Engineering Graphics Literacy: Spatial Visualization Ability and Students' Ability to Model Objects from Assembly Drawing Information
2012 ASEE Annual Conference and Exposition: Conference Proceedings 2012
Theodore Branoff, Modris Dobelis

Engineering drawings are still one of the main pieces of legal documentation for product development. Interpreting these drawings is a skill needed by engineers and technicians since these documents are the primary way design information is communicated to manufacturing and quality control. Post-secondary engineering programs, however, have reduced the amount of instructional time related to engineering graphics for various reasons. More emphasis has been placed on basic modeling strategies in CAD programs and engineering design activities. Has this change in emphasis come at the expense of students being able to correctly read complex engineering drawings? During the Spring 2011 semester, a pilot study was conducted in a junior-level constraint-based modeling course where twenty-nine students were asked to model as many of the seven parts given in an assembly drawing of a device within a 110 minute class period 4. The main purpose of this pilot study was to determine the procedures necessary for this type of assessment in a classroom setting. The parts in the assembly ranged in complexity from a ball to a valve body. Students were given a ruler to measure parts on the B-size drawing and determine sizes of features based on the given scale (2:1). There was a positive relationship between the scores on the activity and the pace at which each student completed the parts. Only eight students modeled all seven parts in the assembly. Some of the students in the pilot study completely misinterpreted the 3D geometry of the parts. The researchers wondered if this was the result of insufficient practice reading drawings and/or the result of low spatial ability. Spatial abilities have been shown to be a predictor of success in several engineering & technology related disciplines. Scores on spatial tests have also been used to predict success in engineering graphics courses. Other studies have shown that some type of intervention, whether a short course or a semester long course, can improve spatial abilities in students who score low on tests in this area. For this study, the primary research question was, how well do current engineering and technology students read engineering drawings, and is there a relationship between reading engineering drawings and spatial visualization? Can students take the information given on an assembly drawing, visualize or interpret each part, and then create 3D models of the parts in a constraint-based CAD system? Is their ability to do this related to scores on a standard spatial visualization test? How does their ability to read engineering drawings relate to other measures in the course (e.g., final project, final exam, or final course average)?


Atslēgas vārdi
Graphic Literacy, Engineering Drawing, Constraint-Based Modeling, Engineering Education
Hipersaite
https://peer.asee.org/engineering-graphics-literacy-spatial-visualization-ability-and-students-ability-to-model-objects-from-assembly-drawing-information

Branoff, T., Dobelis, M. Engineering Graphics Literacy: Spatial Visualization Ability and Students' Ability to Model Objects from Assembly Drawing Information. No: 2012 ASEE Annual Conference and Exposition: Conference Proceedings, Amerikas savienotās valstis, San Antonio, 10.-12. jūnijs, 2012. San Antonio: American Society for Engineering Education, 2012, 1.-12.lpp. ISSN 2153-5965.

Publikācijas valoda
English (en)
RTU Zinātniskā bibliotēka.
E-pasts: uzzinas@rtu.lv; Tālr: +371 28399196