computer aided design – vision, creativity and engineering alex ballantyne rmhs science department
TRANSCRIPT
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Computer Aided Design – Vision, creativity and Engineering
Alex Ballantyne
RMHS Science Department
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Workshop Goals
The workshop will explore the role of Computer Aided Design as a model for development of visual and computer skills in high school students.
These apply to the generation of open-ended conceptual designs, which broaden student interest in the engineering design process
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Visual Reasoning is not an Instinctive Skill
Current educational practice places an emphasis upon conventional verbal literacy.
Visual literacy, apart from Art Education, tends to be an ad hoc process.
Students do not practice “hands-on” skills as part of informal learning as did previous generations. The computer has replaced construction/fabrication skills for a large fraction of students.
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Visual Reasoning and Understanding is Context Driven
Terminology for visual thinking is potentially complex in terms of a specific scientific of technological application.
“How” we see is dependent on “what” we see.
Understanding “what” we see is dependent upon our prior experiences:
Both in terms of knowledge and also the skills we have developed.
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What do we see in these photographs?
The objects of interest are masked
by backgrounds, poor contrast and
relative size. Prior knowledge aids object
recognition
Weeklypaper.blogspot.comwww.jeanann.us/birds.html/
www.photobirder.com
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VISUAL DATA IN ALL ITS FORMS REQUIRES CLARITY
Drawings and diagrams require removal of unnecessary detail.
Style is context dependent:
- cultural and experiential knowledge is needed.
Utility and effectiveness depend on visual clues [in this case “field marks”] and informative captions
Roger Tory Peterson, 1980
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Prior knowledge has a large impact upon viewers ability to perform synthesis
This is a visual pun!
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Visual Literacy is much more than seeing images
Leonardo
Donatello Michelangelo
Raphael TMNT ROCK!
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VISUAL INFORMATION IS CENTRAL TO INTELLECTUAL ENDEAVOR
Latour (1987) describes visual representations in science as “inscriptions”
Lynch (1988) describes the level of abstraction increasing as you move from:Photograph Drawing Table Graph.Scientific practice is socialized and
communal.– The correct terminological and
representational practices have to be explicitly taught.
ALBRECHT DURER
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Students can model a real artifact – but is it real? They look, but do not “see”.
A common error is that of failure
to connect function with the image.
- front wheel cannot be steered! The visual reasoning process is naïve. Need coupling of
“hands-on” and visual
skills
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Comparison of Naïve and Experienced Visual Thinkers
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It is difficult to convince students to “look” at a drill rather than “look” at a picture of a
drill!
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Kinesthetic and Visual Learning are Connected
Visualization of complex three-dimensional objects is difficult for many
students; Cultural and technology changes has left them with little skill and
knowledge in manipulating mental images in three-dimensions because of
lack of experience with manipulation
of real objects. Computer Aided Design (CAD)
offers potential for exposure to both
kinesthetic and visual learning. CAVEAT! It is too late to leave
this to 11th and 12th grade.
Computer generated assembly model of LEGO Mindstorm Robot (PTC, Pro/Engineer)
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Large Multiple Component Projects can be a group activity – Individual parts are constructed by a team
of students as a collaborative process
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Creativity is part of the design process – can the students extrapolate from their knowledge base to a
synthesis of a new or previously unknown idea?
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The students need models to give them confidence in extrapolation towards new designs and
representations.
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Student design based on an East German Wheel-Excavator used in open-cast coal
mining.
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Sophistication is in the Details
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Student design of a large tower crane
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The ability to design complex structures is a function of the skills available to hierarchically reduce the structure to simpler pieces.
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Complex Structures often use the concept of repetitive addition of a simpler sub-component - easy to say, but often very difficult to do. - “The woods versus the trees” syndrome
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A key teaching tool for multi-component design is the use of models to demonstrate the process and
underlying strategies of design
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Student design of a monorail station and train.
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Conceptual Design is a function of understanding how to connect separate design elements together.
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RMHS BUILDING PLANS TO BE USED IN VISUALIZATION OF EVACUATION PLAN
FOR STAFF AND STUDENTS.
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Student Monorail Station Design
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Student Monorail Train Design
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Implications for Teachers
We need to be aware of need to develop strong visual skills in students.
Push the envelope to as high a level of thinking as is developmentally appropriate.
- If challenged, and led in the right direction, students, can learn to be sophisticated observers and designers.
Visual and observational skills need to be developed early in the educational process.
Need to integrate visual and kinesthetic learning.