Unit Industry Sector
Engineering & Architecture

Unit Originally Created By: CTE Online

Auxiliary Drawing

Part of Course: Engineering Design I Model

Unit Overview / Details

The lessons in this unit  cover the use of an auxiliary view to project a plane parallel to an incline surface. Student development of auxiliary views will be utilized in working drawings.  A unique method of  assigning auxiliary drawing problems is included as well as a team drafting (small group project) and a design brief problem.

Instructional Hours

12 Hours

Content / Concepts

  • draw each of the three ordinary auxiliary views
  • use proper ASME Y14.5M-1994 dimension standards
  • work cooperatively in a team drawing situation
  • design and draw solutions from Design Briefs
  • construct a working drawing that involves the application of an auxiliary view.


Lessons in this Unit

  • In this lesson the purposes of auxiliary views in support of regular orthographic views and how an auxiliary view is developed will be covered.  They will develop a working drawing that  includes the auxiliary view and dimensions in their proper place and position.

    2 class periods each at
    50 Minutes
  •      In this activity the students will each receive an envelope that will contain an isometric drawing that includes an inclined surface.  They will be required to complete the necessary views including the auxiliary view.  All measurements are to be in inch decimals to 2 places.

        THE ENVELOPE PLEASE is a method to distribute the problem assignment in an unique way to encourage individual involvement in the learning process.

       If you have 32 engineering students in the class you would need, perhaps 8 different drawing problems , that is,  4 copies each of 8 different drawings.   You can use as many  problems as want however.    In addition to numbering the envelope  from 1 to 32 I use a different colored pencil or marker to indicate to myself  that this particular envelope has a particular problem.

        I make big deal before distributing the envelopes.  I shuffle the envelope, mix them up, and even give them to a student to mix up numbered envelopes.

    I then walk around to each station , fan out the envelopes, and have each student select an envelope.  Since the students are sitting rather close together at the CAD workstation I glance at the envelope to  make sure they do not have the same colored envelope, that is, they selected  the same colored envelope.  If they do I kidding tell them that the problem in  the envelope is very hard and suggest they take a different envelope.  Or just ask them to exchange for a different problem.

        As a reminder all dimensions are to be in 2 place inch decimals.. 

       I further announce to the students to be ready for a potential dimension change  within the first eight minutes. Then those students that happened to select an elementary problem I raise the challenge by changing one dimension. That dimension change is recorded directly on drawing problem.  Both the completed drawing and the problem are due at the end of the block schedule.  The students actually have approximately 1/2 the time as do the participants in the finals at skillsusa california.

    THE ENVELOPE PLEASE is but one way to enhance the teaching of engineering drawing and design.

    2 class periods each at 55
    0 Minutes
    0 Minutes
  • In this lesson a team of three students will develop a fully dimensioned multi-view drawing from an isometric drawing that will include an auxiliary view.

    The drafting team composed of three drafting students will collaborate to complete an auxiliary drawing together.  Each student as part of the team will draw a major view with the associated dimensions.  One will draw orthographically the view from where the auxiliary view will originate.  A second student will draw a partial  view not including the sloping surface.  The third, the major player on the team will draw the auxiliary view which will project the true shape of the inclined plane.  Engineering drawing is communicating graphically.   Teamwork from the original idea, through the development of the design and documentation of the product through manufacturing is  based on TEAM WORK.  TIME IS OF THE ESSENCE.

    This lesson is based on utilizing board drafting however with modifications CADD operations could be employed.

    2 class periodes plus 30 minutes from previous class
    55 Minutes
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  • The students will design a shape that is derived from a DESIGN BRIEF.  A DESIGN BRIEF is a comprehensive written document for an original designed project developed in concert by a person or business for a product.  The written document is focused on the desired results of design - not aesthetics.

    In this lesson the students will be able to develop a fully dimensioned multi-view drawing from an original design that they created.  They will first sketch a design of a shape that includes common features such as a negative cylinder (hole),  fillets and rounds, a large radius, and an inclined  plane.  Including an inclined plane will necessitate an auxiliary view part as of the drawing.

    2 Class Periods
    55 Minutes
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