The purpose of this study is to develop an algorithm for solving educational computational and graphic work from a cycle of constructive tasks of engineering and construction design (construction graphics) by computer geometric modeling in the environment of the domestic nanoCAD program. Algorithmization of the solution of the problem was carried out on the example of a training task from the cycle of graphic works in the course "Engineering and computer graphics", which is performed by students in the first semester and is the basis for solving problems of engineering and construction design. It is shown that the use of computer geometric modeling methods by means of modern software products makes it possible to speed up the process of solving a problem, simplify the calculation of the necessary data and visualize the results, which together contribute to an increase in the didactic effect and mastering the learning competencies necessary in future professional activities. Computer geometric modeling contributes to the understanding of the principles of modern information technologies, and also instills the skills to use them to solve more complex educational problems and tasks of future professional activity. Thus, the application of the proposed algorithm of computer geometric modeling in solving educational and applied problems within the framework of the training course "Engineering and Computer Graphics" in the preparation of students of engineering and construction profile, as well as in the performance of research and design activities is appropriate.
This article discusses the prospects for applying cause-and-effect analysis - the Ishikawa diagram for visualizing the problems of geometric-graphic training of students of a technical university. The structure of the study using the diagram included the implementation of successive stages. At the first stage, an exhaustive list of problems affecting the level of geometric and graphic training at the university was compiled. At the second stage of the cause-and-effect analysis, problems (factors) were systematized according to semantic sections (logical blocks): employees and the student (person, human factor), material and technical base and educational environment (equipment and other means to ensure the educational process); educational technologies and organization of the educational process, means and technologies for assessing learning outcomes. The next stage included systematization and ranking of problems within logical partitions. This made it possible to identify in a simple and accessible form the most significant factors in the emergence of the problem under study at three levels. The implementation of the last three stages made it possible to complete the study with obtaining the final structure of the factors of the problem of a low level of geometric and graphic training of students. The result of the study was a graphical interpretation of the results of the cause-and-effect analysis. Thus, the possibility of using the diagram to identify the most significant cause-factors that affect the level of mastering the disciplines of the graphic cycle by students, as well as a means of visualizing the cause-and-effect analysis, is shown.
This study proposes the introduction of reverse engineering technology into a graphic workshop in the discipline «Engineering Graphics». The purpose of this study was the scientific and methodological substantiation of the need to use reverse engineering in the methodology of teaching engineering graphics. The article considers the concept of «reverse engineering», its application for solving engineering problems and in the educational process. It is shown that reverse engineering of a part and a sketch of a part are used in solving issues of production organization, in pilot production, repair and other cases, to solve similar and sometimes identical engineering problems. It has been suggested that the technology of reverse engineering in production conditions can replace the function of sketching a part. In the educational process for some areas of training, it is proposed to consider reverse engineering of the part in addition to the topic “part sketch”. A comparison is made of the use of reverse engineering technology and part sketching to solve the engineering problem of obtaining a three-dimensional digital model of a part. As part of the educational process, it is proposed to consider it as a situational or complex task. The scientific and methodological substantiation of the need to use reverse engineering in the methodology of teaching engineering graphics is based on the results of the experiment, which included parallel operations of reverse engineering and part sketching.
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