COURSE OF STUDY UNIT PLANNING GUIDE FOR: COMPUTER AIDED DESIGN (CAD) 2 GRADE LEVEL: 10 12 PREPARED BY: 5 CREDITS CURT BANICKI 1 FULL YEAR MICHAEL WEBER, ASST PRINCIPAL ENGINEERING/TECHNOLOGY SUPERVISOR JULY 2018 DUMONT HIGH SCHOOL DUMONT, NEW JERSEY BORN DATE: AUGUST 20, 2015 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018
CAD 2 (Computer Aided Design 2) Grades 11 12 Full Year 5 Credits This course provides students with continuing to develop skill sets in technical and architectural design, drawing and modeling through a series of projects in the CAD laboratory. Students will learn the concepts, terminology and software skills required to create hands on, real world drawings including single and multiple view drawings, architectural floor plans and elevations. Concepts learned in this course will develop skills in preparation for careers in architecture, industrial design, engineering and technology. Grade Distribution Projects and Drawings 55% Tests & Quizzes 30% Classwork 15% Marking Period/Final Exams Full year Courses Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final Exam 10% of final grade Unit Outline & Pacing Guide Unit 1 : Section Views. 9/5 10/14 Unit 2: Auxiliary Views. 10/15 11/30 Unit 3: Assembly & Exploded View Drawings. 12/1 1/5 Unit 4: Infusing the Arts Through Architecture Design. 1/6 2/5 Unit 5 : Intermediate Floor Plans. 2/6 3/14 Unit 6: Intermediate Elevations. 3/15 4/14 Unit 7: Architectural Construction Systems. 4/15 5/20 Unit 8: Intermediate Presentation 5/20 6/15 1
UNIT 1 UNIT TITLE: SECTION VIEWS CHAPTERS/TOPIC COVERED : Introduce students to the purpose of and concepts related to sectional drawings. UNIT LENGTH : 9/5 10/14 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12.F.1, 8.2.12.A.1 3; 9.1.4.A.1 3 Career Ready Practices: CRP2, CRP4, & CRP8. 1. Explain the purpose for a sectional drawing. 2. Explain how a sectional drawing is related to and can be used in conjunction with an orthographic drawing. 3. Demonstrate the proper use of sectional drawing conventions including proper line types. 4. Demonstrate the proper placement of breaks in a sectional drawing. 5. Compare and contrast full and half sections. 6. Explain the need for sectional views in architectural plans. 7. Use a CAD system to draw sections. Essential Questions 1. What is a sectional drawing? 2. How is a sectional drawing related to an orthographic drawing? 3. What types of lines are used to indicate different aspects of a sectional drawing? 4. What are breaks and how are they used in sectional drawings? 5. What is the difference between a full and half section? 6. How are sectional views applied in architectural drawings? 7. How can a CAD system facilitate drawing sections? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Full sections Half sections Hatching Breaks CAD software tools and techniques Related geometry Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software Demonstration Lectures Handouts 2
Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 3
UNIT 2 UNIT TITLE: AUXILIARY VIEWS CHAPTERS/TOPIC COVERED : Introduce students to the purpose for and concepts related to auxiliary view drawings. UNIT LENGTH : 10/15 11/30 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12.F.1, 8.2.12.A.1 3; 9.1.4.A.1 3 Career Ready Practices: CRP2, CRP4, & CRP8. 1. Explain the purpose for an auxiliary view in an orthographic drawing. 2. Demonstrate the proper use of auxiliary view drawing conventions. 3. Compare and contrast the use of sectional and auxiliary views. 4. Explain the need for auxiliary views in architectural plans. 5. Use a CAD system to draw auxiliary views. Essential Questions 1. What is an auxiliary view? 2. When is an auxiliary view needed in an orthographic drawing? 3. What are the different types of auxiliary views? 4. How is an auxiliary view similar to a sectional view? 5. How are auxiliary views applied in architectural drawings? 6. How can a CAD system facilitate drawing auxiliary views? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Resources (Including Digital Tools) Auxiliary View Height, Width, and Depth Auxiliary Views Partial View Revolution Distortion CAD Software Tools and Techniques Related geometry Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software Demonstration Lectures Handouts Online Resources Visual Aids Teacher Observation Class Participation 4
Rubrics Tests/Quizzes Completion of Supplemental Materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 5
