9 research outputs found
Dise帽o y eficacia de un gestor web interactivo de aprendizaje en ingenier铆a gr谩fica para el desarrollo de la capacidad de visi贸n espacial
Se ha dise帽ado y desarrollado un gestor web interactivo para el aprendizaje de la expresi贸n gr谩fica en la ingenier铆a especializado en el desarrollo de la visi贸n espacial (ILMAGE_SV). Est谩 constituido por un sistema que gestiona una base de datos y tres perfiles de usuario (alumno, profesor y administrador) para realizar el seguimiento del aprendizaje en visualizaci贸n espacial.
Se experiment贸 con dos grupos de estudiantes, uno experimental (que s贸lo utiliz贸 ILMAGE_SV) y otro de control (con metodolog铆a tradicional), de primer curso de ingenier铆a, para validar ILMAGE_SV.
De los resultados de una encuesta se obtuvo que ILMAGE_SV y sus contenidos tienen calidad suficiente para desarrollar la capacidad de visi贸n espacial.
Comparados con varios instrumentos de medida, no existen diferencias significativas entre ambos grupos.
ILMAGE_SV es adecuado, sobre todo, para estudiantes de primer curso de ingenier铆a con dificultades de visi贸n 3D. Con su uso se consigue homogeneizar al grupo en capacidad espacial
CAD learning in mechanical engineering at universities
In this study, we attempt to compile all the CAD-related concepts, contents and working methods that students of mechanical engineering should learn at universities. To do so, we first study the background to CAD-related methodologies. In second place, we compile the results of surveys administered over the past three years to our students of CAD studying mechanical engineering at our university. In third place, different publications in the literature relating to the need for CAD in industry are studied to understand the sort of CAD training that is needed in industry. In fourth place, an exploratory analysis is performed of the CAD-related contents taught at the 50 universities that top the QS (Quacquarelli Symonds) ranking. In fifth place, a survey of possible CAD-related contents is administered to teachers, instructors, and experts in CAD from those 50 leading universities in the QS ranking. The basic pillars of modeling in 3D are: methodologies of modeling, solid modeling, assemblies, and the design of technical drawings. The use of 3D printers in CAD learning means that thinking, designing, and manufacturing any object is easy at university. Knowledge of top-down/bottom-up/in-context methodologies has to be widened both for industry and for students. Design intent must be introduced in CAD from the very beginning so that all the models are flexible and robust. The students expressed a preference to learn the concepts through a set of good practice exercises and to be evaluated by completing a final course assignment of their choice
Assessment of 3D viewers for the display of interactive documents in the learning of graphic engineering
The purpose of this study is to determine which 3D viewers should be used for the display of interactive graphic
engineering documents, so that the visualization and manipulation of 3D models provide useful support to
students of industrial engineering (mechanical, organizational, electronic engineering, etc). The technical
features of 26 3D visualization software programmes (viewers, publishers, 3D output formats) are examined, to
select the three visualization configurations that best meet our needs at the Graphic Expression Department of
the University of Burgos (Solidworks plus Solidworks eDrawings; Catia plus Catia eDrawings and 3DXML;
several Computer-Aided Design software programmes plus Adobe Acrobat Pro Extended). These are compared
using the Quality Function Deployment tool known as House of Quality. The House of Quality has enabled us
to identify and quantify the importance attached by engineering teachers to each of their requirements for 3D
viewers, and to identify and quantify the technical importance of each of the measurable features of these
viewers
Validation of a tolerance analysis simulation procedure in assemblies
A simulation of tolerance analysis in assemblies using Sigmund Computer Aided Tolerancing (CAT) software is validated through the example of an automobile locking device. Simulation with CAT, applying criteria on both the statistical distribution and the rivet pin position in the hole used in the example, will allow us to predict the functional dimension tolerances in these assemblies with greater accuracy in the preliminary design phase. These tolerances will subsequently define the manufacturing specifications. The statistical distribution, in the example, that best fits the overall set of tolerances, is the triangular distribution followed by the normal distribution; the position of the rivet pin axis in its hole is off-centre by 53 % with regard to its maximum value
The importance of adaptive expertise in CAD learning: maintaining design intent
In CAD modelling, there is no one general standardised teaching-learning methodology. We use the strategic-learning methodology, maintaining design intent, fully aware that it is necessary to modify CAD models for their reuse. Questions concerning the thought processes of students when modelling with CAD and the strategies that they choose that best maintain design intent arise in the course of using the 3D modelling programmes. Our aim here is to determine the importance of adaptive expertise in the results of CAD models and, particularly, in one of its constructs: design intent. To do so, CAD-based experimentation took place over two years with 78 third-year students in the first year and with 53 third-year students in the second year from the subject module of Graphic Engineering, on the Degree in Mechanical Engineering of the University of Burgos (Spain). At the start of the year, the students conducted a survey to measure adaptive expertise. Subsequently, in the first year of experimentation, the students prepared various CAD models and the design intent was evaluated in one of them (a connecting rod or conrod), broken down into the skeleton, the structure, the modifications and the constraints. In the conrod exercise, the students also completed a questionnaire both before and after designing their models, which were analysed to detect the thought processes and the strategies that they had applied. In the second year of experimentation, design intent was incorporated in various exercises at the beginning of the year, in addition to the conrod. The main conclusion is that the correct division of the part into its pieces and adaptive expertise improved the results in relation to design intent in the CAD.
