VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Name: CADCAMCNC
Course Code: IS085IU
1. General information

Course This subject will provide design parts or mechanical products by CAD/CAM
designation
software. The students are studied geometric transformations, geometric
modeling, mathematical representations of curves, Wire frame modeling, surface
and solid modeling. Numerical control systems and machine tools. Manual part
programming, computerized part programming, CAD/CAM/CNC systems
integration.
Semester(s) in 5
which the
course is
taught
Person Nguyen Van Chung
responsible
for the course
Language English
Relation to Compulsory
curriculum
Teaching Lecture, Exercises, Assignment, Lab.
methods
Workload (Estimated) Total workload: 80
(incl. contact Contact hours (please specify whether lecture, exercise, laboratory session,
hours, self- etc.): 50
study hours)
Private study including examination preparation, specified in hours1: 25
Credit points 3 (2 lecture + 1 Laboratory)

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When calculating contact time, each contact hour is counted as a full hour because the organization of the
schedule, moving from room to room, and individual questions to lecturers after the class, all mean that about 60
minutes should be counted.

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Required and Engineering Drawing
recommended
prerequisites
for joining the
course
Course Understand the fundamental and advanced concepts in computer graphics and
objectives computer-aided-design. Know the functions of a geometric solid modeler and
modeling an object. Use commercial CAD/CAM software for engineering
design. Understand CAD/CAM/CNC can be used in the different stages of
design and manufacture of a product
Course Upon the successful completion of this course students will be able to:
learning
outcomes Competency Course learning outcome (CLO)
level
Knowledge CLO1. Students will be able to understand the
fundamental and advanced concepts in computer
graphics, computer-aided-design and computer – aided
Manufacturing.
Skill CLO2. Use commercial CAD/CAM software for
engineering design and manufacturing.
Attitude CLO3. Understand CAD/CAM/CNC can be used in the
different stages of design and manufacture of a product
on CNC machines.

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Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture and practice session
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Content Weight Level
(hour)
1 I, T
Introduction to Introduction to CADCAM, CNC.
CADCAMCNC
Need for CADCAM. Hardware,
software. Application.
Chapter 1 (Ibrahim Zeid)
Geometric 2 I, T
Types of geometric models.
Transformations Coordinate systems.
and Modeling
Chapter 2 (Ibrahim Zeid)
Chapter 6 (P.Radhakrishman, et
al)
3 T, U
Mathematical Curves, surfaces, solids
representations of Representation. Bezier, B-Spline
Curves, surfaces, curves and solids.
Solids
Chapter 6, 7, 9 (Ibrahim Zeid)
CADCAM Data Types of Interfaces, Various 1 T, U
Exchange standard interfaces, IGES (Initial
Graphics Exchange Specification)
Midterm Exam
Numerical Control 2 T, U
Fundamentals of NC Technology.
Systems CNC, the components of CNC.
Application
Chapter 7, 23 (Mikell P. Groover)
CNC Machines Types of CNC machines. 2 T, U
Application of CNC machines.
Chapter 12 (P.Radhakrishman, et
al)
NC programming Types of part programming. 3 T, U
Fundamental elements for
developing manual part
programming. Programming for
milling and turning.
Chapter 23 (Mikell P. Groover)
Computer-Aided Introduction and activities of 1 T, U
Process Planning CAPP. CAPP approaches and
systems. Information required for
CAPP
Chapter 9 (P.Radhakrishman, et
al)

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 Chapter 24 (Mikell P. Groover)
CADCAMCNC Lab 1. Initiating the Graphics 3 T, U
Lab Package.
Lab 2. Drawing of Primitives.
Lab 3. Modifying Geometry.
Lab 4. Toolpath Creation
Lab 5. Generation of NC program
Lab 6. Link and run-on CNC
machine
Final Exam

Examination Practice, Writing questions

forms

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 Study and Attendance: A minimum attendance of 80 percent is compulsory for the class
examination sessions. Students will be assessed on the basis of their class participation.
requirements Questions and comments are strongly encouraged.
Assignments/Examination: Students must have more than 50/100 points
overall to pass this course.
Reading list [1] Ibrahim Zeid, “CAD/CAM Theory and Practice”, 2nd ed., Mc Graw Hill,
2009.
[2] P.Radhakrishman, S. Subramanyan, V. Raju, CAD/CAM/CIM, New Age
International Limited, Publishers, 2008.
[3] Mikell P. Groover, Automation, Production Systems, and Computer-
Integrated Manufacturing, 3rd edition, Prentice Hall, 2007.
[4] SOFTWARE: Mastercam/Solid work/Pro-E

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-3) and Program/Student Learning
Outcomes (SLO) (1-7) is shown in the following table:
PLO/SLO
CLO 1 2 3 4 5 6 7
1 x
2 x
3 x

Student Learning Outcomes

Criteria for Accrediting Engineering Programs, 2020-2021
1. an ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as global,
cultural, social, environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals,
plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze and
interpret data, and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.

