level 3 city & guilds certificate in computer aided design ... · pdf file4353 -301...

Level 3 City & Guilds Certificate in Computer Aided Design (CAD)Scheme Handbook

4353www.city-and-guilds.co.ukJune 2004

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Contents

Introduction to the CAD award.......................................................................................... 5

Centre/scheme approval ................................................................................................... 6Assignments...................................................................................................................... 8Summary of Unit Assignment Achievements................................................................... 13Test Specification: Unit 1 ................................................................................................. 15Test Specification: Unit 2 ................................................................................................. 16Assignment specification................................................................................................. 17Submission of assignments ............................................................................................. 18Unit 1: The Application and modification of 2D CAD........................................................ 19

Unit 2 3D Computer Aided Design ................................................................................... 33

Further information ......................................................................................................... 45

4 Level 3 Certificate in Computer aided design

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Level 3 Certificate in Computer aided design 5

Introduction to the CAD award

This award is a Vocationally Related Qualification (VRQ) in Computer Aided Design. It has been designed by City & Guilds to meet our customers’ needs for more modern, up-to-date and flexible qualifications.

The qualification is

Level 3 Certificate in CAD (2D Computer Aided Design) (4353-02) Level 3 Certificate in CAD (3D Computer Aided Design) (4353-03) Registration and certification

For the award of the Level 3 CAD certificate, candidates must successfully complete all the assessments for one of the units.

Level 3 CAD

Unit Assessment components required

Unit 1The application and modification of 2D Computer Aided Design 4353-301 Written test

4353-302 Assignment 1


Unit 2 3D Computer Aided Design 4353-304 Written test



The assessment includes two assignments and a multiple-choice test which covers the knowledge requirements for each Unit. The multiple choice test will be delivered on-line through the City & Guilds GOLA system with no paper-based alternative (see also centre/scheme approval below).

Candidates must be registered at the beginning of their course. Centres should submit registrations using Form S (Registration), under scheme/complex no 4353-02/-03.

When assignments have been successfully completed, candidate results should be submitted on Form S (Results submission). Centres should note that results will not be processed by City & Guilds until verification records are complete.


Candidates achieving one or more assessment components will receive a Certificate of Unit Credit listing the assessment components achieved together with the grade (D, C or P for the multiple choice paper, P for the assignments) Candidates achieving the number and combination of assessment components required for the Certificate will, in addition, be issued a Certificate. Assessment components are graded - units and Certificates are not graded.

Full details on all the above procedures, together with details of the on-line tests will be found on City & Guilds Web site http://www.city-and-guilds.co.uk

Centre/scheme approval

Centres wishing to offer City & Guilds qualifications must gain approval.

New centres must apply for centre and scheme approval.

Existing City & Guilds’ centres will need to get specific scheme approval to run these awards.

As the multiple-choice assessment for this qualification is delivered on-line; scheme approval will therefore need to be updated to include approval of the set-up and function of the on-line delivery systems.

Centres are required to register as a GOLA centre before any tests can be scheduled. The form for this is available from the website www.city-and-guilds.co.uk/e-assessment

A centre only needs to register once for GOLA

There is a GOLA helpline number - centre enquiries and technical enquiries about GOLA can be directed to this number 0845 241 0070.Centres can also e-mail: [email protected]

The following leaflets are available:

A centre’s guide to global on-line assessmentA centre’s guide to technical requirements for global on-line assessmentA centre’s guide to administering global on-line assessmentA learner’s guide to global on-line assessment.

Centres looking for general information about GOLA or copies of the GOLA leaflets are advised to use the website www.city-and-guilds.co.uk/e-assessment

Full details of the process for both centre and scheme approval are given in Providing City & Guilds qualifications – a guide to centre and scheme approval 3.3 which is available from City & Guilds’ regional offices.

City & Guilds reserves the right to suspend an approved centre, or withdraw its approval from an approved centre to conduct a particular City & Guilds’ scheme or particular City & Guilds’ schemes, for reasons of debt, malpractice or for any reason that maybe detrimental to the maintenance of authentic, reliable and valid qualifications or that may prejudice the name of City & Guilds.


Course Design

Tutors/assessors should familiarise themselves with the structure and content of the award before designing an appropriate course; in particular they are advised to consider the knowledge and understanding requirements of the relevant N/SVQ.

City & Guilds does not itself provide courses of instruction or specify entry requirements. As long as the requirements for the award are met, tutors/assessors may design courses of study in any way that they feel best meets the needs and capabilities of the candidates. Centres may wish to introduce other topics as part of the programme which will not be assessed through the qualifications, eg to meet local needs.

It is recommended that centres cover the following in the delivery of the course, where appropriate:• Health and safety considerations, in particular the need to impress to candidates

that they must preserve the health and safety of others as well as themselves• Key Skills (such as Communication, Application of Number, Information technology,

Working with others, Improving own learning and performance, Problem solving)• Equal opportunities• Spiritual, moral, social and cultural issues• Environmental education, related European issues.

It is recommended that 90 hours should be allocated for each unit required for the certificate.

