Computer Aided Design – Vision, creativity and Engineering

Alex Ballantyne

RMHS Science Department

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

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.

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.

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

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

Prior knowledge has a large impact upon viewers ability to perform synthesis

This is a visual pun!

Visual Literacy is much more than seeing images

Leonardo

Donatello Michelangelo

Raphael TMNT ROCK!

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

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

Comparison of Naïve and Experienced Visual Thinkers

It is difficult to convince students to “look” at a drill rather than “look” at a picture of a

drill!

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)

Large Multiple Component Projects can be a group activity – Individual parts are constructed by a team

of students as a collaborative process

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?

The students need models to give them confidence in extrapolation towards new designs and

representations.

Student design based on an East German Wheel-Excavator used in open-cast coal

mining.

Sophistication is in the Details

Student design of a large tower crane

The ability to design complex structures is a function of the skills available to hierarchically reduce the structure to simpler pieces.

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

A key teaching tool for multi-component design is the use of models to demonstrate the process and

underlying strategies of design

Student design of a monorail station and train.

Conceptual Design is a function of understanding how to connect separate design elements together.

RMHS BUILDING PLANS TO BE USED IN VISUALIZATION OF EVACUATION PLAN

FOR STAFF AND STUDENTS.

Student Monorail Station Design

Student Monorail Train Design

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.