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TECHNICALSCambridge
CAMBRIDGE TECHNICALS IN ENGINEERINGLEVEL 3 UNIT 10 – COMPUTER AIDED DESIGN (CAD)
DELIVERY GUIDEVersion 1
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CONTENTS
Introduction 3
Related Activities 4
Key Terms 5
Suggested Activities:
Learning Outcome (LO1) 7
Learning Outcome (LO2) 10
Learning Outcome (LO3) 12
Learning Outcome (LO4) 14
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INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.
OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.
We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.
Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.
If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected].
Unit aimComputer aided design (CAD) has been used across the world for many years in many diverse industries to design products, including both mechanical and electrical component and product design. A variety of software packages are used to perform this commercially.
The aim of this unit is for learners to develop the ability to be able to produce 3D models using CAD, and to go onto create 3D assemblies of components within a CAD system. To underpin this, learners will develop the skill of producing 2D CAD engineering drawings to appropriate standards, and will develop knowledge and understanding of the use of simulation tools within commercial CAD systems.
Unit 10 Computer Aided Design (CAD)
LO1 Be able to produce 3D models using a range of modelling tools
LO2 Be able to create 3D assemblies of components within a CAD system
LO3 Be able to produce 2D engineering drawings
LO4 Understand the use of simulation tools within CAD systems
Opportunities for English and maths skills developmentWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.
English Maths
Please note
The activities suggested in this Delivery Guide MUST NOT be used for assessment purposes. The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.
Assessment guidance can be found within the Unit document available from www.ocr.org.uk. The latest version of this Delivery Guide can be downloaded from the OCR website.
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This unit (Unit 10) Title of suggested activity Other units/LOs
LO1
Use mathematics to assist in the construction of reference geometry
Unit 1 Mathematics for engineering
LO4 Be able to use trigonometry in the context of engineering problems
Unit 3 Principles of mechanical engineering
LO2 Understand fundamental geometric properties
Unit 23 Applied mathematics for engineering
LO1 be able to apply trigonometry and geometry to a range of engineering situations
LO2 Create exploded views of assemblies Unit 10 Computer aided design LO3 Be able to produce 2D CAD engineering drawings
LO3 Create drawing formats and templates Unit 9 Mechanical design LO1 Be able to use graphical and engineering drawing techniques to communicate design solutions
LO4
Motion and animation in CAD systems Unit 12 Mechanical simulation and modelling
LO1 Be able to carry out simulations to establish reactions in moving mechanical assemblies
Manufacturing analysis tools in CAD systems Unit 12 Mechanical simulation and modelling
LO2 Be able to carry out simulations to assess the manufacturability of components or products
Unit 17 Computer aided manufacture
LO2 Be able to produce CNC programs for the manufacture of components
Finite Element Analysis (FEA) Unit 2 Science for engineering LO4 Understand properties of materials
Unit 3 Principles of mechanical engineering
LO1 Understand systems of forces and types of loading on mechanical components
Unit 12 Mechanical simulation and modelling
LO3 Be able to carry out Finite Element Analysis (FEA) simulations to assess the operational performance of components
Computational Fluid Dynamics (CFD) Unit 2 Science for engineering LO5 Know the basic principles of fluid mechanics
Unit 12 Mechanical simulation and modelling
LO3 Be able to carry out Computational Fluid Dynamic (CFD) simulations to assess the operational performance of components
The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Engineering units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.
RELATED ACTIVITIES
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KEY TERMSUNIT 10 – COMPUTER AIDED DESIGN (CAD)
Explanations of the key terms used within this unit, in the context of this unit
Key term Explanation
Applied feature A feature ‘applied’ to existing three-dimensional geometry e.g. fillets/rounds added to the edges of a model.
Assembly A series of parts/components assembled together.
Computational Fluid Dynamics (CFD)
A simulation tool that is used to analyse problems that involve the flow of fluids in components, products or systems e.g. the simulation of water flowing through a valve or the simulation of air flowing over a race car.
Configurations A tool used in modelling for product families. Configurations reduce the requirement for lots of individual models. A configuration of a part maybe a simplified version of a component or a variation of a component e.g. a spanner with configurations for the different size heads required.
Curve A piece of geometry that is created through a range of coordinate points and used to define surfaces or other geometry.
Drawing template A template used in 2D engineering drawings that contains a drawing border format including relevant information such as material, scale and units. The template can also define such things as the drawing standard being used, the dimensioning style, text format and the position and orientation of the main views.
