COURSE TITLE: Architectural Drafting LENGTH: Full Year Grades DEPARTMENT: Technology Education Barbara O Donnell, Supervisor SCHOOL:

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1 COURSE TITLE: Architectural Drafting LENGTH: Full Year Grades DEPARTMENT: Technology Education Barbara O Donnell, Supervisor SCHOOL: Rutherford High School DATE: Spring 2005

2 Architectural Drafting Page 1 of 9 I. Introduction/Overview/Philosophy This is a course in which basic fundamentals of architecture design are examined and perfected. Studies detailing the various systems of a complex residence are studied. Materials, construction, and the components of each system are discussed. Design will be the main emphasis for this level. Projects can include a full set of working and presentation drawings for clients and scale model construction of drawn projects. II. Objectives Course Outline: I. Introduction to CAD/ Basic Drawing Design/Architectural Design A. Architectural history and styles 1. Development of architectural forms 2. Architectural styles development 3. Influence on early American architecture 4. Early and later American styles 5. Function of Architecture B. Fundamentals of design 1. Architecture and design 2. Elements of design 3. Principles of design II. Architectural drafting fundamentals A. Drafting scales and instruments B. Architectural drafting conventions 1. Architectural drawings 2. Architectural conventions 3. Architectural drawing techniques III. Basic area design A. Environmental design factors B. Indoor living areas 1. Living area plans 2. Living room 3. Dining room 4. Family room 5. Recreation rooms C. Outdoor living areas

3 Architectural Drafting Page 2 of 9 1. Porches 2. Patios 3. Lanais 4. Swimming pools D. Traffic areas and patterns E. Kitchens F. General service area 1. Utility rooms 2. Garage and carports 3. Driveways 4. Workshops 5. Storage areas G. Sleeping areas 1. Bedrooms 2. Baths IV. Basic architectural drawings A. Designing floor plans 1. Floor plan development and design process 2. Functional space planning 3. Special needs B. Drawing floor plans 1. Types of floor plans and symbols 2. Multi-level floor plans 3. Floor plan dimensioning C. Designing elevations 1. Relationship with floor plan 2. Elements of design and elevations 3. Design sequence D. Drawing elevations 1. Elevation projection 2. Elevation from a floor plan 3. Interior elevations 4. Elevation dimensioning and symbols 5. Landscape on elevation drawings E. Sectional, detail, and cabinetry drawings 1. Sectional drawings 2. Full sections 3. Detail sections

4 Architectural Drafting Page 3 of 9 F. Site development plans 1. Site analysis 2. Zoning ordinances 3. Survey, plot, and landscape plans 4. Landscape rendering 5. Site details 6. Schedules V. Presentation methods A. Pictorial Drawings B. Architectural renderings C. Architectural models VI. Foundation and construction systems A. Principle of construction B. Foundations and fireplace structures C. Wood frame systems D. Masonry and concrete system E. Disaster prevention design VII. Framing systems A. Floor framing drawings B. Wall framing drawings C. Roof framing drawings VIII. Electrical and mechanical design and drawings A. Electrical specifications B. Comfort-control systems (HVAC) C. Plumbing drawings IX. Support services A. Schedules and specifications B. Building costs and financial planning C. Codes and legal documents

5 Architectural Drafting Page 4 of 9 Student Outcomes: After successfully completing this course, the student will: Understand the use of drafting tools in the performance of drafting fundamentals applied to the making of architectural drawings. Identify careers available within the engineering design team. Develop an appreciation of the positive aspect of CAD in relationship to traditional method. Develop an appreciation of good design and architecture. Appreciate the importance of computers as applied to drawing and design. Explain the advantages of using CAD program to create notes and other text on a drawing. Apply measurements, notes and symbols to drawings as needed. Develop the habit of making sketches and drawing for conveying ideas to others. Use community resource in gathering information. New Jersey Core Curriculum Content Standards STANDARD 4.2 (Geometry and Measurement) All students will develop special sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Building upon knowledge and skills gained in preceding grades, by the end of grade 12, students will: A. Data Analysis 1. Use surveys and sampling techniques to generate data and draw conclusions about large groups. Advantages/Disadvantages of sample selection methods (e.g., convenience sampling, response to survey, random sampling) 2. Evaluate the use of data in real-world contexts. Accuracy and reasonableness of conclusions drawn Bias in conclusions (e.g., influence on how data is displayed) Statistical claims based on sampling 3. Design a statistical experiment, conduct the experiment, and interpret and communicate the outcome. B. Probability 2. Use concepts and formulas of area to calculate geometric probabilities. C. Discrete Mathematics Systematic Listing and Counting 1. Calculate combinations with replacement (e.g., the number of possible ways of tossing a coin5 times and getting 3 heads) and without replacement (e.g., number of possible delegations of 3 out of 23 students). STANDARD 8.1 (Computer and Information Literacy) All students will use computer applications to gather and organize information and to solve problems. Building upon knowledge and skills gained in preceding grades, by the end of grade 8, students will:

