphasizes there are no right or wrong answers, it encourages them to take risks and embrace their unique perspectives. This approach not only helps students gain new skills and knowledge but also brings them joy, pride, and a deep sense of fulfillment as they see themselves grow in their learning journey.
Design a Sandbox
Tip 1: Build a Sandbox
In the spirit of a sandbox for learners to freely play, think of ways to create an environment where they can practice, experiment, and improvise without the need to take things too seriously. This sandbox will help your learners explore, get hands-on experience, make mistakes, and have fun while learning. In the age of technology-infused teaching, some key features of a sandbox, as suggested by Nat Eliason, include:
- Affordable: It should be low-cost or free, so there are no barriers to starting and it encourages learners to make mistakes and build confidence.
- Low risk: The stakes should be low, so learners feel comfortable showcasing their work without worrying about it being perfect or facing criticism.
- Public: The sandbox should provide a platform for learners to share their work in some way, ensuring they can make it available to others.
For instance, in a project where I require an academic report from my student teachers about the school culture and their practicum journals, I could consider asking students to experiment with creating a blog on WordPress, Medium, or Squarespace.
Tip 2: Try Everything
I messed up tonight, I lost another fight
Lost to myself, but I’ll just start again
I keep falling down, I keep on hitting the ground
I won’t give up, no, I won’t give in
‘Til I reach the end, and then I’ll start again
No, I won’t leave, I wanna try everything
I wanna try even though I could fail
— Shakira, “Try Everything“
In a sandbox, encourage learners to try everything and experiment with methods and approaches. For example, in a WordPress sandbox, if learners haven’t tried communicating through infographics or exploring a topic aesthetically, motivate them to reflect on their learning from new perspectives. It is through this willingness and eagerness to try that all gaps can be bridged and the borders of the learning sandbox can be expanded.
Remind your learners that with the sandbox approach, the outcome or final product is not the primary focus. In the article “Self-Education: Teach Yourself Anything with the Sandbox Method,” Nat Eliason emphasized that how we practice what we’re learning is just as important as what we choose to practice. Eliason suggests purposeful practice within the sandbox, which involves:
- Continuously assessing learning and identifying areas that need improvement
- Setting a goal just beyond the current ability
- Practicing with intense focus
- Seeking feedback from others and incorporating it into the next cycle
Tip 3: Enjoy Playing with Others and Value Feedback
When I joined my institution as a faculty member, I was provided with a sandbox on a platform called Playspace. It may sound like a personal space, but if you observe any outdoor sandbox, you often see children not only playing with tools but also engaging with others. It’s important to encourage learners to invite others to join the sandbox to maximize active learning through continuous interaction, feedback, and growth through learning experiences.
As stated in the B.C. Post-Secondary Digital Literacy Framework, a digitally literate citizen is expected to approach new technologies with curiosity, confidence, and the ability to troubleshoot when technologies don’t work. I invite you to envision how the sandbox approach can be integrated into your teaching practice, enabling both you and your learners to adapt and thrive in this digital age.
Stay tuned for our FLO EdTech Sandbox Series starting in fall 2023.
References
Eliason, N. (2017). Self-Education: Teach Yourself Anything with the Sandbox Method – Nat Eliason.
https://www.nateliason.com/blog/self-education
Ervin-Kassab, L. E. (2020) Playing with faculty: Creating a learning management “sandbox.” In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the Field (pp. 17–22). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/216903/
Ervin-Kassab, L. (2022). The evolution of a faculty sandbox: Moving beyond technology. In E. Baumgartner, R. Kaplan-Rakowski, R. E. Ferdig, R. Hartshorne, & C. Mouza (Eds.), A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 181–185). Association for the Advancement of Computing in Education.
Freire, P. (1986). Pedagogy of the Oppressed. New York: Continuum.
Gee, J. (2007). Good video games + good learning: Collected essays on video games. Peter Lang.
Heick, Terrell. (2017). Should Sandbox Learning Be the Future of Education? Teachthought. https://www.teachthought.com/the-future-of-learning/sandbox-learning/#google_vignette
Mudrinic, D., De Leo, T., Nicks, S., Knobel, M., & Lankshear, C. (2023). Learning to become teacher researchers: A sandbox approach. The Australian Journal of Language and Literacy, 46(1), 53–71. https://doi.org/10.1007/s44020-023-00030-w
Nguyen, H. (Gwen) T., & Slavik, S. (2017). (Re)visiting John Dewey and (Re)imagining a Curriculum with the Empty Space of a Haiku. Journal of the Canadian Association for Curriculum Studies, 15(1), 42–53. https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40290
Simpson, L. (2020). Sandboxes: Our approach to systemic experimentation. EdTech Hub. https://edtechhub.org/2020/01/28/sandboxes-our-approach-to-systemic-experimentation/
|
pressbooks
|
2025-03-22T05:09:20.219320
|
10-30-2024
|
{
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"url": "https://opentextbc.ca/floedtechsandbox/chapter/144/",
"book_url": "https://opentextbc.ca/floedtechsandbox/front-matter/the-flo-edtech-sandbox-series-pressbook-structure/",
"title": "BCcampus FLO EdTech Sandbox Series",
"author": "Ian Linkletter, Brenna Clarke Gray, Lisa Gedak, John Churchley, John Cheng",
"institution": "",
"subject": "Education, Educational: Technology"
}
|
https://opentextbc.ca/floedtechsandbox/chapter/chapter-1-2/
|
Insights from the FLO EdTech Sandbox Sessions
3.1 Building Learning Communities with Mattermost
Ian Linkletter
As part of the BCcampus FLO EdTech Sandbox Series, Ian Linkletter presented about Mattermost as a technology for building community in an online learning environment. In this post you will learn about the key features of Mattermost, recommendations for maximizing its pedagogical benefits, and some takeaways from the session.
Ian Linkletter is an emerging technology and open education librarian at the British Columbia Institute of Technology
Mattermost is an open-source team chat tool that facilitates communication and collaboration. It’s similar to Slack and Microsoft Teams, but because it is open source, it has advantages over vendor-controlled options. Mattermost supports “anytime” communication — any time, any place, any device. With Mattermost, students can benefit from a low-bandwidth way to synchronously or asynchronously communicate in writing with their instructor and other members of their learning community.
Session participants were familiar with vendor-controlled team chat tools like Slack, Microsoft Teams, Zoom Chat, Discord, Rocket.Chat, Workplace by Meta, and Google Workplace. Popularized by the launch of Slack in 2013, and building from decades-old chat tools like Internet Relay Chat, team-chat software is characterized by a shared feature set. Mattermost has all the following features:
- Teams are standalone groups of people who form a learning community, such as a course section.
