Improving Visualization Skills in Engineering Education

This article analyzes the importance of visualization skills in engineering education. It proposes a dual approach based on computer graphics applications using both Web-based graphic applications and a sketch based modeling system. It addresses the importance of spatial abilities in the context of engineering education and the available techniques for evaluating these abilities from a psychological point of view. It then reviews some Web resources conceived to help students improve their spatial abilities and presents two educational applications. Finally, it presents a pilot study carried out at La Laguna University

The effect of 3D-stereogram mobile AR on engineering drawing course outcomes among first-year vocational high schoolers with different spatial abilities: a Bloom�s taxonomy perspective

ABSTRACT Engineering drawing is valuable in capturing geometric features, conveying engineering ideas, and creating a blueprint of the intended product. Engineering students usually perform orthographic projections, imagining a 3D situation and sketching its 2D representation. That requires imagination and mental visualization, determined by the learner�s spatial ability. This study proposes the infusion of an AR stereogram mobile application into an engineering drawing course to establish how it influences learning outcomes among students with different spatial abilities. The quantitative experimental study involved two mechanical engineering classes in northern Taiwan, N = 69 first-year vocational high schoolers. Statistical analysis revealed that the experimental group with high spatial ability recorded better results and excellent drawing skills. Bloom�s taxonomy categorization reported that spatial ability influenced �understanding� and �applying� levels, with the strongest effect on �understanding.� Although no significant interaction existed, learning outcomes were highly affected by spatial ability in �understanding� and �applying� levels and AR in the overall performance. The findings and discussions show AR holds great potential to enhance students� spatial ability for real-time visualization and enables better concept comprehension by improving their understanding of engineering topics. Future studies should consider these implications in creating effective and immersive learning environments for different courses in engineering education

Methods for training the spatial skills of students pursuing technical careers

[EN] Spatial skills are essential tools for engineers and architects during their training and career. However, consecutive curricula, in particular those in the European Higher Education Area, are assigning increasingly less credits to Graphic Expression courses, resulting in insufficient attention to the development of those skills.Considering this situation, over the past few decades many Graphic Expression teachers have conducted studies that analyse several methods for training spatial skills. This paper describes some of the main studies and their results, in which a major conclusion is that freehand sketching exercises are the most effective to develop spatial skills, more than modelling with CAD software or using innovative tools and specific applications.[ES] Las habilidades espaciales son herramientas fundamentales en el desempeño profesional y en la formación académica de ingenieros y arquitectos. Sin embargo los sucesivos planes de estudio, en particular los derivados del Espacio Europeo de Educación Superior, asignan cada vez menos créditos para las asignaturas de Expresión Gráfica, lo que conlleva una insuficiente atención al desarrollo de estas habilidades.Ante esta situación, desde el ámbito de la docencia de la Expresión Gráfica se han llevado a cabo en las últimas décadas numerosos estudios que analizan varios métodos entrenamiento de las habilidades espaciales. Este artículo describe algunos de los principales estudios y sus resultados, de los que se desprende que son los ejercicios de bocetado a mano alzada los más eficaces, por encima del modelado con aplicaciones CAD y de herramientas innovadoras y software específicamente diseñado para elloMataix Sanjuán, J.; León Robles, C.; Reinoso Gordo, JF. (2015). Métodos de entrenamiento de las habilidades espaciales de los estudiantes de titulaciones técnicas. EGA. Revista de Expresión Gráfica Arquitectónica. 20(26):278-287. doi:10.4995/ega.2015.3324.SWORD2782872026Bennett, G.K., Seashore, H.G. & Wesman, A.G., 1973. Differential aptitude tests, forms S and T, New York: The Psychological Corporation.Contero, M., Naya, F., Company, P., Saorin, J. L., & Conesa, J. (2005). Improving Visualization Skills in Engineering Education. IEEE Computer Graphics and Applications, 25(5), 24-31. doi:10.1109/mcg.2005.107Guay, R.B., 1977. Purdue Spatial Visualization Tests, West Lafayette, IN: Purdue Research Foundation.Kinsey, B., Towle, E. & Onyancha, R.M., 2008. Improvement of Spatial Ability Using Innovative Tools: Alternative View Screen and Physical Model Rotator. Engineering Design Graphics Journal, 72(1), pp.1–8.Martín-Dorta, N., Saorín, J. L., & Contero, M. (2008). Development of a Fast Remedial Course to Improve the Spatial Abilities of Engineering Students. Journal of Engineering Education, 97(4), 505-513. doi:10.1002/j.2168-9830.2008.tb00996.xMartín-Dorta, N., Saorín, J.L. & Contero, M., 2011. Web-based spatial training using handheld touch screen devices. Educational Technology & Society, 14(3), pp.163–177.Mataix, J., 2014. La habilidad espacial en los estudiantes de carreras técnicas. Desarrollo, medida y evaluación en el marco del Espacio Europeo de Educación Superior. Universidad de Córdoba.Mataix Sanjuán, J., León Robles, C., & Montes Tubío, F. de P. (2014). Las habilidades espaciales de los estudiantes de las nuevas titulaciones técnicas. Estudio en la Universidad de Granada. EGA. Revista de expresión gráfica arquitectónica, 19(24), 264. doi:10.4995/ega.2014.1767Mohler, J.L. & Miller, C.L., 2008. Improving Spatial Ability with Mentored Sketching. Engineering Design Graphics Journal, 72(1), pp.19–27.Sorby, S.A., 2007. Developing 3D spatial skills for engineering students. Australasian Journal of Engineering Education, 13(1), pp.1–11.Sorby, S. A., & Baartmans, B. J. (2000). The Development and Assessment of a Course for Enhancing the 3-D Spatial Visualization Skills of First Year Engineering Students. Journal of Engineering Education, 89(3), 301-307. doi:10.1002/j.2168-9830.2000.tb00529.xSorby, S.A., Wysocki, A.F. & Baartmans, B.J., 2003. Introduction to 3-D spatial visualization: an active approach, Clifton Park, NY: Thomson.Stanley, J.C. & Hopkins, K.D., 1972. Educational and Psychological Measurement, Englewood Cliffs, NJ: Prentice-Hall.Vandenberg, S. G., & Kuse, A. R. (1978). Mental Rotations, a Group Test of Three-Dimensional Spatial Visualization. Perceptual and Motor Skills, 47(2), 599-604. doi:10.2466/pms.1978.47.2.59