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The relationship between Course Learning Outcomes (CLO) (1-3) and ASIIN learning outcomes
is shown in the following table:
ASIIN learning outcomes
CLO 1.1 1.2 1.3 2.1 2.2 2.3 2.4
2.5 2.6
1 1.1 a
2 1.2a,
1.2b
3
2.5 a
2.5 b

3. Planned learning activities and teaching methods

Week Topic CLO Assessments Learning activities Resources

Introduction to
CADCAMCNC Lecture presentation,
1 CLO 1 in-class discussion Reading [1]
Geometric
Transformations and Reading [1] , [2]
Lecture presentation,
2, 3 Modeling CLO 1,2 Quiz, Exercises in-class discussion
Mathematical
representations of Lecture presentation,
4, 5, 6 Curves, surfaces, Solids CLO 1, 2 Quiz, Exercises in-class discussion Reading [1] , [2]
CADCAM Data Lecture presentation,
7 Exchange CLO 1 in-class discussion Reading [1] , [2]
8-9 Midterm
Numerical Control
Systems Lecture presentation,
10-11 CLO 2, 3 Quiz, exercises in-class discussion Reading [1]
CNC Machines
Lecture presentation,
12-13 CLO 2, 3 Quiz, exercises in-class discussion Reading [2]
NC programming
14-15- Lecture presentation,
16 CLO 2, 3 Quiz, Exercises in-class discussion Reading [3]
Computer-Aided Process Lecture presentation,
17 Planning CLO 2 Exercises in-class discussion Reading [3]

8 CADCAMCNC Lab
weeks CLO 3 Assignments Practice Reading [4]
18 Final exam

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4. Assessment plan

Assessment Type CLO1 CLO2 CLO3

Quiz,
exercises,
Quiz,
HW
Exercises, Quizzes, exercies
Home works (10%) 60% Pass 60% Pass

Lab Practice
(20%) 60% Pass

Midterm exam (30%) 60% Pass 60% Pass

Final exam (40%) 60% Pass 60% Pass

Note: %Pass: Target that % of students having scores greater than 50 out of 100.

5. Rubrics (optional)

5.1. Grading checklist

Grading checklist for Written Reports
Student: …………………………….. HW/Assignment: ……………….
Date: ………………………………… Evaluator: ………………………
Max. Score Comments
Technical content (60%)
Abstract clearly identifies purpose and summarizes 10
principal content
Introduction demonstrates thorough knowledge of relevant 10
background and prior work
Analysis and discussion demonstrate good subject mastery 35
Summary and conclusions appropriate and complete 5
Organization (10%)
Distinct introduction, body, conclusions 5
Content clearly and logically organized, good transitions 5
Presentation (20%)
Correct spelling, grammar, and syntax 10

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 Clear and easy to read 10
Quality of Layout and Graphics (10%) 10
TOTAL SCORE 100

5.2. Holistic rubric

Holistic rubric for evaluating the entire document, e.g., exercises/quizzes/HW
Scor Description
e
5 Demonstrates complete understanding of the problem. All requirements of task are included in
response
4 Demonstrates considerable understanding of the problem. All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted
Note: this rubric is also used to evaluate questions in an exam.

5.3. Analytic rubric

Critical thinking value rubric for evaluating questions in exams:
Capstone Milestone Benchmark
4 3 2 1
Issue/ problem to be
considered critically is
stated but description
Issue/ problem to be Issue/ problem to be leaves some terms
considered critically is stated considered critically is undefined, ambiguities
clearly and described stated, described, and unexplored, Issue/ problem to be
comprehensively, delivering clarified so that boundaries considered critically
all relevant information understanding is not undetermined, and/ or is stated without
Explanation of necessary for full seriously impeded by backgrounds clarification or
issues understanding. omissions. unknown. description.

Information is taken
from source(s) with
Information is taken some interpretation/ Information is taken
Information is taken from from source(s) with evaluation, but not from source(s)
source(s) with enough enough interpretation/ enough to develop a without any
Evidence interpretation/ evaluation to evaluation to develop a coherent analysis or interpretation/
Selecting and using develop a comprehensive coherent analysis or synthesis. Viewpoints evaluation.
information to analysis or synthesis. synthesis. Viewpoints of of experts are taken as Viewpoints of experts
investigate a point of Viewpoints of experts are experts are subject to mostly fact, with little are taken as fact,
view or conclusion questioned thoroughly. questioning. questioning. without question.
Questions some Shows an emerging
assumptions. Identifies awareness of present
several relevant assumptions
Thoroughly (systematically contexts when (sometimes labels
and methodically) analyzes Identifies own and presenting a position. assertions as
own and others' assumptions others' assumptions and May be more aware of assumptions). Begins
and carefully evaluates the several relevant contexts others' assumptions to identify some
Influence of context relevance of contexts when when presenting a than one's own (or vice contexts when
and assumptions presenting a position. position. versa). presenting a position.

