Architecture CAD
Architectural CAD Geometry
Architectural Design
Lesson Plan
Performance Objective
Students will draw geometric shapes in a CAD (Computer-Aided Design) environment.
Specific Objectives
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Terms
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Demonstrate the use of commands within a CAD environment
Demonstrate the terms of CAD
Demonstrate CAD file organization
Identify the need of CAD for geometric construction
Describe the process of manipulating drawing elements within a CAD environment
Geometry- the branch of mathematics that deals with the deduction of the properties, measurement,
and relationships of points, lines, angles, and figures in space from their defining conditions by means
of certain assumed properties of space
Crosshairs- the cursor used for selection
Line- the command used to create a line
Cut/Trim- the command used to “delete” a portion of a line
Erase/Delete- the command used to remove an object or objects from a drawing
Rotate/Turn- the command used to alter the angle of an object’s position in the plane
Copy- the ability to replicate a drawing element
Time
The lesson will take 25-30 minutes to complete. The independent practice can take anywhere from 45 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.
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1
Architectural Design
• 130.46 (c) Knowledge and skills
(6) The student applies the concepts and skills of the profession to simulated or actual work situations.
The student is expected to:
(B) construct points, lines, and other geometric forms using accepted computer-aided design
methods; and
(E) use a computer system to create and modify architectural drawings.
Interdisciplinary Correlations
Environmental Systems
• 112.37 (c) Knowledge and skills
(2) Scientific processes. The student uses scientific methods and equipment during laboratory and
field investigations. The student is expected to:
(H) use a wide variety of additional course apparatuses, equipment, techniques, materials, and
procedures as appropriate such as air quality testing devices, cameras, flow meters, Global
Positioning System (GPS) units, Geographic Information System (GIS) software, computer
models, densitometers, clinometers, and field journals.
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:
(A) describe and draw the intersection of a given plane with various three-dimensional
geometric figures;
(B) use nets to represent and construct three-dimensional geometric figures; and
(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: Architectural Drafters
O*Net Number: 17-3011.01
Reported Job Titles: Architectural Intern, Project Manager, Architectural Draftsman, CAD Technician
Tasks
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Operate computer-aided design (CAD) equipment or conventional drafting station to produce designs,
working drawings, charts forms, and records.
Draw rough and detailed scale plans for foundations, buildings and structures, based on preliminary
concepts, sketches, engineering calculations, specification sheets, and other data.
Lay out and plan interior room arrangements for commercial buildings using computer-aided design
(CAD) equipment and software.
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Determine procedures and instructions to be followed, according to design specifications and quantity
of required materials.
Soft Skills: Active Listening, Complex Problem Solving, Critical Thinking
Accommodations for Learning Differences
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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Important- This lesson assumes you have access to a functioning computer lab with CAD software and
the ability to print CAD files.
Important- This lesson assumes that students have a basic introduction to CAD.
Important- You may have to manipulate the given CAD file to fit your standards for class.
Review and familiarize yourself with the terminology, equipment, computers, CAD software, and
presentation software.
Have computer lab ready for student use.
Test and prepare CAD software.
Have equipment, materials, supplies, and documents ready for distribution prior to the start of
the lesson.
Evaluate available resources and determine the final submittal format of the drawings. This could be
electronic/digital, print out or visual verification.
Determine how the files will be stored if you want students to keep CAD drawing files.
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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Shumaker, T. M., Madsen, D. A., & Madsen, D. P. (2012). AutoCAD and its applications basics 2013.
Hoboken, NJ: Goodheart-Willcox.
French, Thomas, Helsel, Jay (2002). Mechanical Drawing: Board and CAD Techniques. Westerville, Ohio:
Glencoe/McGraw-Hill.
Instructional Aids
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Reference Books
Sample CAD drawings and images
Lesson Software Presentation
Projection/Control software for computer lab
Instructor Computer/Projection Unit
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Materials Needed
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Paper
Pens/ Pencils
Presentation boards (if needed)
Equipment Needed
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Computer lab with CAD software
Surface to hang presentations (if needed)
Learner Preparation
1. Discuss safety rules for use of equipment and materials.
2. Discuss safety rules for use of technology.
3. Discuss procedures for drawing submittals.
Introduction
The main purpose of this lesson is to help students:
• Understand CAD as a method for creating and manipulating architectural drawings (past)
• Understand and use CAD as a communication tool (present)
• Use CAD for architectural projects (future)
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Show examples of architectural CAD drawings. Allow students to ask questions and discuss pictures if
students are unclear or curious.
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Tell students that CAD stands for computer aided design. You use computer software to create
architectural drawings. This has become the most popular method around the world for creating
architectural blueprints in architecture as well as in many other industries.
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Remind students of when they have previously learned about or used CAD.
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Tell students that there are many types of CAD software used throughout the world. CAD as a method
has been around for many years and has become very advanced over the years. There are many
different CAD programs and some have specific uses for specific industries.
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Ask students how they have used a CAD program.
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Tell students that the class is going to investigate how to use a CAD program to manipulate a drawing
file and print the results.
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Ask students if they have ever taken geometry course or know what geometry is.
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Tell students that geometry deals with the relations of lines and angles. You use geometry to analyze
shapes and forms. Architects use geometry on a daily basis; it’s found in all objects we see and use.
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Ask students if they have ever drawn any geometric shapes.
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Tell students that you have probably drawn hundreds of geometric shapes every time you’ve picked up
a pencil. Today we want to learn how to draw geometric shapes using a CAD program.