- Channels are public or private chat spaces in a team. In the sandbox session we used an Introductions channel to share information about ourselves, such as our institutions and pronouns. Anyone can create a private channel and invite others for a group project.
- Direct messages are available for both one-to-one and group communication.
- File sharing allows you to upload and preview files in a chat.
- Notifications include push, web, email, or none.
- Search for keywords and hashtags by date.
- Threaded conversations allow you to selectively follow conversations that you are interested in.
- Markdown offers you with rich text formatting.
- Use reactions and emojis to, for example, indicate when participants have finished reading an article. In our sandbox session we read Clint Lalonde’s “Why I want to try Mattermost for classroom discussions.”
- User profiles are visible only to teammates and include pictures, display names, and status.
- Apps and mobile compatibility are supported with Windows, macOS, Linux, iOS, and Android.
When it comes to learning technology, accessibility is a requirement, not a feature. I have personally tested Mattermost’s keyboard navigability and found it to be thorough. Mattermost has a third-party “A” rating for Web Contact Accessibility Guidelines 2.0 and an online Voluntary Product Accessibility Template. Inexplicably, though, Mattermost does not support alternative text for uploaded images. As a workaround, alt text can be included in the file name or in an accompanying comment.
I introduced participants in the session to Daniel Stanford’s bandwidth immediacy matrix, a diagram that charts the bandwidth requirements of a technology on the horizontal axis and immediacy on the vertical axis. It served as a framework for our group to discuss the benefits of real-time communication tools that don’t require students to have lots of bandwidth. Videoconferencing is an example of a high-bandwidth, high-immediacy technology. Email is a low-bandwidth, low-immediacy technology. Mattermost, primarily a text communication tool, falls in the “blue” zone as a low-bandwidth, high-immediacy technology. As a group we made a Jamboard to map the other blue zone chat tools used at our institutions. Microsoft Teams, Slack, and Mattermost stood out as the most commonly used. Note: Google just announced Jamboard will be discontinued on October 1, 2024.
One key difference between Mattermost and similar tools is it is an open technology that can be self-hosted. In a world where vendors are increasingly forcing users to give up their privacy, copyright, and data use rights, tools like Mattermost stand apart. Unlike vendor-controlled cloud services, you don’t need to worry about information being stored beyond Canadian sovereignty (see: CLOUD Act) or used to train artificial intelligence. No data is being sold. Even if Mattermost sells the company, the open source code is always yours to use. If you don’t like the direction the product goes, you don’t have to upgrade. Or you could fork the project and follow your own development path. With open source technology comes freedom, privacy, and choice.
Although Mattermost is officially supported by the University of British Columbia (UBC) and Thompson Rivers University, educators from other B.C. post-secondary institutions can use the OpenETC Mattermost server. The OpenETC is B.C.’s Open EdTech Collaborative, and its server is funded by BCcampus, hosted by BCNET, and administered by Thompson Rivers University. All data is stored in B.C. on Educloud. You can request Mattermost teams using the team request form. You are responsible for following your institution’s technology use policies. Be assured the server is secure in the Canadian cloud, and the only information required from students to use it is their institutional email address.
While at UBC, I worked on a Mattermost technology evaluation with talented colleagues from the Centre for Teaching, Learning, and Technology and the Learning Technology Hub. We surveyed 202 students from eight cross-disciplinary courses, and 88 per cent rated the Mattermost user experience as neutral (43 per cent), somewhat positive (23 per cent), or very positive (21 percent). Additionally informed by interviews with eight instructors and teaching assistants, we made seven key recommendations to improve the student experience:
- Set up some channels for smaller groups of 10–30 students.
- Organize content into clear channels, and guide communication.
- Set explicit expectations about instructional team availability.
- Integrate with or regularly prompt use from other course sites.
- Set loose guidelines for student participation.
- Emphasize private communication options for getting help.
- Explain why to use Mattermost over other more established chat tools.
UBC’s Technology Evaluation Report: Mattermost is highly recommended reading if you wish to learn more about how Mattermost can be used to support teaching and learning.
Over the course of the interactive session, the group participated in a scavenger hunt activity and learned their way around the user interface. We spent time together engaging in synchronous discussions. A pedagogical conversation about the Community of Inquiry framework was left for asynchronous discussion after the session. We used Mattermost throughout, giving participants valuable hands-on experience with the possibilities afforded by this powerful open technology.
Session Recording:
- Transcript: FLO EdTech Sandbox Series – Mattermost (PDF)
- Transcript: FLO EdTech Sandbox Series – Mattermost (Word)
- Slides: FLO EdTech Sandbox Series – Mattermost (PDF)
|
pressbooks
|
2025-03-22T05:09:20.234533
|
10-30-2024
|
{
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"url": "https://opentextbc.ca/floedtechsandbox/chapter/chapter-1-2/",
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"title": "BCcampus FLO EdTech Sandbox Series",
"author": "Ian Linkletter, Brenna Clarke Gray, Lisa Gedak, John Churchley, John Cheng",
"institution": "",
"subject": "Education, Educational: Technology"
}
|
https://opentextbc.ca/floedtechsandbox/chapter/listen-and-learn-podcasting-for-content-delivery-in-hybrid-and-online-classes/
|
Insights from the FLO EdTech Sandbox Sessions
3.2 Listen and Learn: Podcasting for Content Delivery in Hybrid and Online Classes
Brenna Clarke Gray
As part of the BCcampus FLO EdTech Sandbox Series, Brenna Clarke Gray presented on podcasting and podcast distribution using WordPress. In the session, participants had time to play with recording and very basic audio editing, discuss why podcasting is a useful tool for content delivery in hybrid/online classes, and how to distribute podcasts out into the world.
Brenna Clarke Gray is an educational technologies coordinator at Thompson Rivers University
What Is Podcasting?
In simple terms, a podcast is an audio file (often with supplements like transcripts, show notes, etc.) that is distributed (the cast part of podcast) over the internet using an RSS feed so listeners can subscribe on their mobile devices or computers. A podcast can be fixed length or ongoing. The small file sizes of podcasts make them ideal for reaching learners who perhaps have less-robust internet options, especially in contrast with using video for lectures.
Strengths of Podcasting for Teachers
We explored a series of key benefits to podcasting, especially over other media educators might select for teaching and learning at a distance. In the session we focused on podcasts being:
- An open knowledge mobilization opportunity you control
- A way to connect with people beyond your discipline or institution
- An intimate, involved mode of storytelling
- Portable, accessible, and engaging
- A medium with a low barrier to entry, although like anything, podcasting is easy to do but hard to do well
I shared a story from my own teaching history that reflects many of these strengths. The first time I taught a fully online course in 2013, I decided to podcast my lectures. This was a literature class, and I wanted to talk my way through the texts like I typically did in class, but I didn’t want to create and edit a lot of videos. I kept my lectures to 30-45 minutes and recorded using only my laptop and a Yeti Blue microphone. At that time I did all my editing in GarageBand, which came with my laptop. I felt like I could connect with learners directly in the same way I felt connected to my favourite podcasters, especially when talking about difficult topics like race, sexuality, and identity. While most students reported favourable opinions about the podcasts, for one group of learners — a group I had never considered! — my course became very popular: students who were also truck drivers who liked to listen to their lectures on the road.
