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AKTU Computer Aided Engineering Drawing Lab (ACE151G / ACE251G) Syllabus PDF – B.Tech 1st Year
Computer Aided Engineering Drawing Lab ACE151G / ACE251G
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Official AKTU syllabus of Computer Aided Engineering Drawing Lab (ACE151G / ACE251G) 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 PDFACE151G / ACE251G · 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 Biotechnology Stream (BT), rather than generic examples.
- To develop the ability to prepare equipment, facility layout and device drawings relevant to bioprocess and biomedical practice, and to introduce 3D modelling and printing as used in the bio industry.
| 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 engineering drawings); ISO 128 series.). Familiarisation with the CAD interface: coordinate entry, units, limits, object snap, layers, linetypes and file management. | 3 |
| 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: the torispherical dished end of a bioreactor vessel, the helix of a coil/spiral membrane module, and the parabolic profile of a vortex in an unbaffled vessel. | 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 conical vessel bottom, a cyclone/separator body and a sheet metal instrument housing. | 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 | Drawing of a bioprocess equipment component Orthographic and sectional drawing of a stirred tank bioreactor: vessel with dished ends, jacket, baffles, Rushton turbine impeller with shaft and seal, sparger and nozzles. Key ratios (H/D, Dᵢ/D, baffle width) are marked so | 4 |
| that the drawing carries process meaning and not merely geometry. | ||
| 9 | Process/utility flow diagram and cleanroom laboratory layout Flow diagram of a simple upstream–downstream sequence (media preparation, sterilisation, fermentation, centrifugation/filtration, chromatography) with equipment symbols and stream labels; and a layout drawing of a laboratory or a small cleanroom suite showing airlocks, material and personnel flow paths, and pressure cascade, with a note on why the flows must not cross. | 4 |
| 10 | 3D modelling of a bio component or a biomedical device part Solid model of an impeller, a filter housing, or for the biomedical branch a simple device component such as a prosthetic/orthotic part, a scaffold with a controlled pore pattern or an instrument casing; automatic generation of orthographic and sectional views from the model. | 4 |
| 11 | Sheet composition, plotting and export for 3D printing Composition of a complete sheet with title block, sectional views and dimensioning for the component of Experiment 10; plotting to scale; export to PDF/DXF and to STL, with slicing parameters examined and the effect of orientation and layer thickness on the printed part discussed. | 3 |
| 12 | Mini project with an introduction to AI assisted bio design In groups of two or three, students prepare a complete drawing set — equipment or device drawing with a 3D model, plus the associated flow diagram or layout. The session includes a demonstration of image derived (CT/MRI) patient specific modelling, bioprinting workflows, lab on chip/microfluidic layout, and AI assisted design and shape optimisation in biomedical applications. 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 Biotechnology Stream (BT) 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 (on successful completion of the course, the student will be able to:) | 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 equipment, flow diagrams and facility layouts for bioprocess and biomedical practice. | 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. | P. F. Stanbury, A. Whitaker and S. J. Hall, Principles of Fermentation Technology, Butterworth Heinemann/Elsevier (latest edition). |
| 3. | M. L. Shuler and F. Kargi, Bioprocess Engineering: Basic Concepts, Pearson Education (latest edition). |
| 4. | R. S. Khandpur, Handbook of Biomedical Instrumentation, McGraw Hill Education (latest edition). |
| 5. | K. Venugopal, Engineering Drawing and Graphics + AutoCAD, New Age International Publishers (latest edition). |
| 6. | ISO 10628, Diagrams for the Chemical and Petrochemical Industry (for flow diagram conventions), and 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: Engineering Graphics and Design, Prof. Naresh V. Datla and Prof. S. R. Kale, IIT Delhi |
| 3. | FreeCAD / Autodesk Fusion official documentation and tutorials. |
| 4. | 3D Slicer open-source documentation, https://slicer.org for the demonstration on image derived patient specific models. |
| 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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