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 the concept of CAD
II. Prior knowledge of geometry and shapes
III. Discuss CAD as a tool for drawing geometric shapes
Begin discussion over CAD
and discover students’ prior
knowledge. Use images from
websites, presentation, etc.
Continue discussion over
geometry and shapes.
Discover students’ prior
knowledge. Use images from
websites, presentation, etc.
Continue discussion over
geometry and CAD.
Demonstrate how to develop
geometric shapes using CAD
software.
IV. Show how to use the computer lab and access the
CAD software
Show the CAD software to
students for editing CAD files
VI. Independent Practice
Students will correctly
develop the geometric
shapes using a CAD program.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Application
Guided Practice (LSI Quadrant III)
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Visual/Spatial
1. Demonstrate how to open CAD drawings to the students.
2. Demonstrate how to access CAD files to the students.
3. Demonstrate how to manipulate the CAD drawing elements to the students.
4. Model the proper techniques, safety, guidelines, and rules for using the computer lab.
Independent Practice (LSI Quadrant III)
1. Have students generate the assigned geometric shapes within the CAD environment.
2. Have students save their CAD files onto a predetermined location.
3. Have students submit their final drawings in a predetermined format.
Summary
Review (LSI Quadrants I and IV)
1. Have students present their drawings to the class.
2. Ask students to assist their peers.
3. Have students reflect on the CAD process versus traditional drawing methods.
Evaluation
Informal Assessment (LSI Quadrant III)
Any and all of the following can be used as informal assessments:
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Spot check for CAD drawing creation
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Spot check for CAD vocabulary terms
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Spot check for geometry vocabulary terms
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Check progress on CAD drawings
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Formal Assessment (LSI Quadrant III, IV)
• Final CAD drawings
• Final CAD drawing file formats
• Final CAD drawing file locations
• Final CAD drawing file naming conventions
• Final CAD drawing presentations
• Final CAD process essay
Enrichment
Extension/Enrichment (LSI Quadrant IV)
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Students can develop designated additional drawings.
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Students can develop their own geometric designs.
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Have students re-create the drawing without the initial CAD file.
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7
Architecture CAD
Architectural CAD Geometry
Handout
Concepts
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CAD
CAD stands for Computer aided design; it is the process of using computer software to draft
and/or design architectural projects.
CAD Commands
CAD Commands are the various program commands that allow the user to operate within the
CAD environment.
Selection
Selection is the process of choosing objects for modification
Modification
Modification is the process of altering existing objects
Dimensioning
Dimensioning is the process of adding dimensions that indicate sizes of objects.
Vocabulary
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Geometry- the branch of mathematics that deals with the deduction of the properties,
measurements, and relationships of points, lines, angles, and figures in space from their
defining conditions by means of certain assumed properties of space
Crosshairs- The cursor used for selection
Line- The command used to create a line
Cut/Trim- The command used to “delete” a portion of a line
Erase/Delete- The command used to remove an object or objects from a drawing
Rotate/Turn- The command used to alter the angle of an object’s position in the plane
Copy- The ability to replicate a drawing element
Samples
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Architecture CAD
Architectural CAD Geometry
Test/Project
Architectural CAD Drawings
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Students will generate final drawings using a CAD program. The drawings format will be
determined by teacher and classroom resources. Number of drawings will be determined by
teacher.
Option A
Students will generate a variety of geometric drawings using a CAD program:
• Nested squares (3 squares of different sizes centered on the same point.)
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Venn Diagram (3 circles with centers on the points of an equilateral triangle).
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Rectangular prism where the length is at least twice the height.
Option B
Students will research which shapes will tessellate and why they tessellate. Students will create a
geometric tessellation using a CAD program.
Project
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Teachers can add different options for the completion.
Students can choose which assignment or the teacher can give only one assignment to all
students.
Teachers can give one of the assignments to be completed in class as guided practice and the
others as independent practice.
Student will generate a CAD drawing from an existing drawing template or will create an original.
Student will develop and create the assigned geometric shapes using CAD commands
Student will write a short process essay (1 to 2 paragraphs) that incorporates the vocabulary word
to describe the process of using the CAD.
Student will “sign” the drawing with a predetermined format.
Student will turn in drawings in a predetermined format.
Test
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Students will be graded with the rubric and by teacher review.
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Rubric Template
Task Statement: Architectural CAD
Task Assignment: Architectural CAD Geometry
CriteriaConcepts/Skills to be
Assessed
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
2
Accomplished
3
Exemplary
4
Demonstrated no
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
Incorrect layers,
colors, and/or
placement of
elements
Some correct
layers, colors,
and/or placement
of elements
Mostly correct
layers, colors,
and/or placement of
elements
Accurate layers,
colors, and
placement of
elements
Process Written Essay
(Possible 4 Points)
Essay not included.
Essay included
many errors in
grammar and
structure.
Essay contained few
errors in grammar
and structure.
Essay contained no
errors in grammar
or structure.
Process Vocabulary
Usage
Did not use proper
vocabulary
Used some
vocabulary
Properly used most
vocabulary
Accurately and
thoroughly used
vocabulary
File unorganized,
improperly named,
contains additional
unnecessary
elements
File unorganized
and improperly
named
File mainly
organized
File accurate, well
organized, and
properly stored;
includes all
elements
Followed Directions
(Possible 4 Points)
Drawing Format
(Possible 4 Points)
(Possible 4 Points)
CAD File
(Possible 4 Points)
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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10
Points
Earned