Drafting and Computer-Aided Design Main Menu

Core and Optional Modules

Module 1: Computer-Aided Drafting Basics (Core if Module 2 is not selected)

Suggested Time: 10-20 hours	Level: Introductory
Prerequisite: none

Foundational Objectives

To learn the basic functions of Computer-Aided Drafting (CAD) software.
To maintain a high standard of quality for drawings produced.

Common Essential Learnings Foundational Objectives

To use computer software to produce drawings. (TL)
To produce drawings to scale. (NUM)

Note: other CELs may be emphasized here.

Learning Objectives Notes
1.1 To create CAD files and draw basic elements in the file. (TL) Provide a step by step procedure to create the CAD file.

Start by drawing the fundamental elements - lines, circles, arcs, curves, and polygons. The size of the elements is not important at the start.

Locating the tools and understanding how to use them is done through repeating the use of these tools.
1.2 To manipulate elements in the CAD file. (TL) Demonstrate locating and using some of the manipulation tools such as: move, delete, copy, copy parallel/offset, rotate, mirror and extend lines. Exercises that repeat the use of these tools help students remember.
1.3 To use the various view controls. Have the students examine a large detailed drawing, making them find various things on the drawing using the zoom in, zoom out, window area and pan tools.
1.4 To draw elements in the design file with different symbols. (TL) Have the students draw elements with different colors, line styles, and line weights.

Have students change the colors, line styles/types and weights of existing elements.
1.5 To draw elements on different levels or layers. (TL) Students should draw elements on different levels/layers and then turn the levels/layers off and on.

Designate certain types of lines to certain levels. E.g. object lines - level one and center lines - level two.
1.6 To draw objects to an exact size. (NUM) Students should understand that in computer assisted drafting everything is drawn to its actual size.

Demonstrate this by drawing something very small and something large in the same file.

Start with basic elements: lines, arcs, circles, and rectangles and then combine these elements to create simple shapes.
1.7 To draw a title block. It is useful to provide a step by step procedure for students to follow to make sure each student has the same title block.

It is important that this title block is correct because it will be used for all of the students' drawings.

Usually two sizes of title blocks are required: A4 (210 by 297 millimeters) (8 ½" x 11") and A3 (297 by 420 millimeters) (11" x 17"). As an alternative, a file containing a drawn title block could be given to each student.
1.8 To print drawings. (TL) Students should be able to print to the various printers and/or plotters that are in the CAD lab.

Students should understand that the scale in the title block determines the scale of the plotted drawing.

Plot a few drawings at different scales 1:1, 1:2 and 1:5.

Centering the shape in the title block will help when the student has to lay out multi-view drawings in the future.

After the students have plotted several drawings at different scales, you can use these as examples to measure with different scales.

1.9 To use a scale to measure printed drawings. (NUM) Students should be most familiar with the metric scale, but the architectural and engineers scale should also be introduced.
1.10 To use terminology in context. (COM) Define terms such as: perpendicular, parallel, tangent, radius, and diameter.

Module 2: Basic Manual Drafting Tools and Procedures (Core if Module 1 is not selected)

Suggested Time: 10-15 hours	Level: Introductory
Prerequisite: none

Foundational Objectives

To use the basic manual tools traditionally used to produce drawings.
To appreciate the concept of scale and proportion.
To maintain a high standard of quality for drawings produced.

Common Essential Learnings Foundational Objectives

To use technical language to facilitate discussion of drawings. (COM)
To explore technical skills to develop a drawing. (TL)
To use numeracy skills to meet the demands of a specific task in drafting. (NUM)

Note: other CELs may be emphasized here.

Learning Objectives Notes
2.1 To use a T-square, pencil, and triangle set squares. (TL) A drafting machine, arm or parallel rule may be substituted.

Begin with how to place the drawing paper on the drawing board or desk.

Be sure to explain that the T-square is placed with its head to the left for persons who are right handed, and to the right for persons who are left handed.

Use tape to hold the paper in place. Avoid the use of tacks or staples.

Explain pencil hardness and line weight, e.g. 4H, 2H, H, HB, 2B.
2.2 To use a scale to measure. (NUM) Explain the use of the triangle set squares and that the T-square is never placed at the top or bottom to draw vertical lines.

