| Study programme competencies |
| Code | Study programme competences |
| A5 | Have a capacity for the space vision and knowledge of the techniques of graphic representation, so much for traditional methods of metric geometry and descriptive geometry, as through the applications of design assisted by computer |
| B1 | That the students proved to have and to understand knowledge in an area of study what part of the base of the secondary education, and itself tends to find to a level that, although it leans in advanced text books, it includes also some aspects that knowledge implicates proceeding from the vanguard of its field of study |
| B2 | That the students know how to apply its knowledge to its work or vocation in a professional way and possess the competences that tend to prove itself by the elaboration and defense of arguments and the resolution of problems in its area of study |
| B4 | That the students can transmit information, ideas, problems and solutions to a public as much specialized as not specialized |
| B5 | That the students developed those skills of learning necessary to start subsequent studies with a high degree of autonomy |
| B6 | Be able to carrying out a critical analysis, evaluation and synthesis of new and complex ideas. |
| C1 | Using the basic tools of the technologies of the information and the communications (TIC) necessary for the exercise of its profession and for the learning throughout its life. |
| C2 | Coming across for the exercise of a, cultivated open citizenship, awkward, democratic and supportive criticism, capable of analyzing the reality, diagnosing problems, formulating and implanting solutions based on the knowledge and orientated to the common good. |
| C5 | Assuming the importance of the learning as professional and as citizen throughout the life. |
| C6 | Recognizing the importance that has the research, the innovation and the technological development in the socioeconomic and cultural advance of the society. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Know, understand and use the techniques of graphic representation, spatial conception, standardization, naval design fundamentals, drawing plans and computer-aided applications that can solve graphically technical application problems. | A5 |
B1 B2 B4 B5 B6 |
C1 C2 C5 C6 |
| Contents |
| Topic | Sub-topic |
| The following blocks or themes develop the contents established in the Verification Report card, which are: | Spatial vision development techniques. Metric and descriptive geometry. Graphic representation systems. Introduction to standardization. Computer assisted drawing. |
| 1. SUBJECT TOPICS | 1.1 ObJective 1.2 Concept of the subject 1.3 Exhibition of the methodology 1.4 Exhibition of the program 1.5 Drawing instruments |
| 2. BASIC GRAPHICAL EXPRESSION TECHNIQUES | 2.1 Review of metric geometry and projective geometry 2.2 Descriptive geometry |
| 3. REPRESENTATION TECHNIQUES. STANDARDIZATION | 3.1 Presentation of plans 3.2 Presentation of the drawings 3.3 Sketch 3.4 Orthogonal views 3.5 Standardized views 3.6 Cuts and sections 3.7 Dimensioning 3.8 Dimensional tolerances 3.9 Graphic presentations |
| 4. DIHEDRAL SYSTEM | 4.1 Point and line 4.2 Planes and belonging between straight point and plane 4.3 Intersection, parallelism and perpendicularity 4.4 Tilting, turning and shifting 4.5 Distances and angles |
| 5. APPLICATIONS OF ENGINEERING | 5.1 Drawing in Mechanical Engineering 5.1.1 Mechanical sets. Representation of mechanical assemblies. Quartering. Plans and definition of each piece. Standardized pieces. Explosion sets 5.2 Connection elements: 5.2.1 Detachable connections: Threaded connections: Terminology. Forms of thread profiles. Symbology and representation. Dimension. Threaded holes. Screws: types, representation. Nuts Fixing systems. Keyed links: Types. Representation and dimension 5.2.2 Fixed connections: Welding. Types. Representation 5.3 Springs: Types: compression, traction, torsion. Flat springs. Representation. Dimension 5.4 Bearings: Sliding and rolling bearings. Elements of a bearing. Classification. Representation. Dimension. Standardization. Lubrication. Obturation. Fixings 5.5 Gears: Use. Representation. Dimension |
| 5. LAYOUT OF TECHNICAL DRAWINGS BY COMPUTER | 5.1 Introduction to software 5.2 Coordinate system 5.3 Study of the orders of drawing, modification and visualization. 5.4 Representation of pieces |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A5 B1 B2 B4 B5 B6 C1 C2 C5 C6 | 18 | 18 | 36 |
| ICT practicals | A5 B1 B2 B4 B5 B6 C1 C5 C6 | 10 | 20 | 30 |
| Aprendizaxe servizo | A5 B1 B2 B4 B5 B6 C1 C2 C5 C6 | 10 | 20 | 30 |
| Laboratory practice | A5 B1 B2 B4 B5 B6 C1 C2 C5 C6 | 6 | 6 | 12 |
| Problem solving | B1 B2 B4 B5 B6 C1 C2 C5 C6 | 18 | 18 | 36 |
| Mixed objective/subjective test | A5 B1 B2 B4 B5 B6 C1 C2 C5 C6 | 1 | 1 | 2 |
| Personalized attention | 4 | 0 | 4 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Guest lecture / keynote speech | Oral presentation complemented by the use of audiovisual media and the Introduction of some questions directed to the students, with the purpose of transmitting Knowledge and facilitate learning. |
| ICT practicals | It will be formulated the realization of a set of exercises in autocad. |
| Aprendizaxe servizo | Methodology that combines community service with learning in a single project, in which students are trained working on real needs of their environment in order to improve it. Students enrolled in the subject will be asked to participate in a service-learning activity with a collaborating entity. The student may choose between the service-learning activity or the assessable exercises of the practices through ICT, that is, this activity and the following are exclusive, so that students will only do one of them. The number of hours dedicated to this activity will therefore be the sum of the amount planned for each activity, that is, 20 hours of face-to-face work and 40 hours of autonomous work. |
| Laboratory practice | Problem solving. The realization of a set of exercises is proposed, which will be delivered weekly. |
| Problem solving | Problem solving. The realization of a set of exercises is proposed, which will be delivered weekly |