Entry to qualification

No specific prior qualifications, learning or experience are required for candidates undertaking the qualification. However, centres will need to make an initial assessment of each candidate to ensure that the level of the scheme is appropriate. The nature of both the learning and assessment required for the qualification is such that candidates will need basic literacy and numeracy skills: i.e. the ability to read and interpret written tasks and to write answers in a legible and understandable form. Candidates will also need to be able to organise written information clearly and coherently, although they will not be assessed for spelling or grammatical accuracy unless this is part of the assessment criteria.

There are no restrictions on entry for this award. City & Guilds recommend that candidates should not enter for a qualification of the same level and the same content as that of a qualification they already hold.

Details of the availability of assessments and of the general regulations for their conduct are given in the ‘Directory of Assessments and Awards’. If there is any inconsistency between the scheme regulations in this pamphlet and the Directory of Assessments and Awards, the Directory shall prevail.

For candidates with particular requirements, centres should refer to City & Guilds policy document Access to assessment, candidates with particular requirements. This also applies to candidates who wish to seek examinations in language other than English.


Assignments

This guidance should be read in conjunction with specific guidance in each assignment. For the unit, there are a number of outcomes and each of these outcomes usually has a number of practical activities. Each assignment will provide opportunities for candidates to be assessed for a sample range of the practical activities required for the unit. Assignments will usually consist of several tasks.

Assignment 1 is intended as an interim assignment and assignment 2 is designed as an end-of-course assignment. It is essential that candidates pass assignment 1 before attempting assignment 2.

Assessors will need to check that all the requirements of a unit have been fulfilled. The units provide the opportunity for candidates to sign off that they have achieved a practical activity.

Assessors will need to check that all the requirements of a unit have been fulfilled. The units provide the opportunity for candidates to sign off that they have achieved a practical activity.

Completion of assignments

Assessors will decide when each candidate should complete each assignment and will be expected to organise the assignments in a logical order according to the requirements of the candidates and the course.

Each assignment contains

guidance for assessors comprising assignment specific guidance - this information must not be divulged to candidatesmarking and grading criteria- this information must not be divulged to candidatescandidate’s instructions - assignment specific.

Candidates will expect a reasonable amount of guidance on how to organise themselves in order to � accomplish tasks� check that the evidence of the required underpinning knowledge has been

produced.

Assessors are strongly advised to check and familiarise themselves with the requirements and workability of each assignment before it is issued to candidates. It is recommended that Assessors produce a worked copy of the assignment that their candidates are undertaking.

Appendix A is an example of a document that assessors may use to record the assignments the candidate has completed. Your centre may also wish to develop a tracking document to be used within your Quality Assurance process regarding Internal Verification/Quality assurance checking. As detailed at the bottom, the IV/QAC can initial and date next to those candidates he/she has sampled in red.

Whatever method you use to ensure quality checks are taking place, please send a copy of your proposed system to your External Verifier.


Additional materials

Candidates should only have access to the materials as specified in the Guidance for Assessors in each assignment and should not be permitted to take in their class notes. However, for some of the assignments it may be necessary for candidates to have access to manufacturer’s manuals and on-line help facilities.

Grading of assignments

Grading of assignments is Pass or Fail.

Grading is based on essential and desirable criteria for each task. Essential criteria are denoted by a square bracket [ ] and desirable criteria by a round bracket ( ). Each marking criterion should be marked with a tick to indicate achievement and a cross if it has not been achieved. In the event that a marking criterion is not applicable, it should be crossed through and marked ‘not appropriate’ and a note made of the reason(s) why. Candidates must achieve all essential and a prescribed number of desirable criteria for the award of a Pass. Detailed marking and grading criteria are provided for each assignment in the Marking Criteria section of the assignments.

Whilst Assessors may use this information to guide candidates as to the depth and breadth of evidence in order to achieve each level, they must not, under any circumstance, divulge the content of the marking criteria provided to candidates.

Time allowance for assignments

Recommended time allowances have been allocated for each assignment; however, this does not form part of the marking criteria, and is for guidance purposes only.

Should Assessors find that the recommended time for an assignment is considerably at a variance with the time taken by candidates, they should contact their External Verifier in the first instance, who will advise accordingly and feed this information back to City & Guilds where appropriate.

Opportunities to repeat tasks within an assignment

If a candidate fails a task, they may repeat it; however, Assessors should allow a reasonable period for retraining before a candidate repeats a task. NB If the failed task is built upon the results of a previous task, this may also need to be repeated.

Health and Safety

Centres must ensure that all aspects of Health and Safety connected with working with VDUs, keyboards and electrical equipment are observed by staff and candidates at all times. Candidates must be aware of the risks of RSI and the need for regular breaks from working at screens, be provided with adequate seating and lighting and wrist and foot support if required.

The importance of safe working practices must always be stressed. Candidates have responsibilities for the safety of others as well as themselves. Anyone behaving in an unsafe manner must be stopped and suitable warning given. A candidate should not be allowed to continue working on an assignment if they have contravened these requirements.


