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Session 2438

Dynamic Modeling with Constraint-based CAD in Introductory Engineering Graphics Eric N. Wiebe, Ted J. Branoff, and Nathan W. Hartman NC State University, Raleigh, NC

ABSTRACT: This presentation is part of an ongoing research project by the authors looking at how constraint-based 3D modeling can be used as a vehicle for rethinking instructional approaches to engineering design graphics. A particular goal is moving from a mode of instruction based on the crafting by students and assessment by instructors of static 2D drawings and 3D models. Instead, an approach based on dynamic modeling is proposed. This approach provides the opportunities for students to learn about geometry through the embedding of geometric behaviors into models and then testing these behaviors via dynamic change of the model. An advantage to dynamic modeling is the ability to provide visual embodiment to the underlying logic of the constraint strategy, providing direct feedback to the student and a straightforward mechanism for assessment by the instructor. Also, this approach mimics the real-world activities of engineers and designers executing 'change orders' on their virtual product models. As such, this approach is better aligned with larger goals of better problem- solving abilities in the technology and engineering workforce. A previously developed taxonomy of geometric behaviors is used to guide the development of activities that provide an appropriate range of activities for the students. Example instructional activities will be presented..

I. Introduction Over the last two years, the faculty in the Graphic Communications program at North Carolina State University has been integrating constraint-based solid modeling into their introductory engineering and technical graphics courses 1. While 3D constraint-based modeling has been in use in industry for more than ten years, it has only been within the last few years that there has been widespread adoption of these modeling tools at colleges and universities. 3D modeling tools have been identified as a key component of some areas of engineering education for a while 2 , but it has only been recently that educators have begun to investigate how the newer constraint-based modeling tools bring a new set of possibilities to instruction 3. Even more recently, researchers have looked more holistically at how these constraint-based tools can be effectively integrated into a modern engineering graphics curriculum 1, 4, 5. In looking at the curricular implications of these tools, it becomes important to identify what are the core concepts and abilities we intend for students to gain from an introductory course in engineering graphics.

The knowledge and abilities gained have to be relevant both in the short term for further courses they will be taking in school and in the long term as life-long learners and productive workers in industry 6. A particular challenge is to strike a balance between narrowly defined competencies with particular software tools and larger 'big picture' conceptual knowledge about what drives this whole class of constraint-based modeling tools. 7, 8 has previously outlined the similarities in the underlying functionality between the most popular constraint-based tools and their relatively accessible user interfaces. This trend continues to this day and has largely removed the need to focus large portions of an engineering graphics course to training on specific software packages Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Copyright 2003, American Society for Engineering Education

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Wiebe, E., & Branoff, T., & Hartman, N. (2003, June), Dynamic Modeling With Constraint Based Cad In Introductory Engineering Graphics Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--12493