Engineering Design Graphic Journal (ASEE - American Society for Engineering Education)
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Classroom Experiences in an Engineering Design Graphics Course with a CAD/CAM Extension*
Get PDFThis paper reports on the development of a new CAD/CAM laboratory experience for a lower division Engineering Design Graphics (EDG) course. The recent EDG curriculum included freehand sketching, introduction to Computer-Aided Design and Drafting (CADD), and a strong emphasis on 3-D solid modeling. Based on an NSF-sponsored research project, the EDG curriculum paradigm has been extended to include solid model applications to design analysis and prototype manufacturing. Specifically in the analysis lab component, students generate mass properties reports and perform finite element analysis (FEA) of solid models built in previous weeks. In the manufacturing lab, the students build a 3-D solid model and generate an .STL file for exporting to a rapid prototyping (RP) machine. To facilitate use and availability of laboratory resources, the students are divided into four-member teams during the analyses and prototyping exercises. This paper reviews the project and reports on the testing of the new laboratory components which were introduced into a pilot, honors section of EDG during the Fall 1996
Message from the Chair
No full textOur Division lost a great friend since my last Chair's message, a man who impacted every member in both seen and unseen ways. Elsewhere in this issue Gary Bertoline, our immediate past Chair, pays tribute to Autodesk's Rodger Payne and in the proposed Division Awards on pages 31-33, I have outlined a Memorial Award intended to recognize industrial members of ASEE and EDGD who follow in Rodger's footsteps. These, we hope in some small way, will mark Rodger's passing with gratitude for uncommon contributions. Semester two is well under way. An observation I have made in my change from Purdue (residential campus, small community, suburban-rural) to Arizona State-East (commuter campus, metropolis, urban-suburban-rurual), is that most of us who teach in major institutions are never exposed to the explosion of proprietary technical education. In a large metro area like Phoenix, state-assisted public technical education is just one of many choices available. Where we are slow to change, for-profit institutions are often nimble. Where we have all sorts of reasons why we can't do something, they quickly figure out how to do it. We make students come to us. They figure out ways to get the instruction to the students. Something is happening here, and we ought to pay attention. Bill Ross has outlined an interesting program for the ASEE Annual Meeting this summer in Seattle. This is a chance for members (and potential members) from Western states to avail themselves of the professional experiences of a national meeting. For everyone else in the great Eastern states, "let's get out there!" I hope everyone has a productive semester and see you in Seattle
Spatial Working Memory and Neural Efficiency in Mental Rotations: An Insight from Pupillometry
Get PDFSpatial ability, particularly the cognitive capacity for mental rotations, is a critical component of human cognition. Proficiency with mental rotation tasks is linked with educational performance in various Sci¬ence, Technology, Engineering, and Mathematics (STEM) disciplines, and with more general tasks such as real world wayfinding. Spatial working memory (SWM) is posited as a fundamental psychological con¬struct associated with mental rotation ability. Through the adoption of pupillometry, this study aspired to investigate the potential role of SWM within mental rotation performance. The results of this study unex¬pectedly illustrated that mental effort decreased as item difficulty increased. It is posited that learning may have occurred during the initial easier tasks facilitating an increased efficiency in cognitive processing associated with SWM storage during the more difficult mental rotations tasks
Message from the Chair
Get PDFFirst, I would like to take this opportunity to express my sincerest gratitude to the Engineering Design Graphic members for allowing me the opportunity to serve the Division as chair. I would also like to thank Jon Du? , Mary Sadowski, Sheryl Sorby, Ted Brano? , Tim Sexton, Judy Birchman and Larry Goss for bringing to my attention issues that need to be addressed and/or answering my endless stream of questions. As I re-read the past chair’s letters I am struck by how my thoughts regarding the Division echo theirs. First and foremost what makes EDGD great is the people. While the conferences are always thought-provoking, the camaraderie of the people make the conferences special. Members of the Division have worked diligently to create programs and a Journal that would keep the interest of current members and attract new ones. To continue along this vein, we need YOUR help. The active members have been very dedicated in serving the Division, but many of them are starting to retire or working on exit plans. When this happens, a lot of the ’memory’ of the Division’s day-to-day business decisions will disappear. We need to start involving new members in small ways, so they will be ready to take over the reins in a few years. While our membership is healthy today, we need to recruit new faculty. You can assist by encouraging young faculty to present papers and to become involved. Over the last ten years the field of graphics has evolved at a rapid rate. As a result, the presentations have covered a wider range of topics and have grown to include other areas of teaching and research, such as learning styles and the different types of statistics used in research. In order for our Division to grow, we need to continue to expand our range of topics, encourage faculty to share their ideas, and partner with other divisions. I will be asking for novel approaches that can be used to recruit and ideas for involving new and non-active members. Volunteers will be needed to make sure non-members feel welcome at the conferences and we will need mentors to partner with new members. So put on your thinking caps and send me your ideas ([email protected])
Engineering Design Graphics: Into the 21st Century
Get PDFGraphical plans for construction of machinery and architecture have evolved over the last 6,000 years beginning from hieroglyphics to drawings on printable media, from the “Golden Age” of engineering graphics to the innovation of computer graphics and prototyping. The evolution of engineering design graphics as a profession has also evolved. Years before we entered the 21st century, higher education began to address the changes that technology brought to the curriculum. Now that we have entered the 21st century, we must move forward with technological innovations and creative thinking, but be cautious that we do not lose the art of freehand sketching. This paper traces the journey of engineering design graphics and the impact it has had in the academe and on the profession and the way designers work. It addresses the future of the field and the inevitable changes that emerging technologies will bring
Standard Features and Their Impact on 3D Engineering Graphics
Get PDFThe prevalence of feature-based 3D modeling in industry has necessitated the accumulation and maintenance of standard feature libraries. Currently, firms who use standard features to design parts are storing and utilizing these libraries through their existing product data management (PDM) systems. Standard features have enabled companies to regulate the way key features are defined across all models and revisions, while helping to speed up the modeling process, but the new features also come with limitations. These advantages and disadvantages can become crucial for a firm trying to make its product lifecycle run more smoothly. This paper will detail how a leading PDM package manages 3D geometry, how a standard feature interacts within a 3D part file, and how those conditions affect the way standard feature libraries are stored in a PDM system. It will also describe some of the general obstacles to storing this conceptual information, and make recommendations on how to define standard features more effectively, and how we can best prepare students facing these challenges upon entering the workforce
ADVANCED INSTRUCTION: Facilitation of Individual Learning Processes in Large Groups
Get PDFBy supplying various combinations of advanced instructions and different forms of exercises individual learning processes within the impartation of basic knowledge can be activated and supported at best. The fundamentals of our class “Introduction to spatial–geometric cognition using CAD” are constructional inputs, which systematically induce the objectives amended by background knowledge of adequate depth. Instructions are supplied either online as videos and images from the lecture notes or during an in-class lecture. For the adaption to the computer different steps of exercises were developed according to the level of proficiency. These are to be solved by learning groups of four participants supporting one another