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AKTU Computer Aided Engineering Drawing Lab (ACE151B / ACE251B) Syllabus PDF – B.Tech 1st Year
Computer Aided Engineering Drawing Lab ACE151B / ACE251B
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Official AKTU syllabus of Computer Aided Engineering Drawing Lab (ACE151B / ACE251B) for B.Tech 1st Year – 2 credits, L-T-P 0-1-2. Read the unit-wise course content, course outcomes, evaluation pattern and recommended books online, or download the PDF.
Syllabus — Computer Aided Engineering Drawing Lab
Download PDFACE151B / ACE251B · 2 credits · L-T-P 0-1-2
Course Objectives
- To familiarise the student with the principles, conventions and standards of engineering drawing, so that a drawing can be read and prepared without ambiguity.
- To develop the ability to visualise a three-dimensional object and to represent it through orthographic, sectional and pictorial views.
- To develop working competence in a CAD package for two-dimensional drafting and for basic three-dimensional modelling.
- To develop the ability to prepare drawings of the components, systems and layouts that occur in the Mechanical Engineering Stream (ME), rather than generic examples.
- To introduce limits, fits, tolerances and surface texture symbols, and to expose students to solid modelling and its downstream use in CAM and additive manufacturing.
| List of Experiments / Exercises | ||
| Exp. | Title and Brief Description No. | Hours |
| 1 | Drawing standards, sheet layout and the CAD environment Sheet sizes, borders, title block, lines, lettering and dimensioning as per BIS conventions (SP 46 : 2003 (BIS) Engineering Drawing Practice for Schools and Colleges; IS 10711 (sheet sizes and layout); IS 9609 (lettering); IS 10714 (line conventions); IS 11669 (preparation of general | 3 |
| engineering drawings); ISO 128 series.). Familiarisation with the CAD interface: coordinate entry, units, limits, object snap, layers, line types and file management. Students set up a standard A3/A4 template with a title block that will be reused throughout the semester. | ||
| 2 | Geometric constructions and engineering curves Construction of polygons, tangents, plain and diagonal scales; conic sections (ellipse, parabola, hyperbola) and one roulette (cycloid or involute) using CAD draw and modify commands (LINE, ARC, OFFSET, TRIM, ARRAY, MIRROR). Stream context: involute of a circle (gear tooth profile), cycloid (cam and rolling contact) and helix (screw thread and spring). | 3 |
| 3 | Orthographic projection of points and straight lines Projections of points in the four quadrants; projections of lines inclined to one and both reference planes; true length and true inclination by rotation/trapezoidal method. Principal planes handled on separate CAD layers. | 3 |
| 4 | Orthographic projection of planes and simple solids First angle projection of planes and of prisms, pyramids, cylinders and cones resting in given positions; front, top and side views. Third angle convention introduced for comparison, since it is common in imported drawings. | 3 |
| 5 | Sections of solids and true shape of section Solids cut by section planes perpendicular to one reference plane and inclined to the other; sectional views, cutting plane line, hatching conventions and true shape of the section obtained by auxiliary projection. | 3 |
| 6 | Development of lateral surfaces Parallel line and radial line development of cube, prism, cylinder, cone and truncated solids. Stream context: development of a sheet metal transition piece, a funnel and an elbow, of the kind fabricated in a sheet metal shop. | 3 |
| 7 | Isometric projection and reading of orthographic views Isometric scale, isometric axes and isometric drawing aids in CAD; conversion of given orthographic views into an isometric view, and the reverse exercise of reading a pictorial view and producing orthographic views. Missing line and missing view problems for visualisation practice. | 3 |
| 8 | Machine component drawing with tolerancing conventions Orthographic and sectional views of a machine component (bearing bracket, stuffing box or a simple housing). | 4 |
| Conventional representation of external and internal screw threads, fasteners, keys, splines and springs. Indication of limits and fits as per IS 919, geometrical tolerances as per ISO 1101, and surface texture symbols as per IS 10719, with a short discussion on why a shop drawing is incomplete without them. | ||
| 9 | Assembly drawing from part drawings Given the detail drawings, students prepare the assembly drawing of a knuckle joint, cotter joint, flanged coupling or screw jack with sectional front view, item balloons, a parts list/bill of materials and only the overall, fit and installation dimensions. One reverse exercise: given an assembly, extract the detail drawing of one part. | 4 |
| 10 | 3D solid modelling and drawing derivation Feature based modelling of a component (V belt pulley, flange, connecting rod or a bracket) using extrude, revolve, sweep, fillet, chamfer, hole and pattern features; a simple two-part assembly with mates; automatic generation of the orthographic and sectional drawing views with a bill of materials from the model. | 4 |
| 11 | Sheet composition, plotting and CAD data exchange Composition of a complete drawing sheet with title block, revision table and multiple scaled views; plotting to scale; export to PDF and DXF for a laser/waterjet job and to STL/STEP for 3D printing and for exchange with a different CAD package. Discussion of why STEP is preferred over native formats for archival. | 3 |
| 12 | Mini project with an introduction to parametric and AI assisted design In groups of two or three, students prepare a complete drawing set (detail drawings plus an assembly drawing with BOM) of a small mechanism or sub assembly, together with its 3D model. The session includes a demonstration of design tables/parametric configurations, topology optimisation and generative design, and of the CAD–CAM chain up to tool path or slicer output. Evaluation by presentation and viva voce. Internal assessment, viva voce and end semester 03 practical examination Total 45 | 6 |
Teaching–Learning Methodology Each weekly session begins with a short tutorial (1 hour) on the drawing principle or standard involved, followed by two hours of hands-on CAD work at the terminal. Experiments 1 to 7 build the common graphics foundation. Experiments 8 to 12 are specific to the Mechanical Engineering Stream (ME) and are conducted by, or in consultation with, the parent department. Every student maintains a CAD drawing portfolio (soft copy plus a plotted file) which is submitted for internal assessment.