This really spoke to me about how trying new things in the classroom can help educators reach different learners in new ways. So why not give podcasting a whirl?
Considerations Before You Jump In
Accessibility matters! Although podcasting is in many ways a highly accessible medium for learners in rural environments or those who need different kinds of access to learning materials, you need to consider all learners when you develop audio content. Transcribed audio offers added accessibility for Deaf and hard of hearing learners, those with audio processing difficulties, learners for whom English is an acquired language, and students who simply prefer text. Many learners prefer to use captions or transcripts as an aide in courses with difficult or new jargon. You should plan to develop transcripts of your audio in your workflow.
If your institution uses Kaltura, you can use its auto-captioning function to generate transcripts that are ready to edit.
How to Get Started with Podcasting
- Listen to podcasts. Just like you likely encourage learners to read an issue of a journal before submitting to it, understanding the medium of podcasting will help you make aesthetic decisions about what you do and don’t like. In our session we discussed the participants’ favourite podcasts. I disclosed that I listen to at least 40 podcast episodes a week, and the last five podcasts I listened to were The Red Flags Podcast (Formula 1 racing news), Commotion with Elamin Abdelmahmoud (pop culture news), Scamfluencers (white-collar true crime deep dives), Citations Needed (media criticism), and CANADALAND (media criticism).
- You need a few supplies. In addition to the items below, you’ll need a quiet place to work.
- Microphone: It doesn’t need to be expensive but something you can keep positioned about a hand-span from your audio source.
- Plug-in headphones to isolate sound: Bluetooth can have a delay that makes editing frustrating.
- Recording/editing platform: This can be a computer or a tablet.
- Editing software: There are lots of free options: Audacity and GarageBand, for example.
- Spend some time collecting audio. In the session we played with different collection options (like using a mobile phone voice app or a laptop mic) and explored reusing openly licensed audio files from freesound.org or freemusicarchive.org (accounts are required) or Wikimedia Commons. You might decide to record your own voice or some sounds in your environment. Anything will work.
- Learn to edit. This can be daunting, but in the session we approached it playfully. You can use any software you like; in the session we explored a free-to-use browser-based version of Audacity called Wavacity.
- When you’re ready, you can think about distribution. The OpenETC supports the use of Seriously Simple Podcasting to distribute podcasts on its platform, and this is the tool we explored in the session.
Reflections on the Sandbox Session
In the questions before the session, one participant asked about the idea of social presence in hybrid and online classes. This is a reference to the Community of Inquiry framework of thinking about teaching and learning at a distance. We discussed how audio has the capacity to be human-scale and humanizing — that it can be meaningful to hear a human voice and not just text in learning. At the same time, the portability of podcasts and their ability to move with us as we go about our lives, whether we listen in the car, while walking the dog, or while doing household tasks, can create a sense of intimacy with our learning community. This also allows the learner to engage with course materials in very different spaces and places from the classroom or computer. It invites learners to connect learning materials to the experiences of their day-to-day lives. This can work for both instructor presence and, in the case of inviting students to share their assignments through audio, social presence.
For more information about podcasting, check out the BC Studies Podcast about scholarly podcasting, the Amplify Podcast Network’s Guide to Academic Podcasting, or the open, self-directed TRU Introductory Podcasting Masterclass.
|
pressbooks
|
2025-03-22T05:09:20.248643
|
10-30-2024
|
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"url": "https://opentextbc.ca/floedtechsandbox/chapter/listen-and-learn-podcasting-for-content-delivery-in-hybrid-and-online-classes/",
"book_url": "https://opentextbc.ca/floedtechsandbox/front-matter/the-flo-edtech-sandbox-series-pressbook-structure/",
"title": "BCcampus FLO EdTech Sandbox Series",
"author": "Ian Linkletter, Brenna Clarke Gray, Lisa Gedak, John Churchley, John Cheng",
"institution": "",
"subject": "Education, Educational: Technology"
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|
https://opentextbc.ca/floedtechsandbox/chapter/padlet-unleashed-a-comprehensive-review-of-its-strengths-and-opportunities/
|
Insights from the FLO EdTech Sandbox Sessions
3.3 Padlet Unleashed: A Comprehensive Review of Its Strengths and Opportunities
Lisa Gedak
As part of the BCcampus FLO EdTech Sandbox Series, Lisa Gedak presented about the value of using the digital tool Padlet for teaching and learning.
In this post Lisa shares some of Padlet’s strengths and offer improvement opportunities for its features and settings, including some that could support accessibility. She also share uses for Padlet in the context of teaching and learning as well as some participant perspectives to inspire ideas.
Lisa Gedak is associate faculty at Royal Roads University
Many B.C. colleges and universities have a Padlet account, making it easy for educators to use this tool. If your institution does not have a supported version, you can create a Padlet account for free with a limited number of Padlet boards.
Strengths
- Use free and low-cost options.
- Upload, organize, and share various file types, GIFs, images, and media.
- Take it with you, with iOS, Android, and Kindle apps available.
- Control aesthetic and functional settings.
- Use built-in wallpapers or upload your own.
- Use built-in templates.
- Collaborate in real time or asynchronously.
- Set permissions by level — viewer, commenter, or moderator.
- Enable, restrict, or moderate comments on student posts.
- Allow reactions such as likes, ratings, and votes.
- Use anonymously to encourage participation.
- Students do not need to an account to contribute.
- Share using links or QR codes, or directly embed or play in a slideshow.
- Configure boards for re-use.
- The need for IT support is minimal; use the help portal with or without a paid account.
- Navigate the dashboard entirely by keyboard.
- Use improved dark mode to ensure better contrast.
- Increase usability for screen readers.
Opportunities for Improvement
- Expanded templates are for paid users only.
- Padlet boards are not WCAG AAA compliant, and the company is publicly aiming for only an AA rating.
- There is no hands-free compatibility for navigation settings and post editing.
- Screen readers are not compatible with posts.
- You must download web extensions to increase contrast for users with low vision.
- Back-and-forth arrows are sometimes confusing for users, and they can get lost in scrolling if the boards are two big.
- You must pay for more advanced features and upload capabilities.
How to Use Padlet in the Classroom
Use Padlet to promote inclusion, build community, support language learning and group activities, and guide learners in reflective opportunities.