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 Specific position (perspective,
thesis/ hypothesis) is
imaginative, taking into Specific position
account the complexities of an (perspective,
issue. Limits of position thesis/hypothesis) takes
(perspective, thesis/ into account the
hypothesis) are complexities of an issue. Specific position Specific position
acknowledged. Others' points Others' points of view are (perspective, thesis/ (perspective, thesis/
Student's position of view are synthesized within acknowledged within hypothesis) hypothesis) is stated,
(perspective, position (perspective, thesis/ position (perspective, acknowledges different but is simplistic and
thesis/hypothesis) hypothesis). thesis/ hypothesis). sides of an issue. obvious.
Conclusion is logically Conclusion is
Conclusion is logically tied to information inconsistently tied to
Conclusions and related tied to a range of (because information is some of the
outcomes (consequences and information, including chosen to fit the desired information
implications) are logical and opposing viewpoints; conclusion); some discussed; related
Conclusions and reflect student’s informed related outcomes related outcomes outcomes
related outcomes evaluation and ability to place (consequences and (consequences and (consequences and
(implications and evidence and perspectives implications) are implications) are implications) are
consequences) discussed in priority order. identified clearly. identified clearly. oversimplified.
Source: Association of American Colleges and Universities

Oral communication value rubric for evaluating presentation tasks:

Capstone Milestone Benchmark
4 3 2 1
Organizational pattern
(specific introduction Organizational pattern Organizational pattern
and conclusion, (specific introduction (specific introduction
sequenced material and conclusion, and conclusion, Organizational pattern
within the body, and sequenced material sequenced material (specific introduction and
transitions) is clearly and within the body, and within the body, and conclusion, sequenced
consistently observable transitions) is clearly transitions) is material within the body,
and is skillful and makes and consistently intermittently and transitions) is not
the content of the observable within the observable within the observable within the
Organization presentation cohesive. presentation. presentation. presentation.
Language choices are Language choices are
imaginative, memorable, Language choices are mundane and Language choices are
and compelling, and thoughtful and commonplace and unclear and minimally
enhance the effectiveness generally support the partially support the support the effectiveness
of the presentation. effectiveness of the effectiveness of the of the presentation.
Language in presentation. Language presentation. Language Language in presentation
presentation is in presentation is in presentation is is not appropriate to
Language appropriate to audience. appropriate to audience. appropriate to audience. audience.
Delivery techniques Delivery techniques
Delivery techniques Delivery techniques (posture, gesture, eye (posture, gesture, eye
(posture, gesture, eye (posture, gesture, eye contact, and vocal contact, and vocal
contact, and vocal contact, and vocal expressiveness) make expressiveness) detract
expressiveness) make the expressiveness) make the presentation from the
presentation compelling, the presentation understandable, and understandability of the
and speaker appears interesting, and speaker speaker appears presentation, and speaker
Delivery polished and confident. appears comfortable. tentative. appears uncomfortable.
A variety of types of Supporting materials Supporting materials Insufficient supporting
supporting materials (explanations, examples, (explanations, examples, materials (explanations,
(explanations, examples, illustrations, statistics, illustrations, statistics, examples, illustrations,
illustrations, statistics, analogies, quotations analogies, quotations statistics, analogies,
analogies, quotations from relevant from relevant quotations from relevant
from relevant authorities) make authorities) make authorities) make
authorities) make appropriate reference to appropriate reference to reference to information
appropriate reference to information or analysis information or analysis or analysis that minimally
information or analysis that generally supports that partially supports supports the presentation
that significantly the presentation or the presentation or or establishes the
Supporting supports the establishes the establishes the presenter's credibility/
Material presentation or presenter's credibility/ presenter's credibility/ authority on the topic.

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 establishes the authority on the topic. authority on the topic.
presenter's credibility/
authority on the topic.

Central message is Central message is

compelling (precisely basically Central message can be
stated, appropriately Central message is clear understandable but is deduced but is not
repeated, memorable, and consistent with the not often repeated and is explicitly stated in the
Central Message and strongly supported.) supporting material. not memorable. presentation.
Source: Association of American Colleges and Universities

6. Date revised: April 13th, 2022

Ho Chi Minh City, dd/mm/yyyy

Head of School of Industrial Engineering
and Management
(Signature)

Dr. Nguyen Van Hop

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