Introduction to CAD Instructor Guide

Lesson plans for various courses in Computer Aided Design

Using MicroStation or Bentley PowerDraft as the software

Tom Lazear Archway Systems, Inc.

2134 Main St. #160 Huntington Beach CA 92648

Table of Contents Introduction First Lecture Course Grading Lesson Plans for Introduction to CAD Lesson Plans for supplement to course in drafting Lesson Plans for Comparative CAD course Learning Activities for sessions Introduction CAD Concepts Design Changes Menu Survey Groups Levels/Multilines Adding Text Advanced Architectural Patterns and Hatching Mechanical Practice Civil/Structural Plotting 3D Moving 2D to 3D Introduction to Solid Modeling Continue with Solid Modeling Reference Files and Drawing Composition Architecture in 3D Exams and Quizzes

Introduction This Teacher’s Guide is intended to facilitate teaching a class in CAD using either Bentley’s MicroStation or PowerDraft as the main software tool. For brevity, the software will be referred to as PowerDraft in this manual, but, MicroStation can just as readily be used since the command structure is consistent in both Bentley products. MicroStation is PowerDraft with more complete 3D plus specific discipline applications, but, the basic 2D CAD and some of the 3D is identical in the two products. This document includes schedule outlines and session Lesson Plans that can accommodate several different versions of a CAD course. The Lesson Plans are keyed to the standalone “Introduction to CAD” course using PowerDraft. Other courses that can use PowerDraft and the material provided include: “PowerDraft as a supplement to a basic course in drafting and CAD”, or “Comparative CAD”. The Comparative CAD is a badly needed course and is offered by a few farsighted schools. Students who learn more than one CAD have a distinct advantage over single-CAD students. Since there are over 250 CAD software products on the market, the student is very likely to run into a different product than that which was learned in school. Having learned two CAD products in school makes the student twice as effective, increasing their understanding of the elements of all CAD and that there are different software architectures. . Several documents are provided with Bentley MicroStation PowerDraft: Bentley PowerDraft User Manual in the online Help file MicroStation/PowerDraft Training Guide Introduction to CAD Concepts, a PowerPoint file These documents, or any part of the documents, can be reproduced and given to the students as course material. The documents are intended to be selectively used to adapt PowerDraft to meet various course requirements such as: a 9 week supplement to a drafting course using a standard drafting textbook, a standalone 18 session Introduction to CAD course, or a Comparative CAD course. Several sets of lesson plans are included; each designed to meet differing requirements.

First Lecture The first lecture should discuss the objectives of the course, an overview of how it will be conducted, an introduction to the design process and how CAD fits in, plus an introduction to CAD Concepts. The objective of the course is that the student will understand the design process and workflow, will be competent in 2D CAD understanding that there are different CAD software products available and something about how each is used in different design environments. The student will also be introduced to 3D as it is employed in architectural and mechanical work. The student will have an opportunity to edit MicroStation and AutoCAD files and be able to translate between the two. There are many different ways that a CAD course can be conducted, but, the best way is for each student to have a computer to work on in the lab and for the instructor to have a computer and projector to present the lectures and demonstrations. As a class develops, it can also be useful if students rotate in front of the class to do a demonstration of their designs. Some instructors give 10-20% of the student’s grade based on the student’s demonstration of the software. A typical class is the instructor lecturing on theoretical and practical aspects of the new lesson after reviewing the prior class materials. The adage “tell em what you are going to tell em, tell em, and then tell em what you told em” works very well in CAD courses, augmented by actual CAD work where you tell the students how to do a function, then show them (or have other students show them) then have the students do the work. There are a good number of exercises included with the MicroStation/PowerDraft Training Guide, but, it is a good idea for the instructor to supplement those exercises with other, similar work taken from the instructor’s experience or from a good drafting textbook. The exercises in the Training Guide include step-by-step instructions for how to perform the exercise. A problem taken from a drafting textbook leaves the step-by-step up to the student. A PowerPoint is included with the curriculum. The PowerPoint shows the various categories or disciplines of design including architectural, product design, mechanical design, civil, plant, and electrical. The PowerPoint also points out the various software products that are available for different disciplines and a little about the strengths of each. The software used in this course is Bentley MicroStation PowerDraft. PowerDraft includes all of the 2D and some of the 3D of full MicroStation. PowerDraft is a comprehensive 2D software with enough 3D for visualization of designs and enough for introducing the concepts of 3D. Bentley software is one of the 2 leaders in the CAD software market along with AutoCAD. MicroStation software is the industry leader in Transportation (roads, bridges) and plant design (power plants, refineries, .). MicroStation is one of the leaders in large architectural projects. AutoCAD is the leader in drafting of mechanical parts and details. Since PowerDraft has similar command and level structure to AutoCAD and since PowerDraft can edit either MicroStation or AutoCAD

files, PowerDraft is a good first CAD for any student. Over 90% of all CAD seats in industry are either MicroStation or AutoCAD. Companies that standardize their work using MicroStation (or PowerDraft which has same commands) include: California Dept of Transportation (Caltrans) with 7500 seats, Dupont with 3000 seats, Fluor Daniel with over 1000 seats, 48 of the state DOTs (Departments of Transportation), the Federal DOT, the US Army Corps of Engineers, many counties and water districts, and many oil and power companies. Plus some of the largest architectural firms: NBBJ, HOK, Richard Meier, and more. Many smaller companies standardize their work using AutoCAD. Learning PowerDraft prepares the student for employment or further study using either MicroStation or AutoCAD or any of the other over 250 CAD software products.

Lesson Plans for a standalone “Introduction to CAD Using Bentley’s MicroStation or PowerDraft” 18-session course Purpose The purpose of the course is to introduce computer-aided design first in 2D for leading design disciplines and then introduce 3D modeling, rendering and animation. At the end of the course, the student should be proficient in 2D CAD and understand the concepts in 3D. The student will also understand the differences between PowerDraft and other CAD and be prepared to work on most any brand of CAD. Lessons listed under “Reference” are taken from “Bentley MicroStation/PowerDraft Training Guide”. Schedule for an 18-session introduction to CAD using PowerDraft Session Theme Lecture Exercises 1 Concepts CAD concepts. Why CAD, Training Guide menus, levels, elements, Lessons files and drawings, design 1,2,3 plane, global origin, file navigation 2 Changes Manipulating and modifying Lessons elements, changing attributes 4, 5,6 Exercise 1 3 Overview Menu survey, precision Lesson 7 input. Exercise 2 4 Groups Working with groups, Lessons 8,9 fences, selection Exercise 3 Summary and Review 5 Levels Using levels Lessons Multilines and Multilines 10-15 Exercise 4 6 Text Text setup and use Lessons 16-18 Exercise 5 7 Cells Setup of cell libraries, Lessons use of cells 19-22 Exercise 6

8 Patterns Patterns, cross hatch Lessons 23-25 Exercise 7 9 Dimensions Settings, linear, angular Lessons radial, associative 26-28 Exercise 8 10 Integrate Do the Comprehensive Exercise 9 exercise to tie it together 11 Plotting Plotting and summary of Chap 13,14 2D 2D Plot Exer 9 12 3D 7 basics: RH rule, etc Lesson 29 Precise 3D input Exercise 10 13 2D-3D Projecting 2D to 3D Lesson 30 Exercise 11 14 Solids Introduction to solid Lesson 31-32 modeling Exercise 12-13 15 Solids Sweep & complex models Lesson 33-34 Exercise 14-15 15 Reference Reference files & Less. 35 Drawing Composition 16 Arch 3D Architecture in 3D Chapter 19 Exer 16 18 Final exam (or submit portfolio of above work)

Lesson Plans for PowerDraft as a supplement to a basic course in drafting Purpose Purpose of such a course is to introduce the student to drafting both manually and via CAD software. For an 18-week course, the first half would be devoted to drafting principles and board work using any standard drafting text and the second 9 weeks devoted to learning drafting using CAD. Outline for CAD portion Schedule for a 9-session introduction to CAD using PowerDraft Session Theme Lecture Exercises 1 Concepts CAD concepts. Why CAD, Training Guide menus, levels, elements, Lessons files and drawings, design 1,2,3 plane, global origin, file navigation 2 Changes Manipulating and modifying Lessons elements, changing attributes 4, 5, 6 Exercise 1 3 Overview Menu survey, precision Lesson 7 input. Exercise 2 4 Groups Working with groups, Lessons 8,9 fences, selection Exercise 3 Summary and Review 5 Levels Using levels Lessons Multilines and Multilines 10-15 Exercise 4 6 Text Text setup and use Lessons 16-18 Exercise 5 7 Cells Setup of cell libraries, Lessons use of cells 19-22 Exercise 6

8 Patterns Patterns, cross hatch Lessons 23-25 Exercise 7 9 Dimensions Settings, linear, angular Lessons radial, associative 26-28 Exercise 8 10 Integrate Do the Comprehensive Exercise 9 exercise to tie it together Final exam (or submit portfolio of above work)

