5. Monday 09:00-09:50
Week Date Description / activity Location Person
1 29-Sep Lecture 1 –
Introduction to design & drawing
Hicks LT1 Dr Clarke
2 06-Oct Hand drawing sheet 1 –
Orthogonal projection
Hicks LT1 Dr Clarke
3 13-Oct Hand drawing sheet 2 –
Isometric projection
Hicks LT1 Dr Clarke
4 20-Oct Hand drawing sheet 3 –
Sections
Hicks LT1 Dr Clarke
5 27-Oct Sketching Hicks LT1 Dr Clarke
6 03-Nov Question & answer session Hicks LT1 Dr Clarke
7 10-Nov Reading week No Lecture -
8 17-Nov Peer marking and assessment of design Hicks LT1 Dr Clarke
9 24-Nov Guest lecture – design in industry Hicks LT1 TBC
10-12 Question & answer sessions Hicks LT1 Dr Clarke
6. Monday afternoons (Tuesday for CIVU12)
Week Description Location
1 Introduction to AutoCAD & MOLE
(14:00 – 15:00)
CAD exercises
ME 03 / 04 - Mech Eng
2 CAD exercises ME 03 / 04 - Mech Eng
3 CAD exercises ME 03 / 04 - Mech Eng
4 Coursework brief handout ME 03 / 04 - Mech Eng
5 AutoCAD coursework session ME 03 / 04 - Mech Eng
6 AutoCAD coursework session ME 03 / 04 - Mech Eng
7 Reading week
8-12 Computer programming ME 03 / 04 - Mech Eng
7. Module overview Assessment 1
There will be six items of assessment, contributing towards the design
section of the module.
Description Marks Date
Hand drawing exercise 1 2.5 % Week 2 - 10/10/14
Hand drawing exercise 2 2.5 % Week 4 - 24/10/14
AutoCAD peer assessment 5 % Week 8 - 23/11/14
8. Module overview Assessment 2
There will be six items of assessment, contributing towards the design
section of the module.
Description Marks Date
Welcome to MOLE quiz - Week 1 - 29/09/14
Introduction to AutoCAD 2.5 % Week 3 - 19/10/14
AutoCAD tutorial sheet 3 submission 2.5 % Week 4 - 26/10/14
All the online assessments are run through MOLE.
You must do the ‘Welcome to MOLE Quiz’ before you are allowed access to
the AutoCAD resources
9. What can you expect from us?
Give you all the answers to help you pass the course
Help you find the answers for yourself
Give feedback on your work
• Written
• Spoken
• Informal / Guidance in tutorials etc.
10. Can you work the clicker?
A.Yes
B.No
0% 0%
Yes
No
11. E_G_N_E_I_G
A.Q R O Q A
B.M I N R E
C.E N N R I
D.E V K O C
25% 25% 25% 25%
Q R O Q A
M I N R E
E N N R I
E V K O C
12. Sam is here to:
A.Give me the
answers
B.Tell me where to
find the answers
C.Help me find the
answers for myself
19%
Give me the answers
Help me find the answers...
Tell me where to find th...
50%
31%
13. What is Feedback?
A.Written comments
on my work
B.Advice in tutorials
C.One-to-one support
D.All of the above
Advice in tutorials
Written comments on m...
All of the above
One-to-one support
17%
33%
30%
20%
14. In my degree I expect to get a...
A.1st
B.2:1
C.2:2
D.Bare Pass
25% 25% 25% 25%
1st
02:01
02:02
Bare Pass
16. Definitions
Civil engineering
• “The art of directing the great
sources of power in nature for the
use and convenience of Man”
Thomas Telford in the Charter of Incorporation of the
Institution of Civil Engineers, 1828
• “The science of constructing docks
railways, canals etc.”
Concise English Dictionary
17. Definitions
◦ Verb:
“to contrive, formulate, project, draw, plan, sketch out... To
generate an application to a particular purpose; to specify”
◦ Noun:
“a plan, scheme, purpose, intention as revealed in the adaption
of means to an end; an arrangement of forms.”
◦ Concise English Dictionary
Remember!
“Design” comes from the same root as the French word
“dessin”, meaning “to draw”
Design
18. Civil engineering design
“The determination of what is to be
built, and the preparation of the
instructions necessary for building it”
Sir Alan Harris, Professor of Civil Engineering, Imperial
College London, “Can Design be Taught?”, Proc. ICE,
Vol.68 Part 1 August 1980, pp 409 - 416.
Definitions
19. Civil engineering design
In practice
In practice, civil engineering design is a creative process that is
underpinned by scientific concepts and principles but requires the
inclusion of wide-ranging non-scientific factors for a successful conclusion.
The very best designers are able to embrace very diverse and often
conflicting issues and produce a technically feasible, safe, economically
viable, environmentally acceptable and aesthetically pleasing solution.
20.
21.
22.
23. Why teach design?
What Civil Engineering graduates sometimes
are:
• Highly numerate
• Able to tackle complex mathematical
problems
24. Why teach design?
What Civil Engineering graduates should be:
•Able to realise that design is about far more than just abstract
mathematical analysis, and that other factors are important
too:
• Creative thought
• Economics
• Practicalities of construction
• Environmental issues
• Able to work in multi-disciplinary teams – with other professionals
(Architect, Services, Project Manager, IT Engineers)
25. Why teach design?
What Civil Engineering graduates should be:
Able to communicate their design ideas
Communication is a vital part of the design process
from initial meetings with clients…
...through discussions within the design team…
...and clarification with legal, financial, statutory bodies...
…to formal instruction to site workers about how, where and when to
build…
…and finally (in prestige cases) communication to the general public
about our wonderful creations.
26. Engineering drawing
• Engineering drawing used to communicate precise design
information
• Use projections as a means of representing 3D object in 2D
• Orthographic projection
•3 views (projections/elevations) of an object
Plan
Front Side
28. Engineering drawing
• Sections
a ‘slice’ through the
object to reveal
additional detail
• Example - Wall
• Section B-B & A-A
•Hatching on
objects that have
been cut
29. Engineering drawing
• Perspective projections
• Orthographic projections can be difficult to interpret
• Perspective drawings provide a 3D impression of an object
• 3 common types of perspective drawing
•Oblique, Isometric and free form with a Vanishing point
• Oblique
• Starts with two axes, one horizontal, one vertical
• Front face sketched as a true shape
• The third axis is usually drawn at 45 degrees and
50% of true lengths.
30. Engineering drawing
• Isometric
• Object inclined
• Receding lines drawn at 30 degrees and
are usually kept at true measured lengths.
• Isometric paper is a big help!
• Free form with a vanishing point
• Lines appear to converge and meet at what is referred to as the vanishing point.
• Provide depth to a drawing (i.e. a room)
• Railway line (1VP) but can have many VP’s
This was a landmark Millennium project, which comprised building the world’s largest biomes, built in a disused quarry in Cornwall in a quiet rural setting in south-west England.
In addition to the technical challenges associated with building a lightweight structure spanning over 100m, the designers had to:
ensure that light levels, temperature, humidity and air quality was suitable for plants from all over the world
develop a design which was aesthetically stunning to act as a landmark structure for the area
satisfy tight financial and time constraints
produce a design which was flexible enough to cope with uncertain ground conditions as the design was finalized before the clay extraction finished in the quarry
minimize the amount of material brought onto the site to reduce the amount of construction traffic through the local area
satisfy clients and financiers that the design was viable before construction could commence
develop a design which would be safe to build despite the need for workers to operate many tens of metres in the air
