MADISON PUBLIC SCHOOL DISTRICT
AutoCAD I Curriculum
Authored by: Rachel Bonnema
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Thomas Paterson,
Supervisor of Science and Technology Education
Approval Date: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
The AutoCAD I (Computer Aided Design) course is an introductory semester course designed to
introduce fundamental principles of engineering, architecture, and interior design. This course will
provide each student with a strong foundation and application of the Engineering Design Cycle and other
principles through the use of the leading industry software, AutoCAD by Autodesk. It will develop
and/or strengthen each student’s problem solving skills, mathematical skills, computer application skills,
and logical reasoning skills through the analysis, design, and production of their work. Throughout the
course major emphasis will be placed on solving real-world problems utilizing the key concepts and
application methods taught throughout this course.
II.
RATIONALE
AutoCAD I will provide students who have an interest in engineering, architecture, robotics, technology,
and interior design acquire the technical, design, and analytical skills as they explore computer aided
design. Through this exploration, students will learn to produce solutions that maintain the fundamental
principles of industry standards, understand and apply the engineering and architecture design process,
select the appropriate AutoCAD tools and design theories to solve ‘real-world’ problems successfully, and
construct/build actual models of the design solutions that are produced with AutoCAD.
This course will expand students’ knowledge and expertise inline with industry standards, and it will
provide them with a foundation from which to build, particularly if they would like to pursue a career in
engineering, architecture, interior design, technology, as well as other career opportunities.
III.
STUDENT OUTCOMES (Link to New Jersey Core Curriculum Standards)
STANDARD 8.1 Educational Technology: All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
B. Creativity and Innovation
• 8.1.12.B.1: Design and pilot a digital learning game to demonstrate knowledge and skills
related to one or more content areas or a real world situation.
STANDARD 8.1 Educational Technology: All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
C. Communication and Collaboration
• Digital tools and environments support the learning process and foster collaboration in
solving local or global issues and problems.
• 8.1.12.C.1: Develop an innovative solution to a complex, local or global problem or issue
in collaboration with peers and experts, and present ideas for feedback in an online
community.
STANDARD 8.1 Educational Technology: All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
D. Digital Citizenship
• Technological advancements create societal concerns regarding the practice of safe, legal, and
ethical behaviors.
•
•
8.1.12.D.1: Evaluate policies on unauthorized electronic access (e.g., hacking) and disclosure
and on dissemination of personal information.
8.1.12.D.2: Demonstrate appropriate use of copyrights as well as fair use and Creative
Commons guidelines.
STANDARD 8.1 Educational Technology: All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
E. Research and Information Literacy
• Effective use of digital tools assists in gathering and managing information.
• 8.1.12.E.1: Develop a systematic plan of investigation with peers and experts from other
countries to produce an innovative solution to a state, national, or worldwide problem or
issue.
STANDARD 8.1 Educational Technology: All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
F. Critical Thinking, Problem Solving, and Decision-Making
• Information accessed through the use of digital tools assists in generating solutions and
making decisions.
• 8.1.12.F.1: Select and use specialized databases for advanced research to solve real-world
problems.
• 8.1.12.F.2: Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address educational, career, personal, and social needs.
STANDARD 8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design, and the
designed world, as they relate to the individual, global society, and the environment.
A. Nature of Technology: Creativity and Innovation
1. Technology products and systems impact every aspect of the world in which we live.
2. 8.2.12.A.1: Design and create a technology product or system that improves the quality of life
and identify trade-offs, risks, and benefits.
STANDARD 8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design, and the
designed world, as they relate to the individual, global society, and the environment.
B. Design: Critical Thinking, Problem Solving, and Decision-Making
• The design process is a systematic approach to solving problems.
• 8.2.12.B.1: Design and create a product that maximizes conservation and sustainability of a
scarce resource by using the design process and entrepreneurial skills.
• 8.2.12.B.2: Design and create a prototype for solving a global problem, documenting how the
proposed design features affect the feasibility of the prototype through the use of engineering,
drawing and other technical methods of illustration.
• 8.2.12.B.3: Analyze the full costs, benefits, trade-offs, and risks related to the use of
technologies in a potential career path.
STANDARD 8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design, and the
designed world, as they relate to the individual, global society, and the environment.
C. Technological Citizenship, Ethics, and Society
• Knowledge and understanding of human, cultural, and societal values are fundamental when
designing technology systems and products in the global society.
• 8.2.12.C.1: Analyze the ethical impact of a product, system or environment worldwide and
report findings in a web-based publication for further comment and analysis.