6 Architectural Drafting Page 5 of 9 A. Basic Computer Skills and Tools 1. Use basic technology vocabulary. 3. Demonstrate effective input of text and data, using touch keyboarding with proper technique. 10. Use network resources for storing and retrieving data. B. Application of Productivity Tools 1. Demonstrate an understanding of how changes in technology impact the workplace and society 2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. 3. Explain the purpose of an Acceptable Use Policy and the consequences of inappropriate use of technology. 6. Choose appropriate tools and information resources to support research and solve real world problems, including but not limited to: Online resources and databases Search engines and subject directories. 8. Use computer applications to modify information independently and/or collaboratively to solve problems. Building upon knowledge and skills gained in preceding grades, by the end of grade 12, students will: B. Application of Productivity Tools 1. Describe the potential and implications of contemporary and emerging computers applications for personal, social, lifelong learning, and workplace needs. 2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. 6. Identify new technologies and other organizational tools to use in personal, home, and/or work environments for information retrieval, entry and presentation. 10. Identify, diagnose, and suggest solutions for non-functioning technology systems. 12. Integrate new information into an existing knowledge base and communicate the results in a project or presentation. STANDARD 8:2 (Technology Education) 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, society, and the environment. Building upon knowledge and skills gained in preceding grades, by the end of grade 8, students will: A. Nature and Impact of Technology 1. Describe the nature of technology and the consequences of technological activity. 2. Describe how components of a technological product, system, or environment interact. B. Design Process and Impact Assessment 1. Demonstrate and explain how the design process is not linear. 2. Use hands on activities to analyze products and systems to determine how the design process was applied to create the solution. 3. Identify a technological problem and use the design process to create and appropriate solution. 4. Describe how variations in resources can affect solutions to a technical problem.

7 Architectural Drafting Page 6 of 9 5. Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a technological product, system or environment. C. Systems in the Designed World 1. Explain technological advances in medical, agricultural, energy and power, information and communication, transportation, manufacturing, and construction technologies. 2. Explain reasons why human-designed systems, products, and environments need to be monitored, maintained, and improved to ensure safety, quality, cost efficiency, and sustainability. Building upon knowledge and skills gained in preceding grades, by the end of grade 12, students will: A. Nature and Impact of Technology 1. Use appropriate data to discuss the full costs, benefits and trade-offs, and risks related to the use of technologies. 3. Provide various examples of how technological developments have shaped human history. B. Design Process and Impact Assessment 1. Analyze a given technological product, system, or environment to understand how the engineering design process and design specification limitations influenced the final solution. 2. Evaluate the function, value, and appearance of technological products, systems, and environments from the perspective of the user and the producer. 3. Develop methods for creating possible solutions, modeling and testing solutions, and modifying proposed design in the solution of a technological problem using hands-on activities. 4. Use of a computer assisted design (CAD) system in the development of an appropriate design solution. C. Systems in the Designed World 2. Analyze the factors that influence design of products, systems, and environments. STANDARD 9:1 (Career and Technical Education) All students will develop career awareness and planning, employability skills, and foundation knowledge necessary for success in the workplace. Building upon knowledge and skills gained in preceding grades, by the end of grade 8, students will: A. Career Awareness and Planning 1. Demonstrate the ability to distinguish between, job, occupation, and career. B. Employability Skills 4. Describe and demonstrate appropriate work habits and interpersonal skills needed to obtain and retain employment. Building upon knowledge and skills gained in preceding grades, by the end of grade 12, students will: A. Career Awareness/Preparation 1. Re-evaluate personal interests, abilities, and skills through various measures including self assessments. 2. Evaluate academic and career skills needed in various careers clusters.

8 Architectural Drafting Page 7 of 9 B. Employability Skills 3. Select and utilize appropriate technology in the design and implementation of teacher approved projects relevant to occupations and/or higher educational settings. 4. Evaluate the following academic and career skills as they relate to home, school, community, and employment: Communication Punctuality Time management Decision making Goal setting Resource allocation Fair and equitable competition Safety Employment application skills Teamwork 5. Demonstrate teamwork and leadership skills that include student participation in real world applications of career and technical skills. STANDARD 9:2 (Consumer, Family and Life Skills) All students will demonstrate critical life skills in order to be functional members of society. Building upon knowledge and skills gained in preceding grades, by the end of grade 8, students will: A. Critical Thinking 1. Communicate, analyze data, apply technology, and problem solve. C. Interpersonal Communication 5. Participate as a member of a team and contribute to group effort. F. Safety 1. Demonstrate appropriate safety procedures for hands-on experiences. Building upon knowledge and skills gained in preceding grades, by the end of grade 12, students will: A. Critical Thinking 3. Apply the use of symbols, pictures, graphs, objects and other visual information to a selected project in academic and/ or occupational settings. B. Self-Management 2. Apply project planning and management skills in academic and/or occupational settings. F. Safety 4. Practice the safe use of tools and equipment III. Proficiency Levels This course is open to grades11-12.

9 Architectural Drafting Page 8 of 9 IV. Methods of Assessment Student Assessment The teacher will provide a variety of assessments during the course of the year. The majority of the assessment will be project-based and will also include Daily observance of student s ability to use CAD techniques and tools, class participation, quizzes, and tests. Curriculum/Teacher Assessment The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis. V. Grouping Prerequisites are passing grade in Engineering Drawing 1 (formally CAD 1) and Engineering Drawing 2 (formally CAD 2). VI. Articulation/Scope & Sequence/Time Frame Course length is one semester and is offered to students in grades VII. Resources Texts/Supplemental Reading/References Architecture Drafting and Design, D.E. Hepler, P.R. Wallach, and D.J. Hepler,, 1998 Glencoe McGraw Hill. National Building Code Borough of Rutherford Zoning Ordiance Borough of Rutherford Building Code Vectorworks 10 User s Guide, Vectorworks for Windows & Macintosh, T. Baer, 2003,Peachpit Press. VIII. Methodologies The following methods of instruction are suggested: lecture, demonstration, practice projects, heterogeneous ability grouping, and individualized projects. IX. Suggested Activities The instructor should incorporate a variety of projects incorporating the use of various pieces of equipment a variety of activities incorporating the use of simulators and models.

10 Architectural Drafting Page 9 of 9 X. Interdisciplinary Connections This course requires the application of technology/computer, math and life skills. Where appropriate the instructor will incorporate interdisciplinary study. XI. Professional Development The teacher will continue to improve expertise through participation in a variety of professional development opportunities.