Lesson Plans for PowerDraft as part of a Comparative CAD course Purpose Purpose of a Comparative CAD course is to broaden the serious CAD student’s understanding of the strengths and weaknesses of various CAD software and to be better prepared to learn another CAD if required by a future employer. Specifically, the student should learn that all CAD software has tools, settings, zoom/pan, input and output. The student will be better able to learn any other CAD. For the sake of this outline, the two CAD software are PowerDraft and AutoCAD LT. Course Resources PowerDraft comes with adequate course materials including: PowerDraft Training Guide PowerDraft Training Guide For AutoCAD or AutoCAD LT there are several books that can be used as a reference: As an example, you might just use the AutoCAD LT “Getting Started” book that comes with the product. We will use that book for this outline. Schedule for an 18-session Comparative CAD course Session Theme Lecture Exercises 1 Concepts CAD concepts. Why CAD, Training Guide menus, levels, elements, Lessons files and drawings, design 1,2,3 plane, global origin, file navigation 2 Changes Manipulating and modifying Lessons elements, changing attributes 4, 5, 6 Exercise 1 3 AutoCAD AutoCAD tools, layers, concepts AutoCAD Concepts Getting Started Chapter 1 3 PowerDraft Menu survey, precision Lesson 7 Mechanical input. Exercise 2 6 Mechanical Mechanical Drawing AutoCAD Tutorial AutoCAD Chapter 4

7 Groups Working with groups, Lessons 8,9 fences, selection Exercise 3 Summary and Review 8 Isometric Drawing Setup AutoCAD Tutorial AutoCAD Chapter 5 9 Levels Using levels Lessons Multilines and Multilines 10-15 Exercise 4 10 Symbols Using Blocks, Symbols AutoCAD Tutorial AutoCAD Mirror image, hatching Chapter 10 11 Text Text setup and use Lessons 16-18 Exercise 5 12 Advanced Using Hatching AutoCAD Tutorial 2D AutoCAD Chapter 10 7 Cells Setup of cell libraries, Lessons use of cells 19-22 Exercise 6 14 Architectural Hotel floor plan AutoCAD Tutorial AutoCAD 15 3D 7 basics: RH rule, etc Lesson 29 Precise 3D input Exercise 10 16 3D Moving 2D models to 3D AutoCAD Tutorial AutoCAD 17 File Trans Translate files back and forth See PowerDraft PowerDraft and AutoCAD Translator in Help 18 Write a paper comparing the The two CAD software Final exam (or submit portfolio of above work)

Learning Activities for sessions Introduction The following pages offer two sets of lesson plans or “learning activities”. One set meets the standards of ISTE-NST and the other meets the standards of ITEA. (Those acronyms respectively stand for International Technology Education Association and International Society for Technology in Education, National Educational Technology). The ISTE set of Lesson Activities are somewhat shorter and simpler. The ITEA Lesson Activities include additional instructor help such as key questions. A new instructor might look at both sets and determine which set meets his or her needs best. Each Lesson Activity covers a separate session as outlined for the courses above. In general, the lesson plan numbers below correspond to the session numbers in the standalone Introduction to CAD course, with exceptions noted. These lesson plans are designed for a moderately paced course, for average students who are reasonably computer literate and who understand something about design and drafting. Each session will take approximately two hours including lecture and lab. For more advanced students, these lesson plans can be augmented with further exercises taken from any drafting textbook. After working the step by step exercise in the Training Guide, have the advanced student create a drawing to match the example taken from the drafting text. Be sure to select an exercise that is similar to the one in the Training Guide so the student will gain practice in the subject at hand. For class sessions longer than two hours, sessions can be combined. Thousands of students have learned basic CAD and MicroStation using the Training Guide as the basis. Emphasis is placed on learning by doing as there is no better way to learn CAD. Student assessment and grading Every school and instructor has their own method of grading. One suggestion is to use 4.0=A, 3.0=B, 2.0=C, 1.0=D and less than 1.0=F. Half points can be interpreted as + or – if that system is used. It is a good idea to let the students know how they will be graded in the course. A useful grading standard might be: * exercise and extra credit completed accurately and presented with excellence 4.0 *all of the elements of the exercise completed and well presented 3.5 *most of the elements of the exercise completed and adequate understanding 3.0 *some of the elements adequately presented 2.0 *some elements shown but less than adequately. Barely understands concepts 1.0 *none of elements adequately presented. 0.0

LESSON ACTIVITIES The following Lesson Activities were written according to the standards of ISTE-NST, International Society for Technology in Education, National Educational Technology.

The International Society for Technology in Education 1.800.336.5191 (U.S. & Canada) 1.541.302.3777 (International) 1.541.302.3778 (fax) iste@iste.org

Washington, DC Office

1710 Rhode Island Ave NW, Suite 900 Washington, DC 20036 1.866.654.4777 (U.S. & Canada) 1.202.861.7777 (International) 1.202.861.0888 (fax)

There are seventeen Lesson Activities. The last class would be for a final exam or project. Note there are example tests and answers included as well.

Learning Activity #1 Title: CAD Concepts Curriculum: For all 3 courses: PowerDraft as supplement to course in drafting & CAD; Standalone CAD course; or course in Comparative CAD Grade Level Span: 8 thru 14 Purpose: Introduce the student to computer-aided-design concepts Description: The instructor will lecture for 30 minutes covering the uses and sources of CAD software, outlining the types of software used for different design projects. The lecture is followed by an introduction to PowerDraft lecture and a simple class exercise. This lesson may be shortened for lower grades or broken into two classes or combined with others for advanced students. Activities:

1. Lecture 2. Review of PowerDraft Help for overview of tools, settings and

Commands 3. Getting Started: Click, Double click, zoom and pan 4. Power Keys, Editing Objects, File 5. Lessons 1, 2 and 3 letting students do scratch pad work

Tools and Resources: The instructor and each student should have a copy of PowerDraft. Any Windows NT or later computer will do, but, the later and faster the better. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. Also, if the instructor has Word or Acrobat reader on his/her computer, the Quickstart can be projected on the screen for lecture. Also, see PowerDraft Quickstart under Help>Contents. For the introductory lecture, see the powerpoint on the PowerDraft distribution disk, called Introduction to CAD Concepts. . Assessment: Each student should complete some constructions. See “assessment” in the introduction above.

Learning Activity #2 Title: Design Changes Curriculum: For 3 courses: PowerDraft as supplement to course in drafting & CAD, Standalone CAD course or Comparative CAD Grade Level Span: 8 thru 14 Purpose: Introduce the student schematic drafting and to modifying drawings and changing attributes Description: The instructor will lecture for 20 minutes covering a review of the previous activity and the fundamentals of drawing and drawing files using either lecture by projecting the pages from the Training Guide, or by demonstrating the concepts using PowerDraft. Best method is to lecture, followed by demonstration of the exercise, followed by student doing the exercise, and then repeat for more exercises if time permits. If class is large, match fast students with slower students and have the fast student help the slower. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results and summary to-date page 29

Tools and Resources: The instructor and each student should have a copy of PowerDraft software on their computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. Also, if the instructor has Acrobat reader on his/her computer, some of the Training Guide and PowerDraft Help can be projected on the screen for the lecture. Reader can be downloaded from www.adobe.com for free. For this lesson, use Training Guide Chapter 2 and Exercise 1. If there is time, have the students do an additional schematic taken from any drafting textbook. Assessment: Review the lab exercise and any additional exercises

Learning Activity #3 Title: Menu Survey Curriculum: For 3 courses: PowerDraft as supplement to course in drafting & CAD, Standalone CAD course or Comparative CAD (session 5 in this course) Grade Level Span: 8 thru 14 Purpose: Give the student an overview knowledge of PowerDraft plus introduce precision geometric input through a simple mechanical part. Description: The instructor will lecture for 20 minutes covering a review of the previous exercise plus go over all menus plus introduce precision input via keyins and Accudraw. Best method is to lecture, followed by demonstration of an exercise, followed by student doing the exercise, and then repeat for more exercises. If class is large, match fast students with slower students and have the fast student help the slower. The exercise done in this session will be the two views of simple stepped shaft Activities:

1 Lecture: over view and intro precision geometry 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for software and Training Guide exercises loaded on their computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should also have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 3 & 4. Time permitting, select a simple mechanical part from a drafting textbook for extra credit. Assessment: Review the lab exercise

Learning Activity #4 Title: Groups Curriculum: For 3 courses: PowerDraft as supplement to course in drafting & CAD, Introduction to CAD course or Comparative CAD (session 7 in this course) Grade Level Span: 8 thru 14 Purpose: Introduce the student to grouping geometry for mass edits and to a simple structural example. Description: The instructor will lecture for 20 minutes covering a review of the previous exercises plus cover the elements of mechanical drafting using any drafting text book and then exercises found in PowerDraft Training Guide Chapter 5. Best method is to lecture, followed by demonstration of an exercise, followed by student doing the exercise, and then repeat for more exercises. If class is large, match fast students with slower students and have the fast student help the slower. The exercise will be the Sprinkler Protector. This gives the student an early look at a civil/structural drawing to complement the schematic and mechanical 2-view drawings in the previous exercises. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results plus Summary and Review to here

Tools and Resources: The instructor and each student should have a copy of PowerDraft for software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 5. Assessment: Either asess progress based on review of the exercise or give a closed book test on the subjects in the Summary and Review which follows Chapter 5.

Learning Activity #5 Title: Levels/Multilines Curriculum: For all 3 courses: Comparative CAD, PowerDraft as supplement to course in drafting & CAD or Introduction to CAD course Grade Level Span: 8 thru 14 Purpose: Introduce student to architectural drafting using levels and multi-lines. Description: The instructor will lecture for 20 minutes covering a review of the previous exercises plus cover the architectural drafting including setting up multilines, constructing a floorplan using multilines and architectural dimensioning. Then exercise found in PowerDraft Training Guide Chapters 7 Best method is to lecture, followed by demonstration of an exercise, followed by student doing the exercise. If class is large, match fast students with slower students and have the fast student help the slower. The exercise done in this lesson is a simple floorplan using multilines. Activities:

1 Lecture 2 Assign lab exercises. 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 6 & 7 Assessment: Assess progress based on completion of the exercise.