• 8.2.12.C.2: Evaluate the ethical considerations regarding resources used for the design,
creation, maintenance and sustainability of a chosen product.
• 8.2.12.C.3: Evaluate the positive and negative impacts in a design by providing a digital
overview of a chosen product and suggest potential modifications to address the negative
impacts.
STANDARD 8.2 Technology Education, Engineering and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design and the
design and the designed world as they relate to the individual, global society, and the environment.
D. Research and Information Fluency
a. Information literacy skills, research, data analysis and prediction are the basis for the
effective design of technology systems.
b. 8.2.12.D.1: Reverse engineer a product to assist in designing a more eco-friendly version
guided by an analysis of trends and data about renewable and sustainable materials.
8.2 Technology Education, Engineering and Design: All students will develop an understanding of
the nature and impact of technology, engineering, technological design and designed world as they
relate to the individual, global society, and the environment.
E. Communication and Collaboration
a. Digital tools facilitate local and global communication and collaboration in designing
products and systems.
b. 8.2.12.E.1: Devise a technological product or system, addressing a global issue, using the
design process and provide documentation through drawings, data and materials that
reflect diverse cultural perspectives.
STANDARD 8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design, and the
designed world, as they relate to the individual, global society, and the environment.
F. Resources for a Technological World
• Technological products and systems are created through the application and appropriate use
of technological resources.
• 8.2.12.F.1: Determine and use the appropriate application of resources in the design,
development, and creation of a technological product or system.
• 8.1.12.F.2: Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address educational, career, personal, and social needs.
STANDARD 8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design, and the
designed world, as they relate to the individual, global society, and the environment.
G. The Designed World
c. The designed world is the product of a design process that provides the means to convert
resources into products and systems.
d. 8.2.12.G.1: Analyze the interactions among various technologies and collaborate to create
a product or system demonstrating their interactivity.
IV.
ESSENTIAL QUESTIONS AND CONTENT
A. Overview of Engineering & Architecture, Design Process, & Drafting Principles
a. What is Engineering and Architecture?
b. How are these fields important to all individuals, society as a whole, and everyday life?
c. How would our world be if Engineering and Architecture did not exist?
d. What is the design process and why is it important that to follow it?
e. What is drafting?
f. What role does drafting have in both Engineering and Architecture?
B. Introduction to the Engineer’s Notebook & AutoCAD Fundamentals
a. What is an Engineer’s Notebook?
b. How is it used in conjunction with the Engineering Design Cycle?
c. What is AutoCAD and how does it compare with technical drafting?
d. What are the general benefits of AutoCAD?
e. What are the primary features of the AutoCAD interface?
f. How do users interact with the interface?
g. Why is it important to understand how directories, folders, and files work within AutoCAD?
C. Basics of Navigating & Configuring 2-D Drawings in AutoCAD
a. What are the settings that should be configured first when using AutoCAD?
b. How are commands entered into AutoCAD?
c. What are grid and snap?
d. How does dynamic input work?
e. What space should drawings be completed in?
f. What is the primary coordinate system used by AutoCAD?
D. Basics of Editing 2-D Drawings in AutoCAD
a. How are basic two-dimensional shapes created?
b. What are the three ways to input coordinates into AutoCAD and why is it important to
understand the application of each?
c. How are settings adjusted on individual drawings once content is created?
d. Why is important to understand the geometric and mathematical tools such as Quick Calc
that AutoCAD provides?
E. Creating & Modifying Objects
a. What are the basic modifying commands that can be applied to 2-D drawings?
b. Why is it important to understand and utilize these modifications?
c. How are 2-D objects positioned perpendicularly?
d. How are 2-D objects hashed and why is it important to utilize hashing?
e. What are arrays and what are the types of arrays can be created?
f. How are arrays beneficial for the designer?
g. What are advanced modifying commands that can be applied to 2-D drawings?
F. Creating Layers & Blocks
a. What are layers and how are they created?
b.
c.
d.
e.
f.
g.
h.
When should layers be created?
How are drawings created on layers?
What steps need to be taken if a drawing is created on an inappropriate layer?
What are blocks and how are they created?
What benefits do blocks provide the designer?
How can blocks be imported or exported to other drawings?
What steps need to be taken if objects that are blocks need to be edited?
G. Dimensioning Techniques
a. What is dimensioning and annotation within drawings?
b. What are the appropriate dimensions and annotations that drawings should contain?
c. Why is it important that dimensions and annotations be included within drawings?
d. How are dimensions and annotations applied to drawings?
e. How do designers modify the dimension and annotation settings on their own drawings?
