Drafting and Computer-Aided Design Main Menu

Core and Optional Modules

Module 17: Intermediate 3D CAD (Optional)

Suggested Time: 10-20 hours	Level: Intermediate
Prerequisite: Module 8

Foundational Objectives

To create drawings of basic objects in a three dimensional (3D) environment.
To maintain a high standard of quality for drawings produced.

Common Essential Learnings Foundational Objectives

To use computer software to produce 3D models. (TL)
To learn technical terms associated with 3D models. (COM)

Note: other CELs may be emphasized here.

Learning Objectives Notes
17.1 To produce models in a 3D CAD environment. (TL, NUM) Introduce the more advanced tools in order to create more complex models.

Explore models created using revolutions.

Discuss 3D surfaces and 3D solids.
17.2 To add materials to the objects in the 3D CAD environment. (CCT) Counterbored and countersunk holes may be added to the models.
17.3 To add lighting to the 3D CAD environment. Demonstrate the steps involved when adding materials to the models.

Demonstrate the steps involved when adding lighting to the models.

Examples of different types and placements of lights can be explored.
17.4 To print the rendered image of the models. (TL)
17.5 To maintain a portfolio of completed drawings.

Module 18A, B: Work Study Preparation and Follow-up Activities (Optional)

This module is used to prepare students for work study placement. Foundational Objectives include pre-placement information, preparation for interviews, and expectations for the workplace experience.

Suggested Time: 5-10 hours Level: Intermediate and Advanced

Foundational Objectives

To be aware of the careers and opportunities in the field of drafting that exist in Saskatchewan and other provinces.
To integrate classroom learning with work-related learning.
To increase awareness of employability skills as they relate to the work environment.

Common Essential Learnings Foundational Objectives

To foster an effective use of communication skills in the workplace. (COM)
To engage in a work study experience and develop entry level workplace skills that may lead to sustainable employment. (PSVS)
To expand career research beyond the classroom setting. (IL)

Note: other CELs may be emphasized here.

Learning Objectives Notes
18.1 To become aware of the expectations of each of the partners in the work study component. (PSVS) In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner.

Refer to Guidelines for Work Study, a section of the Practical and Applied Arts (PAA) Handbook (Draft 2000) for the expectations of business, student, teacher monitor, and school.
18.2 To determine factors that would affect the student contribution in the workplace. (CCT) The students may formulate a list of what they can bring to the workplace and how each may impact on their jobs.

school subjects
Past experiences
self-concept and personality
needs, values and interests
knwoledge, skills and attitudes
career goals and plans

Ask students to do a self-assessment of skills using the influences in the above list as a guide. Students should identify strengths they can offer community partners. Try to incorporate the value of communication and teamwork in the discussion.
18.3 To foster an awareness of building good communication in the workplace. (COM) Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions, and resolving conflict. With the use of case studies, divide the students into groups and role play to show how effective use of communication can resolve conflict on the job.
18.4 To develop a resumé that may be forwarded to a potential employer. The student will develop a resumé using the correct format. (IL)

The resumé may be used to introduce the student to the employer of a workplace site prior to an interview. Teachers are encouraged to work with other staff members to ensure resumé preparation is taught. Resumé writing is suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30, and Career and Work Exploration 20.

Students should save the resumé on a computer disk and update it, as changes need to be made and references are added.
Learning Objectives Notes
18.5 To determine student guidelines in preparation for an interview. (COM) Through class or small group discussions, students may list guidelines for an interview. The instructor may add missing items to the list.

Outline and describe the three stages of an interview. Point out to the students at what stage of the interview each of the guidelines previously discussed will be used.

The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done.

The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the resumé and other matters relating to the job.

The parting provides closure to the interview and may be just as important as the greeting. Explain how this may be done.

Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview.
18.6 To discuss the post interview. After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages above as points for discussion.
18.7 To develop a procedural guide for the work site. Discuss the following work site items with students.

trasportation
hours of work
absence and tardiness
procedures for conflict resolution
role of the student, teacher and workplace supervisor
dress code
job description
school and employer expectations

18.8 To relate feedback from the work placement. Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it.

Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement.

Ensure that students understand these guidelines by asking students to describe each of these items.

Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and WHMIS. Use the Career and Work Exploration Curriculum Guide, the PAA Handbook, the Saskatchewan Labour website (http://www.readyforwork.sk.ca), and other recommended resources.

	Learning Objectives	Notes
17.1	To produce models in a 3D CAD environment. (TL, NUM)	Introduce the more advanced tools in order to create more complex models. Explore models created using revolutions. Discuss 3D surfaces and 3D solids.
17.2	To add materials to the objects in the 3D CAD environment. (CCT)	Counterbored and countersunk holes may be added to the models.
17.3	To add lighting to the 3D CAD environment.	Demonstrate the steps involved when adding materials to the models. Demonstrate the steps involved when adding lighting to the models. Examples of different types and placements of lights can be explored.
17.4	To print the rendered image of the models. (TL)
17.5	To maintain a portfolio of completed drawings.

	Learning Objectives	Notes
18.1	To become aware of the expectations of each of the partners in the work study component. (PSVS)	In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner. Refer to Guidelines for Work Study, a section of the Practical and Applied Arts (PAA) Handbook (Draft 2000) for the expectations of business, student, teacher monitor, and school.
18.2	To determine factors that would affect the student contribution in the workplace. (CCT)	The students may formulate a list of what they can bring to the workplace and how each may impact on their jobs. school subjects Past experiences self-concept and personality needs, values and interests knwoledge, skills and attitudes career goals and plans Ask students to do a self-assessment of skills using the influences in the above list as a guide. Students should identify strengths they can offer community partners. Try to incorporate the value of communication and teamwork in the discussion.
18.3	To foster an awareness of building good communication in the workplace. (COM)	Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions, and resolving conflict. With the use of case studies, divide the students into groups and role play to show how effective use of communication can resolve conflict on the job.
18.4	To develop a resumé that may be forwarded to a potential employer.	The student will develop a resumé using the correct format. (IL) The resumé may be used to introduce the student to the employer of a workplace site prior to an interview. Teachers are encouraged to work with other staff members to ensure resumé preparation is taught. Resumé writing is suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30, and Career and Work Exploration 20. Students should save the resumé on a computer disk and update it, as changes need to be made and references are added.
	Learning Objectives	Notes
18.5	To determine student guidelines in preparation for an interview. (COM)	Through class or small group discussions, students may list guidelines for an interview. The instructor may add missing items to the list. Outline and describe the three stages of an interview. Point out to the students at what stage of the interview each of the guidelines previously discussed will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the resumé and other matters relating to the job. The parting provides closure to the interview and may be just as important as the greeting. Explain how this may be done. Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview.
18.6	To discuss the post interview.	After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages above as points for discussion.
18.7	To develop a procedural guide for the work site.	Discuss the following work site items with students. trasportation hours of work absence and tardiness procedures for conflict resolution role of the student, teacher and workplace supervisor dress code job description school and employer expectations
18.8	To relate feedback from the work placement.	Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Ensure that students understand these guidelines by asking students to describe each of these items. Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and WHMIS. Use the Career and Work Exploration Curriculum Guide, the PAA Handbook, the Saskatchewan Labour website (http://www.readyforwork.sk.ca), and other recommended resources.