Learning Activity #6 Title: Adding text to drawings Curriculum: For all three courses: PowerDraft as supplement to course in drafting & CAD or Standalone CAD course. In the Comparative CAD course, this is Class #9. Grade Level Span: 8 thru 14 Purpose: Introduce the student to drawing annotation. Description: The instructor will lecture for 20 minutes covering a review of the previous exercises plus cover the purpose and importance of annotating drawings, ie notes, call outs, lists. Then exercise found in PowerDraft Training Guide Chapter 8. Best method is to lecture, followed by demonstration of a part of the exercise, followed by student doing the exercise. The exercise done in this lesson is adding notes to the simple floorplan. Note: This is a fairly light lesson and also fairly independent of other Lessons. Consequently, this Lesson can be used on a short school day or done out of sequence. Or, it can offer the students an opportunity to complete previously incomplete exercises. Or, select a drawing with heavy annotation from any drafting text and have the students do the drawing and add text. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 8. . Assessment: Asess progress based on completion of the exercise.

Learning Activity #7 Title: Advanced Architectural Curriculum: For all three courses: PowerDraft as supplement to course in drafting & CAD or Standalone CAD course. In the Comparative CAD course, this is Class #11. Grade Level Span: 8 thru 14 Purpose: Teach the importance of the use of cells to capture standardized geometry, and its application to architectural drafting. Description: The instructor will lecture for 20 minutes covering a review of the previous exercises plus cover the purpose of cell libraries and how to create them and use them in a drawing . Then exercise found in PowerDraft Training Guide Chapter 9 Best method is to lecture, followed by demonstration of a part of the exercise, followed by student doing the exercise. The exercise done in this lesson is design of a hotel floorplan which demonstrates the use of snapping, scaling, and more. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 9. Assessment: Asess progress based on completion of the exercise.

Learning Activity #8 Title:Patterns and Hatching Curriculum: For all three courses: PowerDraft as supplement to course in drafting & CAD or Standalone CAD course. In the Comparative CAD course, this is Class #13. Grade Level Span: 8 thru 14 Purpose: Basic and intermediate level architectural work. Description: The instructor will lecture for 20 minutes covering a review of the previous exercises plus the basics of architectural drafting. Discuss architectural projects include homes, buildings, factories. Basic document is a floorplan. (refer to any text on architectural drafting or free materials available from AIA website). Then exercise found in PowerDraft Training GuideChapter 10 Best method is to lecture, followed by demonstration of a part of the exercise, followed by student doing the exercise. The exercise done in this lesson is to hatch a floorplan. Here again, any drafting text can be used to supplement the exercise, or have the students create as many of the hatch patterns as they can from the AIA Graphic Standards. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 10. Assessment: Assess progress based on completion of the exercise.

Learning Activity #9 Title: Mechanical Practice Curriculum: At lesson 9, the three course outlines diverge. Lesson 9 as described here is only for the standalone class, Inroduction to CAD using Bentley PowerDraft. See other lesson plans for the other courses. Grade Level Span: 8 thru 14 Purpose: Cover dimensioning and more intermediate level mechanical functions. Description: The instructor will lecture for 20 minutes covering a review of the previous exercise plus cover the subject of dimensioning for architectural, civil and mechanical projects. Best method is to lecture, followed by demonstration of a part of the exercises, followed by student doing the exercises. The exercises done in this lesson are one and two view mechanical drawings. Activities:

1 Lecture 2 Assign lab exercises. 3 Students do exercises 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Guide, Help and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Manual found on the distribution CD. For this lesson, use Training Manual Chapter 11. Assessment: In this case, the student can be assessed based on completion of the cam exercise which brings together much of 2D for mechanical drafting.

Learning Activity #10 Title: Civil/Structural Curriculum: Lesson 10 as described here is only for the standalone class, Inroduction to CAD using Bentley MicroStation PowerDraft. See other lesson plans for the other courses. Grade Level Span: 8 thru 14 Purpose: Introduce the student to large Imperial unit projects such as civil engineering, mapping and structural. Description: The instructor will lecture for 20 minutes covering a review of the previous material plus cover the basics of civil engineering projects using experience or any text. Discuss civil projects including roads, railway, bridges, building structures and maps. Then exercise found in Training Guide Chapter 12 found on the PowerDraft distribution CD. Best method is to lecture, followed by demonstration of a part of the exercises, followed by student doing the exercises. The exercise done in this lesson is a basic city tract map that will use a number of CAD functions covered in prior lessons, but, applied to a civil project. This is a fairly comprehensive exercise and may tax the students to complete it in a normal class. This is a good exercise to weigh heavily in the student’s grade. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstration of the exercise. The Instructor and each student should have a hardcopy of PowerDraft Training Guide found on the distribution CD. For this lesson, use Training Guide Chap 12. Assessment: Grade the finished tract map drawing.

Learning Activity #11 Title: Plotting Drawings & Summary of 2D Curriculum: Lesson 11 as described here is only for the standalone class, Inroduction to CAD using Bentley MicroStation PowerDraft. See other lesson plans for the other courses. Grade Level Span: 8 thru 14 Purpose: Introduce the plotting functions of PowerDraft and summarize the course to this point. Description: The instructor will lecture for 30 minutes covering a review of the previous material plus cover the basics of plotting drawings plus summarize the course including good practices (tips) and a comparison of PowerDraft and AutoCAD. Best method is to lecture, followed by demonstration of a part of the exercise, followed by student doing the exercise. The exercise done in this lesson is to plot out the City Tract Map from the previous exercise, experimenting with different scales and other parameters. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Guide, Help and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide found on the distribution CD. . Assessment: In this case, the student can be assessed based on plotting the drawing to the exact scale and sheet size you specify

Learning Activity #12 Title: 3D Curriculum: Lesson 12 as described here is for the standalone class, Inroduction to CAD using Bentley MicroStation PowerDraft. It is called Lesson 13 in the Comparative CAD course. . Grade Level Span: 8 thru 14 Purpose: Introduce the student to 3D CAD. The objective of this session is to communicate the concepts of 3D and difference between 2D and 3D and to understand how to input precise 3D dimensioins. Description: The instructor will lecture for 20 minutes covering a review of the previous material plus cover the basics of 3D. Best method is to lecture, followed by demonstration of a part of the exercises, followed by student doing the exercises. The lecture can be based on Chapter 15 in the Training Guide. Also, useful to have a square box with “top, left, right, etc” written in bold letters on the box faces. The exercises done in this lesson are primarily just scratch pad exercises to get the student familiar with the concepts. The Kite Exercise 10, reinforces the relationship between the 2D commands already learned and how those apply in 3D. Activities:

1 Lecture 2 Assign lab exercises. 3 Students do exercises 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Vignettes and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide found on the distribution CD. For this lesson, use Training Guide Chapter 15 & 16. Assessment: Either by walking the class and seeing that the student has the concepts or quick quiz.

Learning Activity #13 Title: Moving 2D Models to 3D Curriculum: Lesson 13 as described here is for the standalone class, Inroduction to CAD using Bentley MicroStation PowerDraft. It is called Lesson 15 in the Comparative CAD course. Grade Level Span: 8 thru 14 Purpose: Introduce the student to 3D, when starting the design in 2D. Description: The instructor will lecture for 30 minutes covering a review of the previous material plus review the basics of 3D. Discuss uses of 3D for visualization, disciplines and animation using the powerpoint: Teach 3D (see Archway ftp site or use ppt included on distribution CD) . Then exercise found in Chapter 16, Lesson 30 Exercise 11. Best method is to lecture, followed by demonstration of a part of the exercise, followed by students doing the exercise. The exercise done in this lesson is a very simple one of drawing a floorplan in PowerDraft, then converting the 2D to a 3D file, extruding to 3D and then creating a roof in 3D. The students can try their hand at more complex PowerDraft 2D models such as exercises from previous lessons, time permitting. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft software loaded on their Windows computer.A projector should be available. . Assessment: In this case, the student can easily be assessed as pass or fail depending on whether the model is created or not. .

Learning Activity #14 Title: Introduction to Solid Modeling Curriculum: Lesson 14 as described here is for the standalone class, Inroduction to CAD using Bentley MicroStation PowerDraft. It is not used in the other course outlines. Grade Level Span: 8 thru 14 Purpose: Introduce the student to basics of 3D modeling, including solid primitives plus extruding 2D to create models. Description: The instructor will lecture for 20 minutes covering a review of the previous material plus cover the basics of 3D primitives, and extrusion. See Chapter 17 in the training guide. Best method is to lecture, followed by demonstration of a part of the exercise, followed by students doing the exercises. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project demonstrations of the exercises. Lecture using Powerpoint Intro CAD concepts or Teach 3D. Also, use Bentley website: www.bentley.com. The exercises done in this lesson are the Ubracket and Lbracket. Assessment: Best assessment is can the student create the models or not?

Learning Activity #15 Title: Continue with Solid Modeling Curriculum: Lesson 15 as described here is for the standalone class, Inroduction to CAD using Bentley MicroStation PowerDraft. It is not used in the other course outlines. Grade Level Span: 8 thru 14 Purpose: Introduce more advanced 3D modeling, including sweeping 2D to make 3D models plus use of primitives to make a complex model. Description: The instructor will lecture for 20 minutes covering a review of the previous material explaining that extrude and sweep are principal tools for mechanical work but that primitives are also useful. Do the Exercise 15: Roller Bearing. Best method is to lecture, followed by demonstration of a part of the exercise, followed by students doing the exercises. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project demonstrations of the exercise. Assessment: Best assessment is can the student create the models or not?

