timothyxxx
24.01.2008, 04:40
RESEARCH ON MINIMIZING TIME AND INCREASING EFFICIENCY IN CAD DIDACTICS-Naveen T. Kodikara BEng. (RTU)Good
teaching is essential to moulding top-notch future scientists and
engineers out of young, impressionable minds. Teaching should therefore
not take a back-seat to research, especially at the undergraduate
level. We strongly believe that teaching and research are not
independent endeavours, but rather are synergetic processes: teaching
can lead to good research topics, and conversely, research often
provides new ways of explaining and teaching. Indeed, a good teacher
can have a tremendous long-term impact on a student's life.
The proper estimation of computer technologies is very important when
computers are to be implemented in the educational process. Otherwise,
if not implemented properly, the quality of students' education may be
seriously imperilled. This is crucial when Descriptive Geometry (DG) is
the matter; the discipline that develops and improves the students'
spatial visualization ability (SVA).In
this paper I am proposing a way to integrate SolidWorks in DG to
minimise time spent for a basic DG course of undergraduate level. What
is to be emphasized on the matter is that each Computer Aided (CA)
approach to DG teaching should follow the traditional DG reasoning and
the step-by-step acquisition of fine solution, offering students the
possibility of gradual process of visualization. In
a fast changing world where time is the deciding factor continual
change of teaching philosophies is of paramount importance. In this
research oriented project we shall deeply concentrate on attaining
basic Engineering Geometry knowledge within a short period of time,
thus eliminating unnecessary classroom work, yet maintaining a high
standard of teaching. It
is expected to analyze and synthesise, how far computer software can
take us to achieve this goal, software in focus being SolidWorks. It
is essential to have basic theoretical knowledge of DG before
attempting to use SolidWorks (SW). We can however, combine both SW and
theory into one simple course for ease of teaching and learning. As
a result of my research I would like to outline topics which I consider
essential that students should master but not limited to; • Point • Line • Plane Drawing
is the engineer’s central medium for thinking and communication. In
order to be able to read and create drawings he must have basic
geometric knowledge about • Spatial objects, • Spatial operations, • Projection on the projection plane • As well as a minimum amount of spatial cognition. Thus,
the special challenge with regard to an introductory course lies in
developing teaching methods which transfer this knowledge in an
integrated manner beyond the abilities of constructive drawing. Having
this background, students can without fear step-in to SW and the topics
to cover for SW mainly depend on the stream a student selects to
follow. However, 1) Creating 3D objects, 2) Generate standard three views, and 3) Standard drawing of objects, are elementary topics which should be covered in almost every stream related to DG. The
main task of DG as subject in the architectural education is, in my
opinion the training of three dimensional imaginations. To achieve this
aim a great deal of motivation is necessary which can be maintained and
even increased. Computers,
when used in an appropriate way, may become a powerful tool and a good
'assistant' for advancement of educational process. · Extensive documentation and the purposeful use of media allow the transfer of a vast amount of subject matter. · Solutions
documented in detail and without gaps ensure a didactically
differentiated integration of subject matter into a useful context and
help directing the students’ attention and motivation. · The soft skills capacity for teamwork and communication can be taken into consideration by fostering group work. · Being vivid and eventful the course enhances the sustainability of the acquired knowledge. The
success of a CAD introductory course allows for a transfer and
adjustment of the concept to other tasks. On the one hand, content
editing beyond basic knowledge is considered. On the other hand, we
concentrate concepts which enable interested students to use other
software without significant problems; the identical scope of exercises
can be accomplished with significantly less time exposure. I
consider it is appropriate to state that this programme should be open
for positive criticism at all stages and should be guided with an open
mind. I am continuing my research to find the best mixture of ‘text
book’ and ‘software’ to achieve our expected goal which is the heading
of this paper. I
would like to close in positive note as Pierre van Hiele once told,
‘Children whose geometric thinking you nurture carefully will be better
able to successfully study the kind of mathematics that Euclid created’.
teaching is essential to moulding top-notch future scientists and
engineers out of young, impressionable minds. Teaching should therefore
not take a back-seat to research, especially at the undergraduate
level. We strongly believe that teaching and research are not
independent endeavours, but rather are synergetic processes: teaching
can lead to good research topics, and conversely, research often
provides new ways of explaining and teaching. Indeed, a good teacher
can have a tremendous long-term impact on a student's life.
The proper estimation of computer technologies is very important when
computers are to be implemented in the educational process. Otherwise,
if not implemented properly, the quality of students' education may be
seriously imperilled. This is crucial when Descriptive Geometry (DG) is
the matter; the discipline that develops and improves the students'
spatial visualization ability (SVA).In
this paper I am proposing a way to integrate SolidWorks in DG to
minimise time spent for a basic DG course of undergraduate level. What
is to be emphasized on the matter is that each Computer Aided (CA)
approach to DG teaching should follow the traditional DG reasoning and
the step-by-step acquisition of fine solution, offering students the
possibility of gradual process of visualization. In
a fast changing world where time is the deciding factor continual
change of teaching philosophies is of paramount importance. In this
research oriented project we shall deeply concentrate on attaining
basic Engineering Geometry knowledge within a short period of time,
thus eliminating unnecessary classroom work, yet maintaining a high
standard of teaching. It
is expected to analyze and synthesise, how far computer software can
take us to achieve this goal, software in focus being SolidWorks. It
is essential to have basic theoretical knowledge of DG before
attempting to use SolidWorks (SW). We can however, combine both SW and
theory into one simple course for ease of teaching and learning. As
a result of my research I would like to outline topics which I consider
essential that students should master but not limited to; • Point • Line • Plane Drawing
is the engineer’s central medium for thinking and communication. In
order to be able to read and create drawings he must have basic
geometric knowledge about • Spatial objects, • Spatial operations, • Projection on the projection plane • As well as a minimum amount of spatial cognition. Thus,
the special challenge with regard to an introductory course lies in
developing teaching methods which transfer this knowledge in an
integrated manner beyond the abilities of constructive drawing. Having
this background, students can without fear step-in to SW and the topics
to cover for SW mainly depend on the stream a student selects to
follow. However, 1) Creating 3D objects, 2) Generate standard three views, and 3) Standard drawing of objects, are elementary topics which should be covered in almost every stream related to DG. The
main task of DG as subject in the architectural education is, in my
opinion the training of three dimensional imaginations. To achieve this
aim a great deal of motivation is necessary which can be maintained and
even increased. Computers,
when used in an appropriate way, may become a powerful tool and a good
'assistant' for advancement of educational process. · Extensive documentation and the purposeful use of media allow the transfer of a vast amount of subject matter. · Solutions
documented in detail and without gaps ensure a didactically
differentiated integration of subject matter into a useful context and
help directing the students’ attention and motivation. · The soft skills capacity for teamwork and communication can be taken into consideration by fostering group work. · Being vivid and eventful the course enhances the sustainability of the acquired knowledge. The
success of a CAD introductory course allows for a transfer and
adjustment of the concept to other tasks. On the one hand, content
editing beyond basic knowledge is considered. On the other hand, we
concentrate concepts which enable interested students to use other
software without significant problems; the identical scope of exercises
can be accomplished with significantly less time exposure. I
consider it is appropriate to state that this programme should be open
for positive criticism at all stages and should be guided with an open
mind. I am continuing my research to find the best mixture of ‘text
book’ and ‘software’ to achieve our expected goal which is the heading
of this paper. I
would like to close in positive note as Pierre van Hiele once told,
‘Children whose geometric thinking you nurture carefully will be better
able to successfully study the kind of mathematics that Euclid created’.