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Using 3 D Cad As A Tool To Integrate Topics Across The Curriculum

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

13

Page Numbers

6.1098.1 - 6.1098.13

Permanent URL

https://peer.asee.org/9958

Download Count

42

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Paper Authors

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Mileta Tomovic

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William Szaroletta

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Bruce Harding

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Paper # 1939 • Session 3225 (Educational Research and Methods)

Using 3D CAD as a tool to integrate topics across the curriculum W. K. Szaroletta, B. A. Harding, M. M. Tomovic Purdue University

Abstract

Too often CAD is taught as a subject or addressed in isolated assignments among perhaps several courses in a degree program. However it appears to be rarely used as a truly integrated design and documentation tool crossing diverse specialty disciplines within a degree program. This paper discusses how various faculty are introducing CAD as a unifying tool applicable for a variety of topics such as production design and, mechanics, engineering material, finite element analysis, mold design, enterprise CAD management and others. As one example, first-semester students initially learn CAD techniques in a basic service course taught by the Computer Graphics department. They subsequently migrate to Production Design and Specifications where they polish 3D skills as they learn about fits, tolerances and other aspects of design for manufacturing and design for assembly. In Applied Strength of Materials and Experimental Mechanics, students utilize the same CAD application to initially construct 3D models and then analyze those models using a variety of analytical techniques. Similar to capstone experience, students later in CAD in the Enterprise take apply CAD knowledge to minimizing the real-world dilemma of vendors, manufacturing and customers, the components of a virtual enterprise, all using different CAD systems yet needing to communicate their CAD data among externally and internally for analysis. Together, the described activities, including the use of the newest generation of user- friendly CAD tools has enabled a closer technical integration, a common language as it were, among the departmental students, much as MS Excel and MS Word did late in the last decade. Ã

I. Introduction

Historically CAD has been taught in the Purdue MET program for many years. It was first taught as an electronic drawing tool and eventually as a design tool, initially in 2D only, and as software matured, with 3D applications. Over these years a number of CAD systems have been employed and all were successful in their time in providing valuable knowledge applicable to post-graduation practitioners. However no system developed a sufficient following among the general faculty that they regularly employed CAD as a problem-solving tool for their course’s technical content. Other applications such as Excel™ have become somewhat ubiquitous across the curriculum, but certainly not CAD. That will change with the availability of Alventive’s IronCAD™.

Tomovic, M., & Szaroletta, W., & Harding, B. (2001, June), Using 3 D Cad As A Tool To Integrate Topics Across The Curriculum Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9958

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