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AKTU Computer Aided Engineering Drawing Lab (ACE151E / ACE251E) Syllabus PDF – B.Tech 1st Year
Computer Aided Engineering Drawing Lab ACE151E / ACE251E
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Official AKTU syllabus of Computer Aided Engineering Drawing Lab (ACE151E / ACE251E) 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.
- Computer Science and Engineering › 1st Year
- Computer Science › 1st Year
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- Computer Science and Information Technology › 1st Year
- Computer Science & Technology › 1st Year
- Computer Science and Design › 1st Year
- Computer Science and Engineering (Hindi) › 1st Year
- Computer Science and Engineering (Artificial Intelligence) › 1st Year
- Computer Science and Engineering (Artificial Intelligence & Machine Learning) › 1st Year
- Artificial Intelligence and Machine Learning › 1st Year
- Artificial Intelligence (AI) and Data Science › 1st Year
- Computer Science and Engineering (Data Science) › 1st Year
- Computer Science & Engineering (Cyber Security) › 1st Year
- Computer Science and Engineering (Internet of Things) › 1st Year
- Cyber Security › 1st Year
- Data Science › 1st Year
- Computer Science and Engineering (WP) › 1st Year
Syllabus — Computer Aided Engineering Drawing Lab
Download PDFACE151E / ACE251E · 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 Computer Science & Engineering Stream (CSE), rather than generic examples.
- To connect drafting practice with the geometric modelling and transformation theory of computer graphics, and to introduce script driven and parametric generation of drawings.
| 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, linetypes 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: Bezier and B spline curves as used in computer graphics, and the geometric transformations (translation, rotation, scaling, mirroring) that underlie CAD editing commands. | 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 computer cabinet panel and a cooling duct transition, with the unfolded surface treated as a flattening problem on a mesh. | 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 | Geometric transformations and drawing of a hardware component | 4 |
| Two-dimensional detail drawing of a hardware item a 1U rack unit front panel, a mounting bracket or a single board computer carrier plate with dimensions and hole positions. Editing commands (MOVE, ROTATE, SCALE, MIRROR, ARRAY) are related to the corresponding homogeneous transformation matrices, so that the student sees the mathematics behind the command. | ||
| 9 | Layout drawing of a computer laboratory / server room Floor layout of a computer laboratory or a small server room: workstation and rack placement, aisle widths, structured cabling and conduit routing, power and UPS points, and a rack elevation drawing. Anthropometric/ergonomic clearances and hot aisle/cold aisle arrangement are marked and justified in a short note. | 4 |
| 10 | Solid modelling, representation schemes and STL export Solid model of an enclosure or a mechanical accessory using extrude, revolve and boolean operations; the exercise is used to contrast constructive solid geometry (CSG) with boundary representation (B rep) and with the triangulated mesh of an STL file. Model is tessellated and exported to STL, and the effect of tessellation tolerance on file size and surface fidelity is observed. | 4 |
| 11 | Script driven and parametric drawing generation Generation of a drawing by program rather than by mouse: a parametric part (for example a plate with a configurable hole pattern) written in OpenSCAD, or a DXF produced from a Python script using ezdxf, driven by a table of parameters. Composition of the resulting sheet with title block and plotting to scale; discussion of CAD file formats (DXF, STEP, STL, SVG) as data exchange problems. | 3 |
| 12 | Mini project with an introduction to AI assisted and text to CAD tools In groups of two or three, students deliver a small parametric design model, script/parameter table, dimensioned drawing sheet and, where a 3D printer is available, a printed prototype. The session includes a demonstration of text to CAD and AI assisted geometry generation, point cloud/3D scan reverse engineering, and the digital twin idea as a data problem. Evaluation by presentation and viva voce. Internal assessment, viva voce and end semester 03 practical examination | 6 |
| Total | 45 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 Computer Science & Engineering Stream (CSE) 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 dimensioned hardware and facility layouts, relating CAD editing to geometric transformations. | 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. | 6 |
CO – PO Articulation Matrix
| Evaluation Pattern | |
| 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 50 % |
| Suggested Reference (Latest Edition) | |
| 1. | N. D. Bhatt and V. M. Panchal, Engineering Drawing, Charotar Publishing House, Anand (latest edition). |
| 2. | Ibrahim Zeid, CAD/CAM: Theory and Practice, McGraw Hill Education (latest edition). |
| 3. | M. P. Groover and E. W. Zimmers, CAD/CAM: Computer Aided Design and Manufacturing, Pearson Education (latest edition). |
| 4. | D. Hearn, M. P. Baker and W. Carithers, Computer Graphics with OpenGL, Pearson Education (latest edition). |
| 5. | Dhananjay A. Jolhe, Engineering Drawing with an Introduction to AutoCAD, McGraw Hill Education (latest edition). |
| 6. | SP 46 : 2003, Engineering Drawing Practice for Schools and Colleges, Bureau of Indian Standards. |
| 7. | 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: Computer Graphics, Prof. Samit Bhattacharya, IIT Guwahati |
| 3. | ezdxf documentation, https://ezdxf.mozman.at, and OpenSCAD documentation, https://openscad.org/documentation.html. |
| 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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