| Mixed objective/subjective test | A test is proposed at the end of the course, of an eminently practical nature, in which the criteria and skills acquired are reflected. The exercises for the evaluation will be applications of cases in which the answer must be expressed, mainly, in a graphic way. No partial evaluations are proposed, although systems may be established that allow the release of part of the matter. If the student follows the continuous evaluation it will not be necessary to perform the test. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Laboratory practice | A5 B1 B2 B4 B5 B6 C1 C2 C5 C6 | Descriptive geometry + industrial drawing + Tests In the modality of continuous evaluation several works and tests related to the topics of the program will be carried out |
20 |
| ICT practicals | A5 B1 B2 B4 B5 B6 C1 C5 C6 | Practices with autocad. Continuous evaluation and supervised jobs. |
7 |
| Mixed objective/subjective test | A5 B1 B2 B4 B5 B6 C1 C2 C5 C6 | The test will evaluate the acquisition of criteria, which is derived from an adequate assimilation of the acquired knowledge, as well as the attainment of the necessary skill for a correct graphic representation. His character will be eminently practical. The level of execution required will be the same as in the work carried out during the course. The student who with the continuous assessment modality has demonstrated that he has an adequate base will be exempt from this part. |
30 |
| Aprendizaxe servizo | A5 B1 B2 B4 B5 B6 C1 C2 C5 C6 | As mentioned in the planning section the activity "service-learning" and the activity "Practices through ICT" are exclusive, so students will choose between doing one or another activity, so that the grade corresponding will be the sum of the assigned to each activity, that is, 14% of the final grade. | 7 |
| Problem solving | B1 B2 B4 B5 B6 C1 C2 C5 C6 | Descriptive geometry + industrial drawing + Tests In the modality of continuous evaluation several works and tests related to the topics of the program will be carried out. |
36 |
| Assessment comments | |||
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1st call: the student who does not follow the 2nd call: the objective test will have a 100% Students with academic emption are exempt from continuous evaluation. On the first and second chance, they must do one test with a 100% rating. |
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| Sources of information |
| Basic |
Molero Vera, J. (2013). AutoCAD 2013: guía rápida. Barcelona : Inforbooks
Montaño La Cruz, F. (2015). AutoCAD 2015. Madrid: Anaya Multimedia
Rodríguez de Abajo , F.J.; Álvarez Bengoa, V (2003). Dibujo industrial. San Sebastián. Donostiarra
Chevalier, A. (2009). Dibujo industrial. Madrid : Limusa
AENOR (2000). Dibujo técnico. Normas básicas. Madrid. AENOR
Saldaña Albillos, Marcelino. (1992). Dibujo técnico: 60 ejercicios resueltos (típicos del 1er curso). Madrid :ETSII, Sección de Publicaciones
Gomis Martí, José María. (1993). Ejercicios de dibujo técnico "curvas y superficies". Valencia : Universidad Politécnica, Servicio de Publicaciones, D.L.
Defez García, Beatriz. (2010). Ejercicios de planos acotados en ingenieria. Valencia : Editorial de la UPV
Cobos Gutiérrez, C. (2003). Ejercicios de representación gráfica en ingeniería. Madrid : Tébar
Jiménez, I.; Calavera, C. (2011). Sistema Diédrico. Madrid: Paraninfo S.A. |
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| Complementary |
Rodríguez de Abajo, F.J. (1994). Curso de Dibujo Geométrico y de Croquización. San Sebastián. Donostiarra
González Vázquez, A.; Izquierdo Asensi, F.; Navarro de Zuvillaga, J. y Placencia Valero, J. (1983). Dibujo Técnico. Madrid, Anaya
Leiceaga, J. (1994). Normas básicas de dibujo técnico. Madrid. AENOR |
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Además de los textos que se indican, se proporcionan direcciones de páginas Web, elaboradas por otros docentes, que contienen material docente de utilidad, y son de acceso libre |
| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |
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In this subject, together with the acquisition of basic knowledge that allow to act with criteria, it is essential the personal exercise. This can not be replaced, nor the time needed to acquire the skill can be shortened. Therefore it is necessary to respect the time programmed for this activity. In fact, the number of hours indicated is the minimum that is considered essential. Given the importance of order and continuity in work, the teacher can be consulted on the approach and distribution of available time. Even though what is indicated below correspondsto the criteria of behaviour and attitude towards the issues raised by theprofessors in charge of this teaching during all the years in which we havetaught these courses, by legal imperative we are obliged to specifyspecifically, the following: "To help achieve a sustained immediateenvironment and meet the objective of action number 5:" Healthy andenvironmental and social teaching and research "of the" Green CampusFerrol Action Plan ": Thedelivery of the documentary works that are made in this matter: • Will be requested in virtual format and / orcomputer support • It will be done throughMoodle, in digital format without the need to print them • If it is necessary to make them on paper: - Plastics will not be used - Double-sided prints will bemade. - Recycled paper will be used. - Printing of drafts will beavoided. Further: • A sustainable use of resources and theprevention of negative impacts on the natural environment must be made. • The importance of ethical principles relatedto the values ??of sustainability in personal and professional behaviours mustbe taken into account. • Genderperspective is incorporated into the teaching of this subject (non-sexistlanguage will be used, bibliography of authors of both sexes will be used,intervention in class of students will be encouraged ...). • Work will be done to identify and modifyprejudices and sexist attitudes, and the environment will be influenced tomodify them and promote values ??of respect and equality. • Discrimination situations must bedetected and actions and measures will be proposed to correct them. • The full integration of students who, for physical, sensory, psychological or socio-cultural reasons, have difficulties in gaining adequate, equal and beneficial access to university life will be facilitated. |