The importance of drawing in the architecture project and its teaching

We start designing working and thinking with our hands. With them, we can shape an external object first and think and develop the architectural project through it. When designing, our hands act as tools that move between the worlds of matter and thought, making it possible to work with our ideas, clarifying them and fixing them up into something buildable. From the drawing, the performing of sketches, models, collages ... we can travel that road made by ideas to enter a world of physical reality through a process in which the actions of thinking, drawing and building continually succeed each other. This article tries to explore the role of our hands when designing in order to learn more about the process of creating the architectural project and the way it is generated, to finally speak about issues interesting for us concerning the way they are taught. Every project comes into existence through a handmade object. Hands move through the paper whiteness, the pencil start fixing strokes on its surface, sometimes fast, sometimes slowly, and sometimes, with different intensities. Shapes yet to be defined, barely sketched, features of forms still emerging... constitute, at the beginning of the project, a series of acts which commence it and will develop in time. During this process, drawing assumes a prominent role, not only as an instrument allowing the representation of the projectual idea itself, making it visible and defining its materialization and construction, but also as an element that generates thinking, as it is through drawing that we can work and think on the idea that originates it. Drawing, writing, building models..., in short, working with your hands consciously, leads us to develop a thinking process in which gaze and hands work together. It would be necessary to claim that action for the teaching of architectural projects as a method of doing and thinking. During the project development, it would be necessary for students to learn how to work with instruments, tools... that resist the achievement of mere projections or mechanical representations of those things before their eyes, to get into the being of things, their presence or their being present. In this respect, and in the field of the architectural project teaching, it is essential to highlight the importance of drawing due to its effectiveness to transmit and express a form of thinking. As Martin Heidegger suggests, our hands are organs for our thinking. When they are not working in order to know or learn, they are thinking. Drawing, building models, sketching... is a matter of “doing” that turns into a way of “thinking” where hands and ideas are joined together as long as the project is carried out. Therefore, the value of drawing lies in its function as a tool for reflection. Designing means to think in a graphic way, to materialise our ideas through our hands to work with them, think about them and, to materialize them once more. Sketches, models, collages, schemes... suitable for every step during the project development allow us to check the different design options, test and error trials. These act as critical instruments that inform about the validity of every decision taken. This is why the project cannot emerge from the mere application of a static, definitely established knowledge, but from a dialectical process between thought and action, gaze and hands. Therefore, we could say that the drawing is an instrument of reflection that allows us to focus our thoughts, to define a support to contain, shape and define them, and to communicate the essence of our ideas, specifying and fixing them to turn them into something buildable. Hence the importance in the development of any project and in his teaching not only of those drawings that shape that graphic documentation enabling the building of architecture in every aspect, but also of the early drawings, sketches, schematic drafts, ideograms and series of images that try to study its context... and already contain the first projectual idea, clear and definitive, anticipating the formalisation of the project and sensing some material, building and structural conditions.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

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

Numerical modelling and simulation in sheet metal forming

The application of numerical modelling and simulation in manufacturing technologies is looking back over about a 20–30 years history. In recent years, the role of modelling and simulation in engineering and in manufacturing industry has been continuously increasing. It is well known that during manufacturing processes simultaneous the effect of many different parameters can be observed. This is the reason why in former years, detailed analysis of manufacturing processes could have been done only by time-consuming and expensive trial-and-error methods. Due to the recent developments in the methods of modelling and simulation, as well as in computational facilities, modelling and simulation has become an everyday tool in engineering practice. Besides the aforementioned facts, the emerging role of modelling and simulation can also be explained by the growing globalisation and competition of the world market requiring shorter lead times and more cost effective solutions. In spite the enormous development of hardware and software facilities, the exclusive use of numerical modelling still seems to be very time- and cost consuming, and there is still often a high scepticism about the results among industrialists. Therefore, the purpose of this paper is to overview the present situation of numerical modelling and simulation in sheet metal forming, mainly from the viewpoint of scientific research and industrial applications

Emerging cad and bim trends in the aec education: An analysis from students\u27 perspective

