June 22, 2003
June 22, 2003
June 25, 2003
8.726.1 - 8.726.10
Integrating Constraint-Based CAD into an Introductory Engineering Graphics Course: Activities and Grading Strategies Ted J. Branoff, Eric N. Wiebe, and Nathan W. Hartman NC State University, Raleigh, NC
ABSTRACT: Many engineering and technical graphics educators have been revising their curricula over the last several years to incorporate more constraint-based modeling into their introductory courses. Even though there has been some disagreement over what topics should be included in these courses, there seems to be agreement that students need to use this powerful tool to prepare them for industry. With this type of software comes some interesting challenges for faculty: What classroom topics are no longer necessary or important in a constraint-based CAD environment?; What classroom topics are critical to cover in a constraint-based CAD environment?; What types of activities will allow students to realize the full power of the software?; and How should these activities be evaluated? This paper will address how engineering and technical graphics faculty have been coping with the change to constraint-based programs by describing changes in curricula and possible classroom activities that can be used to take advantage of the functionality of the software. Grading strategies for constraint-based CAD activities will also be outlined.
I. Introduction Engineering and technical graphics curricula have mainly been focused on documentation practices over the last 50 years. Emphasis has been placed on proper selection and placement of views, dimensioning standards and technique, descriptive geometry, and the ability to visualize objects when given multiview drawings. Within the last 15 years, 3D modeling programs have provided those involved with engineering design new tools with which to work as well as a different way of looking at engineering design. The new generation of software, specifically constraint-based CAD, has shifted the emphasis from documentation to correct part geometry and design intent. Previously, introductory engineering graphics courses included topics such as lettering, correct use of instruments, geometric constructions, multiview and pictorial drawing, sectional views, auxiliary views, dimensioning, and manufacturing processes 1. These topics may have been successful in the past, but they likely will not prepare students for the current market. The use of geometry orientation and documentation only are no longer sufficient to evaluate how a student will perform with sophisticated CAD tools 2. Students have to be able to do more than just create static models and drawings extracted from the models 3. With the current types of tools and software available, industry is looking for individuals who can move data throughout the design process, collaborate online with customers, suppliers and coworkers, identify and fix problems with 3D geometry, use powerful knowledge-based systems to design complex assemblies, and be flexible enough to do design and development work 4.
II. Activities Many activities can be developed that allow students to realize the full power of constraint-based CAD software. Educators should resist the temptation to only focus on having students create Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Copyright 2003, American Society for Engineering Education
Wiebe, E., & Branoff, T., & Hartman, N. (2003, June), Integrating Constraint Based Cad Into An Introductory Engineering Graphics Course: Activities And Grading Strategies Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11721
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