UNIT 3 UNIT TITLE: ASSEMBLY AND EXPLODED VIEW DRAWINGS CHAPTERS/TOPIC COVERED : Introduce students to the purpose for and concepts related to assembly and exploded view drawings. UNIT LENGTH : 12/1 1/5 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12.F.1, 8.2.12.A.1 3; 4.2(A, B, C, D, E), 1.1(D1), NJSLS 1.4(B1, B3) Career Ready Practices: CRP2, CRP4, CRP8, & CRP11. 1. Explain the purpose of an assembly drawing. 2. Explain the purpose of an exploded view drawing. 3. Compare and contrast assembly and exploded view drawings. 4. Explain the purpose of a working drawing in manufacturing and construction. 5. Demonstrate the proper methods of creating assembly and exploded view drawings. 6. Use a CAD system to draw an assembly or exploded view drawing. Essential Questions 1. What is the purpose of an assembly drawing? 2. What is the purpose of an exploded view drawing? 3. What is the difference between assembly and exploded view drawings? 4. What is a working drawing? 5. How is an exploded view drawing related to an isometric drawing? 6. How can a CAD system facilitate drawing assembly and exploded view drawings? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Resources (Including Digital Tools) Auxiliary view Height, width, and depth auxiliary views Partial view Revolution Distortion CAD Software Tools and Techniques Related geometry Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software Demonstration Lectures Handouts Online Resources Visual Aids Teacher Observation 6
Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 7
UNIT 4 UNIT TITLE: INFUSING THE VISUAL ARTS THROUGH ARCHITECTURAL DESIGN CHAPTERS/TOPIC COVERED : Explore the principles and elements of design through the study of influential architects, and historic and/or contemporary architectural styles. UNIT LENGTH : 1/6 2/5 Performance Indicators (Standards and Objectives) NJSLS: 8.2.12.C.2 5 Career Ready Practices: CRP2, CRP4, CRP8, & CRP11. 1. Examine, categorize, and critique architectural styles from a variety of historical periods. 2. Identify the elements and principles of design as applied to architecture. 3. Create an architectural design, plan, and/or elevation using the principles and elements of design. 4. Create an architectural design, plan, and/or elevation that incorporates historical or contemporary stylistic influences. Essential Questions 1. What are the principles of design? 2. What are the elements of design? 3. How do the principles and elements of design influence the design and layout of an architectural structure? 4. What are some of the major historical architectural design styles? 5. How do historical styles influence contemporary architecture? 6. How can knowledge of historic and contemporary architecture be used to improve, enrich, and influence the design process? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Resources (Including Digital Tools) Principles of Design: Balance, Harmony, Rhythm, Emphasis, Contrast, and Proportion Elements of Design: Scale, Form, Color and Texture International Architectural Styles Influential Architects Contemporary Architectural Styles Related Terminology CAD Software and Architectural Drawing Conventions Review Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software Demonstration Lectures Handouts Online Resources Visual Aids 8
Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 9
UNIT 5 UNIT TITLE: INTERMEDIATE FLOOR PLANS CHAPTERS/TOPIC COVERED : Introduce students to multiple story floor plans using standardized architectural conventions, applying previously learned design principles. UNIT LENGTH : 2/6 3/14 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12A.6,12B.9, 8.2.12.B.5 Career Ready Practices: CRP5, CRP6, CRP8, & CRP11. 1. Plan a multiple story structure, including stairways, using correct design concepts and planning practices. 2. Draw a multiple story floor plan using available CAD software, following standard architectural drawing conventions. 3. Follow correct placement and location of all interior features such as walls, windows, doors, cabinets, appliances, and fixtures. 4. Recognize and critique examples of poor, average, and excellent floor planning. 5. Modify and adapt existing floor plans for various purposes and situations. 6. Discuss related careers. Essential Questions 1. How are multiple drawings necessary for a multiple story structure aligned and coordinated? 2. What is the standard construction and sizing for stairways? 3. How can space usage be maximized when considering the issue of traffic patterns in multiple story structures? 4. What must be considered about headroom when designing multiple story structures? 5. What must be considered about plumbing placement when designing multiple story structures? 6. What are the standards for the location and sizes of walls, windows, doors, cabinets, appliances, and fixtures? 7. How can existing floor plans be modified and adapted for various purposes and situations? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Review: Floor Plan Concepts, Symbols and Standards CAD Software Tools and Techniques Stairs Size and Placement Standards of Interior Architectural Features Related Architectural Symbols Related Terminology Related Careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software Demonstration Lectures Handouts 10
Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 11