Here are some of the activity ideas I shared in the session:
Language Learning
- Name that item: Provide images on a board for students to identify in the language they are learning.
- Five-minute journal: Write one or two sentences a day to identify daily goals in a language students are learning.
Building Community
- Monday Meet-Up: Connect for the first 10 minutes of class to share pictures of pets, weekend events, or how leaners feel using images, text, and GIFs.
- Introductions: At the beginning of a course, discuss preferred names, pronouns, hopes for the course, and ways to support learning.
Group Activities
- Provide a Padlet board for teams or groups to develop a team agreement and support collaboration.
- Group brainstorm to share ideas for an assignment, outline a problem, or capture key learnings.
Support Reflection
- Use reflective prompts to guide students in thinking deeply about course concepts or topics.
- Ask students to share and reflect on an image, GIF, or video that represents concepts or ideas learned in class that:
- Changed their attitude
- They are more aware of
- Surprised them
- They related to or empathized with
Support Inclusive Learning Environments
- Use an “exit ticket” to assess learning, capture all student voices, and inform your approaches to be more inclusive.
- Help students identify and prioritize their values, appreciate diversity of values, and prompt discussion about the cultural contexts in which their values emerged.
Participant Perspectives
Participants were encouraged to explore and experiment with 10 Padlets, connect and ideate use cases in context, and optionally create a free Padlet account to design their first Padlet.
Small and large group discussions in the session resulted in the following ideas for Padlet use:
- Class, team, and learning agreements
- Curriculum mapping and team brainstorming with faculty peers
- Extensive group discussions about course concepts
- Weekly virtual check-ins for student wellness
- Classroom and institutional supports and resources
- Peer feedback
- Professional or personal development
Many participants engaged in a territorial acknowledgement (i.e., Turtle Island map) activity and noted they would use the same activity in class.
This session was not only an opportunity to share a tool I use in practice and support other educators across a wide range of contexts but also allowed me to consider how I might use it for teaching and learning, professional development, team building, and other business uses.
Padlet is a versatile and easy-to-use tool that can invigorate your teaching and learning activities and approaches. I am grateful for this opportunity to share some of the ways it can be used.
Session Recording:
- Transcript – FLO EdTech Sandbox Series – Padlet (PDF)
- Transcript – FLO EdTech Sandbox Series – Padlet (Word)
- Slides – FLO EdTech Sandbox Series – Padlet (PDF)
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pressbooks
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2025-03-22T05:09:20.265724
|
10-30-2024
|
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|
https://opentextbc.ca/floedtechsandbox/chapter/digital-sticky-notes-to-increase-student-engagement/
|
Insights from the FLO EdTech Sandbox Sessions
3.4 Digital Sticky Notes to Increase Student Engagement
John Churchley
As part of the BCcampus FLO EdTech Sandbox Series, John Churchley presented a session on the many uses of digital sticky notes in online teaching and learning environments. In this post, he shares the advantages of using sticky notes and offer dozens of online learning activities educators can use to encourage participation and increase engagement.
John Churchley is a sessional lecturer at Thompson Rivers University, School of Education, and a retired teaching professor and educational developer
Strengths of the Tool
Sticky notes are a go-to tool for many teachers — whether paper, digital, or in a hybrid application. They’re easy to use and help ensure all learners have a voice. They are especially effective for those who are less comfortable speaking in a group. Sticky notes can be used in many digital whiteboard environments, including Google Jamboard (soon to be retired), Miro, Zoom Whiteboard, and Padlet.
Whether paper or digital, sticky notes can fulfil several pedagogical functions: generating ideas, sorting and re-sorting ideas and information, and eliciting feedback and interaction between participants on specific ideas. Digital sticky notes can be an effective way for students to interact with content, the instructor, and each other in a digital environment. In a synchronous online class, sticky notes last longer than chat comments, and can engage everyone without having to take turns speaking or break out into small groups. Sticky notes give every student a voice and a chance to interact in a non-threatening way.
Features and Issues
The feature sets and issues of sticky notes vary with the whiteboard platform, as does privacy and security, affordability, and access. Google Jamboard is popular, but it will be retired at the end of 2024. However, an alternative is Miro, which has free accounts for educators. Students have free and anonymous access through a desktop web browser or mobile app (which requires an account or a one-time sign up using an email address). Not every whiteboard platform has the same tools for sticky notes (such as emojis, hyperlinks, comments, and tags), but the concept of generating ideas and moving or sorting them is standard.
Activities
There are dozens of learning activities using digital sticky notes. During the session, one participant said they weren’t sure we could talk about sticky notes for a solid two hours, but we did! In fact, we looked at over 20 instructional applications for them. Instructors need to think creatively about the types of pen and paper tasks and “at the whiteboard” tasks students might do in a face-to-face classroom, and then adapt the activities to use digital sticky notes as the medium for students to use online.
Generating Ideas Activities
My Job/Your Job/Our Job
This brainstorming/sort activity is a way for a class to co-construct group norms. Participants (and the instructor) create sticky notes with values and behaviours they feel would build a safe, inclusive, and efficient learning environment. These sticky notes are placed in one of three columns to show who is responsible: instructor (my job), participants (your job), and everyone (our job). Participants can respond to the notes to indicate agreement, and the group refines the ideas into a final set of expectations. The use of the sticky note whiteboard environment enhances the experience by encouraging everyone to participate and giving everyone a voice.
Short-Answer Questions
Sticky notes are a great way for students to share multiple answers to a question. You could ask students to use sticky notes to:
- Define…
- List the following…
- Give an example of…
Formative Assessment Activities
Below are some formative assessment activities (Yee, 2020) that work well with sticky notes:
- Ticket out the door. Students write down their main “take away” on a sticky note and share on a whiteboard.
- Stickiest point and muddiest point. Using sticky notes, students write what was most clear and memorable (their stickiest point) and what was not clear or confusing (their muddiest point) and then share on the whiteboard.
- One-minute paper. Students are given one minute to write the most important thing they learned from a session. Everyone then posts their sticky notes on the whiteboard
- One-word summary. Students use a sticky note to write one word that best summarizes a session.
- Stuff I know well/Stuff I sort of know/I have no clue. Create three columns on a whiteboard based on these categories, and students use sticky notes to add their ideas to the appropriate column.
- Group KWL. This works well for introducing a reading. On the whiteboard create a chart with three column headings: K stands for what I KNOW, W for what I WANT to know, and L for what I LEARNED. Before the reading, students use sticky notes to write and share what they know under the K and what they want to know under the W. Post-reading they share what they learned under the L.
- Haiku to summarize a lesson. Students write a haiku (a three-line poem that’s five syllables, seven syllables, five syllables) on sticky notes and then share on the whiteboard.
- Parking lot. Mid-lecture questions are written on a sticky note to be addressed later.