Learning Activity #16 Title: Reference Files and Drawing Composition Curriculum: Lesson 16 as described here is for the standalone class, Inroduction to CAD using Bentley MicroStation PowerDraft. It is not used in the other course outlines. Grade Level Span: 8 thru 14 Purpose: Introduce reference files and how they are used for composing drawings from 3D models. Description: The instructor will lecture for 20 minutes covering a review of the previous material plus cover the basics of reference files plus how reference files are used to compose a drawing to be plotted. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the PowerDraft 3D Tutorials and demonstrations of the exercises. Assessment: Best assessment is can the student follow the tutorial and render the models.

Learning Activity #17 Title: Architecture in 3D Curriculum: Lesson 17 as described here is for the standalone class, Inroduction to CAD using Bentley MicroStation PowerDraft. It is also used in the Comparative CAD course. Grade Level Span: 8 thru 14 Purpose: Review 3D as it relates to architectural projects Description: The instructor will lecture for 20 minutes covering a review of the previous material plus cover the elements common to all CAD software. Then, describe the methodology used by architectural design software such as Triforma which is not part of PowerDraft but is part of MicroStation, ie forms, parts, families, libraries. Use an exercise to draw a floorplan in PowerDraft and then extrude the floorplan, create roof and then compose a drawing. Best method is to lecture, followed by demonstration of converting a file, followed by students doing some file conversions.. Activities:

1 Lecture 2 Assign lab exercise 3 Students do exercise 4 Class discussion of results

Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class. Assessment: Check their floorplan extruded to model.

LESSON ACTIVITIES ACCORDING TO ITEA The following Lesson Activities are written according to the standards of ITEA, International Technology Education Association. See Standards for Technological Literacy, abbreviated STL: Content for the Study of Technology Second Edition ITEA project: Technology for All Americans Project 1914 Association Drive, Suite 201 Reston VA 20191-1539 703 860 2100 http://www.iteaconnect.org/index.html The Standards for Technological Literacy, STL, characterizes two different aspects of learning technology: Learning About Technology and Learning to Do Technology. The three courses outlined above, and the Lesson Activities below are intended to meet the objective of STL for a course in “doing technology” per the characterization given in Chapter 1 of STL. The objective in these courses is that the student will learn a bit about design but mainly will learn how to use computer aided design software to make a 2D and a 3D model of a design. STL makes the point that there are many side benefits of learning technology: mathematics is a core part of technology as is science and more. In the study of design, the student brings together those subjects plus a certain amount of art, 3D visualization, and the disciplines of architecture, civil engineering, mechanical engineering and mapping all very important for students to become informed citizens in a developed world. The teaching of technology has declined in recent years due to the push to improve education in the basics of science, history, language, mathematics and social studies. Also, many of the teachers and administrators in K-12 are not themselves aware of technology. This course is intended to supply all the information that a middle school teacher would need to teach the subject of computer aided design. This course meets the requirements of Chapter 5 of STL.

Learning Activity #1

Concepts Purpose Introduce the student to computer-aided-design concepts Grade Level 8 to 14 This unit/lesson activity will Impart to the students the meaning, history and application of computer-aided-design commonly referred to as CAD. Standards Addressed There are many standards involved in design. Each discipline has its own standards which are sometimes governed by national, sometimes by state and sometimes by an association of the discipline itself. For example, AASHTO is an organization of the Heads of the Departments of Transportation for each state plus federal. AASHTO maintains many standards for design of roads and bridges. Plus, the ASCE, American Society of Civil Engineers produces standards as does the American Concrete Institute (ACI), the Americant Institute of Steel Construction (AISC) and more. Then, for the design of machines, process plants, airplanes, automobiles and more, the American Society of Mechanical Engineers (ASME) publishes standards. Then, there are International Standards (ISO) and other country standards similar to ASME and ASCE. On top of that, there are drafting standards issued by the American Institute of Architects, the American Design Drafters Association and more. This course material relates to the proper standards for the discipline being discussed at the time. Essential Questions Students Should be able to Answer 1.What is the meaning of the acronym CAD? 2.Name five fields of work that utilize CAD. 3. Name 2 CAD software available on the market for each of: architecture, mechanical, plant, electrical and civil engineering. 4. Explain the difference between 2D and 3D CAD. Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do 1.Each student will have completed all three exercises from Lessons 1, 2 and 3 in the Student Guide. 2. After the instructor’s lecture and slide show, the students will discuss what they saw, where CAD is used and how it may effect their life. Prior Knowledge The prior knowledge and abilities needed for this unit/lesson include: Students should be proficient in basic math Have an understanding of basic geometric shapes Helpful to have an idea about design and drafting Should have basics of Windows based computers Resources The instructor and each student should have a copy of PowerDraft. Any Windows NT or later computer will do, but, the later and faster the better. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. Also, if the instructor has Word or Acrobat reader on his/her computer, the Quickstart can be projected on the screen for lecture. Also, see PowerDraft Quickstart under Help>Contents. For the introductory lecture, see the powerpoint on the PowerDraft distribution disk, called Introduction to CAD Concepts. Time One hour of lecture and two hours of CAD lab work is more than sufficient for this lesson. Laboratory-Classroom Preparation There are several ways that the classroom can be prepared for this class. Here are several options:

Ideally, the classroom will be outfitted with a large number of computers, sufficient so that each student has his or her own, each with Windows 2000 or later and each with a 17” or larger monitor. The instructor should have a computer for demonstration purposes plus a computer projector and screen. The software MicroStation PowerDraft should already have been downloaded from www.becareers.org and loaded on each computer. The student guide that comes with the download should be printed so that each student has a copy at their desk. If it is not possible to have such a large lab as described in “1”, the subject can still be taught with lessor resources. For example, two students can sit at one computer and then alternate in doing the exercises, one doing the exercise while the other watches and comments. Some schools require their students to have their own computers. If that is the case, the sofware can legally be loaded on the student’s computers and, in that case, the lab can just be table tops for the students laptops or other computer to sit on. The student guide can either be printed or the PDF file can be viewed on each computer. The PowerDraft Help file has considerable reference material and it is a good idea to have the students get used to using Help on line as more and more software companies are discontinuing written documentation in favor of online help. Description of Unit/Lesson and Related Activities Description: The instructor will lecture for 30 minutes covering the uses and sources of CAD software, outlining the types of software used for different design projects. The lecture is followed by an introduction to PowerDraft lecture and a simple class exercise. This lesson may be shortened for lower grades or broken into two classes or combined with others for advanced students. Activities: 1.Lecture 2.Review of PowerDraft Help for overview of tools, settings and Commands. 3.Getting Started: Click, Double click, zoom and pan 4.Power Keys, Editing Objects, File 5.Lessons 1, 2 and 3 letting students do scratch pad work Unit/Lesson Extension If some students get through the lesson very quickly, have them look at Help in more depth. Have them click on Contents, then on Quickstart Guide. See how far they can get reading through Quickstart and possibly even starting the Tutorial that is found at the bottom of the Quickstart guide.

Addressing Benchmarks None at this level Closing Comments Generally, the first session of a class will involve some confusion and concern on the part of the students as they enter the class. This class should be fun. The students should have any concerns and questions put to rest. Also, it is important that the student knows that they will be much more involved in doing exercises and work as the class continues. The course is designed so that the student will get a taste of the basics of 2D and some 3D CAD from the fields of electrical schematics, mechanical design, architectural design, civil design and mapping. Also, the student will learn that any CAD softwae has the same fundamental functions: tools, tool settings, view control, formatting, output, Help. Once these concepts are learned for one software, the next one is much simpler. Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity # 2:

Design Changes Purpose Introduce the student to schematic drafting and to modifying drawings and changing attributes. Grade Level 8-14 Standards Addressed See Learning Activity #1 Essential Questions Students Should be able to Answer 1.What is each of these commands used for: Move, Copy, Scale, Rotate, Mirror? 2.Explain the difference between enlarging the view of your drawing by Zoom-in and enlarging an element via Scale from the Modify menu? 3.What is the best way to search for a needed tool? 4.What is input focus? 5.Name four ways that an element can be modified. 6.What are element attributes? 7.What is the purpose of a Grid? 8.How do you set up a design file? Use the essential questions to help determine what you will assess and what assessment methods you will use. Assessment Criteria Used to Determine What Students Know and Can Do The instructor should walk the class and make sure that each student can follow the instructions and complete Exercise 1-Schematic Students should be encouraged to discuss the exercise and what they have learned. Use the questions above. Prior Knowledge

The items learned in Lesson 1. Resources The instructor and each student should have a copy of PowerDraft software on their computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. Also, if the instructor has Acrobat reader on his/her computer, some of the Training Guide and PowerDraft Help can be projected on the screen for lecture. Reader can be downloaded from www.adobe.com for free. For this lesson, use Training Guide Chapter 2 and Exercise 1. If there is time, have the students do an additional schematic taken from any drafting textbook. Time 20 minutes of review of previous lesson. Plus a demo of the schematic. Students can do the Exercise #1 . If they complete the exercise with time to spare, they can do any schematic from a drafting text book as a second exercise. Laboratory-Classroom Preparation See Lesson 1 Description of Unit/Lesson and Related Activities Description: The instructor will lecture for 20 minutes covering a review of the previous activity and the fundamentals of drawing and drawing files using either lecture by projecting the pages from the Training Guide, or by demonstrating the concepts using PowerDraft. Best method is to lecture, followed by demonstration of the exercise, followed by student doing the exercise, and then repeat for more exercises if time permits. If class is large, match fast students with slower students and have the fast student help the slower. Activities: Lecture Assign lab exercise Students do exercise