H. Creating Templates & Series of Drawings
a. What are templates in AutoCAD and how are they used?
b. What are the primary templates used by designers when creating 2-D drawings?
c. What settings should be configured or adjusted by the designer when creating their own
template?
d. What steps should a designer take to configure and save their own template for future use?
e. When creating a template, what important concepts should the designer keep in mind?
f. Why is it important to incorporate dimension and annotation settings within template
configuration?
I. Viewports, Layouts, Page Setup, & Plotting
a. What are viewports and how are they utilized?
b. What is model space compared to paper space?
c. What are layouts and why is it important that various types of layouts exist?
d. How can layouts be created?
e. What is plotting and what criteria should the designer take into account about the purpose of
the drawing when plotting?
f. How can drawing tools be utilized in layouts?
J. Creating Isometric Drawings
a. What does isometric mean and how does it relate to 2-D drawings?
b. What are isometric planes?
c. How does a designer configure their template for isometric drawing?
d. What are important factors a designer should take into account when creating isometric
drawings?
e. What commands exist for modifying and assembly isometric objects within a drawing?
K. Introduction to 3-D Modeling
a. What is 3-D modeling?
b. What are the three primary ways to create 3-D objects?
c. What factors should one consider when designing 3-D objects?
d. What role do coordinates play in 3-D modeling and how do they differ from 2-D drawings?
e. What are the benefits of 3-D modeling?
f. How will drawing 3-D objects compare to 2-D objects? Will they contain similar modfiers,
commands, annotations, etc?
L. Creating 3-D Objects Using Solid Primitives
a. What template should generally be used when creating a 3-D solid drawing?
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
How is a solid different from a wireframe object?
How do designers modify 3-D solids and why is it important to be able to?
What is a ‘gizmo’ and how does it affect the designer’s ability to modify?
What are the seven primitives and why are they essential to all 3-D drawings?
When is it more appropriate to use 3-D over 2-D?
How do designers apply coordinates to the drawing of 3-D objects?
What are the basic modifying commands that can be applied to 3-D drawings?
Why is it important to understand and utilize these modifications?
How are arrays used in 3-D drawings and what types of arrays can be created?
What are advanced modifying commands that can be applied to 3-D drawings?
M. Assembly & Dimensioning of 3-D Objects in Drawings
a. Why is it important that 3-D drawings be configured properly with the appropriate layers,
blocks, annotations and dimensions? How is this similar to 2-D drawings?
b. What are the commands that provide the user with the ability to assemble and position their
objects appropriately?
c. How do 3-D modifiers and assembly commands compare to 2-D modifiers and assembly
commands?
d. How do viewports, layouts, page setup, and plotting in 3-D drawings compare to 2-D
drawings?
e. Why is it important to create templates in 3-D and how does understanding 2-D template
creation benefit the designer?
N. Bringing the Fundamentals Together in Constructing a 3-D Prototype
a. Why is it important a designer create both 3-D and 2-D drawings?
b. How do the 3-D and 2-D drawings impact the designer’s ability to create a prototype?
c. What factors should the designer consider when building the prototype?
d. What benefits exist from creating a prototype from the designer’s drawings?
V.
STRATEGIES
In order to effectively teach the various skills and content of this course, the following strategies will be
utilized throughout the units of the course:
• Group Discussions
• Guided Practice and Demonstration
• Individual Classroom Practice Activities
• Tier-Based Activities
• Unit Pre-assessments
• Case Studies
• Additional Differentiated Instruction Techniques
VI.
EVALUATION
In order to effectively evaluate each student’s participation, understanding, application, and completion of
the course material required, the following measures of evaluation may be utilized throughout the course:
• Formative assessments
• Unit Benchmarks
• Unit Projects
• Daily Participation (This is defined within a rubric provided to all students on their weekly goal
sheets, as well as on the course website. Participation is a combination of classroom conduct,
time management, staying on task, and completion of activities associated with the day’s
objectives.)
•
•
VII.
Final Project
Electronic Portfolio (This is created at the end of the semester containing three pieces the student
chooses of their work, of which the student then presents one of the three to the class.)