Extrude A feature that extrudes sketch geometry in a liner direction e.g. a rectangle extruded into a cuboid.
Finite Element Analysis (FEA)
A simulation tool that is used to calculate stresses or displacement in components when subjected to a range of loads e.g. how much stress a beam is under when loaded at one end.
Helical sweeps Sketch geometry that is ‘swept’ along helix e.g. screw threads or springs.
In-context modelling Parts or components that are edited or created in an assembly and utilise references from other components in the assembly to define their position.
Intersection curve A three-dimensional curve created by the intersection between two pieces of three-dimensional geometry e.g. a spiral curve created from a cylindrical and rotational swept surface.
Loft Multiple two-dimensional sections that are blended together to create a smooth transition between varied geometry e.g. a blend from circular to square geometry in ventilation systems.
Parametric Parametric modelling means that the geometry of a model can be modified following its creation and any other features linked to the modification will also be updated. This also means that any 2D drawings or assemblies associated with the component will be modified along with the component geometry.
Plane A flat piece of reference geometry that can be utilised to draw sketches on.
Projected curve A three-dimensional curve that is created by ‘projecting’ two-dimensional geometry onto a three-dimensional surface or two, two-dimensional curves projected onto each other to create a three dimensional curve e.g. two-dimensional flat text projected onto a curved surface.
Reference geometry Geometry that is used to support the development of models. This may include work planes, axes, points or coordinate systems.
Relations/constraints Links made between component geometry in an assembly in order to define a parts position or movement e.g. defining a shaft to be concentric to a hole.
Revolve A feature that spins sketch geometry around a given axis to create rotational objects e.g. a profile revolved into a bottle.
Simulation A simulation is a ‘real-world’ scenario that is simulated in the software package to see how a component or product may perform during its operation e.g. an animation of a suspension system on a motorbike to ensure there is enough space for movement without collisions in the final design.
Sketched feature A feature that uses a 2D sketch in its creation e.g. a solid cylinder extruded from a circle.
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Explanations of the key terms used within this unit, in the context of this unit
Key term Explanation
Sketch geometry Geometry, usually two-dimensional such as lines, rectangles, circles and arcs used as a base for features in the CAD model e.g. a rectangle extruded into a cuboid.
Solid modelling The modelling of components within a three-dimensional CAD package. The models are produced using ‘solid-modelling’ tools which allows the components to carry physical properties.
Standard parts Standard parts are components such as screws, nuts, bolts, washers, and bearings etc. that are manufactured to international standards and therefore available for use across a range of products and pre-modelled inside the CAD package.
Surface modelling The modelling of three-dimensional forms in a CAD package. Surface models are usually used to create complex geometry not possible with solid tools due to the curvature of the shape. It also only represents the ‘skin’ of the component being modelled which means it cannot carry properties like solid models until it is thickened or solidified.
Sweep A feature that consists of ‘Path’ and ‘Profile’ geometry. The profile is ‘swept’ along the path resulting in three-dimensional geometry e.g. a thin-walled circular profile swept along a series of curves to create piping geometry.
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SUGGESTED ACTIVITIESLO No: 1
LO Title: Be able to produce 3D models using a range of modelling tools
Title of suggested activity Suggested activities Suggested timings Also related to
Creating sketch geometry
See Lesson Element 1: Solid Modelling
Tutors could begin this unit by developing learners understanding of the basic sketch tools utilised in parametric CAD packages to develop sketch based features. This will usually include demonstrations, that learners follow of the key sketch tools used in sketch based features including; line, arc, circle, rectangle, polygon, spline.
Learners should be encouraged to use a variety of tools to create a broad range of different geometry for use within solid modelling features. Generally, the software packages that learners use have a broad range of tutorials embedded within them and learners should be encouraged to use these to develop their learning.
Learners could be provided with a range of example drawings that they can create models from. These should include a broad range of sketch tools in their application.
2 hours
Creating 3D solid geometry
See Lesson Element 1: Solid Modelling
Tutors could demonstrate the use of a range of simple solid geometry tools. This will include extrusions and revolves and combinations of these to create a series of components constructed from relatively simple solid modelling tools. Learners should create models that incorporate a broad range of features from dimensioned isometric or 2D engineering drawings.
A Google search of ‘dimensioned drawings’ on images will provide a plethora of examples that learners can work from. In addition to this, learners should make use of the tutorials built into the software package.