Class discussion of results and summary to-date Unit/Lesson Extension For very fast students, you may want to have a drafting textbook handy that you can assign extra exercises. In this case, use a slightly more complex schematic such as a simple org chart or electric circuit diagram. Be careful not to choose an example that requires complex symbols. You can also have faster students go to Help in MicroStation PowerDraft and do more of the Quickstart Guide Tutorial, or skim through the User Guide. Closing Comments This lesson is the first where actual work is performed. It gives the instructor a good opportunity to walk the class and see which students are struggling and may need extra help. It is also the first lesson that is less deductive and more inductive, i.e. rather than teaching rules and definitions, the student is required to read the step-by-step instructions and perform the design steps. They will remember much more when they do the work. But, you may run across language difficulties, reading problems and the like and this would be the point in the class to assess that and take appropriate actions. Evaluation of Unit/Lesson See Rubric with Learning Activity #1

Learning Activity #3

Menu Survey & Precise Input Purpose Give the student overview knowledge of PowerDraft plus introduce precision geometric input through a simple mechanical part. Grade Level 8 to 14 Essential Questions Students Should be able to Answer 1.Name five pull-down menus. 2.Where do you go to create a new file? 3. What are some functions found on the Edit Menu? 4. What is the Element menu for? 5. What are Snaps? 6. Name four ways you can snap to elements. 7. What is Accusnap? 8. What is Accudraw? 9. Name two ways to enter coordinate data (lengths and distances). Use the essential questions to help determine what you will assess and what assessment methods you will use. Assessment Criteria Used to Determine What Students Know and Can Do 1. Class discussion of essential questions 2. Walk the class and make sure that each student has completed the exercise #2 (stepped shaft) 3. Very fast students can earn extra credit by also completing a drawing taken from a drafting text book., or, have fast students help the slower ones. Prior Knowledge Successful completion of Lesson #2

Resources The instructor and each student should have a copy of PowerDraft for software and Training Guide exercises loaded on their computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should also have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 3 & 4. Time permitting, select a simple mechanical part from a drafting textbook for extra credit. Time 20 minute lecture covering previous lesson. Then, 20 min going over menu survey. Then, 20 minutes on input via keyins and Accudraw. That leaves 2 hours for the exercise which is more than ample. Great to introduce other mechanical 2D drawings at this point. Laboratory-Classroom Preparation See lesson #1 Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous exercise plus go over all menus plus introduce precision input via keyins and Accudraw. Best method is to lecture, followed by demonstration of an exercise, followed by student doing the exercise, and then repeat for more exercises. If class is large, match fast students with slower students and have the fast student help the slower. The exercise done in this session will be the two views of simple stepped shaft Activities:

1. Lecture: over view and intro precision geometry 2. Assign lab exercise 3. Students do exercise 4. Class discussion of results

Unit/Lesson Extension Examples from drafting textbook. Closing Comments This lesson is the first to introduce mechanical design. If students have had mechanical drafting, this will be an easy lesson. If not, it may require more fundamental help. If the class is spread between fast and slow students, this is a great opportunity to do any of several things: You may group the students into groups of 3 or 4 matching some slow with some faster. Have them draft some design which you put on the board. Give a prize or just recognition to the team that gets it done first, but, requiring all teams to complete the extra exercise. Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________

Learning Activity #4 Groups & Review

Purpose Introduce the student to grouping geometry for mass edits and to a simple structural example. Also, summary and review of subject to date. Grade Level 8 to 14

Essential Questions Students Should be able to Answer Consider these questions:

1. Name two ways by which elements can be grouped? 2. What is the difference between Fence Inside & Fence Overlap? 3. What does Clip mean? 4. What are the three most common Fence tools? 5. How can a single element be selected? 6. How can multiples be selected? 7. Describe how to accomplish Inside and Overlap via selection 8. What is a seed file? 9. Describe what master and sub working units mean. 10. What are the functions of the three mouse buttons? 11. What is the Tool Settings box used for? 12. Name five ways you can modify an element. 13. Name five ways you can manipulate an element 14. What are the steps in using Accudraw to input a distance?

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Either assess progress based on review of the exercise or give a closed book test on the subjects in the Summary and Review which follows Chapter 5.

Prior Knowledge Satisfactory completion of Lesson Activity #3 Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 5.

Time Lecture for 20 minutes covering review. Then, introduce and demonstrate groups for another 20 minutes. Time in class used to do the exercize #3 which is taken from civil engineering. After the exercise, which should take no more than half hour, have the students also draft an exercise from a standard drafting book. Finally, spend the last 15 minutes with class discussion of the summary and review. Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous exercises plus cover the elements of mechanical drafting using any drafting text book and then the exercise found in PowerDraft Training Guide Chapter 5. Best method is to lecture, followed by demonstration of an exercise, followed by student doing the exercise, and then repeat for more exercises. If class is large, match fast students with slower students and have the fast student help the slower. The exercise will be the Sprinkler Protector. This gives the student an early look at a civil/structural drawing to complement the schematic and mechanical 2-view drawings in the previous exercises. During the last portion of the class, use the Summary & Review section of Chapter 5 for class discussion.

Unit/Lesson Extension As in nearly every Lesson Activity, the best extension for faster classes or longer periods of lab time is to find a similar exercise from a standard drafting text book and have the students redraw that using the CAD software. It is best to use a supplementary exercise from a similar field as the example in the exercise. This way, the student learns the functions necessary by first doing the step-by-step exercise in the Training Guide, then, but induction, uses the same methods to reproduce another drawing where the step by step instructions are not available. When students get stuck, they can go back to the step-by-step instructions or search Help, or this is a good opportunity for class discussion of how to accomplish a specific task. Closing Comments This lesson is the first to introduce civil/structural design. If students have had mechanical drafting, this will be an easy lesson. If not, it may require more fundamental help. If the class is spread between fast and slow students, this is a great opportunity to do any of several things: You may group the students into groups of 3 or 4 matching some slow with some faster. Have them draft some design which you put on the board. Give a prize or just recognition to the team that gets it done first, but, requiring all teams to complete the extra exercise.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #5 Levels/Multilines

Purpose Introduce student to architectural drafting using levels and multi-lines. Applicable Standards: There are several industry standards that apply with regard to levels and multilines. Both of these CAD terms apply most specifically to architectural design, although, other disciplines do use the functions as well. A level is like a clear sheet of plastic. For example, an architect might draw the floorplan on one level, the furniture on another level, the electrical on still another. Then, the architect can turn “off” a level such as electrical and just show the floorplan and furniture. Or turn off furniture and just show floorplan and electrical. Multilines are used to draw both sides of a wall at the same time. There are industry standards for both level definitions and multiline definitions. Those standards can be found in the U.S. National CAD standards and in AIA Graphics Standards. Note the menu pulldown: Settings>Manage which shows several standards. Essential Questions Students Should be able to Answer Consider these questions:

1. What is a CAD level? 2. What is the purpose of a CAD level? 3. What two dialog boxes are associated with levels and what purpose? 4. What are Multilines? 5. What are the three components of Multilines? 6. What is maximum number of multilines that can be drawn at one time? 7. Name one example use of Multilines.

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Either asess progress based on review of the exercise or via class discussion of the essential questions or how long it takes the students to do any extension exercises.

Prior Knowledge Satisfactory completion of Lesson Activity #4 Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 6 and 7

Time Lecture for 20 minutes covering review of Lesson #4. Then, introduce and demonstrate levels and multilines for another 20 minutes. Time in class used to do both exercises about 40 min. After the exercises, have the students also draft an exercise from a standard drafting book or have a class discussion. Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous exercises plus cover the elements of definition and uses of multilines and levels. See Chapter 6 and 7. Best method is to lecture, followed by demonstration of an exercise, followed by student doing the exercise, and then repeat for more exercises. If class is large, match fast students with slower students and have the fast student help the slower. The exercises will be the door and floor lamp found at the end of the chapter. This gives the student an early look at architectural models.

Unit/Lesson Extension This chapter has quite a bit of material and probably does not require an extension.

Closing Comments This lesson is the first to introduce architectural design. If the class is spread between fast and slow students, this is a great opportunity to do any of several things: You may group the students into groups of 3 or 4 matching some slow with some faster.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #6 Adding text to drawings

Purpose Introduce the student to drawing annotation. Grade Level 8 to 14 Applicable Standards: There are many standards for text. Especially, the font, size, spacing and the like. For example, there is an industry standard called “True Type” fonts. These are scalable fonts that were introduced by the computer industry. One of the strengths of true type fonts is that the letters can be made very big or very small. But, another advantage is that nearly all computer programs (software) include use of true type fonts. MicroStation PowerDraft for example incorporates the true type fonts on your computer when PowerDraft is installed. So, when choosing a font from within PowerDraft, you not only see the PowerDraft specific fonts, you also see and choose an industry standards true type font. In addiiton, when PowerDraft is installed, if there is an AutoCAD on the computer, PowerDraft will incorporate the AutoCAD specific fonts as well. This is a good example of the value of standards. If a designer incorporates true type text fonts, those fonts can be read and manipulated by nearly all other software. If AutoCAD or MicroStation specific fonts are used, those fonts cannot be displayed when the design is read by some other CAD software, for example. The broader the acceptance of a standard, the more value in adhering to the standard. Also, related to this lesson, there are standard text sizes specified for particular purposes by many of the ASME, AIA, ADDA and other standards.

