Exploring CAD Design

Overview

In this second lesson of the 18-lesson “Design, Model and Make” unit, students begin using AutoCAD Inventor to move from design concepts to digital modelling. They learn the purpose of sketching, modelling and viewing tools, create a basic 2D sketch and develop it into a simple 3D form, while practising safe, organised digital file management.

Learning intentions

Students will:

• identify the main sketch, modelling and viewing tools in AutoCAD Inventor
• create and constrain a basic 2D sketch
• convert a 2D sketch into a simple 3D form
• save and manage files using the agreed naming and folder system
• use appropriate technical language to communicate design decisions

Success criteria

• I can locate and explain the purpose of key sketch, modelling and viewing tools.
• I can create a clear 2D sketch using dimensions and constraints.
• I can produce a basic 3D form from my sketch.
• I can save my work in the correct folder with the correct file name.
• I can identify one improvement I would make to my model.

Curriculum links

• Analyse and select materials, systems, components, tools and equipment to create designed solutions.
• Analyse how characteristics and properties of components, tools and equipment can be combined in designed solutions.
• Generate, test, iterate and communicate design ideas and processes using digital tools.
• Develop design criteria and use them to evaluate design ideas and solutions.
• Develop project plans that consider time, risk, processes and production.

Lesson structure (60 minutes)

1. 0–5 min · Hook and preparation. Teacher displays a simple 2D shape beside its 3D CAD version using the opening comparison slide and asks, “What information must a computer know to turn a sketch into a solid?” Students discuss the question with a partner, log in, check their workstation and review the expectations of Respect, Integrity and Excellence.

2. 5–15 min · Tool demonstration. Teacher uses the CAD tools overview slides and projects AutoCAD Inventor to demonstrate the sketch environment, line, rectangle, circle, dimension, constraint, extrude, pan, orbit, zoom and view-cube tools. Students follow the demonstration without clicking ahead, record the purpose of each tool on the CAD tools and modelling practice sheet, and ask questions when a tool is unclear.

3. 15–25 min · Guided 2D sketch. Teacher models creating a new part, selecting the correct sketch plane, drawing a rectangle and circle, applying dimensions and using constraints to keep the sketch accurate. Students follow the steps to create a simple geometric sketch, then pause for a visual check against the example on the guided sketch instruction slide.

4. 25–42 min · Create a 3D form. Teacher demonstrates how to finish the sketch, select the profile and use Extrude to create a solid, then shows how to orbit, zoom and select standard views. Students create their own 3D form from the guided sketch, test at least three viewing angles and record one observation about the model on the CAD tools and modelling practice sheet. Students save after each major stage.

5. 42–52 min · Independent modification and file management. Teacher sets the challenge shown on the independent challenge slide: modify one feature by changing a dimension, adding a hole or creating a second simple form, while checking that the model remains a valid solid. Students save the file using the agreed format, such as Surname_Firstname_Y9_CAD_L2, inside the class, unit and lesson folders; they then reopen the file to confirm it has saved correctly.

6. 52–60 min · Review and exit check. Teacher leads a short review using the plenary questions slide and checks selected screens for correct file location, naming and model completion. Students complete the final questions on the CAD tools and modelling practice sheet: name one sketch tool, one modelling tool and one viewing tool; explain how a 2D sketch became a 3D form; and identify one next step or improvement.

Resources

• Computers for 25 students, ideally one per student
• AutoCAD Inventor installed and tested before the lesson
• Projector or interactive display
• the CAD tools and modelling practice slide deck
• the CAD tools and modelling practice sheet
• Agreed class folder structure and file-naming guide
• Teacher demonstration part file
• Workstation safety and acceptable-use expectations
• Backup storage or learning-management-system submission area

Assessment

• During the demonstration and guided task, question students about the purpose of sketch, modelling and viewing tools; correct misunderstandings before students work independently.
• Check each student’s screen for a completed 2D sketch, a valid 3D form, use of at least three viewing tools and correct file naming and location.
• Collect or review the completed worksheet exit questions to assess technical vocabulary, understanding of the modelling process and ability to identify a possible improvement.

Differentiation

• Provide a printed or digital step sequence with screenshots, tool names and numbered actions for students who need additional support. Pair students strategically for troubleshooting, while each student creates and saves an individual file.
• Use sentence starters such as “The ___ tool is used to…” and “The model changed when I…” to support technical explanations and EAL/D learners. Pre-teach terms including sketch, profile, constraint, dimension, extrude and solid.
• Offer teacher checkpoints after sketch creation and extrusion. Students who need reduced complexity may use a rectangle only before adding a circle or modification.
• Extend capable students by requiring a second feature, a more complex profile or a justification of how dimensions and constraints improve accuracy. Remind students not to overwrite the original guided version.
• Reinforce safe and responsible technology use: correct posture, clear workspaces, careful handling of equipment, respectful collaboration and saving work regularly.