As the construction industry is moving towards collaborative design and construction practices globally, training the architecture, engineering, and construction (AEC) students professionally related to CAD and BIM became a necessity rather than an option. The advancement in the industry has led to collaborative modelling environments, such as building information modelling (BIM), as an alternative to computer-aided design (CAD) drafting. Educators have shown interest in integrating BIM into the AEC curriculum, where teaching CAD and BIM simultaneously became a challenge due to the differences of two systems. One of the major challenges was to find the appropriate teaching techniques, as educators were unaware of the AEC students’ learning path in CAD and BIM. In order to make sure students learn and benefit from both CAD and BIM, the learning path should be revealed from students’ perspective. This paper summarizes the background and differences of CAD and BIM education, and how the transition from CAD to BIM can be achieved for collaborative working practices. The analysis was performed on freshman and junior level courses to learn the perception of students about CAD and BIM education. A dual-track survey was used to collect responses from AEC students in four consecutive years. The results showed that students prefer BIM to CAD in terms of the friendliness of the user-interface, help functions, and self-detection of mistakes. The survey also revealed that most of the students believed in the need for a BIM specialty course with Construction Management (CM), Structure, and Mechanical-Electrical-Plumbing (MEP) areas. The benefits and challenges of both CAD and BIM-based software from students’ perspectives helps to improve the learning outcomes of CAD/BIM courses to better help students in their learning process, and works as a guideline for educators on how to design and teach CAD/BIM courses simultaneously by considering the learning process and perspectives of students. © 2018 The autho

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

Human-centered Electric Prosthetic (HELP) Hand

Through a partnership with Indian non-profit Bhagwan Mahaveer Viklang Sahayata Samiti, we designed a functional, robust, and and low cost electrically powered prosthetic hand that communicates with unilateral, transradial, urban Indian amputees through a biointerface. The device uses compliant tendon actuation, a small linear servo, and a wearable garment outfitted with flex sensors to produce a device that, once placed inside a prosthetic glove, is anthropomorphic in both look and feel. The prosthesis was developed such that future groups can design for manufacturing and distribution in India

Integrated Process Simulation and Die Design in Sheet Metal Forming

During the recent 10-15 years, Computer Aided Process Planning and Die Design evolved as one of the most important engineering tools in sheet metal forming, particularly in the automotive industry. This emerging role is strongly emphasized by the rapid development of Finite Element Modelling, as well. The purpose of this paper is to give a general overview about the recent achievements in this very important field of sheet metal forming and to introduce some special results in this development activity. Therefore, in this paper, an integrated process simulation and die design system developed at the University of Miskolc, Department of Mechanical Engineering will be analysed. The proposed integrated solutions have great practical importance to improve the global competitiveness of sheet metal forming in the very important segment of industry. The concept described in this paper may have specific value both for process planning and die design engineers

Design development of machine shop area for the case TSF-8.171.137 manufacture including the study of cutting tool geometrical parameters influence on cutting force parameters