Have students draw a horizontal line and then lines at 15° increments.

Introduce the concept of scale. (NUM)

Show the students a variety of scales such as: metric, imperial, Engineers and Architectural. (COM)

Explain that the scale is used to measure. It is never used to draw a line except with drafting arms or machines.
2.3 To complete a title block. Demonstrate lettering guidelines. You may wish to use a lettering guide template.

You may want to have students practise some lettering.
2.4 To draw objects to an exact size. Have students complete drawings of the front aide and top views of several simple blocks.

Use model blocks if possible. Avoid blocks that require hidden lines or curves.

	Learning Objectives	Notes
1.1	To create CAD files and draw basic elements in the file. (TL)	Provide a step by step procedure to create the CAD file. Start by drawing the fundamental elements - lines, circles, arcs, curves, and polygons. The size of the elements is not important at the start. Locating the tools and understanding how to use them is done through repeating the use of these tools.
1.2	To manipulate elements in the CAD file. (TL)	Demonstrate locating and using some of the manipulation tools such as: move, delete, copy, copy parallel/offset, rotate, mirror and extend lines. Exercises that repeat the use of these tools help students remember.
1.3	To use the various view controls.	Have the students examine a large detailed drawing, making them find various things on the drawing using the zoom in, zoom out, window area and pan tools.
1.4	To draw elements in the design file with different symbols. (TL)	Have the students draw elements with different colors, line styles, and line weights. Have students change the colors, line styles/types and weights of existing elements.
1.5	To draw elements on different levels or layers. (TL)	Students should draw elements on different levels/layers and then turn the levels/layers off and on. Designate certain types of lines to certain levels. E.g. object lines - level one and center lines - level two.
1.6	To draw objects to an exact size. (NUM)	Students should understand that in computer assisted drafting everything is drawn to its actual size. Demonstrate this by drawing something very small and something large in the same file. Start with basic elements: lines, arcs, circles, and rectangles and then combine these elements to create simple shapes.
1.7	To draw a title block.	It is useful to provide a step by step procedure for students to follow to make sure each student has the same title block. It is important that this title block is correct because it will be used for all of the students' drawings. Usually two sizes of title blocks are required: A4 (210 by 297 millimeters) (8 ½" x 11") and A3 (297 by 420 millimeters) (11" x 17"). As an alternative, a file containing a drawn title block could be given to each student.
1.8	To print drawings. (TL)	Students should be able to print to the various printers and/or plotters that are in the CAD lab. Students should understand that the scale in the title block determines the scale of the plotted drawing. Plot a few drawings at different scales 1:1, 1:2 and 1:5. Centering the shape in the title block will help when the student has to lay out multi-view drawings in the future. After the students have plotted several drawings at different scales, you can use these as examples to measure with different scales.
1.9	To use a scale to measure printed drawings. (NUM)	Students should be most familiar with the metric scale, but the architectural and engineers scale should also be introduced.
1.10	To use terminology in context. (COM)	Define terms such as: perpendicular, parallel, tangent, radius, and diameter.

	Learning Objectives	Notes
2.1	To use a T-square, pencil, and triangle set squares. (TL)	A drafting machine, arm or parallel rule may be substituted. Begin with how to place the drawing paper on the drawing board or desk. Be sure to explain that the T-square is placed with its head to the left for persons who are right handed, and to the right for persons who are left handed. Use tape to hold the paper in place. Avoid the use of tacks or staples. Explain pencil hardness and line weight, e.g. 4H, 2H, H, HB, 2B.
2.2	To use a scale to measure. (NUM)	Explain the use of the triangle set squares and that the T-square is never placed at the top or bottom to draw vertical lines. Have students draw a horizontal line and then lines at 15° increments. Introduce the concept of scale. (NUM) Show the students a variety of scales such as: metric, imperial, Engineers and Architectural. (COM) Explain that the scale is used to measure. It is never used to draw a line except with drafting arms or machines.
2.3	To complete a title block.	Demonstrate lettering guidelines. You may wish to use a lettering guide template. You may want to have students practise some lettering.
2.4	To draw objects to an exact size.	Have students complete drawings of the front aide and top views of several simple blocks. Use model blocks if possible. Avoid blocks that require hidden lines or curves.