Data Protection, Security.

The centre should have available a copy of the Data Protection Act and bring its contents to the attention of candidates.

Centres should themselves ensure that all data produced by candidates is kept secure and that assignments are, once downloaded, kept locked safely away until their use. It is the responsibility of the centre/assessor to ensure that the candidate taking an assignment/test is the correct person.

Ideally, centres should produce a written strategy outlining their procedures for ensuring the above takes place.

Keeping records

The candidate records that the centre must hold as required for regulatory compliance purposes must include:• candidate name• date of birth• particular assessment requirements• workplace• assessor(s) name• Quality Assurance Co-ordinator/scheme co-ordinator’s name• date of registration• candidate enrolment number• award title and level• progress records, including unit accreditation and award completion dates.

The assessment records that the centre must hold for 3 years as required for regulatory compliance purposes must include:• name of the candidate• units/components assessed, types of evidence submitted and assessment methods

used• names of each assessor involved with the units/components• dates on which the assessments took place• assessment locations• assessment decisions made• assessment plans, review and feedback records, assessment judgments.

For more detailed information on keeping records please refer to the City & Guilds document, ‘Ensuring Quality – policy and practice for externally verified assessment’ 2003Edition 15. Copyright

Assessors should ensure that candidates are aware of the Copyright, Designs and Patents Act 1988, and the potential implications of using materials sourced from areas such as the Internet.

Disk space

Assessors should ensure that candidate’s work is saved to a suitable medium until such time as certificates are issued.


Types of evidence

Assignments have been written in a way to encourage candidates to produce different types of evidence.

It is important that candidates ensure their name and enrolment number is on all items of evidence handed in.

Quality assurance of assignments

This is a Vocationally Related Qualification (VRQ) and does not imply occupational competence. Centres are required to establish a system of internal verification/scheme co-ordination to monitor assessors’ decisions. This means that the work of assessors involved in the qualification, must be monitored by a Quality Assurance Co-ordinator to ensure that assessors are applying the standards consistently throughout assessment activities.Quality Assurance Co-ordinators/scheme co-ordinators and External Verifiers will sample candidates’ work to ascertain whether the evidence for an assignment is complete, and to ensure that the allocation of grades by assessors has been fair and beyond dispute. It is for this reason that the signature of both the assessor and the candidate is required on the Assignment Marksheet.

Assessors must ensure that candidates understand why a particular assessment decisionhas been reached. Where candidates do not feel that the assessment decision has been fair, they should have the opportunity to access the normal appeals/complaints procedure of the centre/learning provider in the first instance, and if this does not resolve the situation, of the awarding body.

Candidates’ work may also be subject to external verification, which may be by a visit or postal. The External Verifier will ensure that:the Quality Assurance Co-ordinator is undertaking his/her responsibilitiesthe Quality Assurance Co-ordinator is given prompt, accurate and constructive feedback on centre operationthe Quality Assurance Co-ordinator is acting as a guardian of the ‘standards’a report is written on centre activities for City & Guilds.

There will normally be one External Verification activity per centre, per year.

Guidance on qualifications/experience for trainers/learning providers

Trainers/learning providers should be technically competent in the areas in which they are delivering training and should also have experience of providing training. This will be looked for at the approval stage and will be monitored by the external verification process.

Assessors/Tutors should have at least two years recent relevant experience in the specific area they will be assessing. If this experience is part-time it should be over a period of five years.

Assessors need to have a greater level of experience and understanding than those they are assessing.

In addition, assessors must demonstrate the ability to mark assignments using externally set criteria.

While the EMPNTO A/V Units are valued as a qualification they are not currently a requirement for assessors of these qualifications.


If a candidate’s work is selected for external verification, samples of work must be available to the appointed External Verifier.

An External Verifier will visit the centre/learning provider and their role includes the following:ensuring that Quality Assurance Co-ordinators are undertaking their duties satisfactorilymonitoring internal quality assurance systems and sampling assessment activities, methods and recordsacting as a source of advice and supportpromoting best practiceproviding prompt, accurate and constructive feedback to all relevant parties on the operation of centre's/learning provider's assessment systems.

Claiming certification

Candidates must be registered at the beginning of their course. Centres should submit registrations via the Walled Garden or on Form S (Registration), under the appropriate scheme/complex number. Assignments successfully achieved should be claimed using Form S (Results submission); component numbers must be entered on Form S, followed by P (Pass).

Details on all procedures will be found on City & Guilds web site http://www.city-and-guilds.co.uk.


Appendix A

Summary of Unit Assignment Achievements

Award

Candidate’s name Candidate enrolment number

Centre name and number

Unit number

Assignment title Date Candidate signature Assessor signature

1

1

2

2

Confirmation of achievements for which certification is requested

Signature of Quality Assurance Co-ordinator………………………….…..

Date……………………………

NB: Where a Quality Assurance Co-ordinator is signing off the achievements and confirming this candidate has completed prior to certification they should sign and date where indicated.