REQUIRED RESOURCES
The resources utilized within this course are:
• Website Tutorials (i.e. Lynda, Autodesk)
• Search Engines (i.e. Google)
• Prior Files
• PDF Notes & Tutorials via Course Website
• Autodesk University
• Various AutoCAD Textbooks
VIII. SCOPE AND SEQUENCE
This semester course is divided into units that provide the student the ability to develop a strong
foundation in 3-D multi-media animation, and from that foundation build upon their skill sets to enhance
their expertise and create advanced animations and presentations.
Unit 1: Overview of Engineering & Architecture, Design Process, & Drafting Principles (2 Days)
a. Engineering and Architecture Defined
b. The Importance of These Fields
c. Our World as a Result of Engineering and Architecture
d. The Design Process & Its Importance
e. Drafting Defined
f. The Role of Drafting in Engineering and Architecture
Unit 2: Introduction to the Engineer’s Notebook & AutoCAD Fundamentals (2 Days)
a. The Engineer’s Notebook
b. The Engineer’s Notebook with the Engineering Design Cycle
c. AutoCAD Defined
d. Benefits of AutoCAD
e. The Primary Features of the AutoCAD Interface
f. Interacting with the Interface
g. Directories, Folders, and Files
Unit 3: Basics of Navigating & Configuring 2-D Drawings in AutoCAD (2 Days)
a. Configuring AutoCAD Settings
b. Command Entry in AutoCAD
c. Grid and Snap
d. Dynamic Input
e. Model Space and Paper Space
f. The Coordinate Systems
Unit 4: Basics of Editing 2-D Drawings in AutoCAD (4 Days)
a. Creating Basic 2-D Shapes
b. Using Coordinates
c. Adjusting Settings after Drawing
d. Calculation Tools in AutoCAD
Unit 5: Creating & Modifying Objects (6 Days )
a. Basic 2-D Modifying Commands
b. Basic 2-D Assembly Commands
c. Arrays in 2-D Drawings
d. Advanced Modifying & Assembly Commands
Unit 6: Creating Layers & Blocks (6 Days)
a. Layers Defined
b. Creating Layers & Drawing in Layers
c. Moving Drawings between Layers
d. Blocks Defined
e. Creating Blocks
f. Exporting & Importing Blocks
g. Editing Blocks
h. Benefits of Layers & Blocks
Unit 7: Dimensioning Techniques (6 Days)
a. Dimensioning & Annotation Defined
b. Appropriate Dimension & Annotation Techniques & Configurations
c. Modifying Dimensions & Annotations within Drawings
Unit 8: Creating Templates & Series of Drawings (6 Days)
a. Templates Defined
b. Primary Templates in AutoCAD
c. Configuring & Adjusting Settings in Templates
d. Steps to Create Templates
e. Important Aspects of Templates
Unit 9: Viewports, Layouts, Page Setup, & Plotting (4 Days)
a. Viewports Defined
b. Layouts & Their Purpose
c. Creating & Adjusting Viewports & Layouts
d. Adjusting Page Setup
e. Plotting Defined
f. Creating the Appropriate Plots
Unit 10: Creating Isometric Drawings (2 Days)
a. Isometric Defined
b. Understanding Isometric in 2-D Drawings
c. Configuring Isometric Drawings & Utilizing Isometric Planes
d. Commands for Modifying & Assembling Isometric Objects
Unit 12: Introduction to 3-D Modeling (4 Days)
a. 3-D Modeling Defined
b. Primary Ways to Create 3-D Objects
c. Factors to Consider in Designing 3-D Objects
d. Coordinates within 3-D Drawings
e. Benefits of 3-D Drawings
f. Similarities between 3-D and 2-D Drawings in AutoCAD
Unit 13: Creating 3-D Objects Using Solid Primitives (6 Days)
a. The Basic 3-D Template
b. Solid 3-D versus Wireframe 3-D
c. Basic Modifying Commands of 3-D Objects
d. The 7 Primitives of 3-D Solids
e. Coordinates in 3-D Modeling
f. Arrays in 3-D
g. Advanced Modifying of 3-D Objects
Unit 14: Assembly & Dimensioning of 3-D Objects in Drawings (10 Days)
a. The Basics of 3-D Object Assembly
b. Utilizing Layers, Blocks, Annotations, & Dimensions in 3-D Drawings
c. Applying Layouts to 3-D Drawings
d. Adjusting Viewports & Page Setup for Plotting 3-D Drawings
Unit 15: Bringing the Fundamentals Together in Constructing a 3-D Prototype (14 Days)
a. The Importance of 2-D & 3-D Drawings to a Designer
b. Creating a Prototype from 2-D & 3-D Drawings
c. Benefits of Prototype