Drafting and Computer-Aided Design Main Menu

Core and Optional Modules

Module 7: Sectional Views (Core)

Suggested Time: 10-15 hours	Level: Introductory
Prerequisite: Module 1 or 2

Foundational Objectives

To be able to describe shape in a multi-view drawing.
To maintain a high standard of quality for drawings produced.

Common Essential Learnings Foundational Objectives

To learn terminology used in the drafting industry and use said terminology in context. (COM)
To use appropriate scale ratios when producing drawings. (NUM)

Note: other CELs may be emphasized here.

Learning Objectives Notes
7.1 To discuss the purpose of sectional views. Models are useful to show what the interior of some objects looks like by cutting away part of the object. (NUM)

Hidden lines can become confusing when the drawing is complicated. Provide several examples when discussing hidden lines.
7.2 To produce sectional drawings. (NUM) Start with full sections.

Keep the objects simple.

Use some objects that have ribs and webs.

Introduce the symbols for cutting plane lines and section lines. (COM)
7.3 To produce several types of sectional drawings. Explore the methods used to hatch or pattern an area.

A model is useful to help show which areas need to be hatched.

Have students complete at least one full section, half section, and offset section. (COM)

Other types of sections can be done, if time allows.

Module 8: Basic 3D CAD (Optional)

Suggested Time: 5-10 hours	Level: Introductory
Prerequisite: Module 1

Foundational Objectives

To create drawings of basic objects in a three dimensional (3D) environment.
To learn the basic functions of Computer-Aided Drafting (CAD) software.

Common Essential Learnings Foundational Objectives

To understand and use standard drawing protocols when producing 3D drawings. (TL)
To use the concept of scale while producing drawings. (NUM)

Note: other CELs may be emphasized here.

Learning Objectives Notes
8.1 To create a 3D file. Students should understand the difference between a 3D file and a 2D file when using CAD software.

When working with 3D CAD software, it is better to think of it as building the object. (TL)

The steps to create a 3D file will vary depending on the program used.
8.2 To produce a slab or a block in a 3D file. (TL, NUM) Start with a simple block or slab.
8.3 To create holes in the slab or block. Then progress to objects with holes, protrusions and cuts. Keep the objects simple.
8.4 To create protrusions and cut on the slab or block. Producing drawings of the same objects used in the multi-view module and the pictorial module helps students understand the differences between the three methods of representation. (NUM)

	Learning Objectives	Notes
7.1	To discuss the purpose of sectional views.	Models are useful to show what the interior of some objects looks like by cutting away part of the object. (NUM) Hidden lines can become confusing when the drawing is complicated. Provide several examples when discussing hidden lines.
7.2	To produce sectional drawings. (NUM)	Start with full sections. Keep the objects simple. Use some objects that have ribs and webs. Introduce the symbols for cutting plane lines and section lines. (COM)
7.3	To produce several types of sectional drawings.	Explore the methods used to hatch or pattern an area. A model is useful to help show which areas need to be hatched. Have students complete at least one full section, half section, and offset section. (COM) Other types of sections can be done, if time allows.

	Learning Objectives	Notes
8.1	To create a 3D file.	Students should understand the difference between a 3D file and a 2D file when using CAD software. When working with 3D CAD software, it is better to think of it as building the object. (TL) The steps to create a 3D file will vary depending on the program used.
8.2	To produce a slab or a block in a 3D file. (TL, NUM)	Start with a simple block or slab.
8.3	To create holes in the slab or block.	Then progress to objects with holes, protrusions and cuts. Keep the objects simple.
8.4	To create protrusions and cut on the slab or block.	Producing drawings of the same objects used in the multi-view module and the pictorial module helps students understand the differences between the three methods of representation. (NUM)