3 hours
Create additional reference geometry to assist the modelling process
As learners develop confidence in the use of sketch tools and solid modelling they will need to expand their knowledge of the package to encompass the creation of reference geometry. This will particularly focus on plane creation but could encompass the creation of axes, points and coordinate systems. Learners will need to be able to create planes in a variety of ways in order to produce complex geometry that is constructed at angles or offset from the major work planes in the software package. Tutors could demonstrate a wide variety of different plane construction solutions using a wide variety of relations/constraints. Learners may need to be able to create additional reference geometry to produce planes such as axes and points so tutors could develop learners knowledge of this process through the creation of plane geometry that needs these additional features.
1 hour
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Title of suggested activity Suggested activities Suggested timings Also related to
Use mathematics to assist in the construction of reference geometry
CAD engineers very often find that they are faced with an engineering drawing or problem that requires modelling but does not contain all of the necessary information required to produce the geometry in the CAD system. It is at these times that CAD engineers must draw on their knowledge of mathematical principles and geometry in order to identify the required dimensions or data for input into the model. For example, they may have to use trigonometry to calculate missing lengths on a drawing of component geometry or they may be given the volume of liquid that a tank is required to hold and they must subsequently calculate dimensions of the vessel. Another example maybe the calculation of the cutting depth of a turned component based on given triangular geometry or the position of components in an assembly based on angular and co-ordinate geometry.
It is an important skill that tutors could develop within learners based on the context of a range of models. Tutors could be conscious of the experiences of learners and pick up on opportunities for the use of mathematical techniques throughout the process of modelling a variety of different models or components.
2 hours
Using copy or pattern/array features
See Lesson Element 1: Solid Modelling
Learners should be actively encouraged to model ‘smarter not harder’ and one of the most effective methods of doing this is the manipulation of symmetry and pattern features to optimise the modelling process. Learners should be taught how to maximise the use of geometry through copy and pattern features such as mirror, linear patterns and circular patterns/arrays.
A range of examples could be given to learners to practice their skills and embed the features within their modelling practice. Examples of circular based components could be given to learners so circular arrays/patterns can be utilised. Models that included linear arrays such as grates, grills or components with multiple hole geometry could be made available. Learners could also be taught to spot symmetry in models and utilise mirror to optimise the modelling process.
2 hours
Creating 3D solid geometry using advanced tools
See Lesson Element 1: Solid Modelling
Learners should be encouraged to create models using advanced modelling tools. These include swept features, loft/blends, variable section geometry and helical sweeps.
Learners could spend time developing competency in such skills in order to produce a range of more organic model geometry. Tutors could demonstrate the use of these tools and then provide learners with a broad range of example components that the learners can model from. Utilisation of the software’s internal tutorials is massively advantageous here.
3 hours
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Title of suggested activity Suggested activities Suggested timings Also related to
Creating projection and intersection geometry
Projection and intersection geometry is an area of modelling that the learners may not need to use on a regular basis but nevertheless it is a skill that will allow them to approach a greater complexity of models.
Good examples that tutors could showcase are the projection of text onto curved surfaces for branding purposes or the creation of intersection geometry from two surfaces to create a sweep curve.
1 hour
Creating configurations of components
Tutors could show learners how to produce configured components. Learners should understand that when a product is part of a family of similar products of different sizes that a configuration of a component is far more efficient as a model than making multiple different components that include slight variations in the size or model geometry.
Tutors could also encourage learners to use configured parts for the application of drawings where they may want to show a simplified version of the model in order to optimise the dimensioning process such as the removal of fillet radii to accurately showcase the vertices of critical dimensions.
2 hours
Using surface modelling techniques
See Lesson Element 3: Surface Modelling
Tutors could demonstrate a range of surface modelling tools and ensure learners understand the difference, advantages and disadvantages of using surface geometry in comparison to solid modelling tools. In particular, tutors need to ensure that learners can make educated decisions about which tools to select for a range of applications and decide when surface modelling techniques will be essential or preferred over solid modelling tools.
Tutors could refer to Lesson Element 3 which gives a detailed guide to the production of a complex surface modelled product.
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LO No: 2
LO Title: Be able to create 3D assemblies of components within a CAD system
Title of suggested activity Suggested activities Suggested timings Also related to
Create 3D assemblies containing multiple parts
Tutors could demonstrate to learners how to produce assembly files within a 3D CAD system that contains multiple components. Attention should be given to fit and clearance within the model which will develop the learners knowledge and understanding of core engineering manufacturing principles.