Sheets are checked for correctness of projection and for conformity to standards a geometrically correct but non-conforming drawing is returned for correction. The mini project of Experiment 12 is done in groups of two or three and is defended individually in a viva voce.
Course Outcomes
| CO | Course Outcome Statement KL |
|---|---|
| CO1 | Apply engineering drawing standards and conventions (BIS/ISO) while setting up and dimensioning a drawing. 3 |
| CO2 | Construct orthographic and sectional views of points, lines, planes and solids using a CAD package. 3 |
| CO3 | Develop surfaces and isometric views of solids, read given views to visualise the object, and apply this to draw detail and assembly drawings of machine components with sectioning, tolerancing and surface-texture indications.. 3 |
| CO4 | Create three-dimensional models in CAD, derive two-dimensional views from them, and exchange drawing data in standard formats. 3 |
| CO5 | Compose, plot and defend a complete stream specific drawing set through a mini project, using contemporary CAD practice and emerging parametric/AI assisted tools. Evaluation Pattern 6 |
| Sr. | Details of the Evaluation No. Weightage |
| 1 | Internal Assessment (PS): continuous evaluation of experiment performance, the drawing portfolio/lab record, mini project and viva voce, and attendance 50 % |
| 2 | End Semester Practical Examination (PE): CAD exercise assigned on the spot (one common and one stream specific component), drawing record and viva voce Suggested Reference (Latest Edition) 50 % |
| 1. | N. D. Bhatt and V. M. Panchal, Engineering Drawing, Charotar Publishing House, Anand (latest edition). |
| 2. | M. G. Shah, C. M. Kale and S. Y. Patki, Building Drawing with an Integrated Approach to Built Environment, McGraw Hill Education (latest edition). |
| 3. | R. S. Malik and G. S. Meo, Civil Engineering Drawing, Computech Publications (latest edition). |
| 4. | Sham Tickoo, AutoCAD: A Problem-Solving Approach, CADCIM Technologies / Dreamtech Press (current release). |
| 5. | C. Eastman, P. Teicholz, R. Sacks and K. Liston, BIM Handbook: A Guide to Building Information Modeling, John Wiley & Sons (latest edition). |
| 6. | SP 46 : 2003, Engineering Drawing Practice for Schools and Colleges, Bureau of Indian Standards, New Delhi. |
| 7. | IS 962 : 1989, Code of Practice for Architectural and Building Drawings, Bureau of Indian Standards. |
| 8. | SP 34 (S&T) : 1987, Handbook on Concrete Reinforcement and Detailing, and IS 456 : 2000, Plain and Reinforced Concrete — Code of Practice, Bureau of Indian Standards. |
| 9. | Pandey, S. K. (2001). Learn AutoCAD: In a Easy Way. S.K. Kataria & Sons. ISBN: 978-81-85749-78-5. Online / e Resources |
| 1. | NPTEL/SWAYAM: Engineering Drawing and Computer Graphics, Prof. Rajaram Lakkaraju, IIT Kharagpur |
| 2. | NPTEL/SWAYAM: Engineering Graphics and Design, Prof. Naresh V. Datla and Prof. S. R. Kale, IIT Delhi |
| 3. | BIS Standards portal, https://www.services.bis.gov.in for the currently valid versions of SP 46, IS 962, IS 456. |
| 4. | Autodesk Revit / FreeCAD BIM workbench official tutorials and documentation. Course Context: This is a Project-Based Learning (PBL) course aligned |
| with the AICTE model curriculum on Design Thinking & Innovation. | |
| Students work in teams through the complete Design Thinking cycle — | |
| Empathize, Define, Ideate, Prototype, Test — to solve a real-world | |
| problem. The emphasis is on doing, not lecturing: every session is a | |
| workshop or studio activity. The course builds creativity, teamwork, | |
| problem-solving, and an entrepreneurial mindset in first-year students | |
| of all branches. | |
| Course Code | AID151/AID251 |
| Title of the Course | Innovation & Design Thinking Lab (Project- Based Learning) |
| Course Category | Skill Development Course (SDC) |
| Total Credits | 02 |
| NCrF Hours | 45 |
| Mode | Studio / Workshop — Team-based Project Learning |
Course Objectives
- To introduce students to the Design Thinking process as a human-centred approach to problem solving
- To develop empathy and the ability to identify real user needs and define meaningful problems
- To build creative ideation, brainstorming, and lateral-thinking skills
- To enable students to build low-cost prototypes and test them with users
- To foster teamwork, communication, and an innovation and entrepreneurial mindset through a hands-on team project Course Content — Design Thinking Modules (AICTE Aligned)