Essential Questions Students Should be able to Answer Consider these questions:

1. What is text used for on a drawing? 2. What are some of the “settings” for text, e.g. height, width…? 3. Where is the Settings dialog box found? 4. What is a text Style? 5. Name 10 characteristics of text which can be set. 6. Name some of the ways by which text can be placed on a drawing. 7. Name five standard text fonts.

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Assess progress based on discussion of the questions and completion of the exercise. This lesson will require supplementary exercises. Either chose another architectural floor plan from a book that has plenty of notes, or chose a mechanical or civil example. Actually since the students have now completed a simple example from the fields of mechanical, electrical, civil, and architectural, you might have supplementary examples from all fields and let the students chose which example to do.

Prior Knowledge Satisfactory completion of Lesson Activity #3. Also, some typing skill is important to the student’s success with this lesson. Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 8.

Time Lecture for 20 minutes covering review. Then, introduce and demonstrate text for another 20 minutes. Time in class is used to do the exercise #5 which is taken from architecture. After the exercises, which should take no more than 15 minutes, have the students also draft and add text from a standard drafting book. Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous exercises plus cover the elements of drawing annotation and then the exercise found in Training Guide Chapter 8. Best method is to lecture, followed by demonstration of an exercise, followed by student doing the exercise, and then repeat for more exercises. If class is large, match fast students with slower students and have the fast student help the slower.

Unit/Lesson Extension This is a fairly light lesson and also fairly independent of other Lessons. Consequently, this Lesson can be used on a short school day or done out of sequence. Or, it can offer the students an opportunity to complete previously incomplete exercises. Or, select a drawing with heavy annotation from any drafting text and have the students do the drawing and add text.

Closing Comments This lesson introduced the subject of drawing annotation. Nearly all designs require a great deal of text in a wide variety of fields of endeavor including product design and styling, mechanical design, architectural design and civil engineering.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. _______________________________________________________________________

Learning Activity #7 Advanced Architectural

Purpose Teach the importance of the use of cells to capture standardized geometry, and its application to architectural drafting. Grade Level 8 thru 14 Standards: This lesson will introduce the concept and practice of cell libraries. A cell is a group of geometry, kept in a library, for later use on additional drawings. All CAD software includes this function, which is one of the functions that provide the greatest amount of productivity improvement. AutoCAD calls these standardized geometry pieces a “block”. VersaCAD calls them “symbols” and MicroStation calls them cells. Whichever name, the idea is the same. Capture geometry for later use to improve productivity. Many agencies have standardized these pieces of geometry. The AIA Graphics Standards for examples dictates how architects will show a door swing in a 2D drawing. There are standards for portraying toilets, plumbing, sinks, windows and other architectural features. In mechanical design and drafting, ASME, ANSI and others standardize the symbols or cells. ANSI is the American National Standards Institute and they cover a large number of standards. In addition, state agencies dictate standards as well. Building departments of cities also may influence the standard. So, when preparing a design, it is always a good idea to research the available standards for the particular type of design and the particular customer for whom the design is being prepared.

Essential Questions Students Should be able to Answer Consider these questions:

1. What is a cell? 2. What are the seven steps in making/using a cell library? 3. What are some ways a cell can be used? 4. Can a cell be replaced after first being placed on a drawing? 5. What is a cell selector?

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Either asess progress based on review of the exercise at the end of the chapter or through class discussion. This is a busy lesson so an extension is probably not required. Prior Knowledge Satisfactory completion of prior lesson activities. Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 9.

Time Lecture for 20 minutes covering review of previous class. Then, introduce and demonstrate various aspects of cells and cell libraries for another 20 minutes. Time in class used to do the exercise at the end of the chapter which is taken from architectural design should take no more than 30 minutes. Supplementary exercises may need to be used taken from any drafting or architectural textbook.

Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous exercises plus cover the purpose of cell libraries and how to create them and use them in a drawing . Then exercise found in PowerDraft Training Guide Chapter 9 Best method is to lecture, followed by demonstration of a part of the exercise, followed by student doing the exercise. The exercise done in this lesson is design of a hotel floorplan which demonstrates the use of snapping, scaling, and more.

Unit/Lesson Extension As in nearly every Lesson Activity, the best extension for faster classes or longer periods of lab time is to find a similar exercise from a standard drafting textbook and have the students redraw it. Closing Comments This lesson introduces the subject of cells and cell libraries. By now the students may be very fast and you can supply them with lots of exercises (which in the end is the way that CAD is learned). If the class is spread between fast and slow students, this is a great opportunity to do any of several things: You may group the students into groups of 3 or 4 matching some slow with some faster. Have them draft some design which you put on the board. Or have them each chose a discipline and make a drawing for that discipline. Give a prize or just recognition to the team that gets it done first, but, requiring all teams to complete the extra exercise.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #8 Patterns and Hatching

Purpose Basic and intermediate level architectural work: patterning and hatching an area. Grade Level 8 to 14 Standards: As in the previous chapter on Cells, there are a great number of standards that apply to the function of patterning and hatching an area on a drawing. The same standards organizations mentioned previously all have standards. For example, AIA but also AISC has standards for how to cross hatch a section of a steel member to show the type of steel. Mapping will show an area on a map as a swamp, desert, or simply grass by way of the pattern that fills a small area on a drawing. MicroStation PowerDraft includes many standard patterns as a part of the product. Essential Questions Students Should be able to Answer Consider these questions:

1. What is the purpose of hatching or patterning? 2. Name the three basic images for filling an area. 3. What are the primary settings for hatching or crosshatching? 4. How do hatching and patterning differ? 5. Name the tools for placing hatching. 6. What is purpose of Tolerance in the hatch command? 7. Name 4 of the seven Methods for hatching.

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Either assess progress based on review of the exercises or through class participation, or the extension exercise.

Prior Knowledge Satisfactory completion of prior Lesson Activities Resources: The instructor and each student should have a copy of PowerDraft for Windows software and Training Guide exercises loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide. For this lesson, use Training Guide Chapter 10. Time Lecture for 20 minutes covering review. Then, introduce and demonstrate hatching, crosshatching and patterning tools for another 20 minutes. After the exercises, which should take no more than half hour, have the students also draft an exercise from a standard drafting book. Finally, spend the last 15 minutes with class discussion of the summary and review. Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous exercises plus the basics of architectural drafting. Discuss architectural projects include homes, buildings, factories. Basic document is a floorplan. (refer to any text on architectural drafting or free materials available from AIA website). Then exercise found in PowerDraft Training Guide Chapter 10 Best method is to lecture, followed by demonstration of a part of the exercise, followed by student doing the exercise. The exercise done in this lesson is to hatch a floorplan.

Unit/Lesson Extension Here again, any drafting text can be used to supplement the exercise, or have the students create as many of the hatch patterns as they can from the AIA Graphic Standards. Closing Comments This concludes the lessons on solid modeling. At this point, the student has drawn in 3D using regular drafting tools, has created solid models and has modified all of those types of models. The next few lessons will be on surface modeling.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #9 Mechanical Practice & Dimensioning

Purpose Cover dimensioning and more intermediate level mechanical functions. Grade Level 8 to 14 Standards: All of the standards making bodies associated with design include standards for how to dimension a design. AIA recommends tick marks on leaders instead of arrows. ADDA specifies the proportions of arrows for mechanical drawings and more. Here again, in practice, a designer will need to coordinate with the customer of the design and the local bodies as well as national standards to determine what the project standards will be. Essential Questions Students Should be able to Answer Consider these questions:

1. What is the purpose of dimensions on a drawing? 2. What does it mean to have Associative Dimensions? 3. If plotting to 1:2 mechanical scale, how large should text be entered to make it

come out ½” on paper? 4. Name four types of dimensions. 5. Which discipline uses arrows and which uses strokes on the dimensions? 6. Name 3 of the five entities that make up a dimension. 7. What is the difference between measuring a distance on a drawing and a

dimension? 8. Name three geometric objects that can be dimensioned.

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Either asess progress based on review of the exercise or discussion in class or the extension exercise if there is time.

Prior Knowledge Satisfactory completion of prior activities.

Resources: The instructor and each student should have a copy of PowerDraft for Windows software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Guide, Help and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Manual found on the distribution CD. For this lesson, use Training Manual Chapter 11. Time Lecture for 20 minutes covering review. Then, introduce and demonstrate surface modeling for another 20 minutes. Time in class used to do the exercizes should take about an hour. Finally, spend the last 15 minutes with class discussion. Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous exercise plus cover the subject of dimensioning for architectural, civil and mechanical projects. Best method is to lecture, followed by demonstration of a part of the exercises, followed by student doing the exercises. The exercises done in this lesson are one and two view mechanical drawings.

Unit/Lesson Extension Not likely that an extension is necessary, but, if so, use the same procedure of finding models to be made.

Closing Comments This lesson is basic for surface modeling. Still a very important part of 3D as many product designers use surface modeling exclusively plus surfaces are a part of many products such as auto bodies and airplanes. Also, very advanced architects include surfaces in their designs such as those you would see at the Guggenheim Museum or the Performing Arts center in Los Angeles.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #10 Civil, Mapping & Structural Practice

Purpose Introduce the student to large Imperial unit projects such as civil engineering, mapping and structural. The exercise is to layout a city tract development. Grade Level 8 to 14 Standards. This exercise is a good example of when a project would require coordinating with local authorities. Laying out the streets and home plots of a city requires going to: The city planning commission and the building department. Building departments generally have their own standards for designs and tract layouts, but their standards are generally based on national or state standards. The design of the city itself needs to be reviewed by a number of other agencies. For example, in California, a new development needs approval of: the state, the county, and the city public works in the building department. The project also has to be reviewed by the California Coastal commission, the air quality board, the local water and the local sanitation district. It may also have to go through a review by special groups such as mosquito abatement districts and the like. So, not only do designs have to meet applicable engineering and architectural standards, but, the project itself needs to be reviewed and approved by various agencies who also have standards. Essential Questions Students Should be able to Answer Consider these questions:

1. What command is used to make a line parallel to another? 2. What is Break used for? 3. What are the options for treating the ends of lines being filleted? 4. What are some of the methods for placing text as used in this example?

