Drafting and Computer-Aided Design Main Menu

Core and Optional Modules

Module 23: Electronics (Optional)

Suggested Time: 3-5 hours	Level: Advanced
Prerequisite: Module 1 or 2

Foundational Objectives

To understand the representation of three-dimensional objects presented on a two-dimensional plane.
To become aware of the career opportunities that exists in the field of drafting.

Common Essential Learnings Foundational Objectives

To learn technical terms associated with electronics. (COM)

Note: other CELs may be emphasized here.

Learning Objectives Notes
23.1 To become familiar with the symbols used in electronics. (COM) Use examples of circuits or pictorial drawings of circuits to help understand the schematic representations.
23.2 To produce simple schematic drawings of an electronic circuit. (TL) Circuits made in an electronics class could be used as a model for drawing.
23.3 To use terminology in context. (COM) The actual circuit's purpose may be demonstrated if you have an example from an electronics class.

Module 24: Residential Design (Optional)

Suggested Time: 5-15 hours	Level: Advanced
Prerequisite: Module 13, 14, 15 and 16

Foundational Objectives

To understand the use and location of materials used in the construction of a typical house.
To be able to use and understand the terminology related to drafting.
To understand the representation of three-dimensional objects presented on a two-dimensional plane.
To become aware of the career opportunities that exist in the field of drafting.

Common Essential Learnings Foundational Objectives

To be aware of what constitutes good functional design. (CCT)
To increase an understanding of scale. (NUM)
To analyze specific residential needs and recognize that there are different solutions required to complete drafting assignments. (CCT)

Note: other CELs may be emphasized here.

Learning Objectives Notes
24.1 To understand the elements and principles of residential design. (TL, CCT) It is useful if the students have certain criteria that have to be followed, such as maximum square footage, number of bedrooms etc. The final design must also be within the student's ability to draw both plans and elevations.

For additional information refer to Modules 1 and 2 in the Design Studies 10, 20 Curriculum Guide.
24.2 To divide up a home into zones within a living space; living, sleeping and service. (NUM) Discuss how kitchen and bathroom design are a very important part of residential design. (CCT)

For additional information refer to Module 3 in the Housing 30 Curriculum Guide.
24.3 To understand how the family needs can influence housing design. Family makeup can influence design. A family composed of two working adults will have different needs than a family with young children. (CCT)

For additional information see Module 1 in the Housing 30 Curriculum Guide.
24.4 To understand how traffic patterns affect the design. Discuss work and traffic patterns. (CCT)
24.5 To coordinate exterior design with the interior design. (CCT) Discuss the different exterior styles. Refer to Module 5 in the Housing 30 Curriculum Guide for more information.

Take students on a field trip to newer and older residential areas to study exterior design and/or a field trip to a show home to see contemporary interior design.

Discuss ways that exterior design can compliment the interior design of the home.

Discuss how building materials affect design.

Students can begin by sketching the home where they live.

Plumbing fixtures should be in the same part of the house for reasons of economy.

Keep the activity simple and avoid grandiose indoor pools, hot tubs, etc.
24.6 To discuss orientation of the house on the lot. Discuss orientation on the lot as a design consideration. A house with western exposure may necessitate placing the bedrooms on the east to prevent evening heating etc. A pie shaped lot may result in a very large or small rear yard, etc.

Refer to Module 3 in the Housing 30 Curriculum Guide.
24.7 To produce sketches to describe a personal design. (TL, CCT, NUM) Refer to Modules 6, 9, and 10 from the Housing 30 Curriculum Guide.

	Learning Objectives	Notes
23.1	To become familiar with the symbols used in electronics. (COM)	Use examples of circuits or pictorial drawings of circuits to help understand the schematic representations.
23.2	To produce simple schematic drawings of an electronic circuit. (TL)	Circuits made in an electronics class could be used as a model for drawing.
23.3	To use terminology in context. (COM)	The actual circuit's purpose may be demonstrated if you have an example from an electronics class.

	Learning Objectives	Notes
24.1	To understand the elements and principles of residential design. (TL, CCT)	It is useful if the students have certain criteria that have to be followed, such as maximum square footage, number of bedrooms etc. The final design must also be within the student's ability to draw both plans and elevations. For additional information refer to Modules 1 and 2 in the Design Studies 10, 20 Curriculum Guide.
24.2	To divide up a home into zones within a living space; living, sleeping and service. (NUM)	Discuss how kitchen and bathroom design are a very important part of residential design. (CCT) For additional information refer to Module 3 in the Housing 30 Curriculum Guide.
24.3	To understand how the family needs can influence housing design.	Family makeup can influence design. A family composed of two working adults will have different needs than a family with young children. (CCT) For additional information see Module 1 in the Housing 30 Curriculum Guide.
24.4	To understand how traffic patterns affect the design.	Discuss work and traffic patterns. (CCT)
24.5	To coordinate exterior design with the interior design. (CCT)	Discuss the different exterior styles. Refer to Module 5 in the Housing 30 Curriculum Guide for more information. Take students on a field trip to newer and older residential areas to study exterior design and/or a field trip to a show home to see contemporary interior design. Discuss ways that exterior design can compliment the interior design of the home. Discuss how building materials affect design. Students can begin by sketching the home where they live. Plumbing fixtures should be in the same part of the house for reasons of economy. Keep the activity simple and avoid grandiose indoor pools, hot tubs, etc.
24.6	To discuss orientation of the house on the lot.	Discuss orientation on the lot as a design consideration. A house with western exposure may necessitate placing the bedrooms on the east to prevent evening heating etc. A pie shaped lot may result in a very large or small rear yard, etc. Refer to Module 3 in the Housing 30 Curriculum Guide.
24.7	To produce sketches to describe a personal design. (TL, CCT, NUM)	Refer to Modules 6, 9, and 10 from the Housing 30 Curriculum Guide.