Currently, flight simulators are being developed to train pilots in the professional piloting of an aircraft in “special cases of flight”. This is due to the need to teach the pilot the professional skills of piloting an aircraft in situations that are dangerous to reproduce in real flight. An aviation simulator is a combination of several imitators that simulate information about the behavior of all units of the aircraft and information about the interaction of the airframe of the aircraft with the atmosphere, depending on the control actions transmitted by the pilot through the simulators of the flight simulator controls. It is believed that the quality of information models synthesized by simulators is determined by the capabilities of modern software and hardware elements, or used mechanical units. It is impossible to create a complete model of any node; therefore, each imitator synthesizes, in addition to true information, additional false information. It is impossible to exclude false information. Therefore, when developing aviation simulators, a number of training situations are determined. The article discusses the features of assessing the degree of participation of information from two groups imitators in the formation of the components of a cognitive model that allows a pilot to fly an aircraft.
This paper’s material is destined for high educational institutions’ graduate students and teachers whose professional activity is connected with problems of descriptive geometry and engineering graphics teaching improving on the basis of modern computer technology. The paper will be useful to students of technical universities in their further understanding the course of descriptive geometry and inoculation them an interest in their personal geometric and graphic training, without which a quality engineering creativity is impossible. The paper focuses on use of KOMPAS-3D software possibilities which enables solution of nearly all educational, as well as professional engineering and graphics problems. At the same time, the promotion of domestic IT-product in educational area is an urgent task, arising from the problem of technical education at the present stage of public education’s system development. A number of examples related to solution of spatial problems connected with second-order surfaces simulation have been considered. On the basis of descriptive geometry’s laws applicable to surface problems, a feature of their solution and display on computer screen has been illustrated. For example, in the graphic editor KOMPAS-3D there is the Ellipse command, but there are no Hyperbola or Parabola commands. But without these curves it is impossible to create a 3D model of hyperboloid (one- or two-sheet), paraboloid, or hyperbolic paraboloid. To create these curves it has been proposed to use conics of circular cone, canonical or parametric equations of hyperbolas and parabolas. For each of these options the examples of second-order surfaces 3D models creation have been considered.
The graduate of higher technical education institution must today possess the knowledge of information technologies from computer design systems to development of graphical models related to processes and phenomena. The interest in the engineering computer graphics must be instilled in the secondary school. Concrete results have been achieved in the Penza State Technological Academy on ECG Chair. The directions of work with students and schoolchildren in this area have been considered in the paper.
An important aspect of human activities is receiving, recording and operating with geometric information possessed by all real objects. It is far from always that a person can receive geometric information directly from the object. In these cases substitutes (geometric models) of these objects, which carry the same geometric information, are used. They are geometric models of three-dimensional objects that people traditionally use in their flat images. The main requirement imposed on geometric models is to save all geometric information of a source object. To meet these requirements, a flat image must be created in accordance with laws discovered early. Unfortunately when creating flat computer images, these laws are not always followed. As a result the received images do not follow the basic requirement distorting the represented depicted three-dimensional world.
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