Learners could be asked to produce assemblies that contain a range of relation/constraint/mate types in order to appropriately fix and define the position or movement of a set of assembled components. These mates should allow the assembly to move in a controlled way, relevant to its ‘real-world’ application.
Learners could also be shown the different types of relation/constraint/mate within assembly files and how these are used to prove application and drive product design.
2 hours
Create components using in-context modelling techniques
Tutors could demonstrate and encourage learners to use in-context modelling within assemblies so learners can truly manipulate the parametric nature of the system to create ‘driven’ geometry across multiple components. They could use assembly content to drive component design whilst also developing the learners skills in traditional assembly techniques where multiple parts/components are created and imported into a single assembly file.
An effective method of delivery here is to provide learners with physical products that can be disassembled and the individual components measured with a digital calliper/vernier and subsequently modelled and assembled together.
2 hours
Create exploded views of assemblies
Following the development of learners assembly modelling skills, tutors could demonstrate how they could create specific exploded views of assemblies.
These views can be used to illustrate the range of components in a product model in preparation for the creation of engineering drawings, they can be used to illustrate the operation of the product itself or they can be utilised to show the best method of assembly for manufacturing. In each case tutors could show learners how to position individual components to illustrate the requirements of the exploded assembly. These should be linked to the production of engineering drawings and utilised to communicate product assembly in 2D exploded drawings.
Once learners have developed competence in the creation of assembly files they should also use animation tools to create animated examples of products exploding that represent the products assembly methodology or moving images of the products function.
1 hour
SUGGESTED ACTIVITIES
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Title of suggested activity Suggested activities Suggested timings Also related to
Use standard parts in assemblies
Learners will need to be taught about the use of standard parts in product design and their application in 3D CAD software.
Learners should understand the range of standard parts available including nuts, bolts, washers, bearing and gears. They could be taught how to design and develop models that incorporate standard features such as holes for the subsequent addition of associated standard parts into the assembly file.
Learners could also be taught how to import specific standard parts for use in assemblies and utilise pattern features when required to automatically populate hole positions.
Tutors could provide learners with a broad range of examples that can be modelled and assembled and then populated with standard components.
2 hours
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LO No: 3
LO Title: Be able to produce 2D engineering drawings
Title of suggested activity Suggested activities Suggested timings Also related to
Create drawing formats and templates
Tutors could develop learners knowledge of the types of drawing formats and templates that are available. This should be done with reference to key drawing standards and the delivery of what content and information should be provided on a drawing format or template.
Tutors could underpin this with the development of learners understanding of scale, projection (first and third angle), units and tolerances in order for learners to fully understand the annotations they are adding to the format.
Finally, tutors could provide learners with the opportunity to create their own drawing formats and set-up templates for use in future drawings.
1 hour
Produce drawing views
See Lesson Element 2: 2D Engineering Drawing Creation
Learners could be taught how to create a range of views on 2D engineering CAD drawings. Delivery could start by teaching learners how to create standard drawing views in first or third angle projection. These views will generally contain a front, plan and side view.
In addition to standard views learners could be taught how to add isometric or other 3D views onto drawings to help convey the geometry of the component or assembly shown in the flat 2D views.
Finally, learners could be taught how to add additional views to the drawing. These views should more accurately convey model geometry and will include section, detail and auxiliary views. Learners could be provided with a range of example components or drawings that they should produce or replicate.
1 hour
Add dimensions to drawings
See Lesson Element 2: 2D Engineering Drawing Creation
It is important that learners are know how to accurately dimension drawings. Following the creation of a range of drawing views in the previous activity learners could add dimensions to each of the views.
It is important that tutors reference drawing standard conventions as much as possible and teach learners about the importance of clarity when dimensioning 2D drawings. Dimensions should be relevant and laid out to ensure a clarity of information is presented to the prospective manufacturer.
Learners could also become accustomed to checking their drawings for accuracy. A good method of doing this is working in pairs to check each others drawings. Tutors could ask learners to model the component represented in an engineering drawing with no other information but the drawing(s) provided. This is an effective way to check there is sufficient information on the drawing to secure accurate manufacture.
2 hours
SUGGESTED ACTIVITIES
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Title of suggested activity Suggested activities Suggested timings Also related to
Add annotations to engineering drawings
In addition to the accurate dimensioning of drawings it is also critical that learners can add appropriate annotations to drawings and recognise what symbols or annotations are available for use.
