Mechanical Engineering Drawing

Technical Drawing

The Curricular Unit comprises two components: Traditional drawing, included in theoretical-practical classes, and Computer-aided design, included in practical laboratory classes. The UC is entirely taught based on a student-centered pedagogical model oriented towards active learning. The essential theoretical concepts are introduced in a context-specific way in each component.

In theoretical-practical classes, to be held in a room with a drawing board and drawing material at hand, after the theoretical exposition of each topic, examples of application and challenges for students to approach follow.

Laboratory classes will be taught using SolidWorks® software. They begin with familiarization with the modeling environment, progressively advancing to advanced modeling and set design. A theoretical introduction to the teaching content is made, followed by the resolution of practical exercises on the computer.

The Curricular Unit (CU) aims to acquire knowledge and develop skills in Mechanical Construction Design, with particular emphasis on parametric three-dimensional modeling, standardization, and dimensional and geometric tolerances. It is intended that students develop spatial visualization skills, technical communication, and functional interpretation of mechanical systems through reading, analysis, and execution of complete drawings of mechanical components and assemblies. The UC also aims to integrate traditional methods and computer-aided design (CAD) tools, promoting the application of acquired knowledge to real engineering situations, as well as collaborative work and autonomy in the learning process.

Generic skills

At the end of the Curricular Unit, the student should be able to:

– Promote the exchange of ideas, critical discussion of problems, and the presentation of substantiated technical solutions;

– Develop self-learning habits, autonomy, and responsibility in the development of academic and technical work;

– Work effectively as a team, managing tasks and communicating technical information in a clear and structured way.

Specific skills

At the end of the Curricular Unit, the student should be able to:

– Create, read, and interpret technical drawings of components and assembly drawings of mechanical systems, as well as parts lists, using the standards and conventions of mechanical construction drawing;

– Identify, select, and represent standardized elements, recognizing their elementary mechanical functions and applications in real mechanical systems;

– Apply principles of standardization and dimensional and geometric tolerance in the preparation of technical drawings, either by traditional means or using CAD tools;

– Carry out definition drawings of mechanical components, based on the functional analysis of mechanical systems and the respective overall drawings.

– Develop spatial visualization and technical communication skills through the rigorous execution of manual drawing and the interpretation of technical documentation;

– Create correctly restricted and dimensioned technical sketches, using appropriate 3D parametric modeling operations;

– Apply principles of parametric 3D modeling in the development of mechanical components, respecting functional and constructive criteria;

– Design and integrate mechanical components in a CAD environment, using standardized libraries and good design practices;

– Build and manage mechanical assemblies in a CAD environment, defining assembly relationships, checking interferences, and analyzing the relative movement between components;

– Produce 2D technical drawings from 3D models, including standard views, functional dimensions, geometric tolerances, and lists of materials.

Practical manual drawing activities allow you to develop and consolidate skills in executing, reading, and interpreting technical drawings of mechanical components and assemblies, applying the standards and conventions of mechanical construction drawing.

The practical activities developed in SolidWorks®, structured progressively, allow you to consolidate skills in modeling, assembly, technical drawing, standardization, and the resolution of real engineering problems.

1. Functional dimensioning: Functional dimensions; Dimensional tolerance; Geometric tolerance: Definitions; Geometric symbols; Application and interpretation of geometric tolerances; Quotas without indication of tolerances; Adjustments; Enrollment of tolerated quotas; Surface states. 2. Design of connection elements and machine parts: Main parts connection processes; Threads; Threaded parts; Nuts; Screws; Coverings; Dowels and sections; Welding; Legs; Washers; Cog wheels. 3. Design of sets: Types of set designs; Execution of set drawings; Parts lists. 4. Parametric modeling: Sketches; Restrictions; Creation of three-dimensional models; Assemblies; Manufacturing design – Projection methods, Drawing resources, Sheet formats, Legends, Symbols, Projections, Dimensioning, Dimensioning styles; Assembly drawings; Welded Construction; Sheet metal modeling; Bolted connections; Animation. Presentations.

Assessment in the curricular unit is exclusively continuous, consisting of two components:

A. Traditional Design, with a weight of 40% of the final classification;

B. Computer Aided Design, with a weight of 60% of the final classification.

A. Assessment of the Traditional Design component (8/20)

Assessment to be carried out throughout the semester. Includes 3 subcomponents:

A1. Involvement, motivation, punctuality, attendance, and a critical attitude throughout the semester. (5% of component A)

A2. Interim challenges are to be carried out in class throughout the semester and delivered to the teacher at the end of the class. (30% of component A)

A3. Assessment test to be carried out in the penultimate week of classes. (65% of component A)

B. Assessment of the Computer-Aided Design component (12/20)

Assessment to be carried out throughout the semester. Includes 3 subcomponents:

B1. Involvement, motivation, punctuality, attendance, and a critical attitude throughout the semester. (5% of component B)

B2. Interim challenges are to be completed in class throughout the semester and submitted on the platform at the end of each class. (20% of component B)

B3. Execution of an integrative work, to be carried out in a group of 2 students, with the delivery of resolution files and a descriptive report. (55% of component B)

B4. Discussion of the integrative work is to be carried out in the last class. (20% of component B)

Rules for the integrative work of subcomponent B3

In the eighth week of classes, students are divided into groups of 2, and each group must belong to the same class. Each group proposes a theme for integrative work, prepares the proposal in its own template, and justifies the motivation for the work. The integrative work will be carried out outside the classroom context.

The descriptive report of the integrative work must follow the template provided. The support files and the explanatory report must be submitted on the Nónio platform by May 27, 2026.

Exceptional Situations

Note: Students with worker-student status, or who have demonstrably and with a valid reason validated by the Course Coordinator, demonstrate promptly that they cannot participate in classes and thus carry out the work to be carried out throughout the semester, described above, will be assigned a single alternative work to fit into components A and B. This single alternative work will be presented and discussed before UC teachers in the last week of classes. These students must attend the A3 test to evaluate component A. These students must present their exceptional situation by the end of the second academic week.

Conditions for Approval in the Curricular Unit

1. Only students who cumulatively complete both assessment components can obtain approval in the Curricular Unit, with a minimum assessment of 7.5/20 in each.

2. Only students who participate in 70% of the total classes taught can obtain approval in the Curricular Unit.

NAO