Architectural Drafting
Auxiliary Views
Architectural Design
Lesson Plan
Performance Objective
Students will gain understanding of auxiliary views.
Specific Objectives
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Terms
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Identify auxiliary views in architectural projects
Demonstrate the projection of auxiliary views
Identify the need of auxiliary views
Describe auxiliary views in relation to architecture
Auxiliary- additional or supplementary
Projection- the representation of a line, figure, or solid on a given plane as it would be seen from a
particular direction
Inclined- deviating in direction from the horizontal or vertical; sloping
Surface- the complete boundary of a solid figure
Orthographic projection - representing a three-dimensional shape as two-dimensional.
Perpendicular – two geometric shapes or lines that meet at a right angle
Time
The lesson will take 25-30 minutes to complete. The Independent Practice can take anywhere from 25 minutes
to a few days, depending on teacher resources, project level, and time frame. Please refer to the
Extension/Enrichment section for further explanation.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Architectural Design
• 130.46 (c) Knowledge and skills
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(2) The student applies key cognitive skills and academic behaviors to the requirements of architectural
studies. The student is expected to:
(I) use descriptive geometry related to auxiliary views, revolutions, intersections, and piping
drawings.
Interdisciplinary Correlations
Physics
• 112.39 (c) Knowledge and skills
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions within and outside the classroom. The student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted theories to
make predictions and solve problems mathematically, including problems requiring
proportional reasoning and graphical vector addition.
Geometry
• 111.34 (b) Knowledge and skills
(6) Dimensionality and the geometry of location. The student analyzes the relationship between threedimensional geometric figures and related two-dimensional representations and uses these
representations to solve problems. The student is expected to:
(C) use orthographic and isometric views of three-dimensional geometric figures to represent
and construct three-dimensional geometric figures and solve problems.
Occupational Correlation (O*Net – www.onetonline.org)
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Architectural Project Manager, Principal, Design Architect
Tasks
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Consult with clients to determine functional or spatial requirements of structures.
Prepare scale drawings.
Plan layout of project.
Prepare information regarding design, structure specifications, materials, color, equipment, estimated
costs, or construction time.
Soft Skills
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Active Listening
Complex Problem Solving
Critical Thinking
Accommodations for Learning Differences
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It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate students with learning differences by referring to the files found on the Special Populations
page of this website (cte.unt.edu).
Preparation
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Understand that the project delivery and outcome will depend on teacher resources, material, and
equipment.
Review and familiarize yourself with the terminology, materials, and projecting auxiliary views.
Have equipment, materials, supplies, and documents ready for distribution prior to the start of
the lesson.
Find and display various examples of auxiliary views from web images, magazines, etc.
Decide if auxiliary view drawing is completed by drawing, drafting, or CAD (computer-aided design)
means and methods.
Prepare for this lesson to take 25-30 minutes. The Extension/Enrichment section of this lesson
contains some ideas that can extend the lesson. The extent of the time frame given can vary depending
on your needs and resources.
References
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Muller, Edward, Grau, Phillip A. (2008). Architectural drawing and light construction. Upper Saddle
River, New Jersey: Prentice Hall.
French, Thomas, Helsel, Jay (2002). Mechanical drawing: Board and CAD techniques. Westerville, Ohio:
Glencoe/McGraw-Hill.
Instructional Aids
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Reference Book
Sample auxiliary view images or drawings
Lesson Presentation
Instructor Computer/Projection Unit
Materials Needed
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Paper
Pens, pencils
Drawing paper (if needed)
Equipment Needed
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Drafting equipment (if needed)
Surface to hang drawings (if needed)
Digital camera or cell phones
Learner Preparation
1. Discuss safety rules for use of equipment and materials.
2. Discuss rubric for presentations.
3. Discuss expectations for drawings.
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Introduction
The main purpose of this lesson is to help students:
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Understand there are alternate views beyond orthographic projection (past)
Understand auxiliary views to find true size and true shape (present)
Recognize the need and use of auxiliary views for architectural projects (future)
− Show examples of auxiliary views for objects or from architecture. Allow students to ask questions and
discuss pictures if they are unclear or curious.
− Ask students if they have ever seen an object that has a slanted surface (example: the roof of a house).
− Tell students that when we create technical drawings for this type of object, you cannot tell the true
size or shape from using the typical views. You would need an alternate view, called an auxiliary view,
to see the true size and shape.
− Ask students if they understand surfaces and perpendicular projection.
− Tell students that the object would have different “surfaces,” and the inclined surface would be used
to create the auxiliary view. You would project the view perpendicular to the inclined surface. This
process takes a little practice, but once you understand it, the process becomes rather easy to utilize.