Microalgae production in fresh market wastewater and its utilization as a protein substitute in formulated fish feed for oreochromis spp.

Rapid growing of human population has led to increasing demand of aquaculture production. Oreochromis niloticus or known as tilapia is one of the most globally cultured freshwater fish due to its great adaptation towards extreme environment. Besides, farming of tilapia not only involves small scales farming for local consumption but also larger scales for international market which contributes to a foreign currency earning. Extensive use of fishmeal as feed for fish and for other animals indirectly caused an increasing depletion of the natural resource and may consequently cause economic and environmental unstable. Microalgae biomass seems to be a promising feedstock in aquaculture industry. It can be used for many purposes such as live food for fish larvae and dried microalgae to substitute protein material in fish feed. The microalgae replacement in fish feed formulation as protein alternative seem potentially beneficial for long term aqua-business sustainability. The present chapter discussed the potential of microalgae as an alternative nutrition in fish feed formulations, specifically Tilapia

Ultrasonic and electroplating approach for washcoat of γ-alumina and nickel oxide (nio) catalyst on fecral substrate for catalytic converter

One of the technological advances was concentrated on the removal of pollutants from exhaust system by Three-Way Catalytic Converter (CATCO). Metallic material potential to replace the ceramic material, therefore FeCrAl substrate used as metallic material and γ-Al2O3 as washcoat material and NiO catalyst. This study propose ultrasonic and electroplating approach as coating technique which not fully explored. Several problems in developing CATCO such as washcoat layer is spalling since the loose adhesion and unstable oxide growth in long term oxidation. Therefore, the main objective of this study are to embed γ-Al2O3 into substrate, to improve thermal stability as well as to improve conversion efficiency of exhaust gas emission. The methods performed in this study by ultrasonic bath (UB) using ethanol solution with frequency of 35 kHz and holding time of 1, 1.5, 2, 2.5 and 3 h respectively, electroplating technique (EL), ultrasonic bath during electroplating (UBdEL) and combination of UB and EL which is called by UB+EL technique that conducted by sulphamate type solution, current density of 1.28 A and holding time of 15, 30, 45, 60 and 75 minutes. The results shows that γ-Al2O3 has been embedded into FeCrAl substrate which develop several compounds such as FeCrAl, FeO, γ-Al2O3, FeCr2O3, NiO, NiAlO4, NiCr2O4 and NaO2. Appropriate coating thickness of coated FeCrAl was observed in UB+EL samples of 9.1 to 12 μm. The thermal analysis shows the smallest mass change located at UB+EL 30 minutes sample for 2.85 mg. Therefore, UB+EL 30 min was selected to be a method for FeCrAl CATCO development. Coated FeCrAl CATCO more effective to reduce fuel consumption up to 1.693 L/h and increase torque of 95 Nm, reduce NOx up to 91.66% and HC emission up to 81.4% as well as reduce exhaust gas temperature up to 20.58% as compared to conventional ceramic and metallic CATCO. Therefore, an appropriate techniques and parameter is UB+EL 30 min used for coating FeCrAl CATCO potential to improve physical properties and reduce emission