The thesis develops the design of machine shop area for manufacturing the case and researching the impact of cutting tool geometrical parameters on cutting force components and tool lifeCONTENTS INTRODUCTION 1. ANALYTIC CHAPTER 1.1. Service purpose and characteristics of the object of production. 1.2. Analysis of technical requirements for the part. 1.3. Analysis of the technological design of the part. 1.4. Analysis of the basic technological process. 1.5. Conclusions and problem statement for the diploma project. 2. SCIENTIFIC RESEARCH CHAPTER 2.1. Characterization of the cutting tool geometry. 2.2. Setting up the experimental criterias, technical and cutting conditions. 2.3. Research the experimental results of cutting-edge preparation and cutting-edge radius influences on tool life and cutting forces. 2.4. Research of edge treatment influence on total force load and component of cutting force Fz. 3. TECHNOLOGICAL CHAPTER 3.1. Characteristics of the type and organizational form of production. 3.2. Choice and justification of workpiece's obtaining method. 3.3. Requirements for the workpiece. Calculation of the workpiece. 3.4. Calculations of leakage to the surface of the part in an analytical way. 3.5. Development of routing technological process of mechanical processing of the body of TSF 8.171.137. 3.6. Methods of providing technological requirements in the processing of parts. 3.7. Description of the route process for operations. 3.8. Development of operational process. 3.8.1. Description of the trajectories of the motion of the cutting tool on the operations performed on CNC machines. 3.8.2. Selection of cutting and normalization of operations of the technological process. 3.8.2.1. Calculations of cutting and normalization modes of turning-threading operation 015. 3.8.2.2. Calculations of cutting and normalization modes of vertical milling operation 025. 3.8.2.3. Calculation of the cutting and normalization modes of coordinate-boring operation 045 with CNC. 3.9. Determination of errors of the base of the workpiece. 3.10. Calculations of the forces of fastening the workpiece. 3.11. Calculate the parts for durability. 4. DESIGNING CHAPTER 4.1. The choice of equipment, equipment and bases for the design version of the case. 4.2. Design of machine tool adaptation. 4.2.1. Description of the design and principle of the selected devices. 4.2.2. Assembly and operation of the device. 4.2.3. Choice and calculation of power drive. 4.3. Design of cutting and measuring tools. 4.3.1. Design of cutting tool. 4.3.2. Calculations of the measuring instrument. 4.4. Means of increasing the technological indicators of coordinate-boring operation 045 with CNC. 5. SPECIAL CHAPTER 5.1. Subsystems of optimization in CAD. 5.2. Review of the most common CAD of world manufacturers. 5.3. Methods of designing technological processes for manufacturing parts using the package of applied programs "CCI CAD". 5.3.1. Preparing the source information. 5.3.2. Block diagram of the algorithm for automated design of the process of manufacturing the case. 5.4. Analysis of the technological process, obtained with the help of CAD of the TP. 6. PLANNING CHAPTER 6.1. Determination of annual needs in technological equipment. Build summary hardware. 6.2. Selection of the type and calculation of the number of lifting and transport vehicles. 6.3. Calculation of the number of industrial and production personnel. 6.3.1. Monthly time fund estimates. 6.3.2. Calculations of the number of production workers. 6.3.3. Settlements of the number of auxiliary workers. 6.3.4. Calculations of the number of engineering workers and junior service staff. 6.4. Calculation of necessary production area and construction of site planning scheme. 7. ECONOMIC BACKGROUND 7.1. Determination of the technological cost of manufacturing the case. 7.1.1. Feasibility study of the method of obtaining the workpiece. 7.1.2. Determination of the wage fund of production workers and the magnitude of their average monthly earnings. 7.1.3. Overhead billing. 7.1.3.1. Calculation of total production costs. 7.1.3.2. Calculation of administrative expenses. 7.1.3.3. Calculations of sales expenses. 7.1.4. Calculations of full cost and price details. 7.2. Determination of economic efficiency of the design variant of the technological process of manufacturing the case with CNC machines. 7.2.1. Determination of output data for economical comparison of the basic and project variants of technology. 7.2.2. Determination of capital investments in comparable variants. 7.2.3. Determination of technological cost of annual production of parts in comparable variants. 7.3. Basic technical and economic indicators of the site. 7.4. Substantiation of economic efficiency of the developed technological process. 8. HEALTH AND SAFETY MEASURES 8.1. Organization of labor protection at work. 8.2. Dangerous production factors at the site and measures to reduce them. 8.3. Analysis of harmful production factors at the site and measures to eliminate them. 9. ECOLOGY 9.1. The relevance of environment protection. 9.2. Environmental pollution resulting from project implementation. 9.3. Measures to reduce the toxicity of exhaust gases, protect the environment and reduce environmental pollution. CONCLUSIONS REFERENCES APPENDICE

Representation of industrial products in the early stages of design: Drawing and artistic expression in industrial design

Comunicació presentada a ICERI 2018 11th annual International Conference of Education, Research and Innovation (Seville, Spain. 12-14 November, 2018)Hand drawing is a basic tool for industrial designers, as it allows them to represent and communicate concepts in an agile way during the initial design phase. Although we can find subjects related to drawing in the first years of all university degrees in industrial design, the way to implement the necessary activities is not always the most appropriate, and it may happen that, despite having practiced sketching, at the end of the course the students do not have the necessary skills to communicate their ideas effectively or adequately represent the reality that surrounds them. This paper proposes twelve groups of activities designed to help industrial design students acquire skills related to hand drawing. The activities were implemented during the second course of the Degree in Industrial Design and Product Development Engineering at Universitat Jaume I, improving those implemented during the last course. The paper analyzes and discusses the positive results of the innovations introduced, which improved the mean grade of the course by 4.48% with respect to the grade obtained the previous year