MADISON PUBLIC SCHOOL DISTRICT
AutoCAD II 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 II (Computer Aided Design) course is a semester course designed to provide students with
the ability to focus and build upon the fundamental principles of engineering and three-dimensional
design. Students will utilize Autodesk's AutoCAD and Inventor software programs to further explore the
application of these principles. Utilizing these software programs, students will continue to learn industry
standards and engage in hands-on activities and projects to further their skill sets in the fields, as well as
strengthen their problem solving skills, mathematical skills, computer application skills, and logical
reasoning skills through the analysis, design, and production of their work. This course will place major
emphasis on solving real-world problems utilizing the key concepts and application methods taught
throughout the course.
Students enrolled in this course should have completed AutoCAD I. However, a review of a student’s
transcripts, pre-college courses, and/or a portfolio review may allow this requirement to be waived.
II.
RATIONALE
Whether it is mechanical, electrical, or invention and prototype design, many professions and industries
rely on computer aided design to create the digital imagery and design aids for their clients. AutoCAD II
will provide students who have an interest in engineering, architecture, robotics, technology, and 3-D
design to further enhance their technical, design, and analytical skills as they utilize the industry standard
software programs from Autodesk, including AutoCAD and Inventor. Through this exploration, students
will learn to produce solutions that maintain the fundamental principles of industry standards, apply the
engineering design process, select the appropriate AutoCAD and Inventor tools and design theories to
solve ‘real-world’ problems successfully, and construct/build actual models of the design solutions that
are produced with AutoCAD and Inventor.
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. The Engineering Design Process, Drafting Principles, & Components
a. What is the design process and why is it important that to follow it?
b. What is drafting?
c. What is an Engineer’s Notebook?
d. How is it used in conjunction with the Engineering Design Cycle?
B. Review of 2-D & 3-D Fundamentals & Advanced Techniques in AutoCAD (AutoCAD I Recap)
a. What is AutoCAD?
b. What are the general benefits of AutoCAD?
c. What are the primary features of the AutoCAD interface?
d. Why is it important to understand how directories, folders, and files work within AutoCAD?
e. What are the basics of navigating & configuring 2-D drawings in AutoCAD?
f. How are 2-D objects created, modified, and assembled in AutoCAD?
g. What configurations and commands are used to create, modify, and assemble isometric
objects in AutoCAD?
h. How are 3-D objects created, modified, and assembled in AutoCAD?
i. How are layers and blocks created in both 2-D and 3-D drawings?
j. Why is it important to utilize layers and blocks?
k. How are dimensions and annotations applied to both 2-D and 3-D drawings?
l. How do designers modify the dimension and annotation settings on their own 2-D and 3-D
drawings?
m. What steps should a designer take to configure a 2-D or 3-D template in AutoCAD?
n. How are viewports, layouts, page setup, and plotting configured in both 2-D and 3-D
drawings in AutoCAD?
C. The Sectors of Engineering & the Aspects of Prototype Design
a. What are the various sectors of engineering?
b. What is 3-D Design?
c. What does it mean to invent? What does it mean to innovate?
d. How is inventing and innovating crucial to engineering and design?
e. How does engineering and invention shape society?
f. Why is AutoCAD a benefit to an engineer or designer?
D. An Introduction to Autodesk’s Inventor
a. What is Inventor?
b. What are the general benefits of Inventor?
c. How does Inventor incorporate the concept of parametric modeling?
d. What are the primary features of the Inventor interface?
e. How does the Inventor Interface and AutoCAD interface compare?
f. Why is it important to understand how directories, folders, and files work within Inventor?
E. Basics of Parametric Modeling in Inventor
a. What are the file types that can be created in Inventor?
b. What is the proper progression a designer takes when creating files?
c. How does this compare to creating files in AutoCAD?
F. Navigating, Configuring, Creating, & Modifying Part Files (.ipt) in Inventor
a. When creating a part file, why do designers begin drawing in sketch mode?
b. What are the basic tools used to create 2-D shapes?
c. What are the basic modification tools used to edit 2-D shapes?
d. How does command entry in Inventor compare to AutoCAD?
e. Why is it important to dimension 2-D sketches in Inventor?
f. How is a drawing transitioned from a 2-D sketch to a 3-D model in an .ipt file?
g. Why is it essential to utilize planes when configuring sketches?
h. What modeling techniques are used to sketch solid features?
i. What commands and tools are used to position solid features?
j. How are .ipt files laid out and plotted properly?
G. Creating & Modifying Assembly Files (.iam) in Inventor
a. When and how is an assembly file created?
b. What is included in an assembly file and why is it a vital component to any design?
c. What are the two types of design approaches one can take in order to create an assembly file?
d. How are .ipt files imported into an assembly file?
e. Why are assembly constraints necessary in the positioning of .ipt files?
f. How are .iam files laid out and plotted properly?
H. Incorporating Instructions & Bill of Materials within an Assembly File
a. What is a ‘Bill of Materials’? Why is it important for a designer to have as documentation?
b. How is a ‘Bill of Materials’ created?
c. What purpose do instructions serve?
d. What necessary components should instructions contain?
e. How are instructions and materials plotted properly?