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Assessment consists of looking at the drawing completed by each student. This can be done by walking the class and looking at the screen of each computer while the student works.

Prior Knowledge Satisfactory completion of Lesson Activity #9 Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Training Guide and demonstration of the exercise. The Instructor and each student should have a hardcopy of PowerDraft Training Guide found on the distribution CD. For this lesson, use Training Guide Chap 12.

Time Lecture for 20 minutes on a review to this point. Students do the exercise from the chapter for about an hour and a half. Laboratory-Classroom Preparation See Lesson Activity #1 Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous material plus cover the basics of civil engineering projects using experience or any text. Discuss civil projects including roads, railway, bridges, building structures and maps. Then exercise found in Training Guide Chapter 12 found on the PowerDraft distribution CD. Best method is to lecture, followed by demonstration of a part of the exercises, followed by student doing the exercises. The exercise done in this lesson is a basic city tract map that will use a number of CAD functions covered in prior lessons, but, applied to a civil project. This is a fairly comprehensive exercise and may tax the students to complete it in a normal class. This is a good exercise to weigh heavily in the student’s grade.

Unit/Lesson Extension An extension might be useful, but, generally the exercise no 9 will occupy the class.

Closing Comments This lesson is a very good exercise because it brings together so many of the functions of CAD. By this point in the course, any average or above student will have no difficulty completing the exercise.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #11 Plotting Drawings Summary of 2D

Purpose Introduce the plotting functions of PowerDraft and summarize the course to this point Grade Level 8 to 14 Standards: Plotting involves a large number of standards. For example, there are industry standard pieces of equipment. These are defacto standards, meaning that no particular body set the standard, it just became a standard by popular use. In addition, there are specific interface standards. That is the interface between the computer software and the printer or plotter hardware. Those interface standards are both software and hardware. A hardware standard would be the cable that connects the computer to the printer. Generally, IEEE standard cables are used, but often a standard set by an early manufacturer may become a lasting standard. An example would be Centronics, parallel printer cable. That interface standard was set in the early 80s. Centronics was a manufacturer and their printers were very popular in the early days of computers. Centronics devised the number of wires in a printer cable and what each wire communicated between the printer and the computer. Other printer manufacturers then had to follow the Centronics lead. Software produces the signals that go over the wires to cause the printer to draw lines. Hewlett Packard was and is a manufacturer of large format plotters that are used by many to make large sheet drawings of projects. HP, as they are called, developed a language called HPGL that became a standard used for the software signals. Commands such as “pen up”, “pen down” and “draw line” were sent by the application software to the plotter over the connecting cable. Today, there is a standard developed largely by Microsoft called Windows Printer interface. Printer manufactures must make their hardware so it can read and print according to the Windows Printer standard. Then, application software companies make their software that goes in the same way. That enables a printer purchaser to be able to shop among many printers as they all operate according to the same standard making more competition and in the long run, that means better products for all.

Essential Questions Students Should be able to Answer Consider these questions:

1. What does it mean to plot your drawing? 2. How do you define what portion of the drawing you want to plot? 3. What is a plot scale? 4. What scale can you use to plot your drawing? 5. Describe one way that users can add a border and title block. 6. Name four good tips for MicroStation users.

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Assess progress based on the printed drawing handed in (use City Map) and the class discussion around the Summary and Review questions of Chapter 5 and Chapter 14. Prior Knowledge Satisfactory completion of all previous Lesson Activities Resources: The instructor and each student should have a copy of PowerDraft for Windows software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Guide, Help and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide found on the distribution CD.

Time Lecture for 20 minutes covering review. Then, introduce plotting and demonstrate for another 20 minutes. Time in class can be used to plot any of their drawings which have not yet been done, which should take no more than half hour. Spend the last part of the class with class discussion of the summary and review.

Laboratory-Classroom Preparation See Lesson Activity #1 Description: The instructor will lecture for 30 minutes covering a review of the previous material plus cover the basics of plotting drawings plus summarize the course including good practices (tips) and a comparison of PowerDraft and AutoCAD. Best method is to lecture, followed by demonstration of a part of the exercise, followed by student doing the exercise. The exercise done in this lesson is to plot out the City Tract Map from the previous exercise, experimenting with different scales and other parameters.

Unit/Lesson Extension Closing Comments This lesson completes the introduction to surfaces as a part of this 3D course. So, it is a good place to review surfacing.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #12 3D Concepts

Purpose Introduce the student to 3D CAD. The objective of this session is to communicate the concepts of 3D and difference between 2D and 3D and to understand how to input precise 3D dimensions. Grade Level 8 to 14 Essential Questions Students Should be able to Answer Consider these questions:

1. What is the difference between 2D and 3D CAD? 2. Name the 6 new concepts that a 2D user must learn to do 3D. 3. Name the eight standard views of a 3D model. 4. What is the View Volume? 5. What are some applications that will always be 2D? 6. What disciplines benefit most from 3D? 7. Name the two axis systems used in MicroStation 3D. 8. How does MicroStation know you are working on a 3D file? 9. Name two different ways to input precise 3D dimensions. 10. What are the three Accudraw shortcuts to switch between views of an object? 11. Can 2D commands like Move or Copy be used in a 3D file?

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Either assess progress based on review of the exercise or through class participation in a discussion of 3D.

Prior Knowledge Satisfactory completion of all previous lessons. Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the Vignettes and demonstrations of the exercises. The Instructor and each student should have a hardcopy of PowerDraft Training Guide found on the distribution CD. For this lesson, use Training Guide Chapter 15 & 16.

Time Lecture for 20 minutes covering review. Then, introduce and demonstrate new subjects for another 30 minutes. Students have 30 minutes to do the exercise in the Training Manual. Plus class discussion. Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous material plus cover the basics of 3D. Best method is to lecture, followed by demonstration of a part of the exercises, followed by student doing the exercises. The lecture can be based on Chapter 15 in the Training Guide. Also, useful to have a square box with “top, left, right, etc” written in bold letters on the box faces. The exercises done in this lesson are primarily just scratch pad exercises to get the student familiar with the concepts. The Kite Exercise 10, reinforces the relationship between the 2D commands already learned and how those apply in 3D.

Unit/Lesson Extension

Closing Comments This is an important lesson which introduces the student to 3D. Not all students who learn 2D are capable of learning 3D. Actually trying to learn 3D often reinforces the 2D commands since many of the same are used. Any student who is considering a career in architecture, civil, or mechanical engineering should learn 3D.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #13 Feature Modeling

Purpose Introduce the student to 3D, when starting the design in 2D. Grade Level 8 to 14 Essential Questions Students Should be able to Answer Consider these questions:

1. What are the steps to take a 2D file and make it into a 3D file? 2. After putting the 2D drawing in a 3D file, what are the steps to make it into a 3D

model? Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Assess progress based on review of the exercises and class discussion of the above questions. Prior Knowledge Satisfactory completion of prior lessons Tools and Resources: The instructor and each student should have a copy of PowerDraft software loaded on their Windows computer. A projector should be available.

Time Review for 30 minutes Exercise in Chapter 16 should take 15 to 20 minutes Class discussion for 15 min Extension exercises if time available

Laboratory-Classroom Preparation See Lesson Activity #1 Description of Unit/Lesson and Related Activities The instructor will lecture for 30 minutes covering a review of the previous material plus review the basics of 3D. Discuss uses of 3D for visualization, disciplines and animation using the powerpoint: Teach 3D (available from support@archwaysystems.com). Then exercise found in Chapter 16, Lesson 30 Exercise 11. Best method is to lecture, followed by demonstration of a part of the exercise, followed by students doing the exercise.

Unit/Lesson Extension The exercise done in this lesson is a very simple one of drawing a floorplan in PowerDraft, then converting the 2D to a 3D file, extruding to 3D and then creating a roof in 3D. The students can try their hand at more complex PowerDraft 2D models such as exercises from previous lessons, time permitting. Closing Comments Moving CAD files originally created in 2D into a 3D file is a very common requirement, especially when companies are first beginning to use 3D. This class addresses that requirement directly.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #14 Introduction to Solid Modeling

Purpose Introduce the student to basics of 3D modeling, including solid primitives plus extruding 2D to create models. Grade Level 8 to 14 Essential Questions Students Should be able to Answer Consider these questions:

1. What is the meaning of wireframe, surface and solid modeling? 2. Name four basic tools for starting a solid model. 3. What does it mean to render a model? 4. Name three rendering methods.

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Assess progress based on completion of all the exercises. Class discussion of solid modeling and 3D in general vs 2D CAD. Prior Knowledge Satisfactory completion of Lesson Activity #13 Tools and Resources: The instructor and each student should have a copy of MicroStation PowerDraft software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project demonstrations of the exercises.

Time Lecture for 20 minutes covering review. Then, introduce and demonstrate advanced functions for another 20 minutes. There are enough exercises for most classes to fill out a 2 or 3 hour class

Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous material plus cover the basics of 3D primitives, and extrusion. See Chapter 17 in the training guide. Best method is to lecture, followed by demonstration of a part of the exercise, followed by students doing the exercise.

