Artículos Área de Expresión Gráfica en la Ingeniería
http://hdl.handle.net/10259/4636
2024-03-29T11:32:00ZCAD learning in mechanical engineering at universities
http://hdl.handle.net/10259/5459
CAD learning in mechanical engineering at universities
Ramos Barbero, Basilio; Melgosa Pedrosa, Carlos
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.
2020-01-01T00:00:00ZThe importance of adaptive expertise in CAD learning: maintaining design intent
http://hdl.handle.net/10259/5042
The importance of adaptive expertise in CAD learning: maintaining design intent
Ramos Barbero, Basilio; Melgosa Pedrosa, Carlos; Castrillo Peña, Gabriel
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.
2018-09-01T00:00:00ZLearning CAD at university through summaries of the rules of design intent
http://hdl.handle.net/10259/4652
Learning CAD at university through summaries of the rules of design intent
Ramos Barbero, Basilio; Melgosa Pedrosa, Carlos; Zamora Samperio, Raúl
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.
2017-09-01T00:00:00ZInteractive Learning Management System to Develop Spatial Visualization Abilities
http://hdl.handle.net/10259/4651
Interactive Learning Management System to Develop Spatial Visualization Abilities
Melgosa Pedrosa, Carlos; Ramos Barbero, Basilio; Baños García, Mª Esther
An Interactive Learning Management System (ILMS) is presented, which functions as a web-based Spatial Visualization Ability (SVA) learning support tool for students of engineering graphics and as a management tool for teachers to track student learning. This software is designed to fill the gaps in student knowledge, giving them more uniform spatial visualization abilities when enrolling on University Engineering degrees. The ILMS_SVA consists of: (1) a Content Management System (CMS); (2) a preliminary level assessment test; (3) a web-based tool for exercise management and self-assessment incorporating a 3D viewer that functions as an interactive tutorial (IT), allowing the manipulation of 3D objects in every exercise; (4) a database. It is designed for three types of users (student, teacher, and administrator), and has been validated with engineering graphics students at the University of Burgos (Spain) by means of experimental trials in the classroom and a user satisfaction survey, over two academic years. The results indicate that use of this tool improved SVA among students generally and was even of greater effectiveness for those students that accessed engineering courses with no prior knowledge of Technical Drawing.
2015-03-01T00:00:00Z