Review of research in feature-based design

Research in feature-based design is reviewed. Feature-based design is regarded as a key factor towards CAD/CAPP integration from a process planning point of view. From a design point of view, feature-based design offers possibilities for supporting the design process better than current CAD systems do. The evolution of feature definitions is briefly discussed. Features and their role in the design process and as representatives of design-objects and design-object knowledge are discussed. The main research issues related to feature-based design are outlined. These are: feature representation, features and tolerances, feature validation, multiple viewpoints towards features, features and standardization, and features and languages. An overview of some academic feature-based design systems is provided. Future research issues in feature-based design are outlined. The conclusion is that feature-based design is still in its infancy, and that more research is needed for a better support of the design process and better integration with manufacturing, although major advances have already been made

From research to practice: The case of mathematical reasoning

Mathematical proficiency is a key goal of the Australian Mathematics curriculum. However, international assessments of mathematical literacy suggest that mathematical reasoning and problem solving are areas of difficulty for Australian students. Given the efficacy of teaching informed by quality assessment data, a recent study focused on the development of evidence-based Learning Progressions for Algebraic, Spatial and Statistical Reasoning that can be used to identify where students are in their learning and where they need to go to next. Importantly, they can also be used to generate targeted teaching advice and activities to help teachers progress student learning. This paper explores the processes involved in taking the research to practice

Prototype system for supporting the incremental modelling of vague geometric configurations

In this paper the need for Intelligent Computer Aided Design (Int.CAD) to jointly support design and learning assistance is introduced. The paper focuses on presenting and exploring the possibility of realizing learning assistance in Int.CAD by introducing a new concept called Shared Learning. Shared Learning is proposed to empower CAD tools with more useful learning capabilities than that currently available and thereby provide a stronger interaction of learning between a designer and a computer. Controlled computational learning is proposed as a means whereby the Shared Learning concept can be realized. The viability of this new concept is explored by using a system called PERSPECT. PERSPECT is a preliminary numerical design tool aimed at supporting the effective utilization of numerical experiential knowledge in design. After a detailed discussion of PERSPECT's numerical design support, the paper presents the results of an evaluation that focuses on PERSPECT's implementation of controlled computational learning and ability to support a designer's need to learn. The paper then discusses PERSPECT's potential as a tool for supporting the Shared Learning concept by explaining how a designer and PERSPECT can jointly learn. There is still much work to be done before the full potential of Shared Learning can be realized. However, the authors do believe that the concept of Shared Learning may hold the key to truly empowering learning in Int.CAD

Intelligent computational sketching support for conceptual design

Sketches, with their flexibility and suggestiveness, are in many ways ideal for expressing emerging design concepts. This can be seen from the fact that the process of representing early designs by free-hand drawings was used as far back as in the early 15th century [1]. On the other hand, CAD systems have become widely accepted as an essential design tool in recent years, not least because they provide a base on which design analysis can be carried out. Efficient transfer of sketches into a CAD representation, therefore, is a powerful addition to the designers' armoury.It has been pointed out by many that a pen-on-paper system is the best tool for sketching. One of the crucial requirements of a computer aided sketching system is its ability to recognise and interpret the elements of sketches. 'Sketch recognition', as it has come to be known, has been widely studied by people working in such fields: as artificial intelligence to human-computer interaction and robotic vision. Despite the continuing efforts to solve the problem of appropriate conceptual design modelling, it is difficult to achieve completely accurate recognition of sketches because usually sketches implicate vague information, and the idiosyncratic expression and understanding differ from each designer

SPIDA: Abstracting and generalizing layout design cases

Abstraction and generalization of layout design cases generate new knowledge that is more widely applicable to use than specific design cases. The abstraction and generalization of design cases into hierarchical levels of abstractions provide the designer with the flexibility to apply any level of abstract and generalized knowledge for a new layout design problem. Existing case-based layout learning (CBLL) systems abstract and generalize cases into single levels of abstractions, but not into a hierarchy. In this paper, we propose a new approach, termed customized viewpoint - spatial (CV-S), which supports the generalization and abstraction of spatial layouts into hierarchies along with a supporting system, SPIDA (SPatial Intelligent Design Assistant)