If the Quality Assurance Co-ordinator has also ‘sampled’ one or more of the candidate’s evidence, the Quality Assurance Co-ordinator should also initial against Unit number in red.


Test Specification: Unit 1

This test specification is for the multiple choice exam which covers the knowledge requirements of the level 3 CAD qualification. Refer to the Unit Specifications when using this document (note: all references relate to the underpinning knowledge)

Time allowed: 45 minutes

Outcome No of items

%

1 use a layering system and different line type styles 3 102 define and use a system for grouping objects to form

blocks or libraries3 10

3 produce isometric drawings within the 2D environment

3 10

4 define and use an adjustable co-ordinate system based on user requirements

3 10

5 use complex dimensioning routines 1 3.36 use different drawing spaces 2 6.77 produce hard copies of drawings 3 108 make inquiries of an existing drawing and place

reference points2 6.7

9 use a means of pre command object selection in order to carry out editing processes

1 3.3

10 change the properties of a number of drawn entities 3 1011 edit blocks/symbols and hatched areas 3 1012 modify continuous lines formed by a connected

sequence of lines or arcs (polylines)1 3.3

13 use a method to remove unused items and rename other items logically

2 6.7

30 100


Test Specification: Unit 2

This test specification is for the multiple choice exam which covers the knowledge requirements of the level 3 CAD qualification. Refer to the Unit Specifications when using this document (note: all references relate to the underpinning knowledge)

Time allowed: 45 minutes

Outcome No of items %1 apply appropriate commands to set the 3D

modelling environment2 6.7

2 create and use working planes at any required position within 3D space

2 6.7

3 define and use co-ordinate points at any position within 3D space

2 6.7

4 apply appropriate commands to construct the whole or part of a 3D model using the best available method - surface or solid modelling.

5 16.7

5 apply appropriate commands to modify 3D solid objects.

5 16.7

6 apply appropriate commands to perform 3D operations on existing objects

4 13.3

7 apply appropriate commands to manipulate a 3D model

4 13.3

8 apply appropriate commands to view 3D models in a variety of display formats

2 6.7

9 print/plot/export 3D models 4 13.2

30 100


Assignment specification

Writing assignments for Computer Aided Design qualification Level 3

For the award, there are a number of outcomes and each of these outcomes specifies a number of practical activities. Each assignment will provide opportunities for candidates to be assessed for a sample range of the practical activities required for the unit. Assignments will usually consist of several tasks. The range of assignments available foreach unit should ensure that all the practical activities for all the outcomes are assessed.

City & Guilds will provide a minimum of two assignments for each unit. Centres may write alternative assignments for the units contained in these awards. However, they must use the sample assignment provided by City & Guilds as a template.

The assignments are made up of three sections:

Section 1 – Guidance to the assessor

This section is intended for use by the assessor only. It should contain:a health and safety statementthe location of where the assignment should be takenthe requirements for tools, equipment, materials and datanotes on the content of the assignment to include any preparatory work required by the assessor/centredetails of evidence and recordingtime consideration.Any new assignments set must have the same time allocated to the completion of the assignment as set in the sample.

Section 2 – Marking and grading criteria

Grading of assignments is Pass/Fail.

Grading is based on essential and desirable criteria for each task. Essential criteria are denoted by a square bracket [ ] and desirable criteria by a round bracket ( ). Each marking criterion should be marked with a tick to indicate achievement and a cross if it has not been achieved. In the event that a marking criterion is not applicable, it should be crossed through and marked ‘not appropriate’ and a note made of the reason(s) why. Candidates must achieve all essential and a prescribed number of desirable criteria for the award of a particular grade. Detailed marking and grading criteria must be provided for each assignment in the Marking Criteria section of the assignment.

In accordance with the quality assurance requirements for the scheme there must be space allocated for the name and signature of the candidate, assessor and internal verifier (who may sample the assignment). These should also be dated.


Section 3 – Candidate Instructions

The candidates’ instructions should contain:• general advice to candidates about the need to understand the assignment before

starting work and the need to seek guidance if clarification is required• guidance on the time limits• the importance of health and safety• an introduction which sets the scene or a scenario to contextualise the task(s)• a list of the tasks • clearly defined tasks covering a range of practical activities • notes which refer to how the evidence they produce should be stored and

labelled.

Submission of assignments

All assignments must be approved for use by City & Guilds. Each assignment should be submitted with a copy of the centre-devised assignment submission report.*

Centres must submit all centre devised assignments to Centre Devised Unit, City & Guilds, 1 Giltspur Street, London, EC1A 9DD

Six weeks before they intend to use the assignment if submitted electronically to the following email address: [email protected]

Eight weeks before they intend to use the assignment if a paper based submission is made (three copies must be provided).

*A copy of the Centre-devised assignment submission report is at the end of thisdocument and should be submitted with the assignment.


Unit 1: The Application and modification of 2D CAD

Rationale

This unit is intended to cover a wide range of 2D drawing and editing commands and routines to aid the application and modification of the CAD software. The user will become familiar with the necessary techniques required to produce and edit drawings of medium complexity and prepare the drawings for output to hard copy. It is intended that this unit can be delivered within the context of a wide range of design and drawing specialisations. The specialised areas can be used as a vehicle to deliver the performanceoutcomes, and as such will be reflected in the assessment of this unit.