Outline
Outline (LSI Quadrant II)
Instructors can use the software presentation and slides in conjunction with the following outline.
MI
OUTLINE
NOTES TO INSTRUCTOR
I. Prior knowledge of orthographic projection
Begin discussion over
orthographic projection and
what it means to students.
II. Prior knowledge of auxiliary views
Begin discussion over
auxiliary views and what it
means to students.
III. Vocabulary and terms for auxiliary views
Use software presentation,
images, web, etc. to
introduce concept of
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auxiliary views.
IV. Demonstration projection of auxiliary views
V. Demonstrate proper use of tools, materials, and
equipment.
Demonstrate the projection
of auxiliary views. Use the
software projection or
sample images.
Demonstrate the tools,
materials, and equipment for
drafting or drawing.
Students will create an
auxiliary view drawing.
V. Independent Practice
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice (LSI Quadrant III)
1. Demonstrate how to create auxiliary views to students.
2. Model the proper techniques and safety for using the tools, materials, and equipment for students.
Independent Practice (LSI Quadrant III)
1. Have students create auxiliary view drawings.
Summary
Review (LSI Quadrants I and IV)
1. Have students present their auxiliary view drawings.
Evaluation
Informal Assessment (LSI Quadrant III)
Any and all of the following can be used as informal assessments:
• Spot check for vocabulary terms
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Check for progress on auxiliary view drawings
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Participation in auxiliary view drawings
Formal Assessment (LSI Quadrant III, IV)
• Auxiliary views drawings using grading rubric
Enrichment
Extension/Enrichment (LSI Quadrant IV)
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Have the students develop their own objects to project auxiliary views.
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Have students alter the scale and dimensions of the given auxiliary views.
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Have students develop auxiliary views from found objects on the web or magazines images.
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Architectural Drafting
Auxiliary Views
Handout
Concepts
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Auxiliary View
An auxiliary view is a view drawn at a right angle to an angled feature of the part. Auxiliary
views show the true size of an angled surface.
Vocabulary
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Auxiliary- additional or supplementary
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Projection- the representation of a line, figure, or solid on a given plane as it would be seen
from a particular direction
•
Inclined- deviating in direction from the horizontal or vertical; sloping
•
Surface- the complete boundary of a solid figure
•
Perpendicular – two geometric shapes or lines that meet at a right angle
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Orthographic projection – representing a three-dimensional shape as two-dimensional
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Architectural Drafting
Auxiliary Views
Test/Project
Auxiliary View Drawings
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Students will project an auxiliary view from a found or given object.
Scavenger Hunt
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Student will go on a scavenger hunt inside and outside of the school.
Student will find items a slant (i.e., roof, top of lockers, trash can).
Student will take a photo of the item and measure if possible. If the item is too difficult to
measure, an estimation can be used.
Student will print the photograph to be able to create the auxiliary view.
Student will submit the following:
o Photograph of item
o Initial layout of drawing (rough draft)
o Auxiliary Drawing
o A written 2 to 3 paragraph reflection about the process including appropriate vocabulary
words.
Test
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Students will be graded with the rubric and by teacher review.
Teacher Notes
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Teacher can determine the extent of the projects.
Teacher can determine if there is not enough time for a scavenger hunt and can provide the
students with objects to use.
Teacher can develop new objects for auxiliary projection or allow students to develop their
own.
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Rubric Template
Task Statement: Architectural Drafting
Task Assignment: Auxiliary Views
CriteriaConcepts/Skills to be
Assessed
Followed Directions
(Possible 4 Points)
Layout
(Possible 4 Points)
Auxiliary View
(Possible 4 Points)
Craftsmanship
(Possible 4 Points)
Reflection and
Vocabulary Usage
(Possible 4 Points)
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
2
Accomplished
3
Exemplary
4
Did not
demonstrate
understanding
and did not follow
directions for
lesson
Understood and
followed some
directions for
lesson
Understood and
followed most
directions for
lesson
Understood and
followed all
directions for
lesson
No preparation
for layout
Some preparation
for layout
Good layout of
drawing
Excellent layout of
drawing
Understanding of
auxiliary views is
not shown
Some
understanding of
auxiliary views is
shown
Mostly,
understanding of
auxiliary views is
shown
An accurate
understanding of
auxiliary views is
shown
Sloppy and
unclean
Some accurate
parts/ untidy
drawing
Mostly accurate/
mostly clean/
some incorrect
parts
Accurate and
clean
Did not use
proper vocabulary
Used some
vocabulary
Properly used
most vocabulary
Accurately and
thoroughly used
vocabulary
A = 20 – 17 Points
Total Points: 20
B = 16 – 13 Points
C = 12 – 9 Points
D = 8 – 5 Points
F = 4 – 1 Points
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Points
Earned