UNIT 6 UNIT TITLE: INTERMEDIATE ELEVATIONS CHAPTERS/TOPIC COVERED : Introduce students to intermediate architectural elevations and detail drawings using standardized architectural conventions, applying previously learned design principles. UNIT LENGTH : 3/15 4/14 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12A.6, 12B.9, 8.2.12.B.5 Career Ready Practices: CRP5, CRP6, CRP8, & CRP11. 1. Plan an intermediate level elevation, using correct design concepts and planning practices. 2. Draw an intermediate level elevation, using available CAD software, following standard architectural drawing conventions. 3. Draw an intermediate level interior and/or exterior architectural detail drawing, using available CAD software and standardized architectural conventions. 4. Follow correct placement and location of all exterior features including roofs, windows, doors, siding, chimneys, and landscape features. 5. Recognize and critique examples of poor, average, and excellent elevation drawings. 6. Modify and adapt existing elevations for various purposes and situations. Essential Questions 1. Review and strengthen understanding of essential questions from CAD I regarding elevations. 2. What is the purpose of interior and exterior elevations? 3. How is an elevation drawing related to an orthographic projection? 4. How is a detail drawing related to an elevation? 5. What are the standard views shown in a set of elevation drawings, and how are they ordered on the page? 6. How are the elevations and plans of the same structure related? 7. What features are included in an elevation drawing? 8. What symbols are used in elevation drawings? 9. How is an elevation drawing dimensioned? 10. How are various styles of roof drawn in elevation view, and how is pitch indicated? 11. How can existing elevations be modified and adapted for various purposes and situations? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Review: Elevation Concepts, Symbols and Standards Size and Placement Standards of Exterior Architectural Features Related Architectural Symbols CAD Software Tools and Techniques Related Terminology Related Careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software Demonstration 12
Lectures Handouts Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 13
UNIT 7 UNIT TITLE: ARCHITECTURAL CONSTRUCTION SYSTEMS CHAPTERS/TOPIC COVERED : Introduce students to the constructions systems used in roofs, footings and foundations. UNIT LENGTH : 4/15 5/20 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP5, CRP6, CRP8, & CRP11. 1. Compare and contrast the major styles of roof construction. 2. Compare and contrast the major methods of framing construction. 3. Compare and contrast the major methods of floor construction. 4. Compare and contrast the major methods of foundation construction. 5. Draw and/or construct a model of wall framing using available CAD software, following standard architectural drawing conventions. 6. Draw a foundation and/or roof plan using available CAD software, following standard architectural drawing conventions. 7. Discuss related careers. Essential Questions 1. What are the major methods of wall framing? How are they constructed? 2. What are the major styles of roofs? How are they constructed? 3. How are floors and subfloors constructed? 4. What is post and beam construction? 5. What are some of the exterior finishes that can be applied to a structure? 6. What is a foundation and/or footing? How is it constructed? 7. What are the standard symbols used to represent building materials? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Roof Styles and Construction Floor Construction Foundation/Footing Construction Exterior Finishes Related Architectural Symbols CAD Software Tools and Techniques Related Terminology Related Careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software Demonstration Lectures Handouts 14
Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 15
UNIT 8 UNIT TITLE: INTERMEDIATE PRESENTATION CHAPTERS/TOPIC COVERED : Introduce students to intermediate methods of presenting technical drawings and designs, including modeling. UNIT LENGTH: 5/20 6/15 Performance Indicators (Standards and Objectives) NJSLS: 8.1.A.5, 6, 8, 12.B.6, 9, 12, 8.2.12B.4 Career Ready Practices: CRP8, CRP10, CRP11, & CRP12. 1. Demonstrate appropriate safety procedures. 2. Create and display 3D digital models of designs. 3. Identify the elements of a complete set of plans for an architectural and/or alternate project. 4. Explain the purpose of a rendering. 5. Create an archive of work for a portfolio. 6. Explain the purpose of a study model. 7. Explain the purpose of an architectural framing model. 8. Construct an architectural model using accepted materials and methods. Essential Questions 1. How can technical drawings be presented digitally? 2. What is rendering? 3. Why is it important to archive work? 4. What are some different types of models? 5. What are the safety procedures for constructing models? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Resources (Including Digital Tools) Safety Procedures Printer/Plotter Title Block Rendering 3D On Screen Model Archive/Portfolio Study Model Framing Model Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software Demonstration Lectures Handouts Online Resources Visual Aids 16
Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 17