CONVENTIONAL REPRESENTATION OF THREADED FASTENER PARTS IN DRAWINGS AND DEVELOPMENT OF RELATED GRAPHIC TASKS

Abstract

This article examines the problem of effectively teaching students and learners the rules for conventional representation of threaded fastener parts (bolt, nut, stud, screw) in drawings, and the development of graphic tasks on this topic. The study involved first-year students (n=214) from three higher educational institutions in Tashkent and was carried out over a two-semester observation period. The experimental group was taught using a Staged Graphic Task Set (SGTS) based on GOST 2.311-68; the control group used traditional textbooks and chalkboard exercises. According to the results of the final graphic dictation and variant assignments, the average score of students in the experimental group was 18.7% higher (p<0.01, Cohen's d=1.34). Analysis of the composition of graphic errors showed that the most common errors fall into four types: incorrect representation of thread diameters with line types, violation of the precedence rule in assembled views, omission of the thread boundary, and deviation from standard designation in marking. The article proposes a staged graphic task system aimed at eliminating these errors.