Activities for Sorting Ideas
Matching Sort
This activity demonstrates the use of pre-written sticky notes for sorting concepts into categories based on participant predictions. There are correct answers shared at the end generating discussion about the preconceptions for each idea. As the sorting is done anonymously, there is no stigma associated with an incorrectly sorted item. Students can use sticky notes to sort:
- Different categories
- Timeline
- Dualism: true or false; pro or con
- Defining feature: present/absent
- Quadrants/graphs
Activities for Sharing Ideas
Compass Points and Chalk Talk
These brainstorming/feedback activities (Ritchart et al., 2011) work well with digital sticky notes.
Compass Points is a thinking routine where participants use sticky notes to express their feelings about an issue or project and share them on a whiteboard with the points of the compass: Needs (north), Excitement (east), Worries (west), and Steps to be taken (south). This type of activity could be used for addressing participant concerns about a project or challenging topic.
Chalk Talk is a text-based (non-verbal) conversation among participants ensuring everyone gets an (anonymous) voice and can comment on the ideas of others. It is well suited to a sticky note/whiteboard online environment.
Other Resources for Sharing Ideas
Sticky notes can be adapted to many different instructional routines and can make these routines easy to use in a digital environment. Besides the Chalk Talk and Compass Points routines, there are many other learning routines to encourage deep student thinking in the K-12 sector in Visible Thinking at Project Zero in the Harvard Graduate School of Education (Ritchart et al., 2011). While the examples are for K-12, most of these routines can work well with adult students. Likewise, business innovation structures like those in Liberating Structures (Lipmanowicz & McCandless, 2014) can be adapted to sticky note learning activities at the post-secondary level. Finally, there are many other sources for instructional strategies that can use sticky notes. These include Yee’s Interactive Techniques list (2020) as well as resources from your institution’s teaching and learning centre and BCcampus.
Session Recording:
- FLO EdTech Sandbox Series – Sticky Notes: Transcript (PDF)
- FLO EdTech Sandbox Series – Sticky Notes: Transcript (Word)
- FLO EdTech Sandbox Series – Sticky Notes: Slides (PDF)
References
Lipmanowicz, H., & McCandless, K. (2014). The surprising power of liberating structures: Simple rules to unleash a culture of innovation.
Ritchart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. John Wiley and Sons, Inc.
Yee, K (2020). Interactive Techniques. https://fctl.ucf.edu/about-us/staff/kevin-yee/
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pressbooks
|
2025-03-22T05:09:20.282410
|
10-30-2024
|
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"subject": "Education, Educational: Technology"
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|
https://opentextbc.ca/floedtechsandbox/chapter/creating-active-learning-experiences-using-h5p/
|
Insights from the FLO EdTech Sandbox Sessions
3.5 Creating Active Learning Experiences Using H5P
John Cheng
As part of the BCcampus FLO EdTech Sandbox Series, John Cheng presented on H5P and how it can be used to create active and engaging online learning experiences. In this session, participants had an opportunity to explore some of the affordances of H5P in teaching and learning, review some considerations when building with the tool, browse through different H5P content types, and build content through a hands-on, online demonstration.
John Cheng is an educational consultant at the University of British Columbia
What Is H5P?
H5P, which is short for HTML5 Package, is a flexible, open-source, online content-authoring tool. It can be used to create dynamic, interactive web content (also known as content types), including interactive media, content presentations, quizzes, and games. It’s free to use, and the content can be shared and reused by others. H5P content is mobile friendly, can be delivered as an open education resource, and can be integrated into various learning management systems, Pressbooks, or websites.
When Can You Use It?
H5P can be used for:
- Creating formative assessment such as quick knowledge checks or quizzes,
- Structuring text-heavy content into dynamic, interactive experiences,
- Reusing and updating content across various courses/sections, and
- Enhancing the engagement and interactivity of online course materials.
Benefits and Challenges
The literature suggests that H5P fosters active learning experiences by offering immediate, formative, and personalized feedback, alongside low-stakes assessments and increased engagement. It is distinguished by its capability to boost student engagement through interactive and accessible content. H5P is open source, free, scalable, versatile, and portable across a wide array of teaching and learning scenarios. However, users of H5P should be ready to face certain challenges; it may require some technical expertise and creating high-quality content can demand significant time and resources. There are also restrictions on how much H5P content can be customized. When using the tool, you need to consider how often you plan to maintain and update H5P content, and how you might be able to reach out to the H5P community, or your network of learning designers and educational technology specialists, for support.
Content Types and Design Considerations
During the session, we previewed a few of the most popular content types developed through H5P.org. We also spent some time building a question set and content presentation. These demonstrations highlighted a few key aspects to consider when developing content with H5P:
- Think about pedagogy and function when selecting content types. Kwantlen Polytechnic University, University of British Columbia and University of New South Wales in Australia offer some different perspectives.
- Choose H5P content types based on the learning outcomes aligning with your teaching and learning context.
- Cut down on development time by drafting content and incorporating feedback in Word, Google Docs, or PowerPoint before you start building in H5P.
- Design with accessibility in mind. Not all content types are completely accessible. Review H5P.com’s content types recommendations and LibreText Studio’s H5P accessibility guide for detailed guidelines.
- Save your work regularly by clicking Create/Update on the H5P development platform.
- Consider the feedback functions of H5P as a means of providing effective and personalized formative feedback for students.
- Effective feedback should include information that goes beyond the simple verification of knowledge. For example, where appropriate, inform students of the possible mistake or misconception that has led to incorrect answers, provide concrete examples, or sample answers, and offer strategies or information on where in the lesson they can find information related to the question.
- The table below summarizes various features to pre-program feedback in H5P.
| H5P type | Verification feedback (correct or incorrect) | Overall feedback (scores based) | Text-based (elaborated) feedback on correct/incorrect answer | Tips and hints | |
| 1 | Multiple choice | Yes | Yes | Yes | Textual tip |
| 2 | Drap and drop | Yes | Yes | No | No |
| 3 | Fill in the blanks | Yes | Yes | No | Textual tip |
| 4 | Mark the words | Yes | Yes | No | No |
| 5 | Drag the words | Yes | Yes | Yes | Textual tip |
| 6 | True/false question | Yes | Yes | Yes | No |
| 7 | Essay | Yes (checking for key words) | Yes | Sample solution and its explanation; Custom feedback based on keyword included or missing | Help text (e.g., sentence starter) |
| 8 | Image choice | Yes | Yes | No | Hover text |
| 9 | Question set | Yes | Yes (additionally, video feedback possible) | Varied, based on question type used (see above) | Varied, based on question type used (see above) |
| 10 | Single choice set | Yes | Yes | No | No |
Going Further
As you continue your own journey with H5P, there are many ways to go further in your exploration:
- Stay current with new content types on H5P.org.
