Johnson, M. D., & Diwakaran, R. P. (2011, June), CAD Model Creation and Alteration: A Comparison  Between Students and Practicing Engineers  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17586

\bibitem{asee_peer_17586}
  Johnson, M. D., \& Diwakaran, R. P. (2011, June), \emph{CAD Model Creation and Alteration: A Comparison  Between Students and Practicing Engineers}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17586

Michael D. Johnson and Ram Prasad Diwakaran.  "CAD Model Creation and Alteration: A Comparison  Between Students and Practicing Engineers".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17586 Internet.  18 Apr, 2024

\bibitem{asee_peer_17586}
  Michael D. Johnson and Ram Prasad Diwakaran.
  "CAD Model Creation and Alteration: A Comparison  Between Students and Practicing Engineers".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17586 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_17586
author = "Michael D. Johnson and Ram Prasad Diwakaran"
title = "CAD Model Creation and Alteration: A Comparison  Between Students and Practicing Engineers"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17586}
number = {10.18260/1-2--17586}
}

TY  - CPAPER
AB  -                 CAD Model Creation and Alteration: A Comparison                   Between Students and Practicing EngineersComputer-aided design (CAD) is a powerful and ubiquitous tool in the modern engineeringenvironment. CAD databases are used throughout the development process, but to take fulladvantage of the functionality provided by modern CAD tools requires a skilled user. Studentstend to be taught CAD in a manner that focuses on declarative skills and knowledge that islimited to creating geometry in a specific program. This is in contrast to the proceduralknowledge associated with experts. Comparing student modeling procedure to that of practicingand experienced engineers could inform CAD educational activities.The results of an exercise performed by 30 practicing engineers and 67 students are presented.The exercise consisted of creating and altering a CAD model of moderate complexity. Bothstudents and practicing engineers were split into groups and asked to create the part with alteringgoals: one group’s goal was to create the part as quickly as possible; the other’s goal was tocreate the part so that it could be easily altered. These initial parts were then altered by others inthe opposing group. Model attributes and derived quantities for both groups are tabulated forboth populations.As expected, student modelers required more time to complete the initial modeling and alterationactivities. Students used more, simpler features to create their models (in both groups). Thepracticing engineers tended to produce models that followed commonly described propermodeling procedures. During the alteration process, students were more likely to delete featuresas opposed to alter them. Student and practicing engineers also had differing opinions regardingwhich modeling procedures would be beneficial.
AU  - Michael D. Johnson
AU  - Ram Prasad Diwakaran
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - CAD Model Creation and Alteration: A Comparison  Between Students and Practicing Engineers
UR  - https://peer.asee.org/17586
DO  - 10.18260/1-2--17586
ER  -