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Until this day, in scientific and technical literature there are descriptions of around 600 analytical surfaces, divided into 38 classes. In turn, it is possible to divide almost each class of surfaces into sub-classes, groups, or types, that is, to compose a classification for surfaces. It will make it easier their further study. For some classes of surfaces there is no sense to set up classification schemes, since these classes consist of a small number of surfaces, or the classification will contain a bare listing of surfaces. These surfaces can include minimal and one-sided surfaces, spiral and helical ones, surfaces of Ciceika and Edlinger, as well as undulating, wavy and corrugated surfaces, and several others. The "others" category includes surfaces which, although highlighted in separate classes, are few, or they are in the process of studying. The study of scientific literature has shown that a classification for revolution surfaces, as well as for transfer and Peterson ones has not yet been set up. This paper is devoted to these classes of analytical surfaces. As the study has showed, it is possible to draw interesting conclusions based on presented classifications. In this paper it has been shown how the appearance of scientific publications devoted to classification for surfaces promote the emergence of numerous works on application of relevant surfaces in architecture, construction, engineering, shipbuilding, light industry products, topography and cartography. But devotion to analytic surfaces’ geometric forms should not be an end in itself in actual practice. So, today architects are passionate about parametric architecture, which is based on knowledge of analytical surfaces’ geometry. However, some leading architects believe that the parametric architecture oversaturated the human life’s space, resulting in a style crisis. Despite architects and engineers’ conflicting opinions, geometers must go ahead of society's immediate demands, creating new forms, classifications, and proposals.
Until this day, in scientific and technical literature there are descriptions of around 600 analytical surfaces, divided into 38 classes. In turn, it is possible to divide almost each class of surfaces into sub-classes, groups, or types, that is, to compose a classification for surfaces. It will make it easier their further study. For some classes of surfaces there is no sense to set up classification schemes, since these classes consist of a small number of surfaces, or the classification will contain a bare listing of surfaces. These surfaces can include minimal and one-sided surfaces, spiral and helical ones, surfaces of Ciceika and Edlinger, as well as undulating, wavy and corrugated surfaces, and several others. The "others" category includes surfaces which, although highlighted in separate classes, are few, or they are in the process of studying. The study of scientific literature has shown that a classification for revolution surfaces, as well as for transfer and Peterson ones has not yet been set up. This paper is devoted to these classes of analytical surfaces. As the study has showed, it is possible to draw interesting conclusions based on presented classifications. In this paper it has been shown how the appearance of scientific publications devoted to classification for surfaces promote the emergence of numerous works on application of relevant surfaces in architecture, construction, engineering, shipbuilding, light industry products, topography and cartography. But devotion to analytic surfaces’ geometric forms should not be an end in itself in actual practice. So, today architects are passionate about parametric architecture, which is based on knowledge of analytical surfaces’ geometry. However, some leading architects believe that the parametric architecture oversaturated the human life’s space, resulting in a style crisis. Despite architects and engineers’ conflicting opinions, geometers must go ahead of society's immediate demands, creating new forms, classifications, and proposals.
The availability of the material and technological capabilities of modern information and communication technologies in the field of education allows, on the one hand, to realize the creative potential of each teacher in creating such tools as educational and methodological complexes, applications, simulators, educational games, and so on, significantly changing the pedagogical tools, and on the other hand, the expanding range of newly created teaching aids causes an urgent need for an adequate assessment of their impact on learning outcomes. The purpose of the work is to evaluate the effectiveness of using the simulator program for independent studies of students in the discipline "Descriptive geometry". The work used such research methods as questionnaires using Google Forms, testing, timing, statistical data processing, comparison of control and experimental groups, construction of bar and pie charts, SWOT analysis. In the process of pedagogical research, the following platforms and programs were used: LMS Moodle, Microsoft Excel, an original simulator program for the development of students' spatial thinking. It has been established that the developed simulator program for the development of spatial thinking of students of engineering specialties studying the discipline "Descriptive Geometry" allows increasing students' interest in mastering the topics of the discipline, favorably affects the formation of skills for constructing orthogonal projections of a point, reducing the time for solving problems on this topic by 40% and also positively affects the degree of adequacy of students' self-assessment. It has also been established that to check in a semi-automatic mode 80 reports of students on the implementation of individual tasks in the simulator program, the teacher will spend only about 30 ... 40 minutes of his time. At the end of the article, ways to improve the simulator program are given and directions for further research are outlined.
The availability of the material and technological capabilities of modern information and communication technologies in the field of education allows, on the one hand, to realize the creative potential of each teacher in creating such tools as educational and methodological complexes, applications, simulators, educational games, and so on, significantly changing the pedagogical tools, and on the other hand, the expanding range of newly created teaching aids causes an urgent need for an adequate assessment of their impact on learning outcomes. The purpose of the work is to evaluate the effectiveness of using the simulator program for independent studies of students in the discipline "Descriptive geometry". The work used such research methods as questionnaires using Google Forms, testing, timing, statistical data processing, comparison of control and experimental groups, construction of bar and pie charts, SWOT analysis. In the process of pedagogical research, the following platforms and programs were used: LMS Moodle, Microsoft Excel, an original simulator program for the development of students' spatial thinking. It has been established that the developed simulator program for the development of spatial thinking of students of engineering specialties studying the discipline "Descriptive Geometry" allows increasing students' interest in mastering the topics of the discipline, favorably affects the formation of skills for constructing orthogonal projections of a point, reducing the time for solving problems on this topic by 40% and also positively affects the degree of adequacy of students' self-assessment. It has also been established that to check in a semi-automatic mode 80 reports of students on the implementation of individual tasks in the simulator program, the teacher will spend only about 30 ... 40 minutes of his time. At the end of the article, ways to improve the simulator program are given and directions for further research are outlined.
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