- Engage with the H5P community to seek advice, report errors, or suggest new features.
- Find, reuse, or remix existing H5P content for brainstorming or adapting your ideas. Many H5P content types can be reused and adapted under Creative Commons licences. Check out these repositories for inspiration:
- Review the licence and copyright of your H5P creations by adding metadata for your work and any specific media (images, video, audio) used inside of your work.
- Learn by doing! Most importantly, experiment, practise, and test. Explore each of the H5P content types, evaluate how they might be used in your context, and continue building and testing H5P content to develop your practice.
Using H5P Creatively in Practice
During the session, I had the opportunity to share a story from my own practice with H5P. Over the last year, I have been supporting a student-faculty partnership at the University of British Columbia to develop their capacity with H5P. Using a variety of content types and a case study as the context for the activity, this partnership created a unique and innovative escape room delivered in a hybrid synchronous workshop. During the activity, I observed strong student engagement and active participation. While many H5P content types could be used for stand-alone learning activities, several H5P content types can also be combined and used to create complex and elaborate interactions such as games, simulations, and multifaceted case studies.
There was also an opportunity for participants to reflect on their own teaching and learning contexts and imagine which H5P content types could work for different scenarios. Their reflections indicated a strong interest in using H5P to structure and organize content, build language learning activities, and create engaging opportunities for students to explore their own learning pathways by using H5P to construct choose-your-own-adventure learning activities and interactive, formative assessments. It was exciting to brainstorm the many ways participants could imagine using H5P. These examples showcase the breadth and depth of using the tool creatively in practice.
For more resources on H5P and to review the demonstrations used in this session, explore the H5P FLO EdTech Sandbox Series Blog.
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pressbooks
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2025-03-22T05:09:20.302198
|
10-30-2024
|
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"author": "Ian Linkletter, Brenna Clarke Gray, Lisa Gedak, John Churchley, John Cheng",
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"subject": "Education, Educational: Technology"
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|
https://opentextbc.ca/floedtechsandbox/chapter/bccampus-resources-related-to-edtech-sandbox/
|
Further Resources
BCcampus Resources Related to EdTech Sandbox
Slides
Other Resources
- eCampusOntario EdTech Sandbox: Provides a safe and risk-free space for institutions to experiment with educational technology tools that support digital transformation. Educators can browse tools and curated resources, connect with peers and technology experts, and bring technological innovation to their institutions
- Scarfe Sandbox EdTech Library: Aims to be a one-stop shop for finding relevant EdTech tools and resources. Hosted by the University of British Columbia, it features a concept map that organizes EdTech tools into categories like design, video tools, digital storytelling, presentation tools, open education tools, and more. The map is built on conversations with students, instructors, and research into recent trends, providing a comprehensive guide to finding useful tools for educational contexts.
- TeachThought: Offers a comprehensive list of essential EdTech tools, including interactive presentation tools like Pear Deck, Desmos for math software tools, Floop for student feedback, and more. Covers a wide range of tools suitable for enhancing classroom engagement and learning outcomes.
- ClassPoint.io: Highlights several tools for higher education, such as Canvas LMS for course creation and management, Blackboard for course management, and Zoom for virtual classrooms. Each tool is outlined with its key features, pros, and suitable applications in higher education contexts.
- EdTech Hub: Offers curated lists of teacher professional development tools and a “6Ps” Audit Tool for assessing EdTech programs. They also offer resources for running an EdTech Hub sandbox approach, which helps validate and scale EdTech interventions.
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pressbooks
|
2025-03-22T05:09:20.313949
|
10-30-2024
|
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"url": "https://opentextbc.ca/floedtechsandbox/chapter/bccampus-resources-related-to-edtech-sandbox/",
"book_url": "https://opentextbc.ca/floedtechsandbox/front-matter/the-flo-edtech-sandbox-series-pressbook-structure/",
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"author": "Ian Linkletter, Brenna Clarke Gray, Lisa Gedak, John Churchley, John Cheng",
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|
https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/pre-university-leadership-initiatives/
|
Pre-University Leadership Initiatives
Elementary School:
- Grade rep for my grade 5 class making me a part of student council
- Captain for my rep Volleyball team
- Grade 8 Valedictorian
High School:
- Grade 9
- Grade rep and helper of student council
- Volleyball coach at skills camp
- Grade 10
- Member of student council
- Volleyball Team Captain
- School Representative in Dday’s 75th Anniversary Ceremony in France
- Grade 11
- Member of student council
- Teacher’s Assistant in Student Support classroom
- Class Representative Speaker at Remembrance Day Assembly
- Grade 12
- Member of student council
- Teacher’s Assistant in Student Support classroom
- Candidate for Valedictorian
- One of the directors and choreographers of the Staff Lip Sync Show at Fern Resort
Outside of School:
- Show Ski Canada
- Applied to be on the team as a skier in 2018 and competed in the worlds tournament in Huntsville Ontario
- Was appointed an act captain which involves getting all skiers and equipment organized prior to the act throughout the show
- Was proud of myself that I was given this job during my first time competing in the tournament
|
pressbooks
|
2025-03-22T05:09:20.324217
|
09-5-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/front-matter/introduction/",
"title": "Bella's Leadership Portfolio (Exemplar)",
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|
https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/1ld0-backstage/
|
1LD0 Backstage
First Year
In my first year of university, I remember feeling really intimidated by all the people in my program. I remember thinking that I was no longer a big fish in a small pond but a fish in a pond with a bunch of other accomplished and impressive fish. I was also struggling with general anxiety and panic attacks in first year. Both of these things I feel had a big effect on my leadership journey because it discouraged me from joining things and putting myself out there in terms of leadership opportunities. What I want to take away from this challenging time is that I should not be discouraged by others’ successes and compare myself to them but have them encourage me to pursue more opportunities. My mindset should be more aligned to the idea that “if they can do it, why can’t I?”
- Led a discussion in the first group project for first year first semester – Insight and Inquiry
- Felt like a leader among other leaders
- Competed in an Optional Case Competition
- Had (have) a fear of public speaking but signed up and participated with my friends and we got second
- Leadership Sessions with Lisa
- Started looking at leadership differently – was introduced to different forms of leadership and how it can present and manifest differently depending on the person and situation
|
pressbooks
|
2025-03-22T05:09:20.333228
|
09-5-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/front-matter/introduction/",
"title": "Bella's Leadership Portfolio (Exemplar)",
"author": "downingi",
"institution": "",
"subject": "Information retrieval and access"
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|
https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/2ld0-backstage/
|
2LD0 Backstage
Second Year
MSU Pride Community Centre:
- Was going to apply to be a volunteer
- Changed my mind once I learned it required an interview
- This is an example of the discouragement I faced in the early stages of my university experience
- I was too anxious and self-conscious to put myself out there
FYOP Mentor
- Was apart of First Year Orientation Program (FYOP) as a mentor
- Was the first time I got involved in a university/DeGroote club
- Didn’t actually have much of a relationship with my mentee but was still proud of myself for applying to be a mentor
Attended Queer Perspectives Conference:
- Applied to be an attendee and was accepted
- Was proud of myself for seeking something out that I was interested in
- Was put on by Western and Queen’s queer business clubs
- Became the catalyst for a lot of my future leadership initiatives
Ran a Queer Perspectives in Business Event with DCS:
- In our efforts to create a Pride club at DeGroote, my friend and I ran a Queer Perspectives in Business event
- This involved sourcing a speaker, creating questions and talking points, finding a room, etc.