Unit/Lesson Extension As in nearly every Lesson Activity, the best extension for faster classes or longer periods of lab time is to find a similar exercise from a standard drafting text book and have the students redraw that using the CAD software. It is best to use a supplementary exercise from a similar field as the example in the exercise. This way, the student learns the functions necessary by first doing the step-by-step exercise in the Training Guide, then, by induction, uses the same methods to reproduce another drawing where the step by step instructions are not available. When students get stuck, they can go back to the step-by-step instructions or search Help, or this is a good opportunity for class discussion of how to accomplish a specific task. Closing Comments This lesson completes the material on general-purpose 3D. At this point, the student has been introduced to several methods of creating 3D models: drawing in 3D, extruding 2D to 3D and solid primitives. Many disciplines use some of each of the methods.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. __________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #15 Continue with Solid Modeling

Purpose Introduce more advanced 3D modeling, including sweeping 2D to make 3D models plus use of primitives to make a complex model. Grade Level 8 to 14 Essential Questions Students Should be able to Answer Consider these questions:

1. Name three solid primitives. 2. What is meant by sweeping a curve to make a model?

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Either assess progress based on review of the exercises or give a closed book test. Prior Knowledge Satisfactory understanding of basics of 3D and of 3D surface or solid modeling. Tools and Resources: The instructor and each student should have a copy of PowerDraft software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project demonstrations of the exercise. .

Time Review 20 minutes Present sweep 15 minutes Exercises. 1 hour or more

Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous material explaining that extrude and sweep are principal tools for mechanical work but that primitives are also useful. Do the Exercise 15: Roller Bearing. Best method is to lecture, followed by demonstration of a part of the exercise, followed by students doing the exercises. Activities:

5 Lecture 6 Assign lab exercise 7 Students do exercise

Class discussion of results

Unit/Lesson Extension Take any of the 2D exercises that have been done and make them into 3D models. Closing Comments This lesson concludes the basics of general-purpose 3D. The student should be ready for a full course in 3D or possibly a discipline specific course such as for mechanical design or architectural design. The next lesson continues where this left off and starts with a discussion of materials

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #16 Reference Files and Drawing Composition

Purpose Introduce reference files and how they are used for composing drawings from 3D models. Grade Level 8 to 14 Essential Questions Students Should be able to Answer Consider these questions:

1. What is a reference file? 2. What disciplines typically use reference files? 3. What are the two types of reference files? 4. Describe 3 purposes for use of one file as a reference for another. 5. Give an example of a raster file. 6. How are reference files used to compose a drawing of a 3D model?

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Assess progress on basis of completed exercise and discussion. Prior Knowledge Satisfactory completion of lesson 15. Tools and Resources: The instructor and each student should have a copy of PowerDraft software loaded on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class so he/she can project parts of the PowerDraft 3D Tutorials and demonstrations of the exercises.

Time Lecture for 20 minutes.

Do exercises about 30 min Class discussion Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous material plus cover the basics of reference files plus how reference files are used to compose a drawing to be plotted. Closing Comments This class concludes the material on general purpose 2D and 3D CAD based on MicroStation PowerDraft. At this point the student is ready to learn specific discipline applications or to go more deeply into general purpose CAD. Moving on to a MicroStation course is a logical progression from PowerDraft.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #17 Architecture in 3D

Purpose Review 3D as it relates to architectural projects Grade Level 8 to 14 Essential Questions Students Should be able to Answer Consider these questions:

1.How does an architecture software differ from general-purpose 3D? 2.What are some of the benefits of using specific discipline software?

Use the essential questions to help determine what you will assess and what assessment methods you will use.

Assessment Criteria Used to Determine What Students Know and Can Do Prior Knowledge Satisfactory completion of all previous lessons Tools and Resources: The instructor and each student should have a copy of PowerDraft for Windows software on their Windows computer. It is also useful if the instructor has a computer projector that will project his/her computer to a large screen in front of the class. In this particular lesson, it would be very useful if at least the instructor had a copy of full MicroStation plus Triforma plus Bentley Architecture on his or her computer.

Time Time can be spent reviewing each question from all the prior lessons in order to initiate class discussion. Usually takes at least an hour. Then, the remainder of the class can be spent on the exercises in Chapter 22.

Laboratory-Classroom Preparation See Lesson Activity #1 Description of Unit/Lesson and Related Activities The instructor will lecture for 20 minutes covering a review of the previous material plus cover the elements common to all CAD software. Then, describe the methodology used by architectural design software such as Triforma which is not part of PowerDraft but is part of MicroStation, i.e. forms, parts, families, and libraries. Use an exercise to draw a floorplan in PowerDraft and then extrude the floorplan, create roof and then compose a drawing. Best method is to lecture, followed by demonstration of converting a file, followed by students doing some file conversions.

Unit/Lesson Extension General open session at the end of class for students to ask questions regarding the course in preparation for the final exam. Closing Comments This is the final lecture and exercise before the final exam.

Evaluation of Unit/Lesson Use the attached rubric to evaluate the unit/lesson. Use the space below for ideas to consider when implementing the unit/lesson or recommended changes to improve the unit/lesson. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Activity #18

Final Exam Purpose Assess the student’s understanding of Computer Aided Design (CAD) and determine a major portion of the student’s grade for the course. Grade Level 8 to 14 Essential Questions Students Should be able to Answer Consider these questions:

See all previous lessons. Use the essential questions to help determine what you will assess and what assessment methods you will use.

Prior Knowledge Satisfactory completion of the course.

Time One or one and half hour test. Laboratory-Classroom Preparation See Lesson Activity #1

Description of Unit/Lesson and Related Activities Exam.

Closing Comments

Evaluation of Unit/Lesson

Use the attached rubric to evaluate the course. Use the space below for ideas to consider when implementing the course or recommended changes to improve the course. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Tests

Quiz 1 Define the following terms and describe what each action is used for.

1 Fillet:

2 Chamfer:

3 Mirror:

4 Extend:

5 Object snaps:

6 Measure:

7 Scale:

8 Array:

9 Move Parallel:

10 Perpendicular:

11 Windows::

12 Status bar:

13 Flyout toolbar:

14 Locks:

Quiz 1 — Instructor’s Copy Define the following PowerDraft terms and describe what each action is used for.

1 Fillet: Connects two lines, arcs, or curves extending or trimming them to intersect or to join with a circular arc.

2 Chamfer: Connects two curves by extending or trimming them to intersect or to join with a beveled line. Chamfer works on convergent or intersecting lines.

3 Mirror: Creates a copy of the objects flipped over a specified axis on the construction plane.

4 Extend: Extend lengthens an object to make it end precisely at its intersection with another object or you can lengthen an object when there is no intersection.

5 Object snaps: Tools for selecting specific points on existing objects.

6 Measure: used to find lengths, angles, areas, distances, volumes and centroid of solids.

7 Scale: Changes the size of existing objects without changing their shape.

8 Array: Use Array commands to make multiple copies of selected objects.

9 Move parallel: creates an object parallel or concentric to another object.

10 Perpendicular: meeting another line at a right angle.

11 Windows: Displays different views of the model within the graphics area.

12 Command line: Lists commands you enter and information produced.

13 Message & Status bar: Displays the command and prompt and the status of the model, options, and toggles.

14 Flyout toolbar: Sub-toolbar that includes options. Buttons that have flyout toolbars are marked with a small triangle in the lower corner.

15 Locks: Restricts the movement of the cursor to specific angles. Normal angle is 90 degrees. Also, standard for snaps, levels

Quiz 2 Define the following PowerDraft terms:

1 Accusnap:

2 Accudraw:

3 Group:

4 Fence:

5 Master units/sub units:

6 Tool settings:

7 Input Focus:

8 Levels:

9 Multilines:

10 Text Styles:

Answer the following questions: 11 To draw a curve parallel to an existing curve, what tool would you use?

12 How can you set a point at a known distance from an existing point?

13 Name 3 ways to create an arc?

14 Name 3 tools for manipulating a fenced group?

Quiz 2 — Instructor Copy Define the following PowerDraft terms:

1 Accusnap: Function of PowerDraft that automatically snaps the cursor to the nearest point on an existing object that meets the settings criteria

2 Accudraw: tool for entering precise coordinates and dimensions

3 Group: several elements collected together for editing

4 Fence: common method in PowerDraft for grouping objects. The fence is the temporary shape that surrounds the objects in the group.

5 Master units/sub units: The units of measure used for modeling in the real world. Example of Master would be feet. Example of subunits would be inches.

6 Tool Settings: Sets the variation in a command or tool. Example: line of specific length or angle, diameter of circle etc. Always appears in one dialog when a tool is selected.

7 Input focus: In any Windows program, the dialog box into which text will go when typed on the keyboard.

8 Levels: The “sheets of clear plastic” onto which information is drafted.

9 Multilines: The ability of PowerDraft and other CAD to draw more than one parallel line at a time, such as drawing walls in a floorplan.

10 Text Styles: Just as in a word processor, a name for a group of settings that define a text character such as height, width, font, bold, etc

Answer the following questions:

11 To draw a curve parallel, select the Move Parallel command and set the copy box in the tool settings if it is to be a copy

12 To set a point at a known distance from first point: Move cursor over first point until Accudraw shows bold x. Type the letter O on keyboard. Move cursor away from point one in x direction and type in the x distance without typing “enter”. Then, move cursor in y direction and type the y distance without typing “enter”. Click with left mouse button to accept.

13 Arcs can be created with the arc command or the Smart Line command. In the arc command, the arc can be created with center or edge method. .

14 A fenced group can be moved, copied, scaled, mirrored or stretched.