Research and Education in Computational Science and Engineering

Over the past two decades the field of computational science and engineering (CSE) has penetrated both basic and applied research in academia, industry, and laboratories to advance discovery, optimize systems, support decision-makers, and educate the scientific and engineering workforce. Informed by centuries of theory and experiment, CSE performs computational experiments to answer questions that neither theory nor experiment alone is equipped to answer. CSE provides scientists and engineers of all persuasions with algorithmic inventions and software systems that transcend disciplines and scales. Carried on a wave of digital technology, CSE brings the power of parallelism to bear on troves of data. Mathematics-based advanced computing has become a prevalent means of discovery and innovation in essentially all areas of science, engineering, technology, and society; and the CSE community is at the core of this transformation. However, a combination of disruptive developments---including the architectural complexity of extreme-scale computing, the data revolution that engulfs the planet, and the specialization required to follow the applications to new frontiers---is redefining the scope and reach of the CSE endeavor. This report describes the rapid expansion of CSE and the challenges to sustaining its bold advances. The report also presents strategies and directions for CSE research and education for the next decade.Comment: Major revision, to appear in SIAM Revie

SIMNET: simulation-based exercises for computer net-work curriculum through gamification and augmented reality

Gamification and Augmented Reality techniques, in recent years, have tackled many subjects and environments. Its implementation can, in particular, strengthen teaching and learning processes in schools and universities. Therefore, new forms of knowledge, based on interactions with objects, contributing game, experimentation and collaborative work. Through the technologies mentioned above, we intend to develop an application that serves as a didactic tool, giving support in the area of Computer Networks. This application aims to stand out in simulated controlled environments to create computer networks, taking into ac-count the necessary physical devices and the different physical and logical topologies. The main goal is to enrich the students’ learning experiences and contrib-ute to teacher-student interaction, through collaborative learning provided by the tool, minimizing the need for expensive equipment in learning environments.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment

Freehand Sketching for Engineers: A Pilot Study

This paper describes a pilot study to evaluate Freehand Sketching for Engineers, a one credit, five week course taught to undergraduate engineering students. The short-term goal of this course was to improve engineering students’ freehand sketching ability and to assess their progress with metrics. The long-term objective (desired learning outcome) of this course is to improve the creativity and innovation of student design projects by enhancing students’ ability to visualize their ideas with freehand sketches. The class met two days a week for 75 min per day. Students were taught to draw simple objects such as electrical boxes, with orthographic, isometric, and oblique views on 8 ½ x 11 in. sheets of blank paper (no grid lines) and wooden #2 pencils. No instruments, such as rulers and compasses, were allowed. The course required students to apply what they learned in the classroom and included many examples of hands-on, active and student-centered learning activities. Two assessments were performed to measure whether students improved their ability to freehand sketch. The first involved two outside reviewers (industrial designers) who evaluated each student’s sketch of a pipe fitting that was drawn in the first class (pre-test) and a sketch of the same pipe fitting in the eighth class (after 7 hours of instruction - post-test). Sketches were evaluated using a 1 (poor) to 7 (excellent) Likert scale. The second assessment consisted of an evaluation of the final projects, which were a collection of five sketches with different views of an engineered product. Evaluations of the pre- and post-test drawings and the final projects by outside reviewers and positive observations by engineering faculty suggest that this course has the potential to improve students’ ability to sketch objects. This paper discusses details of the course, provides examples of student sketches, and presents results of outside reviewer assessments. It includes suggestions for a more rigorous assessment of the course to determine its potential to improve students’ ability to sketch objects