I. Creating Animations in Inventor
a. What is an animation and how is it useful for an engineer or designer?
b. Why is the Inventor Studio Environment important in creating an animation?
c. When creating an animation, what primary features must be used and created?
d. How do designers add cameras, alter camera angles, and adjust time constraints?
e. What is rendering and why is it an essential process when finalizing an animation?
f. Once an animation is rendered, what type of file is created?
J. Exporting Inventor Files to AutoCAD & Creating Animations in AutoCAD
a. How are .ipt and .iam files exported to AutoCAD files?
b. What benefits exist as a result of the ability to be abl to export these files to AutoCAD?
c. How are animations created in AutoCAD?
d. How does the process compare to that in Inventor?
e. Why is it necessary to render a file prior to animation in AutoCAD?
f. Once an animation is rendered, what type of file is created?
K. Bringing the Fundamentals Together in Constructing a 3-D Prototype
a.
b.
c.
d.
Why is it important a designer understand both AutoCAD and Inventor?
What are the benefits of using AutoCAD as opposed to Inventor?
What are the benefits of using Inventor as opposed to AutoCAD?
How do the resources created through these software programs aid the designer’s ability to
create a prototype?
e. What factors should the designer consider when building the prototype?
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.)
• 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.)
VII.
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: The Engineering Design Process, Drafting Principles, & Components (2 Days)
a. The Engineering Design Process
b. Drafting in Design
c. The Engineer’s Notebook
d. Combining the Tools to Inspire Innovation & Invention
Unit 2: Review of 2-D & 3-D Fundamentals & Advanced Techniques in AutoCAD (10 Days)
a. AutoCAD Defined
b. Benefits of AutoCAD
c. The AutoCAD Interface
d. Directories, Folders, & Files in AutoCAD
e. Navigating & Configuring 2-D Drawings
f. Creating, Modifying, & Assembling 2-D Drawings
g. Creating, Modifying, & Assembling Isometric Drawings
h. Creating, Modifying, & Assembling 3-D Drawings
i. Utilizing Layers & Blocks in 2-D & 3-D Drawings
j. Dimensioning & Annotating in 2-D & 3-D Drawings
k. Creating Templates for 2-D & 3-D Drawings
l. Configured Viewports, Layouts, Page Setup, & Plotting for 2-D & 3-D Drawings
Unit 3: The Sectors of Engineering & the Aspects of Prototype Design (2 Days)
a. The Branches of Engineering
b. 3-D Design Defined
c. Invention versus Innovation
d. Computer Aided Design’s Benefits to Engineers & Designers
Unit 4: An Introduction to Autodesk’s Inventor (2 Days)
a. Inventor Defined
b. Benefits of Inventor
c. The Concept of Parametric Modeling
d. Primary Features of the Inventor Interface
e. Directories, Folders, and Files in Inventor
Unit 5: Basics of Parametric Modeling in Inventor (2 Days)
a. File Types of Inventor
b. Proper File Progression
c. Inventor File Configuration Compared to AutoCAD File Configuration
Unit 6: Navigating, Configuring, Creating, & Modifying Part Files (.ipt) in Inventor (12 Days)
a. Part Files in Inventor
b. Sketch Mode
c. Basic Tools for Creating & Modifying 2-D Shapes
d. Command Entry in Inventor
e. Dimensioning 2-D Sketches
f. Transforming 2-D Sketches to 3-D Models in Part Files
g. Modeling Techniques to Sketch Solid Features
h. Commands & Tools to Position Solid Features
i. The Layout & Plotting of Part Files
Unit 7: Creating & Modifying Assembly Files (.iam) in Inventor (12 Days)
a. The Design Approaches in Creating Assembly Files
b. Creating Assembly Files in Inventor
c. Importing Part Files into an Assembly File
d. Assembly Constraints & Applying Them to Part Files
e. The Layout & Plotting of Assembly Files
Unit 8: Incorporating Instructions & Bill of Materials within an Assembly File (4 Days)
a. The Purpose & Creation of a ‘Bill of Materials’
b. The Purpose & Creation of ‘Instructions’
c. The Layout and Plotting of Bill of Materials & Instructions
Unit 9: Creating Animations in Inventor (4 Days)
a. The Purpose of Animations
b. The Inventor Studio Environment
c. Primary Features of an Animation
d. Adding Cameras, Altering Angles, & Adjusting Time Constraints
e. Rendering Animations
f. Converting Animation Files to .avi or .mov
Unit 10: Exporting Inventor Files to AutoCAD & Creating Animations in AutoCAD (4 Days)
a. Exporting Part Files & Assembly Files to AutoCAD
b. Creating Animations in AutoCAD
c. Rendering Animations
d. Converting Animation Files to .avi or .mov
Unit 11: Bringing the Fundamentals Together in Constructing a 3-D Prototype (20 Days)
a. Utilizing AutoCAD and Inventor
b. The Benefits of Using AutoCAD
c. The Benefits of Using Inventor
d. Creating a Prototype
e. Factors to Be Considered When Building a Prototype