Drafting and Computer-Aided Design Main Menu

Core and Optional Modules

Module 3: Sketching and Freehand Drawing Fundamentals (Optional)

Suggested Time: 5-15 hours	Level: Introductory
Prerequisite: none

Foundational Objectives

To manually sketch drawings of manufactured forms.
To maintain a high standard of quality for drawings produced.

Common Essential Learnings Foundational Objectives

To strengthen the students understanding of drafting through applying the use of geometric figures and straight lines. (NUM)
To touch and manipulate a variety of materials first hand so that students may make comparisons and evaluations. (CCT)

Note: other CELs may be emphasized here.

Learning Objectives Notes
3.1 To draw simple geometric figures with two and three dimensions made with straight lines. Work with familiar shapes of blocks progressing to more difficult blocks with cutouts. Stress accuracy and neatness so images will be recognizable and demonstrate a sense of proportion and scale. (NUM)
3.2 To sketch objects freehand that have two and three dimensions that do not have square edges. (CCT) Students should be encouraged to practise their sketching outside of the classroom. Sketching skills can only be developed through practice.
3.3 To sketch multi-view drawings of geometric forms. (NUM) Graph paper may be used to help students with their sketches, e.g., isometric grid paper for the isometric sketches and regular graph paper for the multi-view sketches. Drawing on the back of the graph paper works well. Initially, it may be helpful to provide students with models to work from, to draw their sketches.
3.4 To sketch isometric drawings of geometric forms. Sketching can be worked into other modules by having students provide sketches of the objects before they start the final drawing on the computer.
3.5 To sketch a manufactured form. Choose a manufactured item that has painted or polished surfaces that reflect light and create highlights. Items such as bicycle derailers, a cutaway model of a transmission or a kitchen utensil are good choices for subject matter.

Teachers may wish to use professionals from the community as a resource; (e.g., architects, illustrators, software designers, drafting designers, sign writers). Seeing examples of professional sketches reinforces that sketching and drawing are important employability skills.

Module 4: Multi-view Drawings (Core)

Suggested Time: 20-25 hours	Level: Introductory
Prerequisite: Module 1 or 2

Foundational Objectives

To understand the representation of three-dimensional objects presented on a two- dimensional plane.
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 the language and terms specific to the drafting of drawings. (COM)
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
4.1 To create a multi-view drawing using orthographic projection. (TL, CCT) Students should understand that drafting is a means of communicating. Therefore, it must be done neatly and clearly. (TL)

Start with simple objects that only require object lines. It is useful to have models of the object that students can look at and hold.

The importance of position and alignment of the views should be emphasized.

Next, introduce objects with hidden lines. The purpose of levels, weights, styles, and colors can be explored.

An object with holes can be used to introduce center lines. Counterbored and countersunk holes can be introduced.
4.2 To be able to explain third-angle projection drawing. Different methods to transfer details from top and side view can be explored. (CCT)

Using a model inside a glass box helps students understand the concept of orthographic projection. (COM)

Discuss what countries use third-angle/first-angle projection.
4.3 To lay out a drawing. It is useful to give the students a formula to calculate the spaces between the views. (NUM)

Students should understand that placement of the title block at different scales determines the scale of the plotted drawing.

Students should be able to lay out a drawing with two or three views.

	Learning Objectives	Notes
3.1	To draw simple geometric figures with two and three dimensions made with straight lines.	Work with familiar shapes of blocks progressing to more difficult blocks with cutouts. Stress accuracy and neatness so images will be recognizable and demonstrate a sense of proportion and scale. (NUM)
3.2	To sketch objects freehand that have two and three dimensions that do not have square edges. (CCT)	Students should be encouraged to practise their sketching outside of the classroom. Sketching skills can only be developed through practice.
3.3	To sketch multi-view drawings of geometric forms. (NUM)	Graph paper may be used to help students with their sketches, e.g., isometric grid paper for the isometric sketches and regular graph paper for the multi-view sketches. Drawing on the back of the graph paper works well. Initially, it may be helpful to provide students with models to work from, to draw their sketches.
3.4	To sketch isometric drawings of geometric forms.	Sketching can be worked into other modules by having students provide sketches of the objects before they start the final drawing on the computer.
3.5	To sketch a manufactured form.	Choose a manufactured item that has painted or polished surfaces that reflect light and create highlights. Items such as bicycle derailers, a cutaway model of a transmission or a kitchen utensil are good choices for subject matter. Teachers may wish to use professionals from the community as a resource; (e.g., architects, illustrators, software designers, drafting designers, sign writers). Seeing examples of professional sketches reinforces that sketching and drawing are important employability skills.

	Learning Objectives	Notes
4.1	To create a multi-view drawing using orthographic projection. (TL, CCT)	Students should understand that drafting is a means of communicating. Therefore, it must be done neatly and clearly. (TL) Start with simple objects that only require object lines. It is useful to have models of the object that students can look at and hold. The importance of position and alignment of the views should be emphasized. Next, introduce objects with hidden lines. The purpose of levels, weights, styles, and colors can be explored. An object with holes can be used to introduce center lines. Counterbored and countersunk holes can be introduced.
4.2	To be able to explain third-angle projection drawing.	Different methods to transfer details from top and side view can be explored. (CCT) Using a model inside a glass box helps students understand the concept of orthographic projection. (COM) Discuss what countries use third-angle/first-angle projection.
4.3	To lay out a drawing.	It is useful to give the students a formula to calculate the spaces between the views. (NUM) Students should understand that placement of the title block at different scales determines the scale of the plotted drawing. Students should be able to lay out a drawing with two or three views.