This unit covers 13 learning outcomes. The candidate will be able to:1 use a layering system and different line type styles2 define and use a system for grouping objects to form blocks or libraries 3 produce isometric drawings within the 2D environment4 define and use an adjustable co-ordinate system based on user requirements5 use complex dimensioning routines6 use different drawing spaces7 produce hard copies of drawings8 make inquiries of an existing drawing and place reference points9 use a means of pre command object selection in order to carry out editing

processes10 change the properties of a number of drawn entities11 edit blocks/symbols and hatched areas12 modify continuous lines formed by a connected sequence of lines or arcs (polylines)13 use a method to remove unused items and rename other items logically.

Connection with other awards

This unit reviews and extends the knowledge within the Level 3 NVQ in Technical Support.

Key Skills links

Application of Number N 2.1, N 2.2, N 2.3CommunicationIT IT 2.2, IT 2.3Working With OthersProblem SolvingImproving Own Learning LP 2.3

Assessment

The outcomes from this unit will be assessed using evidence from two set assignments and a multiple choice test.


Outcome 1: Use a layering system and different line type styles

Practical Activities Candidate’s Signature Date

The candidate will be able to

1 import a number of line type styles for use within a CAD drawing and manipulate the scale of the line type

2 create a number of new layers for use with a CAD drawing

3 change and manipulate the properties of a layer, such as colour and line type

4 use all the available layer controls to change the status of the layer

5 produce a 2D CAD drawing using a range of line types and layers.

6 set up and use simple multiple viewing areas within the same drawing window to see different aspects of a drawing

Underpinning knowledge


1 state the process of importing different line types and why it is necessary to manipulate the scales of the line types for different objects

2 identify the purpose of using a layering system for the production of a CAD drawing

3 state how a layer can be controlled and how the properties of that layer can be manipulated.

4 state the concept of using multiple views and its benefits in practice


Outcome 2: Define and use a system for grouping objects to form blocks or libraries



1 create a block/symbol from a previously drawn component consisting of multiple entities

2 save a created block/symbol independently of the drawing for use within a different drawing

3 insert a block/symbol into a drawing from within the original drawing and from external source

4 convert an inserted block/symbol back into its original constituent parts

5 create and insert attributed blocks/symbols into a CAD drawing

6 attach an external drawing to the current drawing



1 state the benefits of creating blocks/symbols for use in a CAD drawing

2 state the benefits of exporting blocks/symbols for use within a range of CAD drawings

3 identify the need to convert an inserted block/symbol back into its original constituent parts.

4 state the benefits of creating attributed blocks/symbols for use in a CAD drawing

5 state the benefits of attaching an external drawing for use in the current drawing


Outcome 3: Produce isometric drawings within the 2D environment



1 set up the 2D drawing environment to aid the production of an isometric drawing: e.g. using drawing aids

2 produce an isometric drawing within the 2D CAD environment using a range of techniques

3 create isometric circles for use on an isometric drawing.



1 state the purpose of producing an isometric drawing and the related rules that need to be adhered to

2 state the procedures for setting up the CAD environment ready to produce an isometric drawing

3 state the purpose of the available drawing aids to assist isometric drawing production

4 identify the use of different planes within the isometric drawing and how that effects the production of isometric circles.


Outcome 4: Define and use an adjustable co-ordinate system based on user requirements



1 create a new user co-ordinate system (UCS)

2 locate a new UCS position in relation to an existing drawn entity

3 manipulate the UCS icon to follow any new origin position

4 rotate the UCS about its own origin

5 name and save multiple UCSs and switch between them.



1 identify the difference between the world co-ordinate system (WCS) and a user co-ordinate system (UCS)

2 state the need for a User Co-ordinate System (UCS)

3 state the need to identify the location of a new UCS by the means of an icon

4 state the reasons for naming a UCS and toggling between different UCS origins.


Outcome 5: Use complex dimensioning routines



1 set up a new user defined dimension style, including the following:• manipulate the properties of lines and arrows• manipulate the properties (including style and

size) of text used• alter the scale and location of where

dimension lines, extension lines and text are placed

• set the appropriate units (including alternative) for the dimensioning, relating to the drawing to be produced

• modify tolerance settings as appropriate

2 adjust the set up and style of the dimensions, as appropriate, whilst dimensioning a drawing

3 carry out the following dimensioning techniques:• aligned • angular• baseline• continued• labelling/leaders• positioning of centre marks

4 update any existing dimension to take on the properties of the new dimension style.



1 state the need to set up a user defined dimension style

2 state the different types of dimensioning technique available.


Outcome 6: Use different drawing spaces and complex multi viewing areas



1 set up a drawing space in order to layout a drawing ready for printing

2 create a number of different drawing space layouts, to illustrate different parts of a drawing

3 create multiple view areas within the same layout to show different aspects of a drawing

4 toggle between different types of space in order to make alterations to a drawing, as appropriate

5 apply a range of standard scales to the different view areas which when printed can be measured.