Tutors could demonstrate how annotations can be added and teach learners about the symbols that are available. These could include, surface finish, welding symbols, parts lists, Bill Of Materials (BOM) tables, tolerances, supporting notes and geometry annotations such as centrelines and centre marks where necessary.
Learners could be provided with a range of practical examples that they can create drawings from and subsequently annotate.
1 hour
Create drawings of assemblies
Learners could produce a 3D assembly file of a product containing multiple components that might include standard parts. Views of this assembly could then be produced on an engineering drawing and annotated. Tutors could show learners how to use balloon annotations and Bill of Materials (BOM) tables and parts list to accurately detail the assembly.
In addition to the views above tutors could demonstrate how to create exploded assembly views within the 3D assembly and then subsequently add these views onto a 2D engineering sheet.
2 hours
Understand drawing standards
Tutors should spend time developing learners knowledge of appropriate engineering drawing standards. Tutors could deliver this through ‘hand-drawn’ exercises which is a very effective way of encouraging learners to focus on the critical details associated with drawing standards.
The link below from the School of Engineering at the University of Plymouth provides a useful overview of engineering drawing with reference to British Standards from the Manual of British Standards in Engineering Drawing and Design. Edited by Maurice Parker, British Standards Institute in association with Hutchinson ISBN 0-09-172938-6:http://www.tech.plymouth.ac.uk/dmme/dsgn131/DSGN131_Course_Notes.pdf
A second interesting resource available online is linked to the drawings standards utilised by NASA:http://mscweb.gsfc.nasa.gov/543web/files/GSFC-X-673-64-1F.pdf
Although learners may predominantly focus on British Standards they could investigate a variety of other drawing standards that may be required by companies working for international customers or to global standards.
2 hours
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LO No: 4
LO Title: Understand the use of simulation tools within CAD systems
Title of suggested activity Suggested activities Suggested timings Also related to
Motion and animation in CAD systems
Tutors could ask learners to carry out research to find examples of industrial applications of CAD that have used motion and animation to help solve design problems and arrive at workable solutions. Where available this could be supported by employer visits or lectures.
Although the criteria for this learning outcome is knowledge and understanding only, not practical application, tutors could deliver this learning outcome alongside Unit 12: Mechanical simulation and modelling and show learners how to produce animated assemblies or components within the software.
1 hour
Manufacturing analysis tools in CAD systems
Tutors could ask learners to carry out research to find examples of industrial applications of CAD systems being used to assist the manufacturing of products. Again, employer support would be advantageous here to contextualise how CAD systems can help to support manufacturing.
Tutors could demonstrate how tooling can be created for injection mould tools from 3D geometry or they could simulate plastic or metal flow into a casting or plastic mould. In addition, they may utilise inbuilt CAM systems that can simulate and generate cutting paths for application in CNC machines.
Although the criteria for this learning outcome is knowledge and understanding only, not practical application, tutors could deliver this learning outcome alongside Unit 12: Mechanical simulation and modelling and teach learners how to use manufacturing analysis tools within the software.
1 hour
Finite Element Analysis (FEA) Tutors could ask learners to carry out research to find examples of industrial applications of the use of Finite Element Analysis (FEA).
Tutors could demonstrate how designs have been optimised through the use of FEA tools and may focus on products such as structural beams in buildings or industrial brackets and mountings.
Tutors could link this to the delivery of materials science across other units in the qualification and should ensure that learners are aware of the properties of materials including information such as Young’s modulus, Poisson’s ratio, density and yield strength.
Although the criteria for this learning outcome is knowledge and understanding only, not practical application, tutors could deliver this learning outcome alongside Unit 12: Mechanical simulation and modelling and teach learners how to use Finite Element Analysis (FEA) tools within the software.
1 hour
SUGGESTED ACTIVITIES
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Title of suggested activity Suggested activities Suggested timings Also related to
Computational Fluid Dynamics (CFD)
Tutors could ask learners to carry out research to find examples of industrial applications of the use of Computational Fluid Dynamics (CFD).
Tutors could focus on the uses of CFD in motorsport such as aerodynamic performance in Formula 1 or applications in aerospace for aerodynamic efficiency of aircraft. It may also be possible to focus on the flow of gases or fluids within a system. They could ask learners to investigate how CFD can be used to simulate water flow through valves or airflow in a turbo charger.
Although the criteria for this learning outcome is knowledge and understanding only, not practical application, tutors could deliver this learning outcome alongside Unit 12: Mechanical simulation and modelling and teach learners how to use Computational Fluid Dynamics (CFD) tools within the software.
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