- The event was considered a success in terms of attendance and follow through, setting us up to pitch the idea of a DeGroote Pride club the following year
Outside of School:
Manager of the Waterfront Department:
- Was promoted to Waterfront Manager at my summer job Fern Resort
- Was in charge of 10 employees
- Tasks included scheduling, handling complaints and conflicts, ensuring safety of guests and staff, and more
- Had to navigate difficult situations that required I employ my quick thinking skills and professionalism
Show Ski Canada:
- Saw myself become a more senior member on the team with younger and new skiers looking up to me and asking me questions
- Was still being coached by other skiers while also being a coach for new skiers
|
pressbooks
|
2025-03-22T05:09:20.343818
|
09-5-2024
|
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"url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/2ld0-backstage/",
"book_url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/front-matter/introduction/",
"title": "Bella's Leadership Portfolio (Exemplar)",
"author": "downingi",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/3ld0-backstage/
|
3LD0 Backstage
Leadership in Third Year
Nature’s Path Foods Sales Intern
- Was told about the position by my friend and applied on a whim
- Felt nice to put myself out there, did not expect to get the position and thought it would be good practice for internship applications that would occur later in the year
- Ended up getting the position and was very excited to have a job for a company that aligned with a lot of my values (sustainability, community giveback)
- This position allowed me to develop my professional skills and gave me more confidence
Founding the DeGroote Pride Association
- Was a doozy of an experience with many ups and downs
- Very good learning experience that tested my perseverance and professionalism
Being President of DeGroote Pride Association
- Great experience in leading a team and learning from that team while coordinating many different tasks with many different goals
- Lots of adjusting needed to happen with quick thinking skills because things rarely went as planned
- Gave opportunities to navigate sensitive situations and do the unexpected/unconventional in the name of fighting heteronormativity and homophobia
|
pressbooks
|
2025-03-22T05:09:20.352989
|
09-5-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/3ld0-backstage/",
"book_url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/front-matter/introduction/",
"title": "Bella's Leadership Portfolio (Exemplar)",
"author": "downingi",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/my-present-ld0-leadership-vision/
|
1 My Present: LD0 Leadership Vision
My Leadership Vision
I aim to be a leader who embraces new experiences for personal growth, continually evolving to better inspire and guide others.
I believe that my leadership vision has been influenced by my recent leadership initiatives as well as what the next year of my life looks like. One of the things I am most proud of from the last academic year was the part I played in the creation and successes of the DeGroote Pride Association. It was an amazing learning experience and was very rewarding but also very taxing. This year I will be entering my internship year, doing a 12-month internship at Toronto Hydro in Toronto. Because of my leadership activities last year and where I will be in the coming year, I believe that the leadership opportunities that I will look for and pursue will likely be to improve my personal and professional development rather than the development of a greater community.
|
pressbooks
|
2025-03-22T05:09:20.360968
|
09-5-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/my-present-ld0-leadership-vision/",
"book_url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/front-matter/introduction/",
"title": "Bella's Leadership Portfolio (Exemplar)",
"author": "downingi",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/my-past-my-ld0-experience/
|
2 My Past: My LD0 Experience
Here are some of my most impactful and transformative experiences from the past year.
DeGroote Pride Association:
DeGroote Pride Association
This past year, my friend and I founded the DeGroote Pride Association. Founding the club, as well as being its President in its inaugural year was a very big learning experience for me.
A large part of my motivation to start this club was advocating for the queer community within DeGroote. It is really important to me that queer students in the DeGroote School of Business have a safe space and that through the club we were able to foster a community of support, advocacy, and education. My friend and I saw a gap in what DeGroote was offering in terms of support for queer students and let the desire to fill that gap propel us towards creating this community in DeGroote. There were many difficult and frustrating times throughout the ratification process and my time as President that caused me to be discouraged and lose my motivation. I was able to navigate these challenges and regain my motivation through the idea that this club was created to help a greater community of individuals find support and kinship among their peers. This experience taught me that one’s motivations behind their acts of leadership are very important and can be a large part of how they handle difficult situations and continue to persevere.
Moving forward, I will be more aware of the motivations behind my leadership initiatives since I now know how much it can effect ones leadership journey. I believe that a leadership initiative that is backed by a strong purpose is more likely to inspire resilience, dedication, and lasting impact so I will endeavour to pursue more initiatives I am truly passionate about in the future.
Nature’s Path Foods
Throughout this last year, I had a part-time remote Sales Intern position at an organic food company called Nature’s Path Foods. This company is based in BC, family owned and operated, and has sustainability and community giveback at the forefront of its business. The position was for 9 months and was an incredible opportunity with such an amazing and purpose-driven team.
I learned so much and truly believe that it has shaped my views and goals for the future professionally and personally. The funny thing is that when I was applying, I did not think I was going to get it and was mainly applying for the practice of going through the application process. The more I discovered about the company and all of the amazing work that they do, the more I wanted the position and the more stressed I felt about getting the position. Rather than get too in my head about the application process, I tried to stay true to my skills and values and think that if it was meant to be then it will be. I believe that in the past, I would have let my desire for the position intimidate me and I would have ended up not pursuing the role as a way to protect myself from the fall out of not getting it. I believe that pursuing and getting this role was a step in the right direction towards putting myself out there more for opportunities that I truly want despite how upset I might be if I do not get it.
Moving forward I will try to remember how amazing this experience was and how I was able to have it and all of the learnings that came with it due to my active pursuit of this experience. I will push myself to pursue more opportunities that I truly want and see them to the end, regardless of the outcome, because it is worth it and a learning experience either way.
|
pressbooks
|
2025-03-22T05:09:20.371549
|
09-5-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/my-past-my-ld0-experience/",
"book_url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/front-matter/introduction/",
"title": "Bella's Leadership Portfolio (Exemplar)",
"author": "downingi",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/my-future-my-goals-after-ld0/
|
3 My Future: My Goals after LD0
I think that when looking at the next year of my life, because I am going to be starting a 12 month internship in Toronto, it is hard to give myself specific leadership goals since this will be a new environment and new experience for me. I think that in general, in new opportunities and environments I tend to take a while to come out of my shell and be more outgoing and myself. With this in mind, my goal moving forward into this new year is to not let that stop me from pursuing opportunities within my new role that interest me. I want to give myself grace and know that it is ok to not be completely comfortable as soon as possible within a new environment and experience, but I want to make sure that my adjustment period isn’t diminishing what I can get out of the role and opportunity.