1 identify the purpose of the range of different drawing spaces available

2 state why view scaling is applied to view areas in a drawing

3 state why a drawing space may be used to layout a drawing ready for printing.


Outcome 7: Produce hard copies of drawings



1 activate the plot function and select the appropriate plotter for the task and check that the plotter configuration is correct

2 set up the appropriate plot settings for the drawing that is to be printed, including:• paper size• units• orientation• scale• plot area• positioning

3 produce a hardcopy of the drawing from a range of different available drawing spaces and to a range of different scales

4 produce hardcopies of a drawing from a range of different multiple drawing space layouts and to scale.



1 state the purpose of producing a hardcopy of a drawing

2 state the reasons for previewing a plot

3 state the processes involved in producing a hardcopy

4 state the benefits of producing hardcopies of a drawing from multiple drawing space layouts.


Outcome 8: Make inquiries of an existing drawing and place reference points



1 use the CAD software to list the details of an existing entity

2 use the CAD software to provide information about the distance between two existing points and the length of a line

3 use the CAD software to provide information about the location of a specific point on the X, Y axis

4 use the CAD software to calculate the area of a specific shape

5 use the technique to draw points to divide a line into a number of segments

6 use the technique to draw points to measure and locate specific distances along a line.



1 state the purpose of making inquiries about the details concerning entities that have been previously drawn, including measuring distances, point identification and areas of shapes

2 state the reason why a line would need to be divided or measured

3 state the routines involved with making inquiries.


Outcome 9: Use a means of pre-command object selection in order to carry out editing processes



1 use an appropriate method to select objects prior to command input : grips

2 activate defining points on an object that will allow the following editing commands to be carried out:• stretch• move• rotate• scale• mirror

3 use both keyboard entry and mouse control to carry out the editing commands.



1 state why pre-command selections can speed up editing routines

2 state the routines involved with pre-command selection: cold grips and hot grips.


Outcome 10: Change the properties of a number of drawn entities



1 use appropriate commands to edit and modify the following properties of entities:• colour• layer location• line type• line type scale• text contents, style, height, justification• size of lines and circles

2 transfer the actual properties of one drawn entity to another, therefore inheriting those properties.



1 state why drawing entities would require modification

2 state the routines involved in carrying out properties modification of an entity

3 state why drawn entities sometimes need to be transferred from one layer to another

4 name all the routines and variations of those routines that involve modifying properties of drawn entities.


Outcome 11: Edit blocks/symbols and hatched areas



1 remove previously drawn single entities from a block/symbol that has already been created and used on a drawing, that will also redefine all other previously inserted blocks/symbols

2 add new entities to a block/symbol that has already been created and used on a drawing, that will also redefine all other previously inserted blocks/symbols

3 ensure that future block/symbol insertions have adopted any edited changes

4 modify a block/symbol that has been saved separately and save the changes made

5 modify an existing hatch pattern in terms of colour, angle, style and scale.



1 state the benefits of being able to add or delete entities from an existing block/symbol that has multiple insertions within a drawing

2 state the routines involved with modifying existing blocks/symbols

3 describe briefly the system of reference edits to change the block/symbol appearance

4 state the routines involved with modifying existing hatched areas.


Outcome 12: Modify continuous lines formed by a connected sequence of lines or arcs



1 edit an existing line to adopt a new width

2 edit an existing line to add an additional segment

3 edit an existing line to join two lines together

4 convert existing entities to form a line

5 edit an existing line to add and remove a spline or curve fit

6 apply an alternative line type to a line.



1 state the complexity of the line and explain the benefits of the editing commands that can be used to modify the line

2 state the routines involved with modifying lines.


Outcome 13: Use a method to remove unused items and rename other items logically



1 delete the following unused items from a drawing• blocks/symbols• layers• line types• text styles• dimension styles

2 rename the following items found within a drawing• blocks/symbols• layers.



1 state the benefits of removing unused items from a drawing

2 state the routines involved with removing unused items from a drawing

3 state the routines involved with renaming blocks/symbols and layers.


Unit 2 3D Computer Aided Design

Rationale

This unit is concerned with developing the ability to apply the drafting procedures required to create and modify existing 3D objects either surfaces or solids at any position within Three Dimensional Space.

This unit covers 9 learning outcomes. The candidate will be able to:-

1. apply appropriate commands to set the 3D modelling environment2. create and use working planes at any required position within 3D space3. define and use co-ordinate points at any position within 3D space4. apply appropriate commands to construct the whole or part of a 3D model using the

best available method - surface or solid modelling.5. apply appropriate commands to modify 3D solid objects.6. apply appropriate commands to perform 3D operations on existing objects7. apply appropriate commands to manipulate a 3D model8. apply appropriate commands to view 3D models in a variety of display formats9. print/plot/export 3D models.

Connection with other awards

This unit reviews and extends the knowledge within the Level 3 NVQ in Technical Support.

