Author(s)

Shengluo Yang ¹, Wenbo Zhu ¹

Affiliation(s)

¹ School of Mechanical Engineering, University of Shanghai for Science and Technology, Shanghai, 200093, China

Corresponding Author

Shengluo Yang

ABSTRACT

Assembly drawing is a central component of Engineering Drawing education because it requires students to connect spatial cognition, structural analysis, standardized graphical expression, dimensioning, annotation, and engineering communication. Yet conventional instruction often depends on simplified textbook assemblies, which may not prepare students to interpret complex engineering equipment or to understand the documentation needs of manufacturing, assembly, and inspection. This paper proposes a concise, standards-based instructional design for teaching assembly drawing through a large hydraulic turbine runner. The runner contains blades, an upper crown, a lower ring, rotational geometry, curved surfaces, and fit-critical interfaces; therefore, it is suitable for teaching view selection, sectional representation, local enlarged views, item numbering, parts-list completion, assembly dimensions, installation dimensions, and technical requirements. The teaching framework integrates case-based learning, project-based tasks, and rubric-based assessment. Students are guided to analyze assembly relations, choose views according to communicative function, apply standard sectioning rules, complete necessary annotations, and evaluate drawing quality using explicit criteria. The proposed design turns a complex hydropower component into a teachable assembly-drawing project and offers a transferable model for improving students' engineering graphics competence.

KEYWORDS

Engineering Drawing, Assembly Drawing, Dimensioning, Case-Based Learning, Engineering Graphics Education

CITE THIS PAPER

Shengluo Yang, Wenbo Zhu. A Standards-Based Instructional Design for Assembly Drawing in Engineering Drawing: A Hydraulic Turbine Runner Case. Curriculum and Teaching Methodology (2026). Vol. 9, No. 3, 92-99. DOI: http://dx.doi.org/10.23977/curtm.2026.090312.

REFERENCES

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[6] Spangenberger, P., Matthes, N., Kapp, F., Kruse, L. and Plass, J.L. (2025) Orchestrating iVR Technology in an Authentic Classroom Setting and Its Effects on Factual Knowledge, Comprehension and Transfer. Educational Technology Research and Development, 73, 387-413.
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