KEYWORDS: CAD learning, design intent (DI), adaptive expertise (AE), modification of CAD
Spatial visualization learning in engineering: traditional methods vs. a web-based tool
This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which saves a significant amount of time for the teacher, as both correction and grading are automatically performed. Our aim in this study is to establish whether the application is an effective tool for learning spatial visualization. Students of engineering graphics following an industrial engineering degree course at the University of Burgos (Spain) participated in a pilot project over two academic years. The students were separated into two groups: an experimental group that studied with the ILMAGE_SV web application and a control group taught with traditional methods. Our study demonstrates that the results of both methods, with regard to the development of spatial vision, are in general equal. Nevertheless, ILMAGE_SV is more efficient for students who experience greater difficulties with spatial vision and for students with no prior knowledge of technical drawing
Experimentaci贸n de un gestor web interactivo de aprendizaje en ingenier铆a gr谩fica para el desarrollo de la visualizaci贸n espacial
Ponencia presentada en: VI Jornadas de Innovaci贸n Docente de la UBU, Burgos, 23 y 24 de febrero de 2012, organizadas por el Instituto de Formaci贸n e Innovaci贸n Educativa-IFIE de la Universidad de Burgo
Learning CAD at university through summaries of the rules of design intent
The ease with which 3D CAD models may be modified and reused are two
key aspects that improve the design-intent variable and that can significantly shorten
the development timelines of a product. A set of rules are gathered from various
authors that take different 3D modelling strategies into account. These rules are then
applied to CAD strategic-knowledge learning methodology and included in 3D CAD
modelling exercises for students following the degree in mechanical engineering at the
University of Burgos (Spain). The experiment was conducted in two groups with a total
of 75 students. The design-intent rules were introduced in the different exercises that
the teacher explained in both the theoretical and the practical classes. In addition, a
summary of the different design rules in each of the practical exercises was explained
in the practical classes in only one of the groups. The experimental results, reported in
this paper, tested the influence of these summaries on overall improvements in 3D
modelling and on the design-intent variable, which is subdivided into four sections:
skeleton, structures, alterations and constraints. The use of the summaries of the design
intent rules led to statistically significant improvements in 3D modelling in the
experimental group, in comparison with the group of students to whom those summaries
were not explained
Aprendizaje innovador en la visualizaci贸n de piezas y dispositivos, en la formaci贸n de Dibujo T茅cnico mediante aplicaci贸n Hipermedia
El objeto ha sido realizar una aplicaci贸n hipermedia interactiva que sirva de iniciaci贸n al aprendizaje de visualizaci贸n espacial dentro de la expresi贸n gr谩fica y ajust谩ndonos a los principios generales de representaci贸n en dibujo t茅cnico recogidos en la norma UNE 1032-82 o ISO 128-82. Se ha elaborado un material innovador did谩ctico multimedia interactivo que facilita a los alumnos el aprendizaje de la visualizaci贸n espacial. Este material es especialmente adecuado para aquellos alumnos que llegan a las carreras t茅cnicas de Ingenier铆a y Arquitectura de la universidad y que no tienen desarrolladas suficientemente las habilidades y destrezas de visualizaci贸n e interpretaci贸n de piezas. La aplicaci贸n se divide en dos partes diferenciadas: en primer lugar, se explican los conceptos de visualizaci贸n por medio de animaciones, con narraci贸n incorporada con ficheros tipo avi; en segundo lugar, se plantean ejercicios interactivos de dificultad creciente en los distintos niveles de aprendizaje de: identificaci贸n, comprensi贸n, aplicaci贸n, an谩lisis y evaluaci贸n. En cada tipo de ejercicio se resuelve un ejemplo para guiar el aprendizaje. Se ha experimentado la aplicaci贸n con un grupo reducido de alumnos, detectando los errores de forma y fondo y los puntos de mejora. Por 煤ltimo, se han corregido los distintos errores detectados y se ha colgado la aplicaci贸n en la red de la Universidad de Burgos para que pueda ser utilizada por todos aquellos alumnos de 茅sta y de otras universidades, en la direcci贸n http://www2.ubu.es/expgraf/expgrain/visualizaci贸n3d.Junta de Castilla y Le贸n. Consejer铆a de Educaci贸n y CulturaCastilla y Le贸nES