Key Skills links

Application of Number N2.1, N2.2CommunicationIT IT2.1, IT2.2, IT2.3Working With OthersProblem Solving PS2.1, PS2.2, PS2.3Improving Own Learning LP2.1, LP2.2, LP2.3

Assessment

The outcomes from this unit will be assessed using evidence from two set assignments and a multiple choice test


Outcome 1: Apply appropriate commands to set the 3D modelling environment



1 set appropriate drawing aids and drawing parameters

2 set appropriate system variables for the CAD system to control the appearance of the 3D objects.

3 set appropriate multiple view windows to aid the construction of 3D models

4 set-up a drawing space in order to layout a drawing ready for printing

5 create and use a template(s) for the 3D environment.



1 state how the 3D modelling environment can be aided by setting:• The drawing limits and/or paper size• Drawing layers• Appearance of the user co-ordinate system icon• Drawing aids (grid, snap)

2 state how the CAD system variables can be adjusted to control the appearance of 3D models, during, and after, construction of the model

3 state that system variables can be set to define the number of facets when creating a 3D meshed surface

4 state how multiple view ports/windows can be set on the display to:• Display numerous three dimensional views of the model• Display the model in normal, hidden or shaded mode• Enable entities to be drawn using the view windows as an interface between the views,

without leaving the current/active command

5 state how to set up a drawing space in order to layout a drawing ready for printing.


Outcome 2: Create and use working planes at any required position/attitude within 3D Space



1 use and restore the default co-ordinate system.

2 create and apply User Co-ordinate Systems for the construction of 3D models.

3 save and restore User Co-ordinate Systems that have been assigned meaningful names.

4 change the position and appearance of the User Co ordinate System icon or indicator.



1 define the term ‘default co-ordinate system’

2 define the term ‘User Co-ordinate System / working planes’

3 state the relevance between User Co-ordinate System and the default co-ordinate system

4 state how a User Co-ordinate System can be created by:• select a new origin• selecting 3 points on the working plane• rotate about the X axis• rotate about the Y axis• rotate about the Z axis• defining a Z axis• select an object or entity to define the working plane

5 define the term ‘UCS icon’

6 state how the UCS icon can be displayed:• at the UCS origin• in 2D mode• in 3D mode• in an invisible mode.

7 state how a User Co-ordinate System is a working plane, that can be located anywhere in three dimensional space, applied and manipulated by the user to aid in the construction of a 3D model


Outcome 3: Define and use co-ordinate points at any position within 3D Space



1 use 3D points that are entered in absolute, relative and polar co-ordinates in relation to the current user co-ordinate system

2 use 3D points that are entered in default absolute co-ordinates whilst in a user coordinate system

3 use appropriate filtering techniques to create another point / object from an existing point / object in 3D space.



1 recognise that co-ordinates of points can be defined in relation to the• default co-ordinate system• UCS origin• last point selected

2 state that the co-ordinates of points can be defined by a distance in the X, Y and Z direction from the last point selected

3 state that the co-ordinates of points can be defined by the distance and angular direction from the last point selected

4 describe briefly filtering techniques to create another point/entity to another point/entity in 3D space.


Outcome 4: Apply appropriate commands to construct the whole or part of a 3D model using the best available method - surface or solid modelling



1 use the CAD software to construct and display; a wire frame model, a surface model and /or a solid model.

2 create 2D objects, closed outline shapes and regions whilst using a variety of user co-ordinate systems.

3 create a variety of 3D primitives; either directly or by other methods.

4 extrude a closed outline shape or region to create a new 3D object

5 revolve an open object, closed outline shape or region about an axis to create a new 3D object.

6 construct a 2D multi segment line as a single entity.

7 extrude an existing 2D object along a 2D path to create a new 3D object.

8 create surface meshes using a variety of methods.

9 dimension a 3D model in at least two planes


Outcome 4 (continued)



1 recognise that a Wire Frame Model is a series of lines or arcs assembled together in three dimensional space

2 recognise that a Surface Model is a series of surfaces assembled together in three dimensional space

3 recognise that a Solid Model is a series of masses assembled together in 3D space.

4 recognise 2D drawing and editing commands that can be used in a 3D environment

5 state the sequence of operations to convert 2D entities to multi segment single entity

6 state the sequence of operations to convert 2D entities to co-planer closed bounded shape or region.

7 state how a closed shape or region can:• revolve about an axis to create a 3D solid object• extrude in the Z axis to create a 3D solid object• extrude along a path to create a 3D solid object

8 state how open entity shapes can:• revolve about an axis to create a 3D surface object.• be used to create 3D surface meshes

9 state the term 3D solid model primitive

10 state the term 3D surface model primitive

11 demonstrate the dimensioning feature on a 3D model

12 state that dimensions may have a fixed scale or have a scale related to the display factor


Outcome 5: Apply appropriate commands to modify complex 3D models


The candidate will be able to apply appropriate commands to

1 perform Boolean operations on 3D solid objects.

2 cut a 3D solid object into two parts or use a command to cut away part of a 3D solid object.