| Module | Description | Hours |
|---|---|---|
| 1. | Module 1 – Introduction to Design Thinking & Innovation: What is Design Thinking; difference between design thinking and conventional problem solving; the five stages (Empathize, Define, Ideate, Prototype, Test); innovation vs invention; examples of design thinking success stories (Apple, Airbnb, IDEO, Indian startups); creativity and the innovation mindset; introduction to the team project. | 6 hrs |
| 2. | Module 2 – Empathize: Understanding the User: Human-centred design; observation and user research techniques; conducting interviews and surveys; empathy mapping; identifying user needs, pain points, and latent needs; stakeholder analysis; developing personas. Studio Activity: field observation and user interviews for the chosen problem. | 8 hrs |
| 3. | Module 3 – Define & Ideate: Synthesising research; framing the problem statement (Point of View); 'How Might We' questions; brainstorming rules and techniques; SCAMPER, mind mapping, lateral thinking; idea selection and prioritisation (impact-effort matrix, dot voting); concept development. Studio Activity: define problem statement and generate/short-list solution ideas. | 10 hrs |
| 4. | Module 4 – Prototype: Purpose of prototyping; types of prototypes (paper, low-fidelity, working model, digital mock-up); rapid prototyping with low-cost materials; storyboarding; introduction to prototyping tools (cardboard, clay, 3D printing basics, Tinkercad, Figma/Canva for digital prototypes). Studio Activity: build a low-cost prototype of the team's solution. | 12 hrs |
| 5. | Module 5 – Test, Iterate & Pitch: User testing and feedback collection; iteration and refinement based on feedback; failure as learning; introduction to business model canvas (basic); value proposition; storytelling and pitching; preparing and delivering the final project pitch. Studio Activity: test prototype with users, iterate, and present the final pitch. | 9 hrs |
Course Outcomes
| COs | Course Outcome Statement | KL |
|---|---|---|
| CO1 | Explain the design thinking process and apply the innovation mindset to real problems | K2 |
| CO2 | Apply empathy tools (interviews, observation, empathy maps) to identify genuine user needs | K3 |
| CO3 | Define a clear problem statement and generate creative solutions through structured ideation | K3 |
| CO4 | Build a low-cost prototype of a proposed solution using appropriate tools | K3 |
| CO5 | Test and iterate the prototype based on user feedback and pitch the solution effectively as a team | K4 |
Evaluation Pattern
| Sr. | Component | Marks | Weightage |
| 1. | Internal Assessment (IA) — Stage-wise deliverables (Empathy report, Problem statement, Ideation, Prototype), Team-work, Design journal / portfolio | 50 | 50% |
| 2. | External Assessment (EA) — Final prototype demonstration + Project pitch + Viva Voce (by external examiner) | 50 | 50% |
Internal Assessment — Detailed Rubric (50 Marks)
| Component | Deliverable | Marks |
| Empathize Stage | User research + empathy map + personas | 10 |
| Define Stage | Problem statement (POV) + How-Might-We | 8 |
| Ideate Stage | Brainstorm record + short-listed concept | 8 |
| Prototype Stage | Low-cost working prototype / model | 12 |
| Design Journal | Team logbook / portfolio of the whole process | 7 |
| Team Participation | Individual contribution + collaboration | 5 |
Suggested Project Themes (Teams may choose or propose their own)
- Campus & Community — waste management, water conservation, accessibility for the differently-abled, canteen queue management
- Agriculture & Rural — low-cost farming tools, water-saving irrigation, crop storage, farmer information access
- Health & Wellbeing — elderly care aids, hygiene solutions, mental wellness, first-aid tools
- Sustainability & Environment — plastic reduction, energy saving, green mobility, air-quality awareness
- Education & Skilling — learning aids, tools for rural schools, assistive learning for disabilities
- Smart Living — affordable home automation, safety devices, smart utilities Suggested Learning Resources
- AICTE Model Curriculum – Design Thinking (aicte-india.org)
- The Design of Everyday Things – Don Norman
- Change by Design – Tim Brown (IDEO)
- Design Thinking Bootleg – Stanford d.school (dschool.stanford.edu, free)
- IBM Enterprise Design Thinking – ibm.com/design/thinking (free)
- NPTEL – Design Thinking: A Primer (IIT Madras)
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