PROFESSIONAL Goal for Next Year:
Sign up for at least one initiative at work (after work program, employee resource group, etc.) within the first 3 months of my placement as a way of putting myself out there early in the term and meeting more people.
PERSONAL Goal for the Next Year:
Get out an explore Toronto at least once every two weeks (meet up with friends, go for dinner at a new place, etc.) to ensure that I am making the most of being in the city when I am working in person.
|
pressbooks
|
2025-03-22T05:09:20.380395
|
09-5-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/chapter/my-future-my-goals-after-ld0/",
"book_url": "https://ecampusontario.pressbooks.pub/ld0eportfolioexamplebella/front-matter/introduction/",
"title": "Bella's Leadership Portfolio (Exemplar)",
"author": "downingi",
"institution": "",
"subject": "Information retrieval and access"
}
|
https://ecampusontario.pressbooks.pub/bellaroselearningjourney/chapter/beliefs-and-values/
|
Beliefs and Values
NURSING PHILOSOPHY:
I believe that nursing is the foundation for ethical and accessible healthcare across the globe. Nurses are at the core of providing holistic care to their patients that is considerate of their lived experiences and applicable to their daily lives. I feel nurses must strive to act with integrity and honesty, while maintining an excellent work-ethic and ability to adapt to their surroundings to best serve their patients. I believe nurses play a key role in delivering the competent care necessary to foster a safe space where healthcare is accessible and equitable. Nurses have the responsibility to continually learn and grow with society to bridge the gap to accessible healthcare through a holistic approach.
NURSING BELIEF STATEMENT:
I believe nursing to be a foundational role within the healthcare team that requires individuals with impeccable work-ethic, who are adaptable, work with integrity and are honest. Nurses have an obligation to deliver competent, compassionate care to their patients. To achieve this, nurses must be culturally competent, and willing to learn at every stage in their career. I hope to embody these traits and learning affinity as a student-nurse, careful to bring that into my future career as a nurse.
MY VALUES:
INTEGRITY
To me, integrity describes being true to your word, and acting in a way that is true to who you are as a person, no matter who is or is not looking. Integrity involves showing up for people in the way you promised you would, completing tasks you set out to complete on time and to the best of your ability. Integrity means acting with truth in your work and acting in a way that is truthful to you personal values and ethics. This is a quality I value in myself and will strive to behave in a way that reflects this.
Acting with integrity in nursing means giving the correct medication and interventions to your patients, when you said you would. It means taking responsibility for the promises you make to yourself and your patients, delivering on them with great care. In nursing, this also means maintaining a strong relationship with your patient, giving great consideration to their circumstance and privacy. Integrity outlines the CNO’s 5th guideline to the Code of Conduct, ensuring patients are receiving competent care that is equitable (CNO, 2023). Nursing care, to me, should be free of bias, and to a high standard for all patients. Nurses should ask themselves; Am I being true to my values and treating this patient to the best of my ability?
HONESTY:
Honesty is the ability to act with truth and integrity with one’s daily ongoings. To act with purpose and truth in all aspects of life, personal, spiritual, and working interactions. Acting with honesty involves acting with truth in one’s self-dialogue and interactions with others. When acting in an honest manner, a person will be truthful to their own values and beliefs, be truthful in the work they put forth, be truthful in making mistakes, learning from those mistakes and making a valiant effort to improve.
I believe nurses need to act with honesty in their work, to be honest to themselves and everyone around them. They must be honest with themselves, in their evaluation of their knowledge and skills, to know when something is within their scope. They must be honest with their patients, being upfront about the level of care they are able to deliver and to put an honest effort into following-through with that promise. They must be honest with their colleagues and mentors, asking for help when they need, to ensure patients get the best possible care. Nurses should be honest when they make mistakes, and put truthful efforts into improving.
WORK-ETHIC:
A strong work-ethic, to me, means having a strong attention to detail, an unrelenting perseverance, and a willingness to put the maximum effort to which you are capable into every endeavour. Having this work-ethic involves striking a balance between giving something your all, and ensuring you maintain a high quality of work completed. This also involves taking on only how much you can reasonably do, to ensure you are able to give your 100% to everything you said you would. In my eyes, this also applies to working with integrity.
I believe nurses need to have a strong work-ethic to be able to deliver the best possible care to their patients. Nurses should view each patient and working task as valuable to their practice and learning. Nurses should take great care to ensure they are able to give 100% into their work when they are responsible for the care of patients, as patient safety is paramount. To ensure they are able to put maximal effort into their work, nurses should engage in regular self-reflection, and take care of themselves in order to show up wholly for their patients. Nurses should persevere in the face of difficulty and strive to find solutions that are patient-centered. Nurses should maintain a high quality of care, and work hard to maintain that quality, advocating for patients and themselves when that quality is not met.
ADAPTABILITY:
Adaptability is the ability to change and grow according to the difficulties and challenges in one’s life. Adaptability dictates the ability to quickly change in order to meet the demands of the environment and circumstances in which a person might find themselves. This is rooted in the ability to tailor one’s responses to the demands of the circumstances to be successful. This ability relies on using difficult circumstances as tools for growth, both personal and professional. A key aspect of adaptability comes from self-reflection and honesty, using reflection techniques to honestly evaluate an experience and how it can apply to growth and future experiences.
Nurses respond to health circumstances that are ongoing and ever-changing. The social, scientific and healthcare environments are constantly evolving and continue to learn and grow. Nurses must be adaptable to these changes, learning and growing alongside them. Nurses will see patients of all different cultures, lived experiences and health backgrounds, and must be able to adapt their care model to these changing needs. To effectively adapt to these changing circumstances, I believe nurses must use consistent self-reflection and evaluation of best practices to critically determine the best care model for each patient. Nurses must adapt to each patient and working landscape, to deliver the highest possible quality care.
Feedback/Errata
|
pressbooks
|
2025-03-22T05:09:20.394187
|
11-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/bellaroselearningjourney/chapter/beliefs-and-values/",
"book_url": "https://ecampusontario.pressbooks.pub/bellaroselearningjourney/front-matter/a-brief-introduction-a-note-from-the-author/",
"title": "Bella's Nursing Journey",
"author": "Bella Rose",
"institution": "Trent University",
"subject": "Education"
}
|
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