3 construct fillets and chamfers on selected edges of 3D solid objects

4 modify faces of 3D solid objects using various 3D editing commands

5 modify the shape of a 3D solid object using imprint and shell

6 modify individual face and edge colour of a 3D solid object



1 state how a complex 3D model can be constructed by applying the common Boolean operations including the:• union of two or more solid model objects or primitives• subtraction of a number of solid model objects or primitives from another• intersection of two or more solid objects

2 state how to modify the edges or corners of a 3D model to incorporate a fillet radius or chamfer


Outcome 6: Apply appropriate commands to perform 3D operations on existing objects



1 create and use a 3D library item

2 create multiple copies of objects in 3D space

3 create mirror image of entities or objects in 3D space

4 use appropriate commands to rotate objects in 3D space.



1 state how a 3D library can be created and used at any location and orientation in the 3D drawing environment

2 state how to create uniformly spaced multiple copies of objects in 3D space in a:• polar array• rectangular array

3 state how to create a mirror image of an entity, object or model at any position in 3D space by selecting a mirror plane using options including:• 3 points on the plane• an object• XY axis• YZ axis • ZX axis

4 state how to rotate an entity, object or 3D model about an axis defined by the options including:• an object• a view• the X axis• the Y axis• the Z axis• 2 points anywhere in 3D Space.


Outcome 7: Apply appropriate commands to manipulate a 3D model.



1 produce cut-away views of 3D models

2 produce cross sectional views of 3D models

3 obtain mass properties of a 3D solid model

4 use a command to send mass property analysis data to an external destination.



1 state how the CAD software can be used to slice or cut away the front or back part of a 3D model, or retain both, using a cutting plane designed by selecting a point on:• an object• the Z axis• a view• the XY plane • the YZ plane• the ZX plane • or by selecting 3 points in three dimensional space

2 state how the CAD software can be used to create a cross sectional view of a 3D model using a cutting plane designated by selecting a point on:• an object• the Z axis• a view• the XY plane • the YZ plane• the ZX plane • or by selecting 3 points in three dimensional space

3 state how the CAD software is used to find mass properties of a 3D model, including:• mass• volume• centroid • moments of inertia

4 state that mass is calculated using the formula; Mass = Volume x Density

5 state the mass properties analysis data of the 3D model can be exported to an external destination.


Outcome 8: Apply appropriate commands to view 3D model in a variety of display formats



1 view 3D models from various points in 3D space

2 view 3D models in a variety of display modes e.g. hidden, shaded

3 save and recall views of the 3D model for use within the drawing at a later date.

4 Manipulate and save multiple view window layouts to aid in the display of the 3D model.



1 state that 3D models can be viewed from any position in 3D space and these views can be saved with meaningful names

2 state that the display window can be split into numerous viewing areas and that each area is able to view the 3D model from different directions in 3D space at different scale factors

3 state that the 3D model can be viewed with all edges visible or with only edges that would be seen from the viewing position visible.

4 state that the model may be displayed in a variety of ways from simple wire frame to full photo realistic rendering

5 state that the visual state of layers can be set globally or differently for selected display windows


Outcome 9: Print/plot/export 3D models



1 Produce hardcopy of a 3D model in a variety of display formats

2 Produce hardcopy of a final presentational drawing displaying multiple views, some views to use the hidden line removal feature.

3 Plot to devices other than the hardware printer/plotter

4 Export the CAD file in various formats.



1 State why final presentational drawings are produced displaying multiple views

2 State how views of 3D model with all edges visible or with only edges that would be seen from the viewing position visible can be printed / plotted

3 State that 3D views of the model can be printed / plotted

4 State that orthographic views of the 3D model can be printed / plotted.

5 State that the ‘printed’ output from a CAD system can be in the form of software files, e.g. PDF, WDF, which may be used to view CAD output on another system that does not have CAD facilities.

6 State that a CAD system is able to export drawing files in a format other than the local drawing format e.g. WMF, STL, ACIS

Further information

Further information regarding centre/scheme approval or any aspect of assessment of our qualifications should be referred to the relevant City & Guilds regional/national office:

Region Telephone Facsimile

City & Guilds Scotland 0131 226 1556 0131 226 1558

City & Guilds North East 0191 402 5100 0191 402 5101

City & Guilds North West 01925 897900 01925 897925

City & Guilds Yorkshire 0113 380 8500 0113 380 8525

City & Guilds Wales 02920 748600 02920 748625

City & Guilds West Midlands 0121 359 6667 0121 359 7734

City & Guilds East Midlands 01773 842900 01773 833030

City & Guilds South West 01823 722200 01823 444231

City & Guilds London and South East

020 7294 2820 020 7294 2419

City & Guilds Southern 020 7294 2724 020 7294 2412

City & Guilds East 01480 308300 01480 308325

City & Guilds Northern Ireland/ Ireland

028 9032 5689 028 9031 2917

City & Guilds Customer Relations Unit

020 7294 2800 020 7294 2400

Website www.city